Why Do I Do What I Do?

It’s been 4 months since my last blog update. The reason of such a gap in time is… because I truly wanted to immerse myself in the experience of being a Head of Department. However, such title or job position does not fully convey a personal objective. I personally did not accept to coordinate the Academy of Sciences because of money or prestige. I accepted the challenge because I truly believe that one can transcend through education. I accepted the challenge because I firmly believe that everyone, regardless of age, gender, and social background is good at Math and Science.

Let me elaborate on that point. Back when I was in middle school I had a teacher who revolutionized my previous conceptions of how Algebra is taught. In a time where most of my classmates seemed to despise Mathematics, along came a teacher who had a “special gift” that no other teacher had. He made Math elegant and simple to follow. While he was explaining abstract concepts, he moved gracefully in front of the class, and used magnificently structured procedures to illustrate new analytical notions. That is when I realized that not only Mathematics but Science in general could be shared, and everyone would be delighted in the learning process.

As the years rolled by, I had the opportunity to become a Science and Math teacher. In the 4 years I have taught Science and Math I have NEVER found ANYONE who is terrible at them. Even some of the students who had a very negative predisposition to subjects such as Algebra, Calculus, Chemistry and Physics eventually started to demonstrate a positive bond with these disciplines. How is that possible? How could a teacher inspire a student to get rid of stereotypes regarding Math and Science? How could a teacher demonstrate that Science and Math have an actual application in real life? The key term is motivation. Since motivation is such a contagious feeling, not only it affects the mental structure of a student, but it percolates all the way into his or her emotions. A student must establish an emotional connection with Math and Science. In other words, Math and Science have to make not only logical, but emotional “sense”.

Coordinating the Academy of Sciences has led me through a path of trial and error, long working nights, sleep deprivations, mood swings, and fear. However, the premise of changing how Mathematics and Science are perceived is what drives me to collaborate with the teachers who support the Academy and the students with whom we share our classes as teachers. This is my code of beliefs. This is why I do this.

I am tired of listening to the mantra “I hate Math. I hate Sciences. They are difficult. They are boring. There are no good Math and Science Teachers. My parents tell me that I’m not good at Algebra. My parents were never good at Math and Science.”

So, if you are a teacher or student who is reading this statement, I encourage you to believe that Science and Mathematics can be fun, interesting, and transcendental. Science and Mathematics can be learned and enjoyed by everyone. Let’s demonstrate that to the world.

New Year's Resolution and the Florida Experience

This is an uninspiring title for my first blog entry of 2012. I know it, rest assured. However, I have experienced a particular urge to unleash some creative juices. For a couple of months, a slight yearn to write has pervaded my thoughts. The best way to do it is to keep on nourishing this blog which I started almost a year ago. It is not surprising that I left it almost unattended during the last quarter. The chores and responsibilities of coordinating the Academy of Sciences, completing a Master's course, starting a CA on Management, and providing significant academic experiences consumed my energy. Thus, the only new year resolution that I have made to myself is to... WRITE.

Let's begin!

There is a recent anecdote that I would like to share with you. I had the opportunity to travel to Florida during Christmastime. 20 years had passed since I visited Orlando's theme parks. That visit, back in 1991, is still in my memory as one of the most influential experiences of my life . Not only did I enjoy the chance to meet Mickey, or ride a Delorean in Back to The Future: The Ride; I got exposed to the English language. I noticed my parent's frustration while trying to communicate in a language they did not grasp. Nevertheless, English appeared to me as an intellectually appealing tongue that narrated Epcot's rides. English narrated the Future. Moreover, I regarded USA as a pristine land of wide highways, largen-than-life shopping malls,sky-high bookstores and a Shangri-La for gamers and readers. Even the airports smelled like new cars. To summarize, USA became my tomorrowland when compared to Guadalajara.

Fast forward 20 years until last week...

What happened to the United States?
What happened to what Epcot and the Magic Kingdom used to represent?

