Author: Egan Chernoff

The Lottery is a Tax on …

Abstract. Constantly on the lookout for and with a vested interest in Canadian mathematics education matters, because if Canadian mathematics education matters then Canadian mathematics education matters, this article is an investigation into the Canadian lottery landscape. With apologies to the Atlantic Lottery, Loto-Québec and Ontario Lottery and Gaming, this article, based on where I live and have lived in Canada, is a deep dive into the British Columbia Lottery Corporation and the Western Canada Lottery Corporation (which includes Alberta, Saskatchewan and Manitoba, and where Yukon, the Northwest Territories and Nunavut participate as associate members). By detailing the chances of winning Lotto 6/49, Western 649, Lotto Max and Western Max, I attempt to call into question the aphorism that the lottery is a tax on the mathematically challenged. A cursory look into the psychology of one player of the Canadian lottery (read: me), including an analysis of former lottery slogans, pushes against the notion (read: aphorism) that the lottery is a tax on the stupid. Lastly, a nouveau comparison between Canadian income tax rate brackets and lottery tax rates and brackets reveals, without a doubt, that the lottery, in the grand scheme of taxes, is a regressive tax. As a result, and still recognizing you are (probably) not going to win the lottery, it is time, I contend, for a new Canadian-lottery-based aphorism: the lottery is a tax on the willing.

Chernoff, E. J. (2023) The Lottery is a Tax on …. Canadian Journal of Science, Mathematics and Technology Education 23(1), 161–169. https://doi.org/10.1007/s42330-023-00269-y

Making Change Can Be Hard: Some Penniless Thoughts on Those “Damn Kids These Days…”

Abstract. Constantly on the lookout for Canadian mathematics education matters, because if Canadian mathematics education matters then Canadian mathematics education matters, three young university bookstore employees, university students, unable to make proper change when I handed them a five dollar bill for a sticker I was purchasing for my laptop, absolutely crushed my spirit. As they say though, it is not what happens to you, rather it is how you react to what happened to you. As such, rising from what I am now calling “the sticker incident,” this article is a many part investigation into the oft-heard phrase “Damn kids these days cannot make change without a calculator.” Under examination: the subtraction skills of a particular subset of adult employees not often asked to prove their arithmetic resolve; detailing a personal mistake I made while making change in a big spot; recounting a retelling of a mistake that has haunted someone for many years; detailing which particular customers cashiers need to be worried about when making change (old men with coin purses); wonderings as to why stories about making change do not reflect our now penniless country; and, a brief look at the future responsibilities of cashless immigrants. With this particular matter now in the rearview mirror, I am back in the wild looking for other Canadian mathematics education matters. Stay tuned.

Chernoff, E. J. (2022) Making Change Can Be Hard: Some Penniless Thoughts on Those “Damn Kids These Days…”. Canadian Journal of Science Mathematics and Technology Education, 22(4), 986–997. https://doi.org/10.1007/s42330-023-00262-5

Do You Need the Machine? Tipping in Canada Is Unconscious (Part II)

Abststract. While recovering from a major personal tipping point (see Part I), I was still able to keep on the lookout for Canadian mathematics education matters. After all, if Canadian mathematics education matters, Canadian mathematics education matters. In doing so, I ran into a number of other financial problems. Everywhere I turned was a financial problem: from tipping in the sharing (or platform) economy; to spending your way to savings with credit cards; the proliferation of sportsbooks and online casinos; trying to reconcile the Canadian cost of living with the seemingly high accepted standard level of consumption; and the outrageous fee to take $20 out of my very own bank account. Each taken on their own, I clearly have some financial problems. Taken together, I contend that ‘Egan’s Financial Problems’, albeit unconventional, could, one day, be the impetus for financial education and literacy leaving math class and becoming a class of its own in Canadian schools. Until then, I guess we go with the School of Hard Knocks for our financial education.

