Hi Raul;
I'm more of the school that lack of clarity is the teacher's fault, not the
student's.
I typed the "simple" example in and got 2 _ 4 myself. In any case, this
reminds me of the FORTRAN error:
FOR I = 1.3
C . should be a ,
experienced by a space probe whose name eludes me right now.
I'm sure that someone attempting to puzzle out *:_1 vs. *:_ 1 would be
further puzzled by being told to "add 3"
>: ...
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|\/| Randy A MacDonald | APL: If you can say it, it's done.. (ram)
|/\| [EMAIL PROTECTED] |
|\ | | The only real problem with APL is that
BSc(Math) UNBF'83 | it is "still ahead of its time."
Sapere Aude | - Morten Kromberg
Natural Born APL'er | Demo website: http://156.34.64.156/
-----------------------------------------------------(INTP)----{ gnat }-
----- Original Message -----
From: "Raul Miller" <[EMAIL PROTECTED]>
To: "General forum" <[email protected]>
Sent: Thursday, March 01, 2007 11:31 AM
Subject: Re: [Jgeneral] J in Teaching
> On 3/1/07, Steven Phillips <[EMAIL PROTECTED]> wrote:
> > (e.g., confusing the use of "-" versus "_"; or "_1" versus "_ 1"). It
may
> > seem obvious to an experienced J person and hence hardly worth more
> > than a passing remark, but these are the sorts of things that can really
> > block progress when attention is drawn to a more complex expression. For
>
> That's an interesting point.
>
> Though, now that you've identified it, it seems like some simple
> examples should make the issue clear:
> _ 1 _1 +3
> _ 4 2
>
> A more general issue, that matters for any learning situation, is that
> students who are not able to recognize and understand the words
> generally have problems understanding sentences which use those
> words.
>
> --
> Raul
> ----------------------------------------------------------------------
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