The proposed transformed problem is this geogebra.org/classic/b5gushxp using

Instància al Consell de Mallorca sobre unes dades públiques

Feis una instància com aquesta (adjunt foto) al Consell de Mallorca i espereu resposta.

A mi m'han dit que no tenen les dades per les quals fan aquest mapa de intensitat mitjana de vehicles:

web.conselldemallorca.cat/docu

Això és INCREÏBLE. Encara fa falta molta per obtenir les dades de les administracions públiques

Classical problem: "One person goes from A to B. Another from B to A. The first one has a 4 km/h speed and the second one has 6 km/h. Where do they meet if AB has length of 25 km". How do you transform this into more interesting problem? What is the key of this problem? What do you think? Please help me to improve the of this old .

I try to transform it into a more visual problem following the advice of Raj Shah grassrootsworkshops.com/worksh

I attend to "How to Make Math More Like Video Games" by Raj Shah [grassrootsworkshops.com/worksh]. My aim is to transform something like this $\frac{3}{5} - \frac{1}{5}$ to this (picture). I'm thinking how to transform complex operations like $3 \frac{2}{5} - 2 \frac{1}{3}$.

Dia 25 de febrer vaig fer les meves al·legacions a l'esbós 2 de la futura llei de l'educació de les Illes Balears.

Primera passa de les Jornades de docents d'adults "Enxarxant els centres d’adults des de la cooperació": enviada la carta a tot el professorat del centres d'adults de les Illes Balears per "captar" a talleristes que vulguin compartir les seves experiències d'aula, de centre o de grup de docents. Adjunt document. Confirmada la ponència de Diego Redondo [twitter.com/diegoredondo13]

Today I revise lcm, gcf, fraction operations, simplications (secondary equivalent level) with groups. At the end, students should have one word with 16 characters!. I attach images with some instructions (in catalan)

I will participate in Make Math Moments Summit [makemathmoments.com/summit/] on November 16th and 17th. I hope it will be useful.

Who says examens must be individual? Who says probability must be theoretic? Students of 10th grade in adult education, answer in pairs probabilistic questions. See exam questions [and answers] (in catalan) and how they work.

Monday May 13th, students answered the question: what's the probability of one person chosen randomly hits the return of sound in Whitney Houston "I will always love you" and Roxette "She's got the look". Inspiration from El Hormiguero [antena3.com/programas/el-hormi]. You can see the results of times and percentage of interval. We have to count errors. We set error < 5% is hit and otherwise fail (but really it needs more precision)

What's the longest distance the water jet will reach? I plan to use it to explain parabolic trajectory (projectile motion). Does anyone know how to emulate this building a device? The idea is to increase the water flow and then calculate the reaching distance. How do you construct such a device?

Weeks #1 & #2 in ESPA 4 (secondary 10th equivalent in adults education in Balearic Islands): students solve Water Tank by Dan Meyer mrmeyer.com/threeacts/watertan . More information canterano.somenxavier.xyz/acti (in catalan)

On Friday Feb 2nd, students do Dan Meyer's Graduation activity [101qs.com/3530]. Their reasoning is to count time to pronounce names of 2, 3, 4 and 5 words and to count time between two graduates. Problems encountered: 1) missing people, 2) speakers omit words in names of 3+ words, 3) we have no time for seeing how much time speaker uses to pronounce names of 4 and 5 words [we use affine extrapolation for approximate it]. Final result: 12% of error of approximation #3-act

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