The Web App Ran! and Debriefing – D56

We did it! Along with Isa, we created our first web app called Euclid’s Sorting Hat. The app finally ran on a webpage and now the next step is to edit it and put it nice using HTML. We are still learning how to use this code and we found some trouble doing so, but Kyle is going to help us this week I think.

Later, we had our debriefing of the day. Nothing really interesting happened. Carla joined us for this part of the day.

By the way, before programming class we participated in an activity of ice breaking and to know each other in order to give feedback to Wayne Leighton and Lissa Henkel for the Antigua Forum of next year. It was ok.

Programming class (Sinatra) – D47

For the programming class, Kyle showed us how to build a web app using a program called Sinatra. We didn’t finish building it because there were some details Kyle didn’t know, but it was a good start. I have to say that the class was a little disappointing because of the disrespect of almost all of us to Kyle. At first I have to admit that I was distracted viewing dog photos with Isa, but then I engaged in the class while others were very distracted and kept holding back our progress in the class. They were doing something else and not paying attention to Kyle, so they got frustrated because they didn’t understand and basically they were kind-of whining. The MPC’ers were Marce, Gaby, Chacho, Lucía, Lore, Mabe, Isa, and I. I felt a little embarrassed with Kyle because of our behavior so I apologized with him at the end of the class. By the way, at the middle of the class Dylan interrupted and started to talk with Mabe, and Kyle, well, he basically told Dylan to go.

Solving doubts about programming – D46

Kyle arrived at the MPC after we ended our debriefing for replacing yesterday’s class. Only some of us stayed (Isa, Javier P., Carmen, Pablito, Marce, Lore, Chacho, and I) and discussed our apps. With Isa, we decided to work on her idea about making an app that chooses the random person that would demonstrate Euclid’s Proposition, instead of our original idea of a sketchpad for making the Propositions. With some of Kyle’s help, we finished our algorithm and it worked very well, so the next step is to build it on a web surface (Sinatra would be). By the way, the app would be called "Euclid's Sorting Hat" (with reference to Euclid and Harry Potter's Sorting Hat).

Euclid's Sorting Hat's Algorithm

After that, Carmen asked me for some help for her recording of Proposition 13, so I helped her and stood for almost two more hours. Sometimes I’m impressed about how good I am…

Programming Class? – D33

This afternoon and for the first time, Kyle run an hour late for our programming class. Meanwhile, he told us that the two groups missing to present their Project Euler Problem should present and when he arrive, we will discuss a couple of chapters of Taming the Infinite. It was hard for everyone to pay attention to the first group presenting, and for the rest of the class only some dedicated some work to solving the problem. When Kyle arrived, he started helping the group who was solving the problem and the rest of the class did practically nothing but talk. In the solving group were Isa, Alejo, Mabe, Chacho, Marce, and Grace. I dedicated my time to talk with Carmen and Carla, but nothing more. It was a very interesting talk though.

During debriefing, the commitment issue surged again, mainly because of the problem in programming class. Once again, everybody committed to be more self-governed and make a greater effort. And that was it for this Monday… 

Dialogue with Kyle and Debriefing – D31

This afternoon we didn’t had programming class, but instead, talked with Kyle about our curriculum and our process at the MPC. I really like that he is genuinely interested in what is happening at the MPC and with our learning process, and I appreciate that. He also showed us the Pomodoro Method, which is to work for 25 minutes and then rest for 5. Also, that he stands up for working and then rests for 5 minutes and read some book’s pages, randomly. I think I’ll try the Pomodoro Method.

Then, we had a dialogue about chapter 2 of Taming the Infinite, and talked mostly about music, which was a lot of fun and instructing. Alejo also helped a lot with his insights and expertise on music. We discussed how sound waves work and how Pythagoreans saw the world through music.

To end our day, we had some debriefing, which was pretty chill and funny. We talked about things to do like an a cappella group, making the MPC journal, and I proposed to come with costumes for Halloween. The funniest thing of this part of the day was Bert’s joke suggesting that Pablito should come in a Sister Miriam Joseph costume!

Here’s how I picture him! (Sorry Pablito)

Programming Presentations – D29

For programming class with Kyle, we first talked about the course of the class and decided to work on a mini project for this semester and a bigger project for next semester, I am thinking of a phone app. After this, Pablito and Carmen presented their Project Euler problem (20) and because they didn’t had it finished, we all finished it together during the rest of the class. Although it was a little slow, it was a good approach of solving this problem and I did learned a lot.

Project Euler's 20

Progressing on Programming! – D25

Remember Euler’s programming problem? Well, during programming class with Kyle we took off were we left, so I got together with Marce and Lore to finish Project Euler’s third problem. After having some trouble trying to proceed with our problem, we asked Kyle for some guidance and after his advice and some improvements with our solution, we could answer it finally! It was very rewarding being able to work a solution and understanding it. After this, we presented the results to the class. It was great!

*Here is our problem if you want to try some programming and start solving Euler’s problems!

Problem 3 of Project Euler

Solving procedures – Dialogue with Kyle P. D14

On today’s class with Kyle, we were supposed to see two programs of github. We didn’t see any of those because we focused on a very simple procedure. By Lucia’s recommendation (Thank you by the way! _(sarcasm)), we discussed what we can do to make an order in the eye contact exercise. We spent about an hour discussing this, and again it was frustrating the slow pace of the class and the disinterest of some of the MPC’ers. 

Introducing programming with Kyle – D12

Following with the Sixteen Stones story, Kyle introduced us to the programming world. It was a more fluid and dynamic class, and we looked at some other examples of programming pages and how programs interact in it. Although programming doesn’t sound that interesting and you may think is only for “nerds who really like math” (I also thought like this before), you notice that without programming we wouldn’t have many of the technology inventions we enjoy today. Programming could be for anyone who enjoys creating, innovating, and transforming. 

Sets and Algorithms (Sixteen Stones) – Kyle P. D10

So, after reading Sixteen Stones by Samuel Beckett, Kyle had planned to find applications in real life based on the story. It started well, viewing only the steps the guy on the story did in order to suck all the pebbles and keep them on the same group. We reviewed these steps and them made them an index. Then, we transformed this index into a set, which had location and a value. To summarize everything, we spent about an hour in this subject because only few people understood it. It was just frustrating to advance so little in a lot of time.

“Sixteen Stones” by Samuel Beckett – Dialogue with Kyle P. – D8

Today with Kyle we read two stories, Sixteen Stones by Samuel Beckett, and The Abominable Mr. Gunn by … We only discussed the first one, which was about a guy who had 16 stones and wanted to suck each stone one time in every cycle to not get thirsty. He arranged many forms to distribute the pebbles in the four pockets he had in his coat and trousers and still keep as balanced as possible. After several tries, the man decided just to keep one and throw the rest. We also discussed other ways that the man could arrange the pebbles in a better way. The dialogue was OK. 

Numbers, Numbers Everywhere – Dialogue with Kyle Passarelli D6

What is math? What are numbers? Could math exist without numbers and numbers without math? Is mathematics inherent to the world? I’ve been thinking of these questions since our dialogue on Wednesday and it’s very interesting how humans are capable of adapting the things I believe are inherent in the world into our world. What I mean is that math is always and will always be in the world, whether we see it or not, whether we can apply it or not. Math is there. On the other hand, we have numbers, which we must not confuse with math. Numbers are concepts, symbols, imaginary things created by humans in order to understand mathematics. In other words, numbers are created to adapt math into our life. Numbers are the language of math. So yes, math could exist without numbers, but not the other way. 

We also watched this awesome Fibonacci video and a video about Andrew Wiles and Fermat's Last Theorem!