The following conversation took place in my house the other day. Tabitha (6) had been informed by her mother that she (Tabitha) needed to eat something healthy before eating a chocolate-covered donut. I was—and remain—ignorant of the origins of this donut.

I came in partway through the conversation.

Rachel: I’m going to cut you a small slice of this apple.

Tabitha (6 years old): Do I have to eat the whole thing?

R: The whole apple? No.

T: No, the whole slice!

R: Yes!

If you are unaware of the fun we have had with units around our house, you may wish to check out our discussion of brownies, and (of course) the following.

Christopher, just watched your TED video on units. GREAT STUFF. Very entertaining and instructive. I’m showing this to my 6-year-old when I get home. Plus I just sent a link to all my colleagues in the math department. Got any more cool videos? Where can I find them?

Hadn’t seen your video before. My son, 4, is obsessed with understanding why he could buy a ‘4’ candle for his birthday but they don’t sell a single ’10’ candle. And speaking of exchange about Deborah Ball, your video ties in nicely with one of her tasks around using 2 wholes as the unit which threw my undergrads for a loop. I’ll show this next semester for sure.

I love the video! If you haven’t seen this already, you may be interested in how some researchers develop the concept of unit in young students: Dougherty, B. J., & Venenciano, L. C. (2007). Measure Up for Understanding: Reflect and Discuss. Teaching Children Mathematics, 13(9), 452-456. http://www.jstor.org/stable/41198995

If only that were a Tim Horton’s donut. :-)

Pete Kalenik

Christopher, just watched your TED video on units. GREAT STUFF. Very entertaining and instructive. I’m showing this to my 6-year-old when I get home. Plus I just sent a link to all my colleagues in the math department. Got any more cool videos? Where can I find them?

Hadn’t seen your video before. My son, 4, is obsessed with understanding why he could buy a ‘4’ candle for his birthday but they don’t sell a single ’10’ candle. And speaking of exchange about Deborah Ball, your video ties in nicely with one of her tasks around using 2 wholes as the unit which threw my undergrads for a loop. I’ll show this next semester for sure.

I love the video! If you haven’t seen this already, you may be interested in how some researchers develop the concept of unit in young students: Dougherty, B. J., & Venenciano, L. C. (2007). Measure Up for Understanding: Reflect and Discuss. Teaching Children Mathematics, 13(9), 452-456. http://www.jstor.org/stable/41198995

Thanks for the recommendation,

Nicora. I’ll have a look.