Also so does this: sage: 2.3 in [1 .. 3, step = 1/10] True
That's interesting. On Sun, Sep 20, 2009 at 10:59 AM, David Joyner <[email protected]> wrote: > > I don't know the answer, but maybe this is a way around it: > > sage: 23/10 in srange(3, step = 1/10) > True > > You might also use this is discuss how numbers are represented > in a computer (leading into how characters are represented in a > computer., which might also spark an interesting class discussion..). > > On Sun, Sep 20, 2009 at 12:03 PM, michel paul <[email protected]> wrote: > > Hi, > > > > I'm a high school math teacher experimenting with getting kids to use > SAGE. > > My situation - high school math in a department that rigidly believes > either > > that > > > > 1. graphing calculators provide sufficient technology for contemporary > math > > classrooms or that > > 2. technology is something secondary to the mathematics itself - it > might > > be 'useful', but it's not what mathematics itself is about. > > > > It has been extremely frustrating trying to communicate in this > > environment. Ideally my vision would be to create a computational > analysis > > kind of course where the kids would first learn how to articulate basic > math > > concepts in pure Python. Things like the Euclidean Algorithm. Simple > > enough but important enough to focus on for good computational ways to > > think. Important - the point wouldn't be Python per se. The point would > be > > computational thinking. How can we analyze tasks or concepts? Then show > > them what they have access to in SAGE. Wow. There's absolutely no > rational > > reason at all why a course like that shouldn't be promoted. > > > > Well, anyway, at the moment I've opted for a strategy to weave SAGE into > the > > curriculum as unobtrusively as possible. I have been successful in > getting > > all my kids to open up SAGE notebook accounts. I've decided to weave in > the > > use of SAGE as we work through our standard text. I'm going to use SAGE > as > > my blackboard as often as possible, and I'm posting SAGE notebook > worksheets > > paralleling the examples in our text for the kids to experiment with. > It's > > a weird balance - trying to introduce using Python or SAGE to kids who > have > > never associated that with 'math'. Funny, their attitudes actually > parallel > > 1 and 2 above. It's such a weird culture. But other kids are seeing > that, > > yeah, this really is pretty cool. So I hope to build momentum from that. > > > > So we are about to study interval notation. I'm going to show them how > > interval notation means something different in SAGE than it does in their > > texts. However, there's lots of ways they are related. > > > > My question - the text expects them to express things like (1, 4) > intersect > > [2, 8] on a number line to produce the graph of [2, 4). That kind of > > stuff. It will also ask them to solve and graph typical linear > > inequalities, absolute value inequalties, etc. Is there a way to easily > > illustrate this in SAGE? > > > > I was contemplating discussing something like an interval testing > function. > > But I also notice that testing something like > > > > 2.3 in [1 .. 3, step = .1] > > > > produces False. Issues like this can be a booby trap with already > reluctant > > learners. > > > > Thanks for any advice, > > > > Michel Paul > > > > > > > > -- > > "Computer science is the new mathematics." > > > > -- Dr. Christos Papadimitriou > > > > > > > > > > > -- "Computer science is the new mathematics." -- Dr. Christos Papadimitriou --~--~---------~--~----~------------~-------~--~----~ You received this message because you are subscribed to the Google Groups "sage-edu" group. To post to this group, send email to [email protected] To unsubscribe from this group, send email to [email protected] For more options, visit this group at http://groups.google.com/group/sage-edu?hl=en -~----------~----~----~----~------~----~------~--~---
