>From an educator's perspective, how to best phase-in Python is often a core
question.
One answer is: use it the same way you might use a calculator in the
classroom, but show off why it's better.
An example (new today) of what I share with my student and peer faculty,
perhaps new to Python:
htt
kirby urner wrote:
However, one thing calculators lack over the old wood pulp
textbooks are trig tables with multiple rows showing a lot of
data at the same time. Their small "chat window" does not
permit much data to be seen at one time.
Back in the day, a student could run her finger down th
>
> The chapter on interest calculations in Liber Abaci was particularly
> important.
>
I'm sure you're right. Euler added to the interest calculations literature
as well.
Nasty stuff, interest, really gets out of hand.
But then nature is full of exponentially curved responses. I don't wonder
On Sun, Apr 11, 2010 at 17:51, kirby urner wrote:
>>> Sorry, I don't know J (Kirby does), but this is exactly the reason I prefer
>>> Python. Readability counts (for me).
>>
>> That's what they said to Fibonacci when he tried to explain why Arabic
>> numerals were better for math than Roman numera
>> Sorry, I don't know J (Kirby does), but this is exactly the reason I prefer
>> Python. Readability counts (for me).
>
> That's what they said to Fibonacci when he tried to explain why Arabic
> numerals were better for math than Roman numerals. But Roman numerals
> are better in readability and a
Since I've been vocal over the past few days, I'd like to point out
that this is a very negative post. Here's what I got out of it: "You
don't know math, you don't know this list of programming languages so
you're not a True Member of the Computation World and if you knew
anything about this, you
On Sat, Apr 10, 2010 at 09:33, Christian Mascher
wrote:
> Edward Cherlin wrote:
>>
>> [sigh]
>>
>> Do math tables in a math array language.
>>
>> degrees =. i. 91 NB. 0..90
>>
>> radians =. degrees * o. % 180
>>
>> table =. |: degrees, 1 2 3 o./ radians
>
> Sorry, I don't know J (Kirby does), but
On Sat, Apr 10, 2010 at 9:25 PM, Helene Martin wrote:
>
> (Speaking as a high school teacher with ~120 students in 3 different
> levels of computer science courses in a public school in Seattle)
>
That's hard work and you have my respect for it.
I started out as a full time high school teacher,
(Speaking as a high school teacher with ~120 students in 3 different
levels of computer science courses in a public school in Seattle)
I guess my point is that computer science in general and programming
specifically have so much opportunity to be exciting for both the
majority of students who are
On Sat, Apr 10, 2010 at 9:23 AM, Helene Martin wrote:
> I humbly disagree that this is the right place to start. I teach
> students with diverse backgrounds -- some extremely bright and others
> really behind in school and using Python as a calculator is one thing
> they would all agree is terri
On Fri, Apr 9, 2010 at 9:41 AM, Edward Cherlin wrote:
> [sigh]
>
> Do math tables in a math array language.
>
> degrees =. i. 91 NB. 0..90
>
> radians =. degrees * o. % 180
>
> table =. |: degrees, 1 2 3 o./ radians
>
> where
>
> =. is assignment
> i. creates a list of consecutive numbers starti
Christian Mascher wrote:
Edward Cherlin wrote:
[sigh]
Do math tables in a math array language.
degrees =. i. 91 NB. 0..90
radians =. degrees * o. % 180
table =. |: degrees, 1 2 3 o./ radians
Sorry, I don't know J (Kirby does), but this is exactly the reason I
prefer Python. Readability c
On Sat, 10 Apr 2010 11:23:23 -0500, wrote:
> I humbly disagree that this is the right place to start. I teach
> students with diverse backgrounds -- some extremely bright and others
> really behind in school and using Python as a calculator is one thing
> they would all agree is terrifically bor
This thread is very interesting. As a mater of fact, I've been trying
to get 2 new course approvals at my High School for several years now
and suddenly I have the go ahead for both!
For more info on all the python related projects I'm involved with as
summarized below, please see my blog:
h
I humbly disagree that this is the right place to start. I teach
students with diverse backgrounds -- some extremely bright and others
really behind in school and using Python as a calculator is one thing
they would all agree is terrifically boring and not so compelling.
How many students have eve
The timing of this post was kind of one of those amazing cosmic
coincidences, for all kinds of reasons. Thanks, Kirby.
I got kicked in the teeth again by an administrator putting the brakes on
starting a computational analysis course, the pseudo-arguments having to do
with budget constraints. Bu
Edward Cherlin wrote:
[sigh]
Do math tables in a math array language.
degrees =. i. 91 NB. 0..90
radians =. degrees * o. % 180
table =. |: degrees, 1 2 3 o./ radians
Sorry, I don't know J (Kirby does), but this is exactly the reason I
prefer Python. Readability counts (for me). For creati
[sigh]
Do math tables in a math array language.
degrees =. i. 91 NB. 0..90
radians =. degrees * o. % 180
table =. |: degrees, 1 2 3 o./ radians
where
=. is assignment
i. creates a list of consecutive numbers starting at 0.
NB. is the comment marker
o. x is pi times x
% x is reciprocal of x,
I think Guido was wise to start his tutorial by showing how we
might use Python as a calculator.
We might assume many students in this day and age are quite
familiar with this device, and even if they're not, the text might
project one, show a picture on the screen, if what these things
used to lo
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