Kirby Urner wrote: > I'm very much the pragmatist in making these proposals: what mix of topics, > skills, habits of thought, will keep the most doors open longest, plus > anticipate future needs (same thing really)? > > The insular world of math-teaching culture keeps it sheltered from much that > goes on outside, which is why from my point of view it's thick with dust and > barely relevant to kids in this highly technological age. > > No Python? No rhombic dodecahedron? How can this *possibly* be considered > an early 21st century curriculum? >
Just a follow-up on the math and programming interaction: I was brushing up on algebra for a placement test for the local community college (yes - I'm finally going to go get my degree...) and while I was studying, my brain kept coding python in the background... I kept seeing things in terms of "how could I code this?" [btw - yes, I passed.] Just thought it was amusing to see how python has influenced my thinking. Anna _______________________________________________ Edu-sig mailing list Edu-sig@python.org http://mail.python.org/mailman/listinfo/edu-sig
