Re: strategies for teaching Python

I wish this event could be used to study how kids learn.

http://www.hak4kidz.com

I taught Python and felt I made good use of the 8 hours, will make better
use of the 8 hours next time, and continue this pattern.  Except it pains
me that I am the one trying to understand how people learn, and I suspect
someone who had a proper foundation would both improve the 8 hours more
than me, and also take away some observations that I would hope could
improve general teaching techniques.

What I can say: having visual results engaged them.   being able to create
graphic images that would be next to impossible by hand, even with hours of
tedious effort, and a few loops and math and something beautiful appears
almost instantly, that grabs their attention.







On Mon, Oct 2, 2017 at 3:35 AM, kirby urner <[email protected]> wrote:

>
> Given I'm spending 3-4 days a week with 5th & 6th graders, teaching them
> Python, I'm looking for ways to sync with what Common Core says they should
> be learning math-wise.
>
> They general strategy here is to look for topics already in the curriculum
> and develop coding skills around those topics.
>
> Turns out that prime versus composite is important at that age, and the
> classic algorithm used to teach that is the Sieve of Eratosthenes.  Most
> coders have written at least one of those.
>
> Since we're transitioning from block-based MIT Scratch with not much
> keyboarding, to full-fledged lexical Python, I'm thinking to assess
> facility with keyboarding (typing) by having them hand-enter a Sieve, and
> running it to check for any syntax errors.
>
> While we're still doing natural and whole numbers it makes sense to look
> at other number series as well, ones we can explore using very simple
> Python.
>
> Triangular and square numbers, then polyhedral number sequences, such as
> successive shells around a nucleus. 1, 12, 42, 92...
>
> http://oeis.org/A005901  (note link to my website under links)
> https://github.com/4dsolutions/Python5/blob/master/STEM%20Mathematics.
> ipynb
>
> Pascal's Triangle is an important hub for studying number sequences.  It
> even embeds the Fibonacci Numbers.
>
> These are the kinds of ideas I've been circling for some years.
> http://4dsolutions.net/ocn/numeracy0.html
>
> What's new is I'm getting more opportunities to test them in real world
> classrooms. Coding with Kids is keeping me busy.
>
> With my adult students, I'm looking at what I call the "Five Dimensions of
> Python" wherein they expand their awareness of the language, from keywords
> (dimension 0) to 3rd party ecosystem (dimension 4).
>
> http://mybizmo.blogspot.com/2017/09/five-dimensions-of-python.html
> (links to another Jupyter Notebook)
>
> I've finally figured out that Codesters (codesters.com) is about Python
> 2.7, not Python 3.x.  I've been confused on that score.
>
> Given cryptography is playing a more important role in everyday eCommerce,
> it makes sense to beef up some of the Number and Group Theory aspects of
> K-12.
>
> I've been arguing on math-teach that right when we introduce primes versus
> composites, we should likewise introduce Fermat's primality test.
>
> http://mathforum.org/kb/message.jspa?messageID=10241002
> http://mathforum.org/kb/thread.jspa?threadID=2883906
>
> Kirby
>
>
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