Re: [Edu-sig] Mathematically Backward States

On Wed, Jun 14, 2017 at 1:35 PM, Peter Farrell > > ​... ​ > anything that's not on the SATs is seen as suspect. > ​Yep. That's the whole problem. ​ One of my fondest memories from teaching was when a student's eyes got really wide when I showed her how the parts of a

[Edu-sig] Python Epistemology

This was the title of a 5-minute 'lightening talk' by Allen Downey, author of Think Python http://www.greenteapress.com/thinkpython/html/index.html, during the educational summit here at PyCon. Main points: * - Nat ural L ang uage : expressive and readable, but verbose and

Re: [Edu-sig] mathics - free alternative to Mathematica built on Python and SymPy

, but at the moment on line it appears to be amazingly slow even for simple calculations. On 2/10/13, michel paul pythonic.m...@gmail.com wrote: A student sent me this.: http://www.mathics.org/ It's Mathematica lite, for free. Though built with Python, Sage, and SymPy, it accepts Mathematica

Re: [Edu-sig] mathics - free alternative to Mathematica built on Python and SymPy

to Ted Kosan's very nice newby tutorial for more. --David Chandler On Sun, Feb 10, 2013 at 12:46 PM, michel paul pythonic.m...@gmail.comwrote: Yeah, it can be slow. As they do say on the site, not necessarily industrial strength, but could be useful for educational purposes. However, who knows

Re: [Edu-sig] generate digits of pi

I realized something. This was the original version: def pi_digits(): k, a, b, a1, b1 = 2, 4, 1, 12, 4 while True: p, q, k = k*k, 2*k+1, k+1 a, b, a1, b1 = a1, b1, p*a+q*a1, p*b+q*b1 d, d1 = a/b, a1/b1 while d == d1: yield int(d) a,

Re: [Edu-sig] dot notation (in favor of sharing it)

Hey Kirby, I've enjoyed the discussion, and of course I completely agree that dot notation deserves attention in current math education. However, getting that discussion going? Wow, from what I've seen ... it would be nearly impossible. It would pretty much just get ignored. Yesterday I was

Re: [Edu-sig] dot notation (in favor of sharing it)

Beautiful! On Fri, Oct 26, 2012 at 8:03 AM, Litvin lit...@skylit.com wrote: At 10:08 AM 10/26/2012, michel paul wrote: Yesterday I was involved in a math education group at my school where an example suggested for introducing 'function' was 'toast'. Basically, you put bread

Re: [Edu-sig] Python Installation with PyLab?

I've settled on using Visual Python, Sage, and GeoGebra. It's not yet there, but I know a future version of GeoGebra will support Python scripting. I'm looking forward to that. Visual Python is very nice for creating 3d graphics, plus it has nice 2d functional graphing. Since it IS Python, simply

Re: [Edu-sig] Edu-sig Digest, Vol 101, Issue 15

Hi Marianne, We need your help. We can't do this alone. Could you please contact your computer center and ask them to show you how to change your email preferences? Thanks from all Python edu-siggers. On Thu, Dec 29, 2011 at 3:00 AM, Marianne McKenna mamcke...@sch.ci.lexington.ma.us wrote:

Re: [Edu-sig] negative connotation of object orientation

On Wed, Oct 26, 2011 at 3:36 PM, kirby urner kirby.ur...@gmail.com wrote: PS: on a related topic, there's also a negative connotation associated with imperative programming. The word imperative gets translated to mean bullying. The functional programmers exploit that connotation, and

Re: [Edu-sig] Math UI

With Sage you can do this kind of stuff: sage: eq1(x,y) = (y == 2/3*x + 5) sage: eq2(x,y) = (4*x - 2*y == 7) sage: eq1 y == 2/3*x + 5 sage: eq2 4*x - 2*y == 7 sage: eq3 = eq2(y = 2/3*x + 5) sage: eq3 8/3*x - 10 == 7 sage: eq3 += 10 sage: eq3 8/3*x == 17 sage: eq3 /= 8/3 sage: eq3 x == (51/8)

[Edu-sig] this is interesting

def f(n, history = []): history.append(n) return history f(1) [1] f(2) [1, 2] f(3) [1, 2, 3] f(2) [1, 2, 3, 2] f(1) [1, 2, 3, 2, 1] f(1,[]) [1] A student wrote me wondering why his function wouldn't 'clear' after being called. He meant to create an empty list and ended up with

[Edu-sig] lychrel numbers

I just discovered lychrel numbershttp://en.wikipedia.org/wiki/Lychrel_number. See http://www.p196.org/ Interesting. No one knows if they exist. There are candidates that have not produced palindromes despite massive computational investigation, but so far no proofs one way or the other. This

Re: [Edu-sig] discrete math vs digital math (does it matter?)