First, I do not know why there is no decent or easy to understand public transportation in the Orlando area. The only means to arrive to one's hotel is by either taxy or renting a car. Both options are expensive, and the distance to Disney's theme parks from the airport is around 25 miles. Add to it, the traffic, ridiculous toll lanes (that charge $0.75 cents every 4 miles), and fuel consumption. In other words, Orlando's transportation system is not economically sustainable for tourists. I do not want to get into the environmental issue, but you may figure it out based on what I've just wrote.

Secondly, there was a time when Disney's Florida theme parks were landmarks of innovation. The Future was designed in the dark spaces of Space Mountain or in the scenes of Horizons at Epcot. Now, the monorail looks outdated, the Contemporary and Polinesian hotels appear worn out, and there was not a single original idea living in Epcot. Both the Magic Kingdom and Epcot are stuck in an old vision of what the future promised. Such a vision, under present lenses, only produces melancholy. Why has Disney stopped iinvesting in new and inspiring IP? Could it be due to executive corruption where personal wallets are more important than vision?

On a third and final note, we had lunch at the Tortuga Tavern at Adventureland in Magic Kingdom. Burritos and salads were ordered. I was given by the cast members a handful of sour cream packets, which were around 4 ounces each (quite respectable). We only used 2 packets. The other 3 packets were not even opened. I asked one of the cast members what should I do with the unopened packets. Her answer? "Throw them away". Does Disney have any idea of how much money the company could earn by controlling that flow of unwanted packets? What happens to the whole "sustainable" speech if one of America's top companies dismisses it?

The only spark of innovation of what used to be a land of dreams were Universal Studios. The Marvel and Harry Potter areas at Islands of Adventure are filled with innovative and creative rides that promise a bright future for the theme park industry.

It is no wonder that nations and companies change, but ideals cannot be prostituted by negligence such as the one I experienced at Orlando Florida and Disney's Theme Parks.

Comments? Be my guest!

Simplification is the Ultimate Sophistication

Coordinating the Academy of Sciences at Prepa Tec Santa Anita has been one of the most significant experiences in my life. I regard it as an incredible platform from which the realm of education may be pushed forward. Mathematics, Physics, Biology, Chemistry, and Information Technology are the subjects that I oversee along a team of professors. Someone who is versed in modern science trends may notice that although those subjects are not new to any science curriculum, their interaction is being considered as “converging sciences”. Biotechnology, Robotics, Nanotechnology and Bio-mathematics are examples of sciences that branch out of the broader ones. These evolving sciences promise a bright and exciting technological, economical, and social future. I truly believe that education and the converging sciences depend on one another. Education programs that focus on creativity foster innovation in science and technology, while technological tools nurture the academic experience.

As a coordinator, I’m seduced by hundreds of new ideas that I would like to implement in Santa Anita’s Academy of Sciences. It is easy to feel overwhelmed by the exuberance of contemporary research and product development. However, a proper education curriculum is not about how much it expands itself; but how deep, effective and qualified it is. Let me illustrate this point. While reading Walter Isaacson’s outstanding “Steve Jobs” biography, I came across a manifesto that is known as the “Cook Doctrine” (stated by Apple’s CEO Tim Cook):

We believe that we are on the face of the earth to make great products, and that’s not changing. We are constantly focusing on innovating. We believe in the simple not the complex. We believe that we need to own and control the primary technologies behind the products that we make, and participate only in markets where we can make a significant contribution. We believe in saying no to thousands of projects, so that we can really focus on the few that are truly important and meaningful to us. We believe in deep collaboration and cross-pollination of our groups, which allow us to innovate in a way that others cannot. And frankly, we don’t settle for anything less than excellence in every group in the company, and we have the self-honesty to admit when we’re wrong and the courage to change. And I think, regardless of who is in that job, those values are so embedded in this company that Apple will do extremely well.

Just as Cook declares, I also believe that any education curriculum that truly wants to promote a revolution in the classroom needs to focus its energy in a clearly defined set of projects. Prepa Tec Santa Anita’s main projects are: Attracting the interesting in science and technology through innovative and inspirational teaching; establishing a competitive robotics club; and developing science projects that are internationally recognized in the areas of biotechnology and sustainability. We are beginning from zero, but the phenomenal potential of Santa Anita’s students makes me feel confident and enthusiastic.

