Robert Talbert (rtalbert)'s Public Profile in the Diigo Community

I'm a mathematician and college professor interested in cryptography, algebra, and number theory on the math side; and student-centered and problem-based learning on the education side, particularly where there's technology involved. Also a dad, husband, bass player, Lutheran.

I am interested in Mathematics,cryptology,cryptography,number theory,algebra,calculus,MATLAB,Apple,Macintosh,problem-based learning,student-centered learning,higher education,STEM,engineering,Lutheran,family,fatherhood.

Member since Oct 03, 2009, follows 3 people, 0 public groups, 902 public bookmarks (910 total).

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Recent Bookmarks and Annotations

These Hobbyists Add to Calculators, Multiplying Their Fun - WSJ.com on 2009-11-17
Bill Belichick Is Great - Freakonomics Blog - NYTimes.com on 2009-11-16
Sam Kass's Theories (Rock Paper Scissors Lizard Spock) on 2009-11-16
How to Do What You Love on 2009-11-10
Julia Moulden: Math Is Not Hard: A Simple Method That Is Changing The World on 2009-11-09
David Bressoud's Launchings from the CUPM Curriculum Guide on 2009-11-07
How to create better presentations with Prezi in 3 steps - Prezi.com Blog on 2009-11-05
cooltoolsforschools - Video Tools on 2009-11-04
Some group multiplication tables on 2009-11-04
A Math Paradox: The Widening Gap Between High School and College Math on 2009-10-31
- 49% of high school graduates in Maryland take non-credit remedial math courses in college before they can take math courses for credit.
- The engineering program is structured so that no calculus means no physics freshman year and no physics means no engineering courses until it’s too late to complete the program in four years. For all practical purposes readiness for calculus as an entering freshman determines choice of major and career.
  - Robert Talbert on 2009-10-31
    
    Most engineering programs are similarly structured. Should they be?
- 5 more annotations...
- - Rigor–defined by the dictionary in the context of mathematics as a “scrupulous or inflexible accuracy”
  - Attempting difficult problems without the proper foundation is actually an impediment to developing rigor.
    Robert Talbert on 2009-10-31
    
    I.e., work on age-appropriate problems with an eye to detail and accuracy, rather than bringing harder problems downward in the curriculum.
  - Students need to be challenged but in such a way that they learn independent thinking. Pushing problems that are always beyond their ability to comprehend teaches dependence–the opposite of what is needed to develop rigor.
  - Learning techniques without understanding them does no good in preparing students for college. At the college level emphasis is on understanding, not memorization and computational prowess.
  - All three of these problems are the result of the adult obsession with testing and the need to show year-to-year improvement in test scores