Yes, I like that a lot - 'Digital' Math. It does have a different sense than 'Discrete' Math. However, down here in the trenches, I really don't expect that kind of distinction to be a part of math department discussions anytime soon. It will in fact come up for discussion in our department : )

[Edu-sig] presenting python at math conference

Last Friday I got a chance to present Python and Sage at the California Math Council annual conference in Palm Springs. I discussed 3 things - what 'computational thinking' is and why it should be in the math curriculum, Python, and Sage. Here's a link: http://standalone.sagenb.org/home/pub/20/

Re: [Edu-sig] using Python as a calculator

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.

Re: [Edu-sig] Confused how teach geometry and importance of teaching geometry in 21st century.

Beautiful! Thank you for making this statement. Lots of people making decisions in education need to hear this. On Thu, Mar 25, 2010 at 10:08 PM, Jason Axelson bostonvaul...@gmail.comwrote: As a somewhat recent high-school graduate (2005) I must say that I don't think that all the countless

[Edu-sig] Fwd: From one of your old students!!

Just received this email from a former student earlier this week, and it really made my day. It's an excellent falsification of an argument I was being given last year that Python in math classes MIGHT be OK for really motivated math students likely to major in some STEM discipline but that it

Re: [Edu-sig] It IS about the technology: mathematics has computational objects

Thanks very much for sending this. Besides this one, his other posts are also worth reading. This one is especially useful for pinpointing a fundamental reason for the disconnect between (relevant) technology and secondary mathematics: Maybe in language or English teaching the technology is

Re: [Edu-sig] Math + Python: reviewing some themes (long)

On Sat, Jan 30, 2010 at 7:32 PM, David MacQuigg macqu...@ece.arizona.eduwrote: I'm not familiar with Sage, but I wonder if adding a few packages to pure Python would do the same. Well, it would have to be WAY more than a 'few' packages! : ) Sage is immense. It even has the statistical

Re: [Edu-sig] Math + Python: reviewing some themes (long)

On Fri, Jan 29, 2010 at 3:30 PM, kirby urner kirby.ur...@gmail.com wrote: There's a unifying heuristic not out of line with inherited mathematics i.e. we already believe in types e.g. N, Z, Q, R, C (natural, integer, rational, real, complex..) and so on, so pretty seamless. Actually,

Re: [Edu-sig] thought re graphing calculators ...

2009/9/27 kirby urner kirby.ur...@gmail.com: This isn't the kind of critique most people have in mind when they start questioning the hegemony of the graphing calculator empire. Definitely not, but what a great perspective, pun intended. - Michel 2009/9/27 Charles Cossé cco...@gmail.com:

Re: [Edu-sig] What version of Python to teach ....

On Sun, Apr 19, 2009 at 2:48 PM, Gregor Lingl gregor.li...@aon.at wrote: How do you explain the nature of range to beginners? How about using list(range())? Something like: # Here's how you can create a list of integers: list(range(10)) [0, 1, 2, 3, 4, 5, 6, 7, 8, 9] list(range(1, 10))

Re: [Edu-sig] Math in a Browser

SAGE is awesome. I highly recommend it. Recently I've been looking at it more intently with the idea of using in math classes. For the last few weeks I've been working very hard on getting a new math class officially recognized for next year, and I got the green light! So, next year we will

Re: [Edu-sig] Math in a Browser

On Wed, Apr 8, 2009 at 8:55 AM, kirby urner kirby.ur...@gmail.com wrote: One reason I encourage core Python for more elementary courses is I'm wanting to open a window into the language itself, not an application written in that language. And even in a course utilizing SAGE, I'd

Re: [Edu-sig] CTL: Computer Thinking Language

...@gmail.com wrote: As a current college student myself, I feel like chiming in here. 2009/3/2 michel paul mpaul...@gmail.com: However, it is again more mathematically effective to read 2 + 3 * 4 as the sum of 2 and the product of 3 and 4, or, sum(2, product(3, 4)). No ambiguity

Re: [Edu-sig] project Euler

On Thu, Feb 12, 2009 at 9:46 AM, Edward Cherlin echer...@gmail.com wrote: It's a list of problems that can't be solved using mathematical cleverness alone - they require programming. Not so, according to the examples below. OK, then just look further down the list. : ) The first one -

[Edu-sig] project Euler

This is a pretty cool site: Project Euler http://projecteuler.net/. It's a list of problems that can't be solved using mathematical cleverness alone - they require programming. After you solve a problem, you then get access to the list of previous solutions. The first one - Add all the natural

[Edu-sig] another PyToon!

