Re: Distance Learning and Math Courses
Re: Distance Learning and Math Courses Standardized testing is blah, especially in certain areas where you're being assessed on concepts you haven't explicitly seen in months or possibly years. We have our own version of it in PA, and it always bugged everybody. I escaped that misery just as it began my senior year.Glad to hear your teacher was very accommodating! These are very tryiing times, so it's refreshing to hear educators are stepping up and really giving it their all to afford their students the opportunity to learn and demonstrate their knowledge. URL: https://forum.audiogames.net/post/534510/#p534510 -- Audiogames-reflector mailing list Audiogames-reflector@sabahattin-gucukoglu.com https://sabahattin-gucukoglu.com/cgi-bin/mailman/listinfo/audiogames-reflector
Re: Distance Learning and Math Courses
Re: Distance Learning and Math Courses Well, math ended up being surprisingly easy. Florida's governor canceled all standardized testing for K-12 students, which meant that all classes that relied on an end of course exam would be graded as if the tests didn't exist. But with my teacher, he would call each student weekly and he would work on the homework with us one on one. We would be sent braille handouts weekly, type our answers in a word doc, e-mail our answers to him, and call it a day URL: https://forum.audiogames.net/post/534499/#p534499 -- Audiogames-reflector mailing list Audiogames-reflector@sabahattin-gucukoglu.com https://sabahattin-gucukoglu.com/cgi-bin/mailman/listinfo/audiogames-reflector
Re: Distance Learning and Math Courses
Re: Distance Learning and Math Courses I know this is a bit old, but wanted to bring it back up to see how the rest of the semester/school year went for everybody.How did the rest of your math courses go? Did the accessibility issues get ironed out in light of COVID19's forcing classes to be online?My Calc 2 final went pretty well. It was a bit strange doing a math final over the phone, but it worked really well and I got a good grade.I'm fortunately done with the math track of my major, so here's to just taking CS classes!I hope others have been fortunate as well. This whole being blind thing and taking STEM courses is such a pain. URL: https://forum.audiogames.net/post/534474/#p534474 -- Audiogames-reflector mailing list Audiogames-reflector@sabahattin-gucukoglu.com https://sabahattin-gucukoglu.com/cgi-bin/mailman/listinfo/audiogames-reflector
Re: Distance Learning and Math Courses
Re: Distance Learning and Math Courses @37, interesting. Are you using nemeth or UEB? I think you're one of the calc folks, so that'd be neat to hear how the conversion is going for you. URL: https://forum.audiogames.net/post/519910/#p519910 -- Audiogames-reflector mailing list Audiogames-reflector@sabahattin-gucukoglu.com https://sabahattin-gucukoglu.com/cgi-bin/mailman/listinfo/audiogames-reflector
Re: Distance Learning and Math Courses
Re: Distance Learning and Math Courses So for math I use the KeyMath map conversion utility that's inside the BrailleNote Touch Plus, which converts any Braille math symbols into print ones (as long as I write them correctly). URL: https://forum.audiogames.net/post/519898/#p519898 -- Audiogames-reflector mailing list Audiogames-reflector@sabahattin-gucukoglu.com https://sabahattin-gucukoglu.com/cgi-bin/mailman/listinfo/audiogames-reflector
Re: Distance Learning and Math Courses
Re: Distance Learning and Math Courses I am curious (and trying to keep the topic alive a little bit), how many are utilizing LaTeX and MathML? Are any Braille readers using BRF's? URL: https://forum.audiogames.net/post/519888/#p519888 -- Audiogames-reflector mailing list Audiogames-reflector@sabahattin-gucukoglu.com https://sabahattin-gucukoglu.com/cgi-bin/mailman/listinfo/audiogames-reflector
Re: Distance Learning and Math Courses
Re: Distance Learning and Math Courses Anytime! Feel free to ask any questions you have. I can try to help, and I'm sure others will chime in too. URL: https://forum.audiogames.net/post/517883/#p517883 -- Audiogames-reflector mailing list Audiogames-reflector@sabahattin-gucukoglu.com https://sabahattin-gucukoglu.com/cgi-bin/mailman/listinfo/audiogames-reflector
Re: Distance Learning and Math Courses
Re: Distance Learning and Math Courses @33, that did! Thanks for that! URL: https://forum.audiogames.net/post/517426/#p517426 -- Audiogames-reflector mailing list Audiogames-reflector@sabahattin-gucukoglu.com https://sabahattin-gucukoglu.com/cgi-bin/mailman/listinfo/audiogames-reflector
Re: Distance Learning and Math Courses
Re: Distance Learning and Math Courses @32, here's my best attempt at explaining the concepts you mentioned:As far as the problem you presented, you would use the quotient rule to solve. The rule states:The derivative of a rational function is calculated by FPrime*G-F*GPrime all divided by G^2,where F(X) = the numerator and G(X) = the denominator and you are [NOT] dividing by 0.Knowing this, you can solve for both FPrime and GPrime by deriving the numerator and denominator. At that point, it's just a matter of plugging things and doing the algebra. Just to make sure we both are getting the same answers, I contend that:FPrime = d/dx(12x^2-19x) = 24x-19GPrime = d/dx(14x) = 14You now have all of what you need to plug in and solve using the quotient rule. It's just algebraic work.Regarding the chain rule, it's actually far more simple than the definition you provided is leading you to believe. All it states is:The derivative of F(G(X)), or, in plain terms, a function composed of another function, is equal to the derivative of F(X), or the outside function, times the derivative of G(X), or in the inside function.Let's say we want to derive (4x^3+2x)^2. Note that we are raising the quantity of 4x^3+2x to the second power, as delineated by the parentheses. Whatever is inside of the parentheses is its own function, but we are raising that whole thing to an exponent, so we split this up into two functions. The chain rule is most apparent through exponents, so this is probably the most common type of problem you'll see next to trig derivatives. Now, we represent what I just stated as:F(X) = ( G(X) )^2, where G(X) is just another function.G(X) = (4x^3+2x)It really helps to force parentheses around things to help make it clear which terms are part of a single function. In this case, the stuff