A few days a ago, an occasional commenter told us about the teacher shortage at their school. They suggested the shortage was going to “play havoc” with their teaching load. We’re not quite sure how that works, since we thought there were strong and weird restrictions on what could be demanded of teachers, but we’re not doubting the reality on the ground. Our teacher correspondent also offered tentative reasons for the shortage: boomer teachers retiring, both naturally and motivated by covid; little incentive for people become new teachers; new teachers not lasting.
So far, there have been about a million columns written on ChatGPT, the AI chatbot that was launched a couple months ago. About half a million of these columns have been devoted to predictions on ChatGPT’s implications for education, both in schools and universities. Many of the columns have been fearful, but a few are bright-eyed, talking up the Brave New Possibilities that ChatGPT will offer, and will demand. Continue reading “Into the Voigt of ChatGPT”→
Prompted by the What Should We Write About post, and in particular by a comment from newcomer Mr. Texas, it seems worthwhile setting up a few “resources” post. This is the first such post: who, or what, should people read on mathematics education?
A few months ago, I asked blog readers for suggestions for what had gone wrong with mathematics education. Plenty of discussion ensued, and it was very enlightening.
The purpose of that blog post was to help with the writing of an article. Guy Rundle had suggested that I write something on mathematics education for the magazine Arena. The article has now appeared (and in print). The introduction to the article is below and the full article can be read at Arena. Thank you to Guy for the opportunity, thank you all for your suggestions, and thank you to my secret crack team of hypercritical editors. (I have no idea of the significance of Arena’s graphic, but that’s cool, and it’s cool.)