And teachers of math, chemistry, and physics are often not engaging, although I have seen it happen!
On Tuesday, September 23, 2014, Raul Miller <[email protected]> wrote: > 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] > <javascript:;>> 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] > <javascript:;>> 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:;> > >> <javascript:;>> wrote: > >> > Then > >> > > >> > 2 X 3^2 > >> > 36 > >> > > >> > On Monday, September 22, 2014, Raul Miller <[email protected] > <javascript:;> > >> <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:;> > >> >> <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:;> > >> >> <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 > -- Sent from Gmail Mobile ---------------------------------------------------------------------- For information about J forums see http://www.jsoftware.com/forums.htm
