My avatar across the web: a photo of my feet in grey-white socks and brown sandals.

Ben Babcock

I read, write, code, and knit.

3 Articles from December 2011

  1. How I read so much

    The year is almost over, and unless I finish a book tomorrow, it looks like I will end 2011 with 115 books read. Not too shabby, I suppose. Far cry from my goal, which was to tie with 2009’s best of 156 books. But still pretty good, all things considered. Indeed, from time to time people exclaim their awe at how much I read. I don’t like to draw too much attention to the quantity, which is after all no indicator of quality, because it feels too much like bragging. But today someone on Goodreads asked me how I manage to read so much, and as I was composing my reply, I realized it was getting too lengthy. Lengthy enough for a blog post, in fact.

    It’s quite simple. I have a time machine, you see, and that allows me to go back in time and spend more time reading throughout the day….

    Well, I wish that weren’t so much science fiction!

    Last year, which was a very good year for me, I averaged 2.6 days per book; this year I have been slightly busier, so I took 3.1 days per book. Considering that most people, i.e., people who do…

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  2. More on math from Margaret: Arithmetic should be boring

    Once again Margaret Wente, my favourite Globe and Mail columnist, has delved into the gritty underworld of math education to expose the truth. This time she is concerned that we’re not teaching basic arithmetic in schools any more. She takes issue with recent trends in math education, which emphasize discovery-based learning over drill or rote-based learning. As a consequence of this shift, the standard algorithms for addition, subtraction, multiplication, and division are no longer a core part of the curriculum. Wente, as well as some parents and teachers, thinks this is a bad idea. And while I agree with her on one point—it’s essential for students to know basic arithmetic as they go on to high school—once again I have to protest how she has chosen to argue that point.

    Before I discuss Wente’s arguments, I think it’s important to mention one thing that Wente does not make explicit. Education falls under the mandate of the provincial governments. Hence, every province and territory in Canada has different math curricula. There are similarities, but we still have to be careful when we are talking about math education across the entire country as if it were some uniform curriculum.

    Canada is “Behind…

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  3. Student teaching, come and gone

    My practicum is over.

    But you might not have known it had even started. I kept meaning to blog about my experiences in my “professional year”, and then when my practicum began, about that. Yet I never got around to it. This has been my busiest year in long memory, and my practicum kept me busier than ever. So hopefully a short recap will suffice.

    First, professional year—the first nine weeks. I enjoyed most of my classes. There was a lot more reading and many more assignments than I was used to in my previous years, which mostly consisted of weekly math assignments and the occasional essay. But my classes have raised important issues I need to consider as a teacher, and they have prepared me well for teaching. (I still hate group work.)

    Now, the practicum. I was lucky with my assignment. I went to a local high school, to the math department. In fact, my associate teacher was the same teacher in whose classroom my group had taught a “mini-lesson” for my math instruction course. So I had already met her, and she had already seen me teach (sort of). This reduced my trepidation as I went into…

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