I would like to finish this entry with the following conference by Juan Enriquez Cabot, author of As the Future Catches You. Think about it ;)

What makes great lessons great?

I have often wondered why students are enthralled by some classes, but seem disgusted by others. Is it the teacher? Is it the group? Is it a synergy of both? Should we blame the subject? I have encountered incredibly social and charismatic individuals who fail while teaching High School students. I have also met highly educated researchers and scholars who flunk at teaching this type of pupils. Is there a secret formula that guarantees a course that everyone wants to attend? For this particular article, I want to focus on my sole experience.

As I have said before, think about your favorite movie; most endearing emotional relationship; the trip that changed your life; or a product that you truly love. What lies under their greatness? Details. Details shape the classroom too.

I have always designed my classes based on a single principle—what is the type of lesson I would like to attend to? Personally, I loved classes that not only talked about the content of the class, but how it was related to the world around me. If science and humanities come from daily life situations, why do we have to de-humanize them within four walls and one boring speaker? So, my classes take some detours that freshen up the learning environment. Some detours are planned. Some are unexpected.

This leads me to a second ingredient for a great class—the teacher’s expertise. Taking a detour implies boldness, courage, wisdom, and rich general culture. I encourage teachers to read, watch, taste, and marvel at everything that happens around them. Take it back to the classroom. Your students will appreciate it. Talk about pop culture, emotional relationships, fashion, technology, demography, sociology, sports, and trends. Even if you regard a topic as “non-sense” get involved with it. It will not only benefit your courses, but will nourish you as a human being as well. We as teachers enjoy something that actors have always used—fame, mysticism, and social attraction. What the teacher has personally experienced will always get the attention of the student. USE IT!

Moreover, John Lasseter, creative director at Pixar Animation Studios once said that “research is the funniest part of doing an animated film”. Teachers, research!
Some other important elements for teaching an outstanding lesson are confidence in one’s strengths, confidence in the students, doses of humor, and a sense of exploration. Let your students work for some minutes. Mesmerize them with a question. Questions are far more interesting than their answers for they remain open to human interpretation.

The sensorial stimulus is also important. Develop a characteristic dress code. Wear what suits you the most, while adding an almost imperceptible edge. Bright ties, bright shirts, long shoes, sunglasses while walking down the hallways... They all work.

The most decisive sensorial stimulus? Music. Play music to your students while they work in an activity, and they will impress you. Cell phones will suddenly become quiet, students will ask you about the name of the song, and by using both cerebral hemispheres the learning product may impress you.
I know that producing a great class takes time and a personal touch. Listen to your teacher sense and DO IT NEXT CLASS.

Is Google Destroying Our Memory?

I found an interesting article regarding how we relay on Internet search engines and Wikipedia to look for information we do not need to memorize.

What I personally promote is the fact that education needs to re-focus itself into understanding how concepts work and relate to each other through formative assessment than memorizing or learning by heart. Purely quantitative evaluation hinders the learning process because numbers do not necessarily tell the whole story behind a student's development.

It is our duty as educators to provide a platform that will structure the minds of students to gather new knowledge through appreciation of what makes a concept exist, and how it relates to daily life.

Feel free to comment!

Google Is Destroying Your Memory

Dropouts, gamers, students... where are guys heading?

