On 9/8/06, kirby urner <[EMAIL PROTECTED]> wrote:
> And definitely use generators. The fibonacci sequence is a fantastic
> place to begin, even if your school is a "no da vinci code" zone, sort
> of the way mine is (we got sick of it after a whole year of hype).
Per convergent generators, here's
On 8 Sep 2006 at 18:00, [EMAIL PROTECTED] wrote:
> From: "Kevin Driscoll" <[EMAIL PROTECTED]>
> Subject: [Edu-sig] Python and pre-Calculus
>
> I'm teaching Pre-Calculus for the first time this year and am hoping
> to integrate Python as often as possible. M
The character of "precalc" is very strange. I find it eerie that some
texts spell it "Precalculus" rather than "Pre-Calculus" as though it
were a class of knowledge like Algebra, Calc, or Trig.
We are building our curriculum without giving students a particular
textbook so we do have a healthy am
Hi Kevin --
Over on math-teach we've been hashing over whether "pre calc" is
really prehistoric, as in "soon to be known as something else" i.e. if
this becomes a popular insert point for such gnu languages as Python,
who knows what will happen, but immediately you're putting most
printed precalc
I'm teaching Pre-Calculus for the first time this year and am hoping
to integrate Python as often as possible. My syllabus is focused on
exploring functions in various forms, uses, and contexts. The
intersections to programming are numerous and beautiful.
I'd love to get a brainstorm happening h