inside the parentheses surrounding G(X) will eventually be raised to a second power, meaning whatever value G(X) produces will be squared.Now, and this is also extremely important, when you are deriving F(X), you do not consider anything inside of the parentheses. F(X) was defined as a placeholder that squares whatever is inside of it. In other words, don't even think about G(X) yet, we're just focused on ( ... )^2, where ... is just stuff inside of F(X).To make this even more apparent, let's just say that ( ... ) = u. Then we see that we are deriving u^2.Just like you would do for x^2, deriving u^2 gives us 2u. Plugging ( ... ) back in for u, we now have 2( ... ). Plugging G(X) back in for ..., we now see that the derivative of the outside function is 2(4x^3+2). That is precisely how you derive the outside function, or F(X).To solve for the derivative of the inside function, it's actually simple. Recall that we let G(X) be equal to 4x^3+2x. Deriving that gives us 12x^2+2.Finally, we multiply both of these things together. So we'd have:2(4x^3+2x)*(12x^2+2)to give us:2*(4x^3+2x0*(12x^2+2)If you really wanted to, you could distribute all of that out, but it's needless algebra at this point. No use in simplify.I can understand the confusion over how you define F and G. Try to remember that if you can place parentheses around terms which then are being altered by exponents, everything outside of the parentheses is your F. If we had multiplied all of this by 2, it would've looked like:2(4x^3+2x)^2so we'd be deriving 2( ... )^2, or 2u^2.You'll also probably find it easier to understand all of this by using the substitutions like I did. It's really deriving the outer function people don't quite understand, but if you're not getting it, try replacing things with names that look similar to variables so it becomes more apparent when you're differentiating.Let me know if any of that made sense. URL: https://forum.audiogames.net/post/517380/#p517380 -- Audiogames-reflector mailing list Audiogames-reflector@sabahattin-gucukoglu.com https://sabahattin-gucukoglu.com/cgi-bin/mailman/listinfo/audiogames-reflector
Re: Distance Learning and Math Courses
Re: Distance Learning and Math Courses @32, here's my best attempt at explaining the concepts you mentioned:As far as the problem you presented, you would use the quotient rule to solve. The rule states:The derivative of a rational function is calculated by FPrime*G-F*GPrime all divided by G^2,where F(X) = the numerator and G(X) = the denominator and you are dividing by 0.Knowing this, you can solve for both FPrime and GPrime by deriving the numerator and denominator. At that point, it's just a matter of plugging things and doing the algebra. Just to make sure we both are getting the same answers, I contend that:FPrime = d/dx(12x^2-19x) = 24x-19GPrime = d/dx(14x) = 14You now have all of what you need to plug in and solve using the quotient rule. It's just algebraic work.Regarding the chain rule, it's actually far more simple than the definition you provided is leading you to believe. All it states is:The derivative of F(G(X)), or, in plain terms, a function composed of another function, is equal to the derivative of F(X), or the outside function, times the derivative of G(X), or in the inside function.Let's say we want to derive (4x^3+2x)^2. Note that we are raising the quantity of 4x^3+2x to the second power, as delineated by the parentheses. Whatever is inside of the parentheses is its own function, but we are raising that whole thing to an exponent, so we split this up into two functions. The chain rule is most apparent through exponents, so this is probably the most common type of problem you'll see next to trig derivatives. Now, we represent what I just stated as:F(X) = ( G(X) )^2, where G(X) is just another function.G(X) = (4x^3+2x)It really helps to force parentheses around things to help make it clear which terms are part of a single function. In this case, the stuff inside the parentheses surrounding G(X) will eventually be raised to a second power, meaning whatever value G(X) produces will be squared.Now, and this is also extremely important, when you are deriving F(X), you do not consider anything inside of the parentheses. F(X) was defined as a placeholder that squares whatever is inside of it. In other words, don't even think about G(X) yet, we're just focused on ( ... )^2, where ... is just stuff inside of F(X).To make this even more apparent, let's just say that ( ... ) = u. Then we see that we are deriving u^2.Just like you would do for x^2, deriving u^2 gives us 2u. Plugging ( ... ) back in for u, we now have 2( ... ). Plugging G(X) back in for ..., we now see that the derivative of the outside function is 2(4x^3+2). That is precisely how you derive the outside function, or F(X).To solve for the derivative of the inside function, it's actually simple. Recall that we let G(X) be equal to 4x^3+2x. Deriving that gives us 12x^2+2.Finally, we multiply both of these things together. So we'd have:2(4x^3+2x)*(12x^2+2)to give us:2*(4x^3+2x0*(12x^2+2)If you really wanted to, you could distribute all of that out, but it's needless algebra at this point. No use in simplify.I can understand the confusion over how you define F and G. Try to remember that if you can place parentheses around terms which then are being altered by exponents, everything outside of the parentheses is your F. If we had multiplied all of this by 2, it would've looked like:2(4x^3+2x)^2so we'd be deriving 2( ... )^2, or 2u^2.You'll also probably find it easier to understand all of this by using the substitutions like I did. It's really deriving the outer function people don't quite understand, but if you're not getting it, try replacing things with names that look similar to variables so it becomes more apparent when you're differentiating.Let me know if any of that made sense. URL: https://forum.audiogames.net/post/517380/#p517380 -- Audiogames-reflector mailing list Audiogames-reflector@sabahattin-gucukoglu.com https://sabahattin-gucukoglu.com/cgi-bin/mailman/listinfo/audiogames-reflector
Re: Distance Learning and Math Courses
Re: Distance Learning and Math Courses @29, it was the first interpretation. URL: https://forum.audiogames.net/post/517132/#p517132 -- Audiogames-reflector mailing list Audiogames-reflector@sabahattin-gucukoglu.com https://sabahattin-gucukoglu.com/cgi-bin/mailman/listinfo/audiogames-reflector