Where have I been for the last 2 months? Part 2: Framingham and Prepa Tec Santa Anita

It has been a hectic month and the blog updates have not been as copious as I wish them to. I am currently living one of the most interesting periods of my professional life since I have been appointed as Academy of Sciences Coordinator at Prepa Tec Santa Anita, where I taught for three semesters during 2009-2010.
Right after my return from Shanghai I studied two courses from the Master Program of Framingham State University. The first course was about Curriculum Mapping and Differentiation, while the second course was mainly devoted to Special Education. I really want to stress the fact that I came in contact with theories and concepts that have been around the United States for around two decades, but have been almost unheard of here in Mexico. Differentiation really struck me since it allows teachers to devote themselves to those students who learn by unique ways. The Framingham courses were exhausting, but extremely rewarding for I am constantly applying them as a Coordinator.
Moreover, I have felt a tremendous responsibility since the Academy of Sciences Coordination is a fresh position. It is a new project that aims to strengthen the curriculum, quality, and academic presence of Prepa Tec Santa Anita. The Coordination involves all six levels of Math (from Algebra to Calculus), Inorganic Chemistry/Organic Chemistry (which are known as Matter and Change/Carbon and its Compounds respectively), Physics, and Information Technologies. Right now it is the largest coordination in Prepa Tec Santa Anita.
Besides coordinating teachers, going back to teaching Chemistry, and preparing Life Science courses, I am also in charge of looking for interesting projects that will benefit students in hands-on experiences. If you, as a reader, know about ANY science projects out there, internationally speaking, let me know!
The challenges behind coordinating an extremely talented group of teachers are daunting, but so far it is an outstanding opportunity to inspire and walk through new roads of academic innovation.
By the way, by Mandarin skills keep on improving!
More updates coming!
Jorge

Where have I been for the last 2 months? Part 1: China

I perfectly remember the first quote I read during High School--“Writing is mind traveling, destination unknown”. Just like a thunder in the middle of a clear day, it struck me. I often compare teaching to the writing experience. Education involves not only mind travel, but an emotional trek as well. The destination may appear as unknown to both teacher and student. So, based on that premise, the last two months propelled me to two different destinations. One, became an actual location; the other, an academic location. I am talking about China and Framingham, respectively.

Yes, I taught in Shanghai. Yes, I lived over there for around 5 weeks. However, the important fact is not teaching, or living in China, but experiencing China. Feeling what China means in the contemporary world is perhaps one of the most rewarding experiences I have ever had in my life. As a XX century born westerner one may think that eastern countries exist as exotic locations where one can draw comparisons to his or her homeland. Moreover, because western societies have more or less defined the world through industrialization, the illusion of believing that the world has to dance under Western tunes is enticing. Well, it should not be. One does not teach China. One learns from China.

The majority of developed western societies are nowadays hit by unemployment, credit crisis, inflation and a low morale. In the case of Mexico social insecurity, political confusion and an uncertain future are evident. However, China rises as a vibrant and dynamic beacon of hope. I do not want to fall into generalizations, but my personal experience tells me that the West tends to fear China. We listen to news about how China forbids Facebook, challenges Google, exploits its citizens, and pollutes the atmosphere. What I actually witnessed is a country devoted to progress, guided by what Martin Jacques describes as a “civilization state”. Moreover, China possesses an extraordinary foundation on education. It is important to note that Confucius’ beliefs regarding education and family are still alive in China. Beliefs that have dated for more than 2,500 years keep on permeating a nation dedicated to economic growth. This is not an overstatement, since visiting a Chinese school portrays this fact. Children and teenagers study for long hours, go to Saturday afternoon School, analyze literature and nature, comprehend mathematics, and maintain order within the classroom. Schools play a central role in Chinese life. What surprised me the most is how Chinese individuals respect teachers. China may well be the only country where I have experienced a sincere affection for the teaching profession. It does not matter what one teaches, saying 我是老师 (I am a teacher) produces admiration. In Mexico there is a belief that teachers are service providers who did not have a chance in another professional field. Or in the case of the United States, teachers may be sued because they do not comply with a parent’s whim. Due to a long history of Confucianism, China treats education as a pivotal element in society. Without teachers and respect for sages, there is no fabric that unites society. Unity is a key concept of Chinese existence. While the west is mesmerized by economic and corporate gurus, China still considers teachers as strategic persons for social, economical and political development. This is the reason why we must learn from China.

