Monday 141027

We were to squat today.  It is too nice not to run.  so…

Run 400 meters
50 pull-ups

Run 400 meters
50 push-ups

Run 400 meters
50 sit-ups

Run 400 meters
50 squats

From The Atlantic

Teaching Math to People Who Think They Hate It

A popular Cornell professor tries to help language-arts types learn how to “make math” instead of just studying it.

The author’s son and husband take the scalene triangle challenge. (Jessica Lahey )

Math has never been my strong suit. I opted out of it at every turn, particularly in college, where I enrolled in linguistics to fulfill my quantitative reasoning requirement. I even tried to overcome my aversion by taking a second whack at Algebra in my forties, but sadly, I still hand restaurant bills to my husband when it’s time to calculate the tip, and have long since given up on helping my teenage son with his Algebra II homework. Despite my negative feelings about math, I am a huge fan of Steven Strogatz, author, columnist, and Professor of Applied Mathematics at Cornell University.

I follow Steve Strogatz on Twitter, and while I don’t always understand his tweets (“Would you like Bayesian or frequentist statistics with that?”), I do find them fascinating. When Steve tweeted that he’d be teaching an introductory math course for non-math majors at Cornell University (#old_dog#new_tricks#excited), I emailed and asked him to tell me more. Why would a veteran professor of higher math choose to spend a semester in the company of undergraduates, many of whom would rather visit the dentist than spend two hours a week exploring mathematical concepts?

The short answer is that Strogatz has discovered a certain thrill in rectifying the crimes and misdemeanors of math education. Strogatz asks his students, more than half of them seniors, to provide a “mathematical biography.” Their stories reveal unpleasant experiences with math along the way. Rather than question the quality of the teaching they received, they blamed math itself—or worse, their own intelligence or lack of innate talent. Strogatz loves the challenge, “There’s something remarkable about working with a group of students who think they hate math or find it boring, and then turning them around, even just a little bit.”

Strogatz believes the key to this turnaround lies not in the material, or the inherent talent of the student, but in changing the way math is taught to liberal arts majors. The curriculum he teaches is called Discovering the Art of Mathematics: Mathematical Inquiry in the Liberal Arts (DAoM); it was developed at Westfield State University byJulian Fleron and three colleagues and funded by a grant by the National Science Foundation. The DAoM approach, which is publicly available through a free collection of books and workshops, is rooted in inquiry-based learning: It focuses on student-led investigations into problems, experiments, and prompts. The typical mathematics for liberal arts class on the other hand, is typically presented in lecture format, usually by non-tenure track instructors, and only serves to further disenfranchise students, Fleron claims.

Twelve years of compulsory education in mathematics leaves us with a populace that is proud to announce they cannot balance their checkbook, when they would never share that they were illiterate. What we are doing—and the way we are doing it—results in an enormous Read more Monday 141027

Monday 141013

Check out Larry!  Our Superstar went strict Paleo for 2+ months.   I wish I had his mental toughness.



Box Squats

Find a 3RM 4 inches above parallel

Take 85% of that 3RM and complete 3 sets of 3 reps at parallel



400m Run
20-Box Jumps
20-Wall Ball Shots