 Sorry for the inconvenience, science problems. So, okay, nice black screen, very interesting. Does anybody know what's going on? It's passing here, but I don't know. Yeah, yeah. Okay, cool. So the first thing I would like to tell you is about this interesting equations on the screen. So we'd say that the first is Faraday's Law of Induction, the second is Faraday's Law, and so on, and so on, and so on. And by that time, some years ago, I was into a electromagnetism class and the professor came in and said good afternoon and started showing these equations as if they were extremely natural for us. I mean, for me it was weird. So what's this triangle and what's the sign? So how many of you had this weird experience of learning things like this without context? I mean, how many of you had at least one experience like this and it was totally frustrating? So I see many people here who had frustrating learning experiences. I don't know if it was intentional, but I might talk right after I talk about teaching kids, but I'm talking about teaching adults, which can be frustrating too. And this can lead to three different reactions. I mean, you can sleep. You can feel totally lost like this panda, or you can feel like I'm in the right place, or you can feel delighted. Maybe some people can understand at the first glance, but it's not everyone. So I'll quickly talk about what I do. I am a developer. I like all of these extra things in my free times. Organized meetups like coffees and gifts. This is a quick disclaimer. I know that we are from different place of the world. So for some of you, education might have been different. I know some people in Norway and Finland had a totally different background from mine, but I have some friends in the United States and Europe, and we had a similar background when we talk about learning and learning, especially science, math, physics and so on. So if you don't share this experience, just be aware that I'm talking about some examples that I have lived and some of friends have lived similar experience too. So why I'm talking about math and physics? I don't know about your graduation course, but I studied engineering and I had all these subjects related directly to math and physics. Did you have similar subjects? At least one or two? So some of you had similar subjects and my learning experience for them was a bit frustrating. I mean, yes, they were okay. I had nice professors, but they rarely contextualized me about what I was doing or why I was learning that. And that became really sad and scary. So every time I was in a calculus lesson, usually most of the professors came, said good morning or good afternoon, and they showed us some crazy equations and I always asked, why? Why are you teaching me this? Why do I need to know this? Shouldn't I be writing code or why do I need to solve this equation or where I am going to use this? Have you ever made this question to yourself when you learn something? Even for a framework, sometimes you ask yourself why I'm learning this or why I'm learning this into this way? And anyway, I usually had bad experiences. I was almost expelled of some classes by asking this, but still I kept these questions. I think they are very useful. So most of my professors and friends, they really provide context of what was going on, why I was learning that. So this made, I mean I was really frustrated by that time. And sometimes this lack of context confuses us. Think about yourselves. How many times you tried to learn something and you got totally confused. When this happens, we are human beings and especially if you don't have a context, like sometimes someone starts a conversation and you don't have context and you get into the middle of the conversation and you understand totally wrong. This happens. This happens with math and physics too. So it could also motivate us. How many times have you heard a friend saying I hate calculus? It's horrible. Sometimes I open Instagram and I search for the hashtag mathematics and move us then like I hate math. And there is a giant list of homework and someone posting photos of the list and saying that hates math or same for physics. It's scary. Statistically the number of hates associated with math is higher than love associated with math. Why? It's such a beautiful work. And then something word started happening. This was a feedback for me. I started doing some courses and we needed to provide feedback for each other and then I thought I was becoming a machine. I started putting numbers and formulas and proofs and my colleague who gave me feedback we were all into the same course. He studied philosophy and he gave me a feedback after analyzing my document and he was like please be more human. I didn't understand you. I didn't provide him any context and I started putting numbers and proofs and weird structures and he got scared and it was when I started thinking I should be changed this way because I am frustrated and I am doing nothing to change this reality so I need to do something. And then I started to think about some techniques to humanize the teaching of math and physics. I was able to put some of them in practice during my undergraduate course and after my graduation course. So the technique number one that I would like to show you, I don't know if everyone can make something but at least we can try. The first technique that I saw that it's really useful is to tell the story behind what you are trying to teach. After all we are all humans behind science. It's the guy who created a math equation for something. He is also a human being like you, like me. So I started telling to the professors hey could you please tell the story of this equation? And some of them were like sure. So let's start the class. In the 16th century this guy wrote this equation. Not this kind of history, I mean life story, not history. And I was surprised because most of them didn't even knew or most of them were like why do you want to know this? I want to know this because I want to understand how this person achieved this result. There must be some reason for this person to have studied this topic. So telling the story of the human being, not the word history behind