On Mon, Jun 7, 2010 at 5:47 PM, David Joyner <[email protected]> wrote:

>
> >At the end of the course, what will they be tested on?


Officially they'll need to be able to display competency on our math
analysis final.

I can test them on whatever else I want regarding their ability to model
concepts computationally, but the bottom line is that I am responsible for
making sure that the ordinary precalc standards are met.

>Does this course replace a precalc course?


No, it will simply enhance it.


> >This will determine to an extent what you can do.
>

Right!  And that's the challenge - 'covering' all the details in the
curriculum while exploring things in a relevant way.  But I was able to
experiment this year, and have found, as I've mentioned at other times, that
list comprehension works wonderfully for illustrating sigma notation, among
many other things.

>
> When I taught http://www.usna.edu/Users/math/wdj/teach/sm450.html
> (python and some fairly advanced discrete math), I found that
> the Python was almost completely orthogonal to the math.


OK, that's good to know.  And interesting.  Why?  Maybe the 'orthogonality'
points to something we need in our math education as a whole?

Some really good news - a student just tonight sent me a link to a Sage
extra credit paper he had created.  I was thrilled - he figured out a whole
bunch of stuff on his own.  In the past I've always winced at 'extra
credit', but in the last few years I've been making use of it.  I figured it
could be a way to get kids to explore Python and Sage.  So this kid wrote a
little paper on arithmetic and geometric sequences and series.  I explained
a few things to him to get started, but he clearly did a lot of research on
his own.  The fact that he was able to do this is really encouraging.  I
told him that this was a perfect illustration of what I want to have kids do
next year.

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