Re: Distance Learning and Math Courses
Re: Distance Learning and Math Courses @30, ugh, you LaTeX nerdsBut seriously, committing to such a feat in classes that are already challenging enough is very admirable/impressive. As much as I strongly suggest students take a route similar to what I've done/am doing (assuming they learn in similar ways), I do recognize there are huge disparities that are not as easily solvable. The hardships we face are systemic and far more difficult to overcome. If it were to take me that much effort to complete even one class, I would have to sit down and really think if A) I'm the kind of person who has the self discipline to do so and B) is it worth doing so?All that to say kudos to you and the others I know who have sat down and put in those long hours writing your work down and grinding to get the job done. If you can turn that into a degree, that must mean it's effective. URL: https://forum.audiogames.net/post/517114/#p517114 -- Audiogames-reflector mailing list Audiogames-reflector@sabahattin-gucukoglu.com https://sabahattin-gucukoglu.com/cgi-bin/mailman/listinfo/audiogames-reflector
Re: Distance Learning and Math Courses
Re: Distance Learning and Math Courses leibylucw wrote:Some blind students take the "spend 6-8 hours a week writing everything down in LaTeX" approach in their math classes which is ridiculously wasteful to me, but as long as they're happy in doing so, more power to those folks.I feel triggered! lol Just kidding, kind of! I do get this though, but sometimes you just got to do what it takes. And I didn't have access to Braille, and quite frankly didn't feel like advocating for it. I wrote a program to convert plain text to various formats, but still was somewhat time consuming. As already said, we're just going to be slower than our sighted peers, even if we use Braille or some fancy programs. At the end of the day, the aim is to get that little piece of paper that says we are competent enough to stick by an unforgiving subject such as Math, Physics, or engineering. URL: https://forum.audiogames.net/post/517103/#p517103 -- Audiogames-reflector mailing list Audiogames-reflector@sabahattin-gucukoglu.com https://sabahattin-gucukoglu.com/cgi-bin/mailman/listinfo/audiogames-reflector
Re: Distance Learning and Math Courses
Re: Distance Learning and Math Courses @28, derivatives of trig functions are actually just things to commit to memory. There are some things to notice, like the ones starting with "c" have a negative. cos, cosecant, cotangent all have negative derivatives.p.s.: let us know which way to read your example in your second to last post. URL: https://forum.audiogames.net/post/517088/#p517088 -- Audiogames-reflector mailing list Audiogames-reflector@sabahattin-gucukoglu.com https://sabahattin-gucukoglu.com/cgi-bin/mailman/listinfo/audiogames-reflector
Re: Distance Learning and Math Courses
Re: Distance Learning and Math Courses @27, we have, a bit, but I haven't really practiced that that much and don't fully understand it (my tutor tried to explain it but it was kinda confusing). URL: https://forum.audiogames.net/post/517083/#p517083 -- Audiogames-reflector mailing list Audiogames-reflector@sabahattin-gucukoglu.com https://sabahattin-gucukoglu.com/cgi-bin/mailman/listinfo/audiogames-reflector
Re: Distance Learning and Math Courses
Re: Distance Learning and Math Courses @26, is your example meant to be taken as:(12x^2-19x)/14xor12x^2-(19x/14x)Given you're being exposed to the rules for differentiation, it would make sense to me that the first interpretation is correct since it would require using the quotient rule to solve and not by splitting the derivative up into two derivatives by subtraction. Just want to make sure.Also, have you covered derivatives of trig functions? That will help you understand this better. URL: https://forum.audiogames.net/post/517068/#p517068 -- Audiogames-reflector mailing list Audiogames-reflector@sabahattin-gucukoglu.com https://sabahattin-gucukoglu.com/cgi-bin/mailman/listinfo/audiogames-reflector
Re: Distance Learning and Math Courses
Re: Distance Learning and Math Courses So, I'm getting confused. I was taking my exam for derivatives. I can't bring examples to follow along with (which I work best with) so I was forced to just take down notes. The problem is that even though I had the various rules written down from OpenStax, I got stuck when attempting to figure out what rule applied to what problem. For example, if the exam gave me a problem like 12x^2-19x/14x, I got confused because most of the rules for derivatives require two functions, not one, and I wasn't sure how to find g(x) even if I had the original equation, which I automatically classified as f(x). Thoughts?Edit: forgot to add that the chain rule seems, based on its definition, to be convoluted as all hell. OpenStax identifies the chain rule as: "let f and g be functions. For all x in the domain of g for which g is differentiable at x and f is differentiable at g(x), the derivative of the composite function h(x)=(fºg)(x)=f(g(x)) is given by h'(x)=f'(g(x))g'(x); alternatively, if y is a function of u and u is a function of x then dy/dx=dy/du(du/dx)." Wikipedia indicates the same but in a much more verbose form, and it makes a bit more sense that way, but I'm still stuck on how to determine g(x). URL: https://forum.audiogames.net/post/517051/#p517051 -- Audiogames-reflector mailing list Audiogames-reflector@sabahattin-gucukoglu.com https://sabahattin-gucukoglu.com/cgi-bin/mailman/listinfo/audiogames-reflector
Re: Distance Learning and Math Courses
Re: Distance Learning and Math Courses So, I'm getting confused. I was taking my exam for derivatives. I can't bring examples to follow along with (which I work best with) so I was forced to just take down notes. The problem is that even though I had the various rules written down from OpenStax, I got stuck when attempting to figure out what rule applied to what problem. For example, if the exam gave me a problem like 12x^2-19x/14x, I got confused because most of the rules for derivatives require two functions, not one, and I wasn't sure how to find g(x) even if I had the original equation, which I automatically classified as f(x). Thoughts?Edit: forgot to add that the chain rule seems, based on its definition, to be convoluted as all hell. OpenStax identifies the chain rule as: "let f and g be functions. For all x in the domain of g for which g is differentiable at x and f is differentiable at g(x), the derivative of the composite function h(x)=(fºg)(x)=f(g(x)) is given by h'(x)=f'(g(x))g'(x); alternatively, if y is a function of u and u is a function of x then dy/dx=dy/du(du/dx)." Wikipedia lists differently, and it makes a bit more sense, but I'm still stuck on how to determine g(x). URL: https://forum.audiogames.net/post/517051/#p517051 -- Audiogames-reflector mailing list Audiogames-reflector@sabahattin-gucukoglu.com https://sabahattin-gucukoglu.com/cgi-bin/mailman/listinfo/audiogames-reflector
