On 31 January 2014 04:43, Bruno Marchal <[email protected]> wrote:

>
> On 30 Jan 2014, at 00:07, LizR wrote:
>
> On 30 January 2014 12:11, Russell Standish <[email protected]> wrote:
>
>> Yes. Pity the poor blighters at high school if someone tried to teach
>> them this stuff. I remember someone once showed me the definition of
>> continuity in year 11 (with all the upside down As and back to frount
>> Es), and it nearly did my head in. Of course, that is part and parcel
>> of the 2nd year introduction to analysis course :).
>>
>
> My son (15) is rather keen on summing infinite series now, after I showed
> him the -1/12 demonstration. I am wondering whether to introduce him to
> modal logic and the other things Bruno is trying to teach me (then he can
> do the exercises :)
>
> Why not?
>

Just a joke. Actually if he understood it as well we would both learn much
more quickly, I think. I have given him "Godel Escher Bach" to read :)
Although if anything needs a Kindle edition it's that...

>
> "Teaching math" is the best way to learn math. *you* will learn, not just
> your son. But logic, the branch of math, is the most difficult branch of
> math, in the beginning. In my opinion.
>
> Even that remark is not obvious. Attempting to explain could add
> confusion. To do logic you have to abstract from your understanding. You
> have to understand what you have to not understand.
>
> You have to understand that
>
> "We say that '(A & B) is true if 'A is true and 'B is true"
>
> is no more circular than
>
> "the output of an "and" gate will be on if its two inputs are on.
>
> For a simple example.
>
> Logic might be a bit abstract for a kid, but as Smullyan illustrates it
> can also be fun. It is also a question of taste, and then logic appears as
> wide its taste spectrum, like most branch of math.
>

We shall see.

>
> Bruno
>
>
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> http://iridia.ulb.ac.be/~marchal/
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