Note, looking into this is officially preparation for one of my fall classes. Work work work.

https://www.cambridge.org/core/journals/mathematical-gazette/article/ratios-in-heronian-triangles/09561344BC7C9068244414E2DB38202D

Demystifying Beethoven's Große Fuge

https://www.youtube.com/watch?v=KQcHPhYEoJY

(Personally I don't think it needs "demystifying," exactly, but anyway – if you want to spend 50 minutes working through the score, there you go)

https://drericsilverman.wordpress.com/games/

(Clicking the tags at the bottom of the page leads to many more good, unindexed articles)

For some reason, I feel that when the whole and only point of the question is "think about this reasoning," students pause and take some time to do that. If the question asks for a number, then it's like they have free license to skip the time-consuming "reasoning" step, multiply some things, get a number, and move briskly along to multiplying some different things in the next problem.

Francis Su: "7 Exam Questions for a Pandemic (or any other time)"

https://www.francissu.com/post/7-exam-questions-for-a-pandemic-or-any-other-time

When I'm grading proofs by hand I usually run through the stack once marking any zeros or full credit ones and pulling them out, and keeping the ones that will get partial credit insertion-sorted as I go. Once I've seen the full spectrum of mistakes and misconceptions, I go back and assign the partial credit points.

This is tougher to do with electronic submissions.

Herzlich Willkommen in Minnesota!

Joined Jan 2019