Now, regarding the Sustainability course, it seems that students enjoyed it and understood the value of sustainable development. A subject that was first considered as pure “ecology” became a daily quest of analysis, questions, discovery, and significant learning. I cannot be happier with the results of all students under my wing. That course is both my signature and dedication to students who are brave enough to visualize the importance of travelling to Shanghai, and listening to what the next largest economy has to say to the rest of the planet. To all those students: thank you and congratulations for your valiance.

Last night before the departure

So here I am... packing.

Today was quite emotional since I turned in the final version of the Environment and Sustainability course. Now, it is time to think about giving it that extra "punch" that students love. What has been included in the course? What type of learning materials? Any interesting videos? Any riveting articles and case studies? The only thing I can reveal is that I regard it as a personal endeavor. It is one of the most significant events in my career as a teacher. This course has the potential to be replicated and evangelized. I would like to consider it as one of those surprise hit movies that you never expected they were THAT good (500 days of summer, Pan's Labyrinth, District 9, The Social Network, and The Matrix come to my mind). They are the kind of films you can't wait to watch them with a person who hasn't seen them. I would like to compare myself to the directors of those films who knew they had something amazing, but were not that sure whether they would mesmerize audiences.

Tomorrow will be dedicated to tying "loose knots" regarding the trip to Shanghai. I have to confess that I barely know what awaits in China. The fact of having almost 30 students under my wing implies a gargantuan responsibility. It is a personal commitment to the trust Prepa Tec has given me.

So, less than 60 hours remain before the experience begins.

Designing the Course of a Lifetime Part 2

It's been a busy week.

I have devoted a significant amount of time developing the Environment and Sustainability course. It seems like it may never end!

I am almost finished with the Sustainability section of the course which considers the main spectrum of the concept. The main guidelines related to the Final Project are almost finished as well.

Back on Thursday and Friday I attended an interesting training course. I received some hints and tips regarding how to provide a significant experience abroad. I also met the two tutors who will be helping me in Shanghai. Everything points towards an outstanding summer :)

I have gathered a myriad of interesting information which will definitely benefit the course. If you are interested on the state of the planet, I recommend you the Millenium Ecosystem Assessment which analyzes the state of the world under social, economical, and environmental perspectives. 1,300 scientists, the UN, and NGOs support it. It is worth a quick glance:

Millenium Ecosystem Assessment

Tomorrow I am having a last meeting with the colleagues who are also helping me. They will be teaching the course in Nice, France.

On the trip side, this week will be devoted to buying my personal belongings. Time is running faster than I expected.

More info later!

Designing the Course of a Lifetime

Next week I am visiting Shanghai to teach a course on Environment and Sustainability at a High School related to Tongji University.

Yes, I'm taking a plane with a group of High School students from Prepa Tec to fly halfway around the world. We will live for a month where I like to consider as the New York of the XXI century.

The most exciting part of planning the trip is not organizing my personal belongings, nor fantasizing about my second visit to Shanghai. The most exciting episode has been developing a course from scratch. It is not an everyday course. It is a course that has the potential to change the course of modern civilization. Why am I certain of such a statement?

The relationship between mankind and the biosphere is an extremely new discipline. Worries about our impact on the environment, and how it underpines social, economical, cultural and political dimensions were born during the 1970s. For a mere 30 years scientists, environmentalists, entrepreneurs, and economists have focused their efforts on tackling global issues under the label of "sustainability". That means, that out of 4 million years of human history, only 30 have been devoted to analyzing the conservation of the planet. Striking isn't it?

Flat fact: Sustainability is an EXTREMELY broad concept that has been vaguely defined. It is difficult to specifically define sustainability since the concept implies thousands of variables related to both human and natural existence. Moreover, this is the first time in the history of mankind where we are able to change our future and that of the planet.

