I am not sure in such form it'll gonna help the teachers. The document is even hard to read for me who can read J.
Could you summarize the essence or idea of the document in one or two simple sentences with one or two vivid examples? ----- Original Message ---- > From: Don Watson <[email protected]> > > Blank I have a challenge. > > I am interested in using the J system for experiential use in elementary > and secondary school Mathematics. It has many advantages, including free > availability for education. > > . However, no one would claim it is easy for teachers to learn J. What I > have done in this paper is describe a language - called S, for school - that > seems to be closer to Mathematics and needs no tacit programming form. It > should be easier to lean and more easily parallel mathematical formulae. The > idea is that S be an option sitting on top of the J system. it is described > in a paper at: > > http://members.shaw.ca/dwawatson/s.doc > > The description contains a lot of "why". I found that I learned J more > easily when I asked "why". I also describe in the same form why tacit > programming works the way it does. This helped when I tried to outline > procedures for turning S into J and vice-versa. > > The challenge for those who know J a lot better than I do is to more > accurately describe the procedures needed. It may require restrictions in > order to work. > > I apologize for not using the Wiki. My generation was not brought up to > understand instructions. Few things used to have complexity. > > Thanks, > > Don Watson > > ---------------------------------------------------------------------- > For information about J forums see http://www.jsoftware.com/forums.htm ---------------------------------------------------------------------- For information about J forums see http://www.jsoftware.com/forums.htm
