I think the prediction from Karl's observation is that if the obtained t
is 1.0999783 and the critical t is 1.1113, then many students would
make a mistake in choosing which was larger.
I am gob-smacked. Karl's observation, if true, might explain many things
that until now have been
I think Bill is right about the implications of Karl's observation. While I
expressed it here imperfectly, what I do is what Michael suggests. I am
explicit that there are two ways to skin the cat and either gives the
identically decision in the end.
But, if the decision process is being upset
On Sat, 29 Sep 2012 05:30:40 -0700, William Scott wrote:
I think the prediction from Karl's observation is that if the obtained t
is 1.0999783 and the critical t is 1.1113, then many students would
make a mistake in choosing which was larger.
See, If I presented these two numbers, the first
Dear Tipsters,
This report set me wondering about entrance requirements to university and
graduation requirements from high school. If students cannot rank order numbers
(between 0 and 1, at least), how did they pass the high school mathematics
requirement? Actually, the problem is not even
Yes, most high schools have mathematics graduation requirements but...
struggling through high school algebra with a minimum grade is far from
learning all of the material in the curriculum at a level that will make it
likely that it will be retained.
And, as of my retirement a few years ago,
On 9/28/2012 5:43 PM, Wuensch, Karl L wrote:
Now one of my teaching assistants has discovered why. Given
two numbers, these students are unable to identify which is
smaller. No, I am not kidding. Yes, this involves numbers
between 0 and 1. My TA spend half an hour trying to teach
them how to
Part of the problem is that Elementary Education is the last haven for college
math phobes.
I remember the Dean of the School of Education (the biggest producer of
teachers in Minnesota) asking that his students be excused from the
institutional mathematics requirement.
On Sep 29, 2012, at
Hi
I haven't tried this, but do we need to go back to real basics?
.1 = 1/10 = 10/100 = 100/1000
.01 = 1/100 - 10/1000
.001 = 1/1000
Take care
Jim
James M. Clark
Professor Chair of Psychology
204-786-9757
204-774-4134 Fax
j.cl...@uwinnipeg.ca
Wuensch, Karl L wuens...@ecu.edu 28-Sep-12