http://www.xtranormal.com/xtranormal/episode.php?aid=87487mid=2009020814392471 Yeah, definitely clunky, but fun to play with. This toon is an accurate summary of many frustrating dialogs. - Michel ___ Edu-sig mailing list Edu-sig@python.org

Re: [Edu-sig] probability simulation

On Fri, Feb 6, 2009 at 9:47 PM, kirby urner kirby.ur...@gmail.com wrote: Here's the relevant page from the Unicode charts. http://unicode.org/charts/PDF/U2600.pdf Let's see what I can do with Python here... import unicodedata heart = chr(0x2665) Ha! This will be a lot of fun when we

Re: [Edu-sig] probability simulation

-- *From:* michel paul mpaul...@gmail.com *To:* edu-sig@python.org edu-sig@python.org *Sent:* Thursday, February 5, 2009 1:34:49 PM *Subject:* [Edu-sig] probability simulation We began a unit in math called 'Probability and Simulation'. The students of course

[Edu-sig] probability simulation

We began a unit in math called 'Probability and Simulation'. The students of course have to solve many typical problems involving dice and coins. This provided a perfect opportunity for incorporating Python in a way that didn't freak the kids out. Remember, I have been trying to weave Python

Re: [Edu-sig] Pythonic Math must include...

On Sun, Jan 18, 2009 at 3:31 PM, Gregor Lingl gregor.li...@aon.at wrote: Michel Paul's code: def primes(): sofar = [-1, 2,3] # a running start, -1 proposed by J.H. Conway yield sofar[0] # get these out of the way yield sofar[1] # the only even prime yield sofar[2] # and then 3

Re: [Edu-sig] Pythonic Math must include...

On Sun, Jan 18, 2009 at 6:11 PM, Gregor Lingl gregor.li...@aon.at wrote: This exposes in my opinion an unsurmountable dilemma, namely that usually you cannot meet even those few criteria mentioned in the beginning in a single solution. I think it's OK that there's not a 'single' solution.

Re: [Edu-sig] Pythonic Math must include...

I definitely believe that a good way to improve our current math curriculum would be to weave in computational number theory. This would be the 21st century answer to 'back to basics'. I think a huge problem in student math illiteracy has to do with not understanding division, remainders, and

Re: [Edu-sig] Pythonic Math must include...

I like this. I think another 'must include' for math classes would be list comprehension syntax. Not an algorithm in itself, but an important way of thinking. It's what we try to get them to do using set notation, but in math classes it seems simply like a formality for describing domains,

[Edu-sig] ACM Urges Obama to Include CS as Core Component of Science, Math Education

http://www.acm.org/press-room/news-releases/obama-education Computing education benefits all students, not just those interested in pursuing computer science or information technology careers, said Bobby Schnabel, chair of ACM's Education Policy Committee

Re: [Edu-sig] Thoughts about IDLE

On Sat, Dec 13, 2008 at 9:09 AM, kirby urner kirby.ur...@gmail.com wrote: What frustrates me in class though, is I'll get low on the projected screen, having entered a bunch of session variables, identified a lot of stuff, and then I'm sort of stuck to the lower edge, unable to wipe to the top

[Edu-sig] synthetic division

On Friday we were studying synthetic substitution/division in Algebra 2. After going through the algorithm and after showing through factoring why it worked, I had them look at this code: def evaluate(polynomial, x): value = 0 for coefficient in polynomial: value = value*x +

Re: [Edu-sig] Programming in High School

I would think any teacher of math or science would have no difficulty using Python and integrating it into their teaching. Don't teach it as a separate subject, but introduce each new statement as it is needed. Right. That's the strategy I thought would be most practical working within the

Re: [Edu-sig] Programming in High School

David: What I would like to see is a discussion of *why* there is not more teaching of programming in high school. Especially given that 'integrating technology into the curriculum' is given such lip service. Most people equate technology with tool use. They seldom equate it with language

[Edu-sig] True or False? - A translation is a function.

We were talking about translations in math class, and I was going to show the students how the translation notation in their text could TRIVIALLY be turned into Python code, and it occurred to me that maybe I should first find out if they understood that translations already WERE already functions

[Edu-sig] pseudo code that runs

For reasons I won't bore you with, my principal and dept chair called a meeting with me regarding my use of Python in math classes. Bottom line - a positive dialog. My principal asked, What is Python? I gave him as good an answer as I could at that moment. Later, after some reflection, this is

Re: [Edu-sig] school physics/math courses

curriculum. If it is of any use you can do anything you want with it. Massimo On Oct 16, 2008, at 5:55 PM, michel paul wrote: This would be a great text for a high school math/CS class: Math for the Digital Age http://www.skylit.com/mathandpython.html. - Michel On Thu, Oct 16, 2008 at 4

