I teach an Advanced Precalculus class, and I love my kids. This is my second time teaching the course, and I get a rush seeing the kids dive into whatever we do with full intensity. Because the curriculum we teach is so chalk full of things, we don’t really get days where I can go on tangents and have students explore things that I think would be of interest to them.

Earlier this year, I was struck by this post by Fawn Nguyen. It’s rare that I read something and it just keeps rattling around in my brain, and won’t let me forget it. (Thanks Fawn, for being an annoying bee attacking my brain!) If you’re too lazy to click the link, the TL;DR version:

Fawn has her kids go to Math Munch and explore and play with mathematics it based on what interests them. She has her kids keep track of what they do with this sheet:

What I loved about this? **It gave kids the freedom to explore mathematics that interested them. The assignment was fairly low-pressure. **

I wanted to do something similar. I knew I wanted it to be low-pressure to do, fairly easy to grade, and really focus on what the *kids* want to do. Thus, **Explore Mathematics! **was born.

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Students are asked to engage with mathematical things that they are interested in during the third quarter. There are two deadlines, so they are working on them continuously and not rushing at the end to finish them. (Also to make marking them easier for me.) There is a low-pressure grading structure, which reinforces the notion that this is more about just engaging and less about “doing the right thing.” In total, I’m making it worth about half a normal test.

I don’t know exactly how this is going to turn out. But I’ve already had a student present a piece of mathematical artwork he’s made, and I’ve had a couple fun conversation with kids about things they’re thinking of doing/looking at. I hope this fosters a lot of fun mathematical conversations between me and the kids about the things they’re finding (and of course, among the kids themselves).

The biggest concern is making this assignment not *seem like* or *become* busywork for the kids. I don’t want it to seem like added work just for the sake of extra work! That’s the fine line I am trying to navigate — sort of “forcing” kids to carve out some time here and there in their busy schedules to get exposed to the cool things out there. I have to figure out how I can create this feeling in the kids. Maybe that means I will give up some classtime for them to work on this every-so-often, to show them I value this sort of exploration. Wish me luck on this.