it. So I figured out that it was very important. So I have some examples that I would like to share, but as we are all human beings, I mean as I started studying the history of some science and the history of some topics and I could figure out we have very interesting stories. We have family dramas behind it. We have a tragic event of really young mathematicians, for example. We have amazing random facts of, you know, someone was studying a subject in mathematics and then he discovered a very interesting subject into biology. So this is very interesting to know. Because this becomes a bridge between the topics. So let's try an example. What comes to your mind when I say the name Kepler? Kepler's Laws, right? How many? Three Kepler's? Good, good. But personally, it was interesting. Who is this person? I mean, who is this Kepler guy? I mean, he didn't take two laws of his pocket. Hey, I have two laws here. Let's share. No, that's awkward. I don't want to think about this. So when I think about Kepler, Kepler has a very interesting life story you should read. This person was chased by Catholic Church during his entire life. Do you know Kepler's history? I see a few hands here. During the time that he was doing his research about his Kepler laws, the Catholic Church wanted you to believe that the Earth was the century of the universe. Which we know it's something like weird. But by that time, they wanted to force everyone to believe this. And one important figure that started saying, hey, the sun is in the center was a person called Copernicus and Kepler was following Copernicus' ideas. And that's why he was a chaser during his entire life. Another random fact but very interesting. Do you like Star Wars? Star Wars is a classical science fiction movie and probably Kepler is the first person in the literature story to write a science fiction book. Did you know this? He wrote a book about an expedition to the moon and I'm talking about 17th century. Which is super cool. I mean, so we can tell that he has a strong relationship with the creation of science fiction. And nobody tells us that. Why? This is very, very interesting. So Kepler, he came from a very poor family. He had a horrible childhood. And luckily he had a very rich friend, Ty Ho Bray. And this guy provided him instruments to make his research. But his guy passed away. And Kepler was alone again. So Kepler had a very lonely life and he was being chased by a Catholic during the entire time. And even though he was able to make his research and prove with mathematics and physics that the orbit made by the planets were elitid, that was incredible. Because that time people were also forced to believe only in Euclid's book. And ellipses are not in Euclid's book. So Kepler spent a lot of time trying to prove that the orbits were a circle. And then he ended up giving up after 10 years of study. And after 10 years he had that magical moment of, aha! It's not a circle. So it's something that is not into Euclid's book. So anyway, Kepler has a very interesting life story. And this could be a bridge to teach about renaissance period. We could connect better the subjects that we study. We also could teach facts about inquisition, about chases, about other important person who suffered during this period. So we can connect these facts with a lot of stuff. And we can connect math with literature which is beautiful. Because sometimes when I studied it, I saw things very unconnected. And we can start building bridges to this. Another example Euler. What do you think when I say Euler? This question, what? Yeah, we can actually think a lot of things because Euler was a present person in many, many, many, many areas. So Euler has a very sad story too. He got blind. He was totally blind and he was still able to do math. He is an example of someone who had incredible memory. He could memorize like the multiplication tables for more than 600 numbers which is weird. Anyway And when we talk about Euler we have a very interesting example of a person who wasn't happy with just one area. He made studies into biology, into medicine, into physics, into geology. So it is amazing. When Euler died, the publishers still had material for the subsequent 50 years. After 50 years this guy passed away. There was still new content unpublished. And the publishers were releasing things every 15 days. So you can imagine how much things he wrote about. And it's very interesting and it's so so much professional because he was blind. So imagine that he was blind and he solved equations about the moon orbit. And he was like blind. So you can start motivating people that physical disabilities shouldn't stop you to do amazing things. This also can teach us about magical issues. So if you are studying medicine or we have biology into the school we could connect math and medicine again. And this can be also used for children as an example to do not provide bullying because sometimes we see someone who is different. I had some colleagues who had visual disabilities and we can show the children like hey we have amazing people and they were blind. So start from the beginning show bullying questions. I mean I think Euler's story is a story for a movie. But also talking about movies a second move, a second technique would be producing more movies about science. But not about like a drama based on a figure but a movie where you can show the amazing things done by a science. So one movie that I really think we could make is a movie about this guy Aloua. Have you heard about him? I see a few raised hands but this guy is very amazing. I mean his life story is amazing. He died by the age of 20 by the way and we could still make a movie. He was very involved with French history. He was really good at math and he was also very involved with politics and he was famous not only for math but for being involved in how to say that, the rebellions and he went arrested several times and he was being chased by the government and he was there still doing math during his free time and that's amazing. Imagine how many things you can teach related to history and also related to math and he produced a lot of interesting things about math but everything that he created