Re: Distance Learning and Math Courses
Re: Distance Learning and Math Courses So, I'm getting confused. I was taking my exam for derivatives. I can't bring examples to follow along with (which I work best with) so I was forced to just take down notes. The problem is that even though I had the various rules written down from OpenStax, I got stuck when attempting to figure out what rule applied to what problem. For example, if the exam gave me a problem like 12x^2-19x/14x, I got confused because most of the rules for derivatives require two functions, not one, and I wasn't sure how to find g(x) even if I had the original equation, which I automatically classified as f(x). Thoughts? URL: https://forum.audiogames.net/post/517051/#p517051 -- Audiogames-reflector mailing list Audiogames-reflector@sabahattin-gucukoglu.com https://sabahattin-gucukoglu.com/cgi-bin/mailman/listinfo/audiogames-reflector
Re: Distance Learning and Math Courses
Re: Distance Learning and Math Courses So, I'm getting confused. I was taking my exam for derivatives. I can't bring examples to follow along with (which I work best with) so I was forced to just take down notes. The problem is that even though I had the various rules written down from OpenStax, I got stuck when attempting to figure out what rule applied to what problem. For example, if the exam gave me a problem like 12x^2-19x/14x, I got confused because most of the rules for derivatives require two functions, not one, and I wasn't sure how to find g(x) if I had f(x). (I also kept messing up the order of operations, which is strange because I thought I'd mastered that, but I guess I hadn't that day.) My notes follow -- can you guys help me improve on them, just as a general reference that makes sense?My notes:Constant rule: Let c be a constant. If f(x)=c then f'(c)=0. Alternatively, d/dx(c)=0.Power rule: Let n be a positive integer. If f(x)=x^n then f'(x)=nx^n-1. Alternatively, d/dx(x^n)=nx^n-1.Sum, Difference, and Constant Multiple Rules: Let f(x) and g(x) be differentiable functions and k be a constant. Then each of the following equations holds.Sum rule: The derivative of the sum of a function f and a function g is the same as the sum of the derivative of f and the derivative of g: for jx = f(x)+g(x), j'(x)=f'(x)+g'(x).Difference rule: The derivative of the difference of a function f and a function g is the same as the difference of the derivative of f and the derivative of g: for jx = f(x)-g(x), j'(x)=f'(x)-g'(x).Constant multiple rule: The derivative of a constant k multiplied by a function f is the same as the constant multiplied by the derivative: for jx = kf(x), j'(x)=kf'(x).Product rule: let f(x) and g(x) be differentiable functions. If jx = f(x)g(x), then j'(x)=f'(x)g(x)+g'(x)f(x). (This means that the derivative of a product of two functions is the derivative of the first function times the second function plus the derivative of the second function times the first function.)Quotient rule: Let f(x) and g(x) be differentiable functions. If jx = f(x)/g(x), then j'(x)=f'(x)g(x)-g'(x)f(x)/(g(x)^2).Extended power rule: if k is a negative integer, then d/dx(x^k)=kx^(k-1).Chain rule: let f and g be functions. For all x in the domain of g for which g is differentiable at x and f is differentiable at g(x), the derivative of the composit function h(x)=(fºg)(x)=f(g(x)) is given by h'(x)=f'(g(x))g'(x); alternatively, if y is a function of u and u is a function of x then dy/dx=dy/du(du/dx).These were almost directly taken from the OpenStax book -- though I cut out the dx/dy stuff because I got way too tangled up with those (that style is just far too over-complicated). URL: https://forum.audiogames.net/post/517051/#p517051 -- Audiogames-reflector mailing list Audiogames-reflector@sabahattin-gucukoglu.com https://sabahattin-gucukoglu.com/cgi-bin/mailman/listinfo/audiogames-reflector
Re: Distance Learning and Math Courses
Re: Distance Learning and Math Courses The initial pre-calc professor I had was overly excited about teaching the material that she went into way more theory than she needed to. I wound up switching to another professor who was the polar opposite -- the second one explained things in a very point-blank and straightforward manner that revitalized my faith in being able to do math again after quite some time. It's really important to do research on professors beforehand (which I'm certain you already know being at the collegiate level). In fact, it's really important to investigate these things before selecting a college/university. That's obviously way more of a chore than selecting professors, especially if you're part of the overwhelming majority of students who change their major at least once.I've found that verbally walking through a problem substitutes for a whiteboard or scratch paper, though it has its limits. Talking through things helps me externalize the problem. It's comparable to reading your paper out loud once you've got it nearly finalized just to hear how it sounds. The same is true for practically anything. Does it make sense to derive, integrate, take the limit of, etc. Why am I taking this particular step? Could I be missing something algebraically that could make solving for this integral way easier? The answer is normally yes, so being able to externalize in that way (for me) is what has helped tremendously.I admit, that's something I've been developing over time. I've also been blessed with having great spatial awareness, so that helps me envision the math itself, graphs, etc, pretty quickly in my mind. I'm no calculator, but having the mental capacity to do things that are more involved lessens the burden of the blindness in this respect. I've also had vision before in life, which I'm 99% sure is