True, but scipy and maxima are built into SAGE. Sent from BlueMail
On Jul 12, 2018, 12:18 PM, at 12:18 PM, Sergio Rojas <sergi...@mail.com> wrote: > > >Hola Jorge, > > > >Thanks for pointing out your blog, Jorge. > > > >I have explored Sage as a much madure open source alternative > >to Mathematica than Sympy (the other one I like is Maxima). It > >is really great as you have shown in your blog for calculus in several > >variables. > > > >An issue for me, though, is that it is an stand alone system and >apparently it is not callable > >from a Python session (I have found no way of doing so as we can do > >with SymPy). Like that it is like using Maxima on its own. > > > >Salut, > > > >Sergio > > > > > >a python session > >Sent: Wednesday, July 11, 2018 at 9:59 AM >From: "A Jorge Garcia" <calcp...@aol.com> >To: "kirby urner" <kirby.ur...@gmail.com> >Cc: "Sergio Rojas" <sergi...@mail.com>, "A Jorge Garcia via Edu-sig" ><edu-sig@python.org> >Subject: Re: [Edu-sig] False alarms? > >FYI, I dumped Graphing Calculators completely in my Multivariable >Calculus class that I'm teaching right now during summer session at the >local community college. > > >I'm using SageCell, have a look, http://shadowfaxrant.blogspot.com and >http://www.youtube.com/calcpage2009 > > >HTH, > >AJG > >Sent from BlueMail > >On Jul 10, 2018, at 9:40 AM, kirby urner < kirby.ur...@gmail.com> >wrote: > >Hi Sergio -- > > > >Per this article, with so many states and no national curriculum (I >don't advocate for one), it's tough to generalize about US schools: > > > >https://www.theatlantic.com/education/archive/2018/07/americas-schools/564413/ > > > > >Now, to generalize :-D > > > >The mathematics classroom was rarely also a computer lab. If the >school has a computer lab, that's usually a separate facility and they >learn business applications and typing, rarely much programming, until >rather recently. > > > >Today, schools likely have Chromebooks in large charging cabinets on >rollers. Fewer schools give out Chromebooks to each student but that's >the trend, perhaps from 6th or 7th grade up. > > > >The mathematics curriculum has never integrated any programming as >there's still that sense that programming takes years to learn and >would be a huge detour. Those of us more familiar with the state of >the art don't see it that way. > > > >You're right that Mathematica paved the way for a small subculture and >I-Python, Sage, Jupyter Notebooks, SymPy do feature in some US schools, >but very few. > > > >Rather than integrate mathematics and learning to code, the strong >belief is we need to keep math and computer science separated, which >means teaching a lot of things twice, given the Venn Diagram shows >large overlap. > > > >Your book, which I've been reading, takes the more integrated approach >that I favor. > > > >Math teachers are in a tough position I think, as a lot of the mathy >content that students find most attractive is being placed in another >subject area. > > > >I have my opinions about all this, as a former high school math teacher >turned applications programmer and teacher-trainer. > > > >https://medium.com/@kirbyurner/the-plight-of-high-school-math-teachers-c0faf0a6efe6 > > > > >Finding a lot of computer science teachers in a hurry is the name of >the game right now, and lots of educators are selling on ramp teacher >training programs. That's becoming a big business. > > > >I expect many with a math teaching background are currently migrating >to computer science, so in some sense my desire for better integration >is being fulfilled. Some of this on ramp programs teach a language >called Pyret, which we're told is the better way to go. > > > >Kirby > > > > > > > > > >On Tue, Jul 10, 2018 at 5:13 AM, Sergio Rojas <sergi...@mail.com> >wrote: > > >> here's a blog post raising the alarm >> that Python (among others) is "completely incompatible with >mathematics". >> >> >> >https://blogs.ams.org/matheducation/2017/01/09/integrating-computer-science-in-math-the-potential-is-great-but-so-are-the-risks/ > > > > >I get lost reading the referred blog post. I was >under the impression that the ideas presented in the >post were already fully discussed back in the 90's, >when Mathematica was getting its way into the >classroom at US schools. That things like "x = x + x" >were already familiar to teachers. > >In fact, I was thinking of an open source alternative to Mathematica >when writing the book on Prealgebra via Python Programming >( https://www.researchgate.net/publication/325473565), with the >advantage that Python can be used for intensive computing task as >well as for symbolic (algebraic) computations (like mathematica) >via SymPy. > >I was under the idea that the Mathematica team has already shaped and >polished the road. I can see that I was wrong. It is still very, very >rough (much more than the first draft of my book). > >Sergio > > > > _____________________________________________ > >Edu-sig mailing list >Edu-sig@python.org >https://mail.python.org/mailman/listinfo/edu-sig
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