This is awesome — I’m super excited to see what this year brings!
I have a quick question: as someone who has personally benefited from SoME videos, I was wondering if there’s any chance the competition could be expanded to include non-English content as well?
I’d love to participate, but I have a long-standing commitment to delivering serious math content in Arabic — something that’s still unfortunately lacking.
Your material is always thought provoking and positively stimulating. Hope you've enjoyed a great "leave." Retired from middle school math instruction 21 years ago. My favorite 'grabber' was "the Averaging Card Deck" which only required creating cards that looked like the 6 1/2 ( OR 6.5)of clubs. Great intro to fractions or decimal numbering. Also leads to probability. Creating student buy-in is essential. (Also Instructor's.)
Hi Grant! Its great to be able to leave you a message, I have shared your site with all of my friends in Astrophysics and engineering and they have all thanked me. I am currently writing an abstract regarding time to submit to the AGU, and was also wondering if you had made up your mind whether you were going to take a deep dive into the LaPlacian? We haven't seen you for a while and hope you are well.
Please make sure to find some peace and quiet for your amazing cerebral processes 😁👍🏻
This is awesome — I’m super excited to see what this year brings!
I have a quick question: as someone who has personally benefited from SoME videos, I was wondering if there’s any chance the competition could be expanded to include non-English content as well?
I’d love to participate, but I have a long-standing commitment to delivering serious math content in Arabic — something that’s still unfortunately lacking.
Thank you so much! 😊
Grant,
Your material is always thought provoking and positively stimulating. Hope you've enjoyed a great "leave." Retired from middle school math instruction 21 years ago. My favorite 'grabber' was "the Averaging Card Deck" which only required creating cards that looked like the 6 1/2 ( OR 6.5)of clubs. Great intro to fractions or decimal numbering. Also leads to probability. Creating student buy-in is essential. (Also Instructor's.)
Hi Grant! Its great to be able to leave you a message, I have shared your site with all of my friends in Astrophysics and engineering and they have all thanked me. I am currently writing an abstract regarding time to submit to the AGU, and was also wondering if you had made up your mind whether you were going to take a deep dive into the LaPlacian? We haven't seen you for a while and hope you are well.
Please make sure to find some peace and quiet for your amazing cerebral processes 😁👍🏻
Thanks for everything you do.
David P Wallace
This is a learned behavior or idea never taught before
How is it plausible to factor this practice to pretend to be pragmatic
Now tuu hi is has many factors density and the beauty of this is immense forced learning is real
That is the birth of our appreciation of math using pyhsic
Sums up how can a small car traveling at a speed demolish the frame if a 4/4 truck Silverado
E =2,718 1/2 . m/2 (v velocity () c) creates a forced curve
Not a teacher parent this pragmatic moment. Derives from this theory
🫶🏼
Indeed kind sir! Thank you!
grant, you're a gift.