As I'm doing my research, I have encountered a HUGE, TREMENDOUS amount of information regarding sustainability. I have learned that I need to cover topics related to astronomy and cosmology since they analyze how our plane came to be. Then, I need to talk about ecosystems, natural resources, Ecology, social issues, Ethnography, History, Anthropology, Biology, Botany, Zoology, Philosophy, Law, Religion, Economics and Finance to provide a large and significant spectrum to the students for all these disciplines are related to sustainability. After that, we will have to analyze societies that have collapsed due to an unsustainable scheme. Yes, societal collapses have happened throughout history. There are more than 20 cases that exemplify this outcome. Finally, I will need to share my knowledge regarding Design, Architecture, Mathematics, Production, Demographics, Computer Science, Statistics, Ergonomics, and Marketing. It may seem daunting and ambitious, but the fate of human existence strongly depends on sustainability. As Jared Diamond, Pulitzer-Price author of Guns, Germs and Steel (one of my favorite books) declares "There is no single cause for the collapse of a society. It is an intricate and complex process with at least a dozen causes".

My efforts on teaching the best course I could have my hands on will not only impact students to promote a change. It will need to trigger a revolution that will guarantee the future of mankind as a whole.

I recommend the following article in order to grasp the complexities of sustainability:

http://cmsdata.iucn.org/downloads/iucn_future_of_sustanability.pdf

Tomorrow, I'm having a meeting to build the course's Final Project.

More info coming soon ;)

Another Semester Goes By...

I know it has been a while since my last update. For a month I became focused on finishing my first Master's Degree course, preparing my educational trip to Shanghai, and closing up this January/May semester. Sorry about the lack of updates, but here I am, back again with more time to reflect on Math, Education, and Life.

When a semester ends, a chapter is closed. It is always a bittersweet sensation; especially at Prepa Tec since teachers are rotated depending on the programmed subjects for the following semesters. Moreover, students reach their next level, and one is left expecting the next batch of people to work with. I guess nostalgia is a quientessential feature of every formative experience.

This semester's closure struck me for a particular reason. It has been the semester where I had the largest amount of failures in my 3-year career as a teacher. Every profession has its "horrific confession". Medics have to confess whenever cancer is detected, CEOs and Boards must declare a bankruptcy, a bank representative has to announce a foreclosure, and a boss has to directly fire someone due to budget restrictions. In education, this "confession" takes form in telling someone he or she has failed the course. It is especially striking with a person who struggled throughout the semester, but did not quite "make it".

To all those students who have experienced this situation I daresay--do not lose hope. If you tried hard, try harder now, and never get intimidated by the success of others. It is in YOUR hands, and SOLELY IN YOUR HANDS to achieve whatever you want to pursue. As teachers we commit endless hours to provide you with all the necessary tools you need, now it is time to act responsibly. Persist. Persist, and do not get desperate in dire times. Consider Math as an opportunity, and never as a threat. I will NEVER get tired of saying--NO ONE SUCKS AT MATH. Pardon the informality of the statement, but it is true. Keep on trying, do not settle. Eventually, you will master the topics that may not appear later as equations and integrals. The analytical process you developed will help you take better decisions in life. Even emotional ones ;)

Remember this quote whenever your hands get dirty when approaching a Math or Life problem:

“Whatever you do will be insignificant, but it is very important that you do it.”
--Gandhi

"Globa", the Global State

An extremely interesting and highly debatable article regarding the exponential growth of the Internet, communications, and its effects on society.

It considers English as the dominant language (instead of Mandarin Chinese), the conflict between multicultured vs. monocultured individuals, economic blocks, and
interesting concepts such as "the artilect", "terrans" and "cyborgists".

Comments are always welcome!

http://www.kurzweilai.net/globa-global-state-by-2050

Maybe It's OUR Fault

I want to post this video for it reminds us that we have to keep on moving...

Spanish Subtitles

It is all about spheres: Atmosphere, Ethnosphere, Oosphere, Biosphere, Planisphere…

My Low-Res pic... Blame the IPod!!!


Today, Al Gore was in front of me. You know; VP of the United States, Harvard Graduate, the guy behind the Internet, Tommy Lee Jones’ Roomie, Nobel Prize Winner, Atari Democrat, Príncipe de Asturias winner, Oscar Winner, Ecological Activist, Vietnam veteran. You get the idea, Al Gore.

