Thinking Out Loud

Super brief post here – class starts in 15 minutes. One of my Geometry colleagues asked me about a HW question I had written. I asked the students to find two cylinders that were not congruent but that had the same surface area AND the same volume. I thought it was a pretty interesting question, but I realized I did not have a coherent strategy for discussing it other than playing with numbers. I threw the question out to Twitter and engaged in a terrific conversation with Matt Enslow (@CmonMattTHINK), John Stevens (@Jstevens009), Dave Radcliffe (@daveinstpaul), and David Wees (@davidwees) Some good math was tossed around, but what really has my brain bubbling is an exchange with David Wees. He said he thought it was a great question but he would not have used it as a homework question. When I asked him why he said something that reminded me of a conversation with a former colleague. My former colleague once said that he sees a difference between exercises and problems and that he liked to keep problems for times together with the students where they could work together. I find that I feel (hope) that meaningful conversations can happen in class more readily about a problem like this one if the students have had time to think about it first. However, his words carry some weight with me as do David’s. I feel as if there is some conclusion I want to reach, but I also suspect that there is no right answer to this. I would love to hear some opinions about this in the comments or through Twitter where you find me at @mrdardy