unluckily was ignored and not only unluckily but he submitted his papers to the Universes and they were like he's just a revolutionary. He can do math. So again he's stereotyped just after 20 years after he passed away his work started to be recognized. That's very original. Anyway we have very interesting things related to Galois and if you don't know about what he has done for math, he's the creator of group theory which is the basis for modern algebra. Just that it is so amazing and almost nobody talks about his works. If you google for group theory you are going to see amazing applications. So it is important to remember that behind science there are human beings. We must start thinking about this. This movie technique works for Alan Turing. By the way there is the movie imitation game which ran very well and it was selected for the Oscars. So movies can change the way our culture sees science. The final part that I would like to present is how to connect math and physics to change to computer science subjects. So the first experiment that I've done was to teach numerical methods into algorithm analysis. They are very connected and so what is a numerical method in mathematics? You won't solve the equation by the traditional way. You are going to do some different arrangements, discrete arrangements and it's just algorithm applications. So it was a good connection. We joined two subjects which was the numerical methods class and algorithms class and we got a very great result. Luckily we had very open minded professors who accepted to work together and we made this run pretty well. Of course, don't forget to tell the story behind the numerical method analysis and the story behind the algorithm. It's very important. The second thing that ran pretty well, we started teaching statistics with UI and UX. So we usually have AB tests which is a good case to study statistics. Can you see that how these two topics are very connected? You need to analyze the data when you are studying. Hey, is my UX good? Do I need to change anything to the UI? So you need to analyze the statistics when you are trying to improve this matrix and it's a good case to teach statistical instruments. So we also had an experiment where we could join part of this subject. It also ran very well and we saw that these students were also happy to be able to apply a theoretical concept into something related to computer science. Of course, we are humans. We are making science and sometimes we make mistakes as many of you said in the previous talk. But it is important to try. I mean, if you are unhappy with something, we need to try to change it. So the results that we saw is that these students were much more happy. I mean, I have never been a professor at university. I made this by being an observer and trying to help the professors to organize the content. But what I saw from my colleagues is that they were really, really satisfied with the results. And which was good for the subjects and which was pretty sad because when they were tending the regular calculus classes which had no connection with anything, he started to perform very bad. I mean, very, very bad. That was the bad experience that it had. And it shows that we should connect the subjects more. I mean, if it makes people happy, we are not connecting them more. So my last quote about this is like, I have seen that in software engineering, we try to connect the areas. So we are trying to bring DevOps people, with software engineering people, with UI and UX people and make them work together because we know that if we bring different people to different areas to make a team, we get amazing results. Why can't we make this for traditional university teaching? We should be doing this. And my personal feeling about this after some time of trying to connect the areas is that we are not fully ready yet. We should keep fighting. I mean, sometimes I feel isolated from the math department. Sometimes I feel that they don't want contact with me. The same for physics. And we should be all working together because the boundaries of research of computer science, which is quantum computing, quantum physics, they are all connected. If you start studying quantum computing, it has a lot of math. A lot. But it has a lot of algorithms. So we need to work together to end up the session. A friend of mine, she sent me this and she was like, hey, I'm not using algebra today. So that was not cool. And I told her, hey, you're using your phone and share that behind your phone. There is a lot of math. And this works beautiful. There is beauty behind it. So don't blame, don't spend your time blaming your colleagues or your professors or maybe your family. We won't solve anything by blaming people. We need to make our own contributions. I mean, after doing this work with some open-minded professors, I tried to do my best there. But I started writing what I knew about math history in a personal blog. And then I wrote tips on how to humanize each section of the things that I had studied in history. So it might be useful for someone. It's a small contribution, but it's better than spending my time blaming that professor is boring. It's not like that. We are all humans behind it. So the same way I make mistakes, they also make mistakes. And if they had a bad instructor education, the chances of they provide you a well-structured education are lower. We need to do our jobs. We need to tell them, hey, we are unsatisfied. Let me help you to change this. I really believe that if we are working and putting our efforts to make software development community work together, why not put science as a big picture to work together? I mean, I really miss attending a programming conference and see people from physics and see people from math. I mean, we should be working together. And I would like to ask you to make your small contributions, invite your friends who are sometimes not direct connected with program development to attend conference because sometimes we have ideas that they don't have and they can help us to solve the problems that we have and vice versa. We can help them. We should start working with science people in general. So thank you very much.