why my spatial awareness is where it is. The same is true for programming. Developing in projects with hundreds of lines of code, I have a pretty good idea of where functions are, flow of execution, etc. That's definitely something that has proven useful in the face of navigating to different lines and understanding why an error may be occurring in a particular location. When things become more complex, it really makes you think, "Okay, if these variables hold these values, what code will be run next?" or something similar. I did a project in my data structures class that used a multiply-recursive-backtracking algorithm to solve Sudoku boards. It was definitely the hardest out of all of the projects I did for the course, and honestly probably why imagining which code was executed when became a regular thing for me.All this stuff just comes in time. Like anything else, just practice, drill, whatever you can do to get more experience. URL: https://forum.audiogames.net/post/517014/#p517014 -- Audiogames-reflector mailing list Audiogames-reflector@sabahattin-gucukoglu.com https://sabahattin-gucukoglu.com/cgi-bin/mailman/listinfo/audiogames-reflector
Re: Distance Learning and Math Courses
Re: Distance Learning and Math Courses Makes total sense. For math, I've always worked the best when I have someone who I can bounce ideas off of and who can explain stuff to me succintly and easily. Certain things that I never learned about (i.e. OPENMax or LaTex) mostly have been filled with Braille. Luckily, while I did go to a blind school, I was able to take other classes at the local ,public school, although one of those was a crappy Java class that didn't really make me excited for CS going forward. Luckily professors actually know what they're doing, so there's that. URL: https://forum.audiogames.net/post/516742/#p516742 -- Audiogames-reflector mailing list Audiogames-reflector@sabahattin-gucukoglu.com https://sabahattin-gucukoglu.com/cgi-bin/mailman/listinfo/audiogames-reflector
Re: Distance Learning and Math Courses
Re: Distance Learning and Math Courses That may just be by virtue of having failing eyeballs - I think it's fairly reasonable to assume that even if your brain is performing at a level comparable to your peers, you're still at the mercy of navigating by sound than vision which is objectively slower. The unfortunate thing about blindness is that even though you may be of equal or greater intelligence than others around you, you're bound by X Y and/or Z, all things outside of your control. That honestly is something I've come to terms with -- it's monumentally unfair, but that's the way it goes, as sad as it is. There are ways to minimize this burden in certain classes, but it all depends on how you work and what helps you learn the best. Some blind students take the "spend 6-8 hours a week writing everything down in LaTeX" approach in their math classes which is ridiculously wasteful to me, but as long as they're happy in doing so, more power to those folks. I simply just want to learn, demonstrate proficiency, get the A and move on, but everyone has their own values and agendas to adhere to, so my opinion is as important as the ply of toilet paper you use.TLDR; I think you're just discovering what it's like being a blind CS major. I don't know anyone who's graduated with this particular degree and has a significant amount of vision loss who said it was easy, so the required amount of dedication is quite frankly above average compared to sighted students. URL: https://forum.audiogames.net/post/516737/#p516737 -- Audiogames-reflector mailing list Audiogames-reflector@sabahattin-gucukoglu.com https://sabahattin-gucukoglu.com/cgi-bin/mailman/listinfo/audiogames-reflector
Re: Distance Learning and Math Courses
Re: Distance Learning and Math Courses Whenever I find an error I have to actively search for the line that the error in code and fix it, while something with sight can just glance at the page and find it in a second. Like comes the problem with test cases, where I have to listen to literally every test case, which takes like a minute at times. I've always had trouble really understanding things when they come up in my lectures, but that may just be the professor, as I don't really think he's that good of an explainer. URL: https://forum.audiogames.net/post/516702/#p516702 -- Audiogames-reflector mailing list Audiogames-reflector@sabahattin-gucukoglu.com https://sabahattin-gucukoglu.com/cgi-bin/mailman/listinfo/audiogames-reflector
Re: Distance Learning and Math Courses
Re: Distance Learning and Math Courses @19, interesting. Could you elaborate? What kinds of problems, and why do you think it might be taking you longer? URL: https://forum.audiogames.net/post/516683/#p516683 -- Audiogames-reflector mailing list Audiogames-reflector@sabahattin-gucukoglu.com https://sabahattin-gucukoglu.com/cgi-bin/mailman/listinfo/audiogames-reflector
Re: Distance Learning and Math Courses
Re: Distance Learning and Math Courses As of right now I'm still in High School, but yes I want to study computer science in college URL: https://forum.audiogames.net/post/516681/#p516681 -- Audiogames-reflector mailing list Audiogames-reflector@sabahattin-gucukoglu.com https://sabahattin-gucukoglu.com/cgi-bin/mailman/listinfo/audiogames-reflector
Re: Distance Learning and Math Courses
Re: Distance Learning and Math Courses 3D shapes don't fit on 2D surfaces, nuff said. But besides that, you deffinitely need tactile graphs or some sort of audio representation to do well in geometry, and I wish you the best of luck. @17, this doesn't have anything to do with distance learning, but seeing as I remember you saying that you're a computer science major, it seems to take a lot longer to get through CS problems than my sighted peers, and I worry that I'm taking too much that on them. URL: https://forum.audiogames.net/post/516678/#p516678 -- Audiogames-reflector mailing list Audiogames-reflector@sabahattin-gucukoglu.com https://sabahattin-gucukoglu.com/cgi-bin/mailman/listinfo/audiogames-reflector
Re: Distance Learning and Math Courses
