Hiya Linda! This has become a very interesting circle.
I believe the quote you're referring to is "Science is what we understand well enough to explain to a computer." - Donald Knuth Right? : ) - Michel On Tue, Feb 7, 2012 at 6:50 PM, kcrisman <[email protected]> wrote: > I'm just forwarding this to the edu list because it has a lot of good > ideas and things people may want to discuss. It looks like you are > also involved with http://mathfuture.wikispaces.com/, which has had > some "official" contact with Sage in the past, though sadly we did not > follow up much. > > Macedonian, really? Cool - Sage is used everywhere. > > ---------- Forwarded message ---------- > From: LFS <[email protected]> > Date: Feb 7, 6:34 pm > Subject: Programming animation > To: sage-support > > > Hiya Jason, > It really depends and certainly I am no expert. And probably most of > this is boring so feel free to ignore. > > As I said above, I use a combination of GeoGebra and Scratch and Sage > and I am just starting with sage. > I would say that MY most important use of the worksheets in SAGE has > been to help ME understand the material and find an understandable way > to teach it. A friend in mathfuture forum quoted somebody saying > something like "If I can explain it to a computer, then I understand > it". That is EXACTLY how I feel. > > With respect to students: Mostly classroom demonstration via an LCD > projector. > My rule 1: Build the applet/worksheet in class so they don't think its > magic. I rarely show "ready-to-use" stuff unless I have built the > basic model first. > My rule 2: Make sure they understand the stuff that no computer will > do for you. Then if the curriculum requires that we solve the > "computer part" by hand, show them how to check it using the applet/ > worksheet. > > Given this: > The 3D Line and Surface Integrals, Vector Calculus stuff is for my son > and daughter-in-law. Neither of them does the sage. They watch me do > it :) > He is studying chemical engineering and hates this math because he > sees no use for it (and like many boys and men refuses to learn > something he doesn't understand). He likes the visuals and it connects > to understanding. > But even my daughter-in-law (who is a very dedicated electrical > engineering student) was horribly frustrated by this material. She got > A's on the tests and said she didn't know what she was doing. The sage > demos helped. > --- > I have been doing this for them for awhile. Usually, I try to make a > combination of short youtube videos, worksheets with lots of graphic > explanations, solvers, applets/ interactivities. > Once I make them, I tend to post them online and usually get decent > feedback and views (nothing like khan of course...). I try to do some > in english and macedonian so there is often an odd combination of > resources :) > > In my math undergraduate courses, I tend to just do in-class demos. (I > currently teach Calc1 and Calc2, so e.g. I show them how do calculate > Taylor polynomials and then draw both functions so they see if, where, > how approximation works.) > I tried integrating IT into the grading, but I have huge class sizes > and that wasn't working. > They love to look at the 3d stuff so I do show the sage stuff in class > as reward for good behavior :) > > In my math modelling courses (smaller), I hold online classes (in > macedonian) and my kids have to create a variety of (usually geogebra) > worksheets and then make little videos about what they learn. It > usually takes twice as long as you think it will :) > In my graduate courses, I do in-class demos and then assign "similar" > problems where they create worksheets themselves. (This is mostly > probability and statistics to IT engineers and we use scratch.) > and on and on i go.... Linda > > On Feb 7, 2:22 pm, Jason Grout <[email protected]> wrote: > > > > > > > > > On 2/7/12 5:13 AM, LFS wrote: > > > > I have this dream too; I get so annoyed when mathematicians (myself > > > totally included) spend time forcing our students to learn techniques > > > that a computer can do, but don't spend time teaching them carefully > > > and with understanding the techniques a computer cannot do. With > > > respect to this, I have gotten a bit stuck trying to explain > > > parameterization and so have slowed down with the sage videos. I will > > > be back :) > > > I am really curious how you use these worksheets in your teaching. > > Classroom demonstrations in a lab? Student work outside of class? > > > I ask because I am always looking for better ways to use computer tools > > to enhance learning. > > > Thanks, > > > Jason > > -- > 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. > > -- ================================== "What I cannot create, I do not understand." - Richard Feynman ================================== "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]. 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