In an unprecedented visit to Tec de Monterrey, Campus Guadalajara (where I teach) he presented a truly interesting and updated version of his famous documentary “An Inconvenient Truth”. Some of the astonishing facts were—The hottest days in recorded history have happened during the last decade; temperatures in Asia rose to 53.5° during last year; a 7% increase in atmospheric vapor yields more downpours followed by long periods of drought; floods appear in territories where downpours did not happen; warmer oceans produce stronger storms; 22 climate models conclude that Earth will experience a drastic change in climate; 90 million tons of Carbon Dioxide are sent to the atmosphere daily; 4 wars have happened in the Middle East in the last 20 years; a 5 meter increase of the sea level displaces 300 million people, while a 6 meter increase displaces more than 400 million people; the acidity of oceans is changing due to the presence of Carbonic Acid… Those are the ones that I remember. You may Google tons of other facts at your discretion.

Mathematics continuously reminds us that we place our confidence in numbers. The previous statistics show that Earth is being affected by our actions. Without receding into the “another eco-friendly speech”, I just want to say that contemporary education is meaningless if we as teachers do not provide a hands-on-experience on the responsibility to our planet. There is NO NEED to fill the whiteboard with equations, or being solely focused on whether our students make a mistake or not. The main objective must be to inspire our students by presenting mathematical models and cases that can be solved through imagination, engineering and social sciences. Let’s get rid of XIX century methods of teaching Mathematics which just produce University Doctors. It is time for our students to know how to use Mathematics in order to tackle environmental (and general sustainability) problems, which may generate thousands of new jobs and opportunities for generations to come. Trust me, your Math classes will be far more interesting. I URGE Students all over the world to DEMAND from your teachers a considerable insight about these issues.

Finally, I haven’t informed you that I am studying a FANTASTIC Master Program taught by Framingham State College. The course that I am attending is related to Language and Communication (I will write about this particular topic later on). What does it have to do with Global Warming? That climate changes and overproduction do not only threaten the biosphere, but also the Ethnosphere.

Check this outstanding TED Talk for more information.
Conclusions? Always welcome!!!

Of Math Tests and Emotional Relationships

There are two concepts that shake our lives and change them forever—Math Tests and Emotional Relationships. Although these two concepts may seem totally disconnected, I’ve just experienced a couple of events in my life that made me write about them. I want to put into perspective what I have felt recently.

Math Tests are all about stress, problems, and the unknown. We are scared of Math Tests because we are suddenly thrown into a dark jungle. We appear without a compass, without a guide, and we realize that it is up to us to find our path back into the light. We may study during the previous night. We may ask for thousand ways to solve a problem, but the truth is that for most of our academic experiences, the exercises/problems of Math Tests are rarely given to us beforehand. I guess it has to do with the fact that the most difficult problems in life are the unexpected ones. The ones that test you, frustrate you, but give you the chance to bring out the best in you.

Emotional Relationships begin as fairy tales. We are barely scared of them, since we have met someone who has the potential to rock our world. Obviously, we rather them than a Math Test for every minute we spend with a significant other is a time of discovery. Suddenly, you begin to lose sleep and realize you’ve being hit by the “L” word. The relationship continues, with its highs and lows, until you reach an outcome—either continuing with that person, or letting go.

Where is the link between Math Tests and Emotional Relationships? Their connection is based on one virtue—self-confidence. It is hard for us to believe in the fact that after all, Math Tests were never a competition against our teachers or family. Emotional Relationships that ended sourly were never a competition against your significant other. Math Tests are logical examinations that temper your character. Relationships are emotional journeys that temper your heart. They are opportunities to learn something we did not know about us. It doesn’t matter if we fail a Math Test, another one will come. It doesn’t matter that our hearts broke; a new magical person is just around the corner. In the end, the race is against us since we are the ones who learn from those experiences.