Re: Distance Learning and Math Courses @16, glad you're making sense of the concepts you're being exposed to. The chain rule is one that has always tripped me up, but gaining exposure and practicing it will pay off quite nicely. Eventually, you'll get to a point where you just do it out of habit and not thinking through every single step as if you had just learned the method.@17, sorry to hear about your issues regarding the book. Geometry is especially of vital importance to have the Braille/tactile graphics for. It's unreasonable for the expectation for someone other than a professional to help you, so I'm wondering how the school will accommodate you. I'm terrible at geometry, but perhaps some other folks might be able to help to some capacity. URL: https://forum.audiogames.net/post/516637/#p516637 -- Audiogames-reflector mailing list Audiogames-reflector@sabahattin-gucukoglu.com https://sabahattin-gucukoglu.com/cgi-bin/mailman/listinfo/audiogames-reflector
Re: Distance Learning and Math Courses
Re: Distance Learning and Math Courses @12Well, the other day I got 2 boxes from my school. One was my Braille Note, and the other one had my computer, two braille books, and a print Geometry book.Of all the classes, my English teacher sent me the braille books, when in reality, I don't even need braille for that class. I can do pretty much everything digitally, and unless I absolutely have to use braille, I try to use audio whenever possible. But anyways, I'm rambling. Basically, my point is that the class that I 100% need braille for did not give me the book, and they expect my grandmother to sit with me and read every problem when my Mom is away for the next six weeks. My grandmother doesn't have time for that, and she has already told me she doesn't really understand anything when it comes to my schooling URL: https://forum.audiogames.net/post/516280/#p516280 -- Audiogames-reflector mailing list Audiogames-reflector@sabahattin-gucukoglu.com https://sabahattin-gucukoglu.com/cgi-bin/mailman/listinfo/audiogames-reflector
Re: Distance Learning and Math Courses
Re: Distance Learning and Math Courses @7:Oddly enough so far I've just relied upon the open stax book, and studying. I haven't studied as much as I should which is why I only have the B instead of the A, but I don't care enough to spend so many hours unless it becomes necessary. My strategy is to get the book and find some problems, and then I see how they did it, try it, and if I get one right I try another, and then I look to see if I got the second one I tried right. See, try, try, see. If I find that I'm not sure about the first or second example, or I find that I got it wrong when I tried it out, I go back to the book. If the book still doesn't help me get it, I leave it for now and come back later, refreshed. I then incorporate resources like Khan academy if I still don't get it. I had to get Khan academy to explain the chain rule to me again in order to understand implicit dif, and after I did that I tried and completed my first problem successfully! I think it also takes the determination: in the case of math, I know that there is definitely, 100%, for sure a way -- if there wasn't, it wouldn't have been written down definitively and I wouldn't be having to recreate it. It's one of the few things I, a self-proclaimed pessimist, can think 100% positively about. URL: https://forum.audiogames.net/post/516215/#p516215 -- Audiogames-reflector mailing list Audiogames-reflector@sabahattin-gucukoglu.com https://sabahattin-gucukoglu.com/cgi-bin/mailman/listinfo/audiogames-reflector
Re: Distance Learning and Math Courses
Re: Distance Learning and Math Courses @13, I actually have a scribe who will read me exams/quizzes and write down my work/answers. I practically pulled out all the stops when it came to figuring out accommodations - Braille book, scribe, notetaker, tutor. Fortunately, I have one single person who acts as all three which makes the process very smooth. The way you're doing it through Zoom is exactly how I do it ordinarily. I've been able to focus solely on the material without the worry of handling the accommodations in parallel. That being said, I worked on obtaining what I need up to a year in advance.***The rest is really for the calc folks***As far as implicit differentiation is concerned, it depends on with respect to what variable you are differentiating. Differentiating x^3 [with respect to x], it would be 3x^2 like you'd expect from the power rule. If you were differentiating y^3 [with respect to x], however, it would be 3y^2 * y-prime, where y-prime is dy/dx, or, the derivative of y with respect to x. All you're essentially doing is deriving all terms of an equation by multiplying by d/dx, so if you have:x^3+y^3 = 8and you were solving for dy/dx (y-prime)Multiply all terms by d/dx (i.e.: take the derivative of each term with respect to x)x^3 would become 3x^2 like abovey^3 would become 3y^2 * y-prime8 would be 0 (from the rule of constants)We're left with 3x^2 + 3y^2 * y-prime = 0To solve for y-prime, subtract 3x^2 from both sidesDivide both sides by 3y^2 from both sidesy-prime = -3x^2/3y^2The 3s cancel, so you're left with y-prime = -x^2/y^2This will become far more apparent what this means and why it's important when covering related rates of change where you are differentiating with respect to t (time) and there is no explicit equation for solving for it, which is why we use implicit differentiation - we are implicating the rate at which A is changing with respect to B changing by determining the rate at which B is changing. For example, if a circle has a radius that is increasing at a rate of 3 cm per second, determine the rate at which the circumference of the circle is changing when the radius is equal to 5 cm. This is a pretty basic example but illustrates the concept as straightforward as I think you can get it. All you are being asked to find is the rate at which the circumference is increasing given two pieces of information: the length of the radius and the rate at which the radius is increasing. Since we have an equation for circumference, we know what r is, and we know the rate at which r is increasing, it's very simple to find the rate at which c (circumference) is increasing. Using c = 2PI * r, we [relating] the rate at which the radius is increasing, which is explicitly given to us by 3 cm per second to the other rate we are trying to find, in this case circumference. Note that the radius is increasing, so it is positive. It also turns out we don't need r = 10 for this example since deriving r just gives us 1. This makes sense because the circumference's rate of change is not strictly dependent on the radius itself. We just need to relate the radius's rate of change to the circumference's rate of change, so this example actually worked out better than I initially thought.Remember, you're deriving every term in the equation you are using with respect to time. Since there is no variable for time (t), you will be implicitly differentiating.The derivative of e^x is e^x per the chain rule, actually. I believe it's something like the derivative of a*e^x for some constant a is a * e^x * the derivative of the inside of the function, in this case, x. The derivative of x is just 1, so e^x*dx/dx = e^x.PI * r^2 derived is 2PI * r with respect to r (the radius), so that checks out.Some really cool stuff comes directly from mathematical concepts like exponential growth. Sparing the details that I'm guaranteed to mess up, first-order differential equations is actually the concept from which exponential growth is derived, but that's a Calc 2 concept.What really made Calc 2 difficult is quite similar to @14 - there are a lot of different ways to integrate, which you get exposed to at the end of Calc 1 but really hammer in Calc 2. There's at least 6-7 ways to do so, and it's not always plainly apparent which method is the easiest/takes the least amount of steps to do. It is vitally important to keep up with all the different techniques since you'll be applying them left and right when learning other concepts. Limits also show up again and play a pretty big role at times, too.***For everyone***All of this to say is takes time to understand and practice. As @14 mentioned, make use of certain online resources like Khan Academy and OpenStax. Check out some YouTube videos. There's an English fellow who I'm blanking on the name that works. Not that these suggestions are exclusive to distance-learning circumstances, but are more emphasized due to that fact. I'd strongly suggest using them under
Re: Distance Learning and Math Courses
Re: Distance Learning and Math Courses @13, I actually have a scribe who will read me exams/quizzes and write down my work/answers. I practically pulled out all the stops when it came to figuring out accommodations - Braille book, scribe, notetaker, tutor. Fortunately, I have one single person who acts as all three which makes the process very smooth. The way you're doing it through Zoom is exactly how I do it ordinarily. I've been able to focus solely on the material without the worry of handling the accommodations in parallel. That being said, I worked on obtaining what I need up to a year in advance.As far as implicit differentiation is concerned, it depends on with respect to what variable you are differentiating. Differentiating x^3 [with respect to x], it would be 3x^2 like you'd expect from the power rule. If you were differentiating y^3 [with respect to x], however, it would be 3y^2 * y-prime, where y-prime is dy/dx, or, the derivative of y with respect to x. All you're essentially doing is deriving all terms of an equation by multiplying by d/dx, so if you have:x^3+y^3 = 8and you were solving for dy/dx (y-prime)Multiply all terms by d/dx (i.e.: take the derivative of each term with respect to x)x^3 would become 3x^2 like abovey^3 would become 3y^2 * y-prime8 would be 0 (from the rule of constants)We're left with 3x^2 + 3y^2 * y-prime = 0To solve for y-prime, subtract 3x^2 from both sidesDivide both sides by 3y^2 from both sidesy-prime = -3x^2/3y^2The 3s cancel, so you're left with y-prime = -x^2/y^2This will become far more apparent what this means and why it's important when covering related rates of change where you are differentiating with respect to t (time) and there is no explicit equation for solving for it, which is why we use implicit differentiation - we are implicating the rate at which A is changing with respect to B changing by determining the rate at which B is changing. For example, if a circle has a radius that is increasing at a rate of 3 cm per second, determine the rate at which the circumference of the circle is changing when the radius is equal to 5 cm. This is a pretty basic example but illustrates the concept as straightforward as I think you can get it. All you are being asked to find is the rate at which the circumference is increasing given two pieces of information: the length of the radius and the rate at which the radius is increasing. Since we have an equation for circumference, we know what r is, and we know the rate at which r is increasing, it's very simple to find the rate at which c (circumference) is increasing. Using c = 2PI * r, we [relating] the rate at which the radius is increasing, which is explicitly given to us by 3 cm per second to the other rate we are trying to find, in this case circumference. Note that the radius is increasing, so it is positive. It also turns out we don't need r = 10 for this example since deriving r just gives us 1. This makes sense because the circumference's rate of change is not strictly dependent on the radius itself. We just need to relate the radius's rate of change to the circumference's rate of change, so this example actually worked out better than I initially thought.Remember, you're deriving every term in the equation you are using with respect to time. Since there is no variable for time (t), you will be implicitly differentiating.The derivative of e^x is e^x per the chain rule, actually. I believe it's something like the derivative of a*e^x for some constant a is a * e^x * the derivative of the inside of the function, in this case, x. The derivative of x is just 1, so e^x*dx/dx = e^x.PI * r^2 derived is 2PI * r with respect to r (the radius), so that checks out.Some really cool stuff comes directly from mathematical concepts like exponential growth. Sparing the details that I'm guaranteed to mess up, first-order differential equations is actually the concept from which exponential growth is derived, but that's a Calc 2 concept.What really made Calc 2 difficult is quite similar to @14 - there are a lot of different ways to integrate, which you get exposed to at the end of Calc 1 but really hammer in Calc 2. There's at least 6-7 ways to do so, and it's not always plainly apparent which method is the easiest/takes the least amount of steps to do. It is vitally important to keep up with all the different techniques since you'll be applying them left and right when learning other concepts. Limits also show up again and play a pretty big role at times, too.All of this to say is takes time to understand and practice. As @14 mentioned, make use of certain online resources like Khan Academy and OpenStax. Check out some YouTube videos. There's an English fellow who I'm blanking on the name that works. Not that these suggestions are exclusive to distance-learning circumstances, but are more emphasized due to that fact. I'd strongly suggest using them under normal circumstances as well.Hope this helps! URL: https