Re: [Edu-sig] school physics/math courses

This would be a great text for a high school math/CS class: Math for the Digital Age http://www.skylit.com/mathandpython.html. - Michel On Thu, Oct 16, 2008 at 4:15 AM, roberto [EMAIL PROTECTED] wrote: hello (i am rather new in python ...) i am about to start a course of physics and math

[Edu-sig] r

Here's more regarding student notes = concept outlines that RUN. In dealing with sample vs population variance, in both cases we are talking about an average, but our traditional notation tends to obscure that fact. It's easy to see that population variance is the mean of the squared deviations,

Re: [Edu-sig] Algebra 2

thinking' as a math standard 2. Python as a vehicle for this Thanks very much for any helpful suggestions along these lines. - Michel 2008/10/6 kirby urner [EMAIL PROTECTED] 2008/10/4 michel paul [EMAIL PROTECTED] For math classes I think it's more pertinent to focus on functional

[Edu-sig] further exploration

I took the kids to the lab yesterday. I had our tech guy install VPython. It's great finally having a tech guy who has done some programming! Again, this is a Functions, Statistics, Trig class, although the curriculum is actually organized as Statistics, Functions, Trig. I'm going to suggest

[Edu-sig] some success

The first homework assignment in my math classes this year was to download and install Python. I've been using it most extensively in my FST (Functions Statistics Trig) class. The curriculum starts with sigma notation, so I showed them list comprehension syntax. All it requires is knowing how

[Edu-sig] nouns and verbs

intend to teach math as a 'language', and I'd like to get really clear about these kinds of things. Thanks very much for any feedback, Michel Paul ___ Edu-sig mailing list Edu-sig@python.org http://mail.python.org/mailman/listinfo/edu-sig

Re: [Edu-sig] IDLE fonts

I also show students how to change fonts and colors - and like you say, they LOVE doing it. But other than to tell them to be careful in changing syntax coloring, as you don't want to lose useful distinctions of keywords and so on, I don't really do anything special with it. I'll be interested

Re: [Edu-sig] do as a keyword

, so now we have to consider ways to get it to stop. Speaking from my own learning experiences, 'while True' initially seemed awkward, probably for the same reason 'if True' would - why bother? But at this point I actually do like the 'while True' structure. - Michel Paul On Dec 12, 2007 3:01 AM

[Edu-sig] modeling the rational numbers

circles. These things have been around now for awhile, but I don't think I've ever seen them discussed in a high school math text! I appreciate any suggestions, especially along programming lines, that people may have. Thanks, - Michel Paul modeling rational numbers.py Description

Re: [Edu-sig] understanding recursion

math AND CS simultaneously. I mean, consider a high school student who could articulate FROM SCRATCH their understanding of the various kinds of number in a simple computational syntax. Seems to me that would meet all kinds of concerns regarding standards. Sincerely, Michel Paul

[Edu-sig] what you can do in a shell

Here's a case where I was able to weave Python into math class a little unexpectedly - The other day students were confused by why we subtract h in y = f(x - h) when we translate f horizontally h units. So I fired up Python and did a shell session with them. Here is something similar to what

Re: [Edu-sig] creating an interface vs. using one

of Python could address. - Michel -Original Message- From: Radenski, Atanas [mailto:[EMAIL PROTECTED] Sent: Sat 09/23/06 08:10 AM To: Michel Paul; edu-sig@python.org Subject: RE: [Edu-sig] creating an interface vs. using one From: [EMAIL PROTECTED] on behalf of Michel Paul Also - our

Re: [Edu-sig] creating an interface vs. using one

: [EMAIL PROTECTED] on behalf of Michel Paul Sent: Sun 09/24/06 09:47 AM To: Radenski, Atanas; edu-sig@python.org Subject: Re: [Edu-sig] creating an interface vs. using one Yes, thank you. I have been reflecting on this, and so far I haven't been able to pin down a site specific issue that Python

[Edu-sig] creating an interface vs. using one

A couple of days ago I attempted to describe to my math dept chair the elegant way you can zip two lists in Python to create a set of ordered pairs. Her response was dismissive, saying you can do the same thing on a TI using lists. Her point was that we were each doing the same thing in a

[Edu-sig] where can I find xturtle?

It was recommended that I take a look at xturtle. I've tried: http://ada.rg16.asn-wien.ac.at/~python/xturtle but for some reason keep getting object not found. I have found many discussions about xturtle, but I can't find another route to the actual code. Thanks very much, Michel Paul

[Edu-sig] digits of pi

some effective Shell explorations might make them take enough interest to want to add their own functionality to this bizarre calculator. And it's free! Why spend the $ when you can just download it and go? Thanks, Michel Paul ___ Edu-sig