# Odds & Ends: Wind River, John Holt, Twitter Math Camp

PCMI is over. There is a longer recap on its way as I keep puzzling through everything from the last few weeks. I’m also pretty excited about what my working group put together, and will be posting about that as well.

I had this odd few days between PCMI and Twitter Math Camp, and spent it backpacking in the Wind River Range in Wyoming. It was a great chance to reflect and try to figure out the meaning of life, mathematical structure, and conic sections. Not sure I made much progress on that front, but it was really beautiful — check it out!

I also have this handy satellite tracker so my parents don’t freak out when I do stuff like this. Here is my trip:

And here is a link to the interactive page (not sure how long it will be active). I think there’s some good math here — drawing functions to represent distance traveled, or altitude over time. Illustrating average rate — did my rate vary a lot, or did I just take breaks of varying lengths? The derivative and second derivative are pretty interesting, and require a good understanding of the context. Need to keep that one on the shelf, and maybe flesh it out some more later.

I am also almost finished my summer of driving:

There’s definitely some good math in there as well, probably about whether it was a good idea to buy this car used. Just one more drive to Leadville after Twitter Math Camp and I can hopefully put the keys away for a few days.

John Holt
Couldn’t put How Children Fail away though. If all of the secrets of life aren’t hidden in conic sections, they may be in that book. From the book:

There are sixteen kids in my math class. Four are poor students, one is fair; all the rest are exceptionally bright and able, with a good feel for math. They have all had place value explained to them many times.

The other day I asked, “Suppose I go to the bank with a check for \$1437.50, cash it, and ask them to give me as much of the money as possible in ten dollar bills. How many tens will I get?” I wrote the number on the board. After some scrambling for pencils and scratch paper, answers began to appear. None were correct; most were wildly off. A few kids got the answer on the second or third try; most never got it.