On 9/14/06, John Zelle <[EMAIL PROTECTED]> wrote: > introduction to algebra class. Or perhaps a better example, does a Calculus > class have to also pay homage to linear algebra? Does a formal logic class > need to be about calculus? Why isn't programming itself a legitimate entree > into the "world of mathematics?"
I just wanted to break in here and say from my perspective it's about killing as many birds with one stone as possible -- except I hate that metaphor, because who wants to kill any birds? Not me (OK, I eat chicken). But you get my point, it's about bandwidth. As educators, we should be in a collaborative mindset. If math teachers are in overdrive to drill junior on the existence of "functions" in some quasi-irrelevant twilight zone called "algebra" then the *least* a Python intro course might do is *reinforce* this archaic notion, and be articulate about functions in the Python namespace (where they're "top level" fer gosh sakes -- not bit players). Connecting to our earlier thread: that "mouth" where we put default values, accept optional arguments, keywords, is where the attention should be, as it's complicated, if freeing. raw_input takes the focus from parameter passing, and makes I/O a side-effect of function execution -- or maybe the raw_input was What I think Arthur and I have in common is a willingness to have math and CS augment each other as mutually reinforcing. I think you're likewise willing. But we all have divergent opinions about what's the most effective way to catalyze the synergies. And that's OK. I just get frustrated when we're unable to articulate the various philosophies. At least *clarity* we should have, given the disciplines in focus (known for they're ability to bring light to dark places). Kirby _______________________________________________ Edu-sig mailing list Edu-sig@python.org http://mail.python.org/mailman/listinfo/edu-sig
