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
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.
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
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:
On Sat, 10 Apr 2010 11:23:23 -0500, edu-sig-requ...@python.org 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
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
On Fri, Apr 9, 2010 at 9:41 AM, Edward Cherlin echer...@gmail.com 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
On Sat, Apr 10, 2010 at 9:23 AM, Helene Martin lognatu...@gmail.com 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
Check out GeoGebra OER community. There will be a US conference this year,
and the online resources and groups are good, too.
A lot of my students appreciate geometry through the following lenses:
- Origami
- Computer graphics, especially programming cool visuals for games
- Escher, Dali, and
Below is current source for ch.py, a module for exploring volume
relationships starting with a ground state (a default) known as the
concentric hierarchy of polyhedra.
The user begets various polyhedra from their class definitions, then resizes
them at will, perhaps using the * operator in place
(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
http://www.srednovekoven-ohrid.com.mk/SX7yJVqiJB.htm
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