Next time you see a Math Test, do not worry about its outcome. The same applies to an emotional relationship. Do not be afraid of getting hurt. We may fail Math Tests. We may break up. In the end, we prepared ourselves. We discovered new things within ourselves. We gave our best for that exercise or for that other person. We suffered, we cried, we were disappointed. We recovered from the fall. In the end, we live…

Protect your Dreams

An excellent inspirational speech from the movie "The Pursuit of Happiness".

The Daunting Task of Evaluating Math

According to the Merriam Webster Online Dictionary, Evaluate means “To determine the significance, worth, or condition of usually by careful appraisal and study”. Such definition entails powerful words like significance, worth and appraisal. A couple of months ago I had an interesting conversation with famous Canadian professor James Stewart, who has authored a considerable amount of books related to Mathematics. He declared that “there is a worldwide crisis of Algebra”. The statement is a loud cry shared by Math teachers around the world. Students do not have solid knowledge of Algebra. That is a fact. However, there is the other side of the coin--the student side which may cry out loud that “There is a worldwide crisis of how teachers evaluate Math proficiency. “ Which means, that many students feel discouraged on the way teachers grade their work; especially analytic procedures.
I am a Math teacher in a country that ranks 82 out of 180 in literacy rate, according to the United Nations Development Programme. The School Life in Mexico is 11.5 years (below countries with smaller GDP such as Namibia, Botswana, Cuba, Peru, and Lebanon based on data from the CIA World Factbook). Politically, fiscal and security issues are far more important in Mexico than Research, Technology, and Patent Queries.
Every country has the right to focus its efforts where it pleases. However, Education in Mexico suffers a terrible stagnation by political and economic interests (such as predatory unions) that produce teachers who are barely paid, and need to bear classes of more than 50 students in rural areas. It would be logical to think that the least worry for such teachers is evaluating their students in an efficient and significant matter; thus discouraging students to study science and Mathematics.
I may infer that this situation happens in many countries around the world—students who feel frustrated by teachers who do not appreciate their analytical efforts. Personally, during my High School and College years I truly hated Math teachers who only evaluated math proficiency by taking a look at the answer, and considered the whole procedure wrong. Moreover, by not being able to solve a specific exercise, did not mean that I did not know about how variables and Algebra works. I just didn’t arrive at the answer the teacher was expecting. So, Math students need to ALWAYS arrive at the conclusions teachers are expecting? Several mathematicians may shield themselves by saying that “It is not what teachers expect, but what mathematical procedures dictate”. That would be a reasonable answer, but the fact is that we are trying to encourage students to push the human race forward. We are trying to make them become fascinated by the fact that Mathematics describes the world around them, and if properly applied their efforts may revolutionize our world.
The main problem with Math evaluation techniques is that discussion tends to be forgotten, in favor of proven forms, functions and methods. Not only discussion and debate are almost non-existent in Math classes around the world, but procedures are evaluated by poorly designed exams which result in a frustrating experience for students. How could a teacher inspire students if what they learn in class is poorly and rigidly evaluated? The rigidity comes later in life. It is something that students will sooner or later experiment and learn from it. The purpose of a Math class is not to discourage people, but to enthrall them in a world of mistakes and wonder. Where is the appraisal of the value of a procedure if you only look at the answer, and not at the whole picture?
Personally, it has been TRULY favorable whenever I recommend students to at least TRY to solve an exercise or problem, and I reward them for taking risks.
To all Math Teachers who are reading this, and feel that rigidity and an overloaded discipline is the right path to teach Math, I encourage you to at least try once to evaluate even the tiniest effort. Your students will appreciate it, and your attendance rate will definitely increase. In the wide picture, more and more students will become attracted to Math, and mankind as a whole will benefit from it.

image: gettyimages.com

A Couple of Words About Never Giving Up

LAst Friday I taught one of the Math crash courses for students interested in entering Prepa Tec.

A couple of weeks ago I mentioned a student who came in with the "I'm never good at Math attitude" (I'll definitely write a post about that concept later on). He practiced, he became motivated, he passed the admission test, and he even took the crash course once again to improve his admission test grade.

Based on that story, I would like to present this video I found over YouTube.

Feel free to comment it:

An URGENT makeover for Math Class