Re: Distance Learning and Math Courses
Re: Distance Learning and Math Courses @13, I actually have a scribe who will read me exams/quizzes and write down my work/answers. I practically pulled out all the stops when it came to figuring out accommodations - Braille book, scribe, notetaker, tutor. Fortunately, I have one single person who acts as all three which makes the process very smooth. The way you're doing it through Zoom is exactly how I do it ordinarily. I've been able to focus solely on the material without the worry of handling the accommodations in parallel.As far as implicit differentiation is concerned, it depends on with respect to what variable you are differentiating. Differentiating x^3 [with respect to x], it would be 3x^2 like you'd expect from the power rule. If you were differentiating y^3 [with respect to x], however, it would be 3y^2 * y-prime, where y-prime is dy/dx, or, the derivative of y with respect to x. All you're essentially doing is deriving all terms of an equation by multiplying by d/dx, so if you have:x^3+y^3 = 8and you were solving for dy/dx (y-prime)Multiply all terms by d/dx (i.e.: take the derivative of each term with respect to x)x^3 would become 3x^2 like abovey^3 would become 3y^2 * y-prime8 would be 0 (from the rule of constants)We're left with 3x^2 + 3y^2 * y-prime = 0To solve for y-prime, subtract 3x^2 from both sidesDivide both sides by 3y^2 from both sidesy-prime = -3x^2/3y^2The 3s cancel, so you're left with y-prime = -x^2/y^2This will become far more apparent what this means and why it's important when covering related rates of change where you are differentiating with respect to t (time) and there is no explicit equation for solving for it, which is why we use implicit differentiation - we are implicating the rate at which A is changing with respect to B changing by determining the rate at which B is changing. For example, if a circle has a radius that is increasing at a rate of 3 cm per second, determine the rate at which the circumference of the circle is changing when the radius is equal to 5 cm. This is a pretty basic example but illustrates the concept as straightforward as I think you can get it. All you are being asked to find is the rate at which the circumference is increasing given two pieces of information: the length of the radius and the rate at which the radius is increasing. Since we have an equation for circumference, we know what r is, and we know the rate at which r is increasing, it's very simple to find the rate at which c (circumference) is increasing. Using c = 2PI * r, we [relating] the rate at which the radius is increasing, which is explicitly given to us by 3 cm per second to the other rate we are trying to find, in this case circumference. Note that the radius is increasing, so it is positive. It also turns out we don't need r = 10 for this example since deriving r just gives us 1. This makes sense because the circumference's rate of change is not strictly dependent on the radius itself. We just need to relate the radius's rate of change to the circumference's rate of change, so this example actually worked out better than I initially thought.Remember, you're deriving every term in the equation you are using with respect to time. Since there is no variable for time (t), you will be implicitly differentiating.The derivative of e^x is e^x per the chain rule, actually. I believe it's something like the derivative of a*e^x for some constant a is a * e^x * the derivative of the inside of the function, in this case, x. The derivative of x is just 1, so e^x*dx/dx = e^x.PI * r^2 derived is 2PI * r with respect to r (the radius), so that checks out.Some really cool stuff comes directly from mathematical concepts like exponential growth. Sparing the details that I'm guaranteed to mess up, first-order differential equations is actually the concept from which exponential growth is derived, but that's a Calc 2 concept.What really made Calc 2 difficult is quite similar to @14 - there are a lot of different ways to integrate, which you get exposed to at the end of Calc 1 but really hammer in Calc 2. There's at least 6-7 ways to do so, and it's not always plainly apparent which method is the easiest/takes the least amount of steps to do. It is vitally important to keep up with all the different techniques since you'll be applying them left and right when learning other concepts. Limits also show up again and play a pretty big role at times, too. URL: https://forum.audiogames.net/post/515391/#p515391 -- Audiogames-reflector mailing list Audiogames-reflector@sabahattin-gucukoglu.com https://sabahattin-gucukoglu.com/cgi-bin/mailman/listinfo/audiogames-reflector
Re: Distance Learning and Math Courses
Re: Distance Learning and Math Courses Wow! You guys are making me miss Math. NOT! lol I was a straight A student in Math, but still hated it. It hasn't been too long since I graduated, so still remember quite a lot. I'm hoping these equations will leave my brain soon. Especially those damn Differential Equations used in Circuits and other electrical Engineering courses.I hope you guys are getting along well with these remote classes. Someone mentioned using a Pearson product? I wonder what version of MyMath Lab is being used. I worked on an equation editor and made it accessible consumed by some of Pearson's math products, so don't know if it's been pulled in yet. I know it is for some stuff.OpenStax is a really good resource, which some already mentioned. And don't dismiss the material on Khan Academy. That stuff is good for refreshing up on topics or building on good foundation for some concepts.For me, I think the challenging Calculus was II, which I think is Integral Calculus. I still have nightmares of Integration by Parts. lolMultivariable calculus, surprisingly, was a lot easier.I also took a probability and statistics class