Probably more an issue of being tiring than anything else. I've done a bit of teaching myself, and keeping the students engaged seemed like the most important issue.
Thanks, -- Raul On Mon, Sep 22, 2014 at 7:26 PM, Kip Murray <[email protected]> wrote: > "But it's really not that hard to deal with." Perhaps it is students who > are hard to deal with! > > On Monday, September 22, 2014, Raul Miller <[email protected]> wrote: > >> 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] >> <javascript:;>> wrote: >> > Then >> > >> > 2 X 3^2 >> > 36 >> > >> > On Monday, September 22, 2014, Raul Miller <[email protected] >> <javascript:;>> 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:;> >> >> <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:;> >> >> <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 >> > > > -- > 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
