Student: But instead of writing a program to reduce the fraction could we just do it by hand?
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Student: But instead of writing a program to reduce the fraction could we just do it by hand?
(She came around after I showed her some of the fractions we needed to reduce for the spirograph project.)
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Student: But instead of writing a program to reduce the fraction could we just do it by hand?
(She came around after I showed her some of the fractions we needed to reduce for the spirograph project.)
@futurebird I do like that attitude though, even if frustrating in a teaching environment
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Student: But instead of writing a program to reduce the fraction could we just do it by hand?
(She came around after I showed her some of the fractions we needed to reduce for the spirograph project.)
@futurebird actual motivating use cases are so crucial! Thank you for sharing this & applying this praxis in your classroom
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@futurebird I do like that attitude though, even if frustrating in a teaching environment
I don't really get it. All I wanted at that age was a program to do all that stuff.
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@futurebird actual motivating use cases are so crucial! Thank you for sharing this & applying this praxis in your classroom
I sometimes forget that I have a very low threshold for busy work. And a high level of excitement for finding a way to avoid it even if it MORE work.
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I don't really get it. All I wanted at that age was a program to do all that stuff.
@futurebird @PetraOleum my dream from the time I was a 7-year-old was to sit in a cozy alcove and eat fruit gummies while a computer did my math homework
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F myrmepropagandist shared this topic
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@futurebird @PetraOleum my dream from the time I was a 7-year-old was to sit in a cozy alcove and eat fruit gummies while a computer did my math homework
I had a math teacher who let us use graphing calculators but we had to erase programs before the test (fair) I asked "but I can write a program during the test?"
"why not?"That was when I started like math TBH.
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I had a math teacher who let us use graphing calculators but we had to erase programs before the test (fair) I asked "but I can write a program during the test?"
"why not?"That was when I started like math TBH.
We were doing Riemann sums! Which I think are almost a little cruel if you don't write a program. But, few students have the foundations in programming to do this efficiently.
So, instead most teachers only give dead simple problems with easy calculations which are.. I think boring. As if it wasn't boring enough already.
The interesting thing is seeing how changing the parameters improves the result.
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I had a math teacher who let us use graphing calculators but we had to erase programs before the test (fair) I asked "but I can write a program during the test?"
"why not?"That was when I started like math TBH.
@futurebird @ryanprior @PetraOleum
I had a teacher that let me use programs if i wrote them myself and showed her how they work. She said my solution to find the intersection of two linear functions was a proof for matrices, but i still don't know what that means -
@futurebird @ryanprior @PetraOleum
I had a teacher that let me use programs if i wrote them myself and showed her how they work. She said my solution to find the intersection of two linear functions was a proof for matrices, but i still don't know what that means@RnDanger @ryanprior @PetraOleum
If she laid systems with more variables on you ... you would have figured it out.
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I don't really get it. All I wanted at that age was a program to do all that stuff.
@futurebird @PetraOleum I have the privilege of teaching some seriously smart mathematicians to program.
Once, the problem was "multiply the largest 2 of the 3 inputted numbers". Most people used a couple of if. One multiplied all 3, then divided by the smallest! Sure, there are numerical analysis issues, but I love the insight. _That's_ what takes the art forward.
