That's a different problem. And, at some point, it's probably a good idea to teach people how to use polynomials.
0 0 2 p. 3 18 Or, if that is too complicated, just ask that people not use ^ - it is unnecessary. 2 X 3 X 3 18 (Or, for people bright enough to understand operator precedence, just explain that verbs have equal precedence and take effect from right to left.) But it's really not that hard to deal with. Thanks, -- Raul On Mon, Sep 22, 2014 at 5:15 PM, Kip Murray <[email protected]> wrote: > Then > > 2 X 3^2 > 36 > > On Monday, September 22, 2014, Raul Miller <[email protected]> wrote: > >> Consider using: >> >> X=:conjunction def 'm +/ .* n' >> >> with a new rule: use X to multiply, instead of asterisk. >> >> Thanks, >> >> -- >> Raul >> >> On Mon, Sep 22, 2014 at 9:39 AM, Kip Murray <[email protected] >> <javascript:;>> wrote: >> > My experience was that college calculus students using J in a computer >> lab >> > had difficulty with >> > >> > 2*3+4 >> > 14 >> > >> > --their TI calculators gave the desired answer 10. I told them "always >> > parenthesize multiplications, divisions, exponentiations, and f x", but >> > they forgot. >> > >> > I supplied hidden definitions for fn, pi, sin, cos, etc. so that >> > >> > f =: '(2*y)+4' fn >> > >> > defined what is colloquially called the 2x+4 function. >> > >> > There I went beyond grade school, but the remark about TI calculators >> would >> > apply to grade school. Children are taught PEMDAS for order of >> operations: >> > Parentheses, Exponentiation, Multiplication, Division, Addition, >> > Subtraction. I am aware Ken pointed out inadequacies of this rule. TI's >> > Algebraic Logic System is complicated! >> > >> > On Monday, September 22, 2014, Brian Schott <[email protected] >> <javascript:;>> wrote: >> > >> >> I suspect I have told this tale before, but JHS has renewed my >> enthusiasm >> >> for the results. >> >> >> >> Back in the '80s I was teaching in a brand new computerized classroom >> >> where each student had a computer and the instructor had both the >> computer >> >> and a large display screen. The computers were all linked to a school >> wide >> >> wired network and was administered by the IT department. One of the >> people >> >> in the IT department wrote a special program for me that enabled my >> >> students to anonymously type one-line messages on their own computer and >> >> the results were displayed on the instructor's computer and on the >> >> classroom's large screen. >> >> >> >> I would ask questions and the students could type their answers with >> >> confidence that others would not know their identity.Their answers were >> >> like today's text messages and did not have any calculation involved. >> From >> >> the front of the classroom I was able to comment on answers and help >> >> students who were having trouble very effectively, I think. >> >> >> >> Wouldn't JHS in a modern classroom enable a similar situation if each >> >> student brings his or her own tablet? And the messages could be typed >> in J >> >> phrases (even without a graphics result from the likes of plot and >> viewmat) >> >> or in NB.'ed text. >> >> >> >> Does anyone have experience with this? >> >> >> >> >> >> --- >> >> (B=) >> >> ---------------------------------------------------------------------- >> >> For information about J forums see http://www.jsoftware.com/forums.htm >> >> >> > >> > >> > -- >> > Sent from Gmail Mobile >> > ---------------------------------------------------------------------- >> > For information about J forums see http://www.jsoftware.com/forums.htm >> ---------------------------------------------------------------------- >> For information about J forums see http://www.jsoftware.com/forums.htm >> > > > -- > Sent from Gmail Mobile > ---------------------------------------------------------------------- > For information about J forums see http://www.jsoftware.com/forums.htm ---------------------------------------------------------------------- For information about J forums see http://www.jsoftware.com/forums.htm