Chernoff, E. J. (2022) Do You Need the Machine? Tipping in Canada Is Unconscious (Part II). Canadian Journal of Science, Mathematics and Technology Education, 22(2), 365–375. https://doi.org/10.1007/s42330-022-00220-7

Exploring Canada’s dual identity when it comes to measurements

Thanks to Mark and Tara for letting me joing them for part of the June 3, 2002 edition of CBC’s Edmonton AM [@EdmAMCBC] with Mark Connolly [@MarkConnollyCBC], Tara McCarthy [@CBCRadioTara] to discuss ‘Exploring Canada’s dual identity when it comes to measurements‘. Here is the show’s description:

British Prime Minister Boris Johnson is reportedly planning to announce the revival of the imperial system for the Queen’s Jubilee. Here in Canada, even though we switched to the metric system in the 1970s, we never fully committed to it. That’s something that’s been bugging Egan Chernoff, a professor of math education at the University of Saskatchewan.

The Metre as a Metric: Canada’s COVID‐19 Conversion Kerfuffle

Abstract. As a Canadian mathematics educator, I have a vested interest in Canadian mathematics edu- cation matters. After all, to me, Canadian mathematics education matters. Knowing this little factoid, imagine my horror when it recently dawned on me that, no matter where I looked during this COVID-19 pandemic, all I saw was flippant treatment towards the metric system. As I detail in this article, COVID- 19 social distancing signage, here in Canada, presents indifference towards the metric system. For shame, Canada. For shame. For the record, despite what nearly all the signs around us say at the moment, 2 m is not 6 ft. And, while I am at it, also for the record, 6 ft is not 2 m. Whether it is small business, big business or even the different levels of Canadian government (i.e., municipal, provincial or federal), it does not matter, the metric system is being poorly presented here at home during this global pandemic. The only good news, I am numb to it all now, which has helped me move on and start looking for other Canadian mathematics education matters. Stay tuned.

Chernoff, E.J. The Metre as a Metric: Canada’s COVID-19 Conversion Kerfuffle. Can. J. Sci. Math. Techn. Educ. 21, 571–595 (2021). https://doi.org/10.1007/s42330-021-00176-0

Looking Back at Gmail’s Mail Goggles: My Most Maddest of Mad Minutes

Abstract. As a Canadian mathematics educator, I have a vested interest in Canadian mathematics education matters. After all, to me, Canadian mathematics education matters. It should come as no surprise then that I have followed the most recent debate over the teaching and learning of mathematics here in Canada for the past decade. The problem, at least for me, is that the debate is now stale. More and more results, results that are meant to measure the math skills of young Canadians, are reported and I already know what will happen, how things will play out in the media, who will say what, blah, blah, blah. To be honest, I do not even bother weighing in on the matter any more. In fact, I was just about to put what has become known as the Canadian Math Wars behind me for good, but then I stumbled onto a file folder while upgrading my computer. There, sitting in a file, was the information I needed to once again rekindle my interest. In what follows, I detail my efforts to establish the grade level equivalent for the math skills displayed by inebriated, adult Canadians. Having now scratched that itch, I am ready to move on and start looking for other Canadian mathematics education matters. Stay tuned.

Chernoff, E.J. Looking Back at Gmail’s Mail Goggles: My Most Maddest of Mad Minutes.Can. J. Sci. Math. Techn. Educ. 21, 824–839 (2021). https://doi.org/10.1007/s42330-021-00186-y

Do You Need ‘The Machine’? Tipping in Canada Is Unconscious (Part I)

Abstract. Constantly on the lookout for Canadian mathematics education matters, I recently experienced a major personal tipping point. The juxtaposition of two different customer service situations was simply too much for me to handle. Now through the looking glass, it was abundantly clear that tipping in Canada is unconscious, and the evidence was everywhere. The current state of financial literacy education in Canadian schools, the opportunity that COVID-19 has provided for us to renew Canada’s implied gratuity guidelines, and an investigation into pre- and post-tax bill totals all supported my assertion that the tipping culture in Canada is a habit in many senses of the word. A look back at how tipping in Canada has evolved from parting with a few coins every once and a while, and a look at the evolution of the point of sale terminal, which I refer to as ‘The Machine’, helped me realize that I am unable to move on and start looking for other Canadian mathematics education matters just yet. After all, if Canadian mathematics education matters, then Canadian mathematics education matters. As such, Part II of this article follows in the next issue. Stay tuned.

Chernoff, E.J. Do You Need ‘The Machine’? Tipping in Canada Is Unconscious (Part I). Can. J. Sci. Math. Techn. Educ. (2022). https://doi.org/10.1007/s42330-022-00202-9