I will link in some tutorials. I will also think about those paragraphs.
Thanks,
--
Raul
On Fri, Feb 21, 2014 at 7:08 PM, Brian Schott wrote:
> Raul,
>
> This new essay is a great improvement.
> You recommend introductory tutorials, but give no suggestions [wink wink,
> touche]. I might sugg
Raul,
This new essay is a great improvement.
You recommend introductory tutorials, but give no suggestions [wink wink,
touche]. I might suggest the following link with a recommendation to
continue after the first page by clicking >>.
I'm not sure of the value of the second and third paragraphs fr
On the flip side, what would an art class taught like a math class be like?
What would the students learn? Can't you just hear the art teacher
complaining!
On Fri, Feb 21, 2014 at 10:37 AM, robert therriault
wrote:
> I saw this blog post today on what it would be like if math was taught as
> an
I like how they say "absolutely must" - it's a sign of deep belief and the
same sort of thing needed for any successful sales job.
I'm not completely convinced myself, of course. If I was completely
convinced then I would imagine that Sir William Thomson (a.k.a. Lord
Kelvin)'s contributions to mat
Ok, I have put up a second draft.
Basically, I took the closing comment my first draft, and threw out
everything else. You can see the result. It's not much, but I feel it's a
good start.
If anyone has suggestions that they would like to see, I would love to
include them (or at least think about
I saw this blog post today on what it would be like if math was taught as an
fine arts program. This might be even more effective it it were to include an
experimental aspect provided by J.
http://j2kun.svbtle.com/what-would-math-class-look-like-if-it-were-a-fine-art
Cheers, bob
On Feb 21, 2
About teaching, a standard university curve is 10 20 40 20 10 percent for
grades of A B C D F. When I was teaching math, I addressed mostly the middle
40 per cent, but I made sure to include some material aimed at the top 30 per
cent, and some aimed at the top 10 per cent.
--Kip Murray
Sent f
Why can't it be both a table and "just a bunch of lines"?
I know that when you are teaching a large set of students you need to
address the intersection of their abilities. And I understand that once we
set up ways of thinking for ourselves we tend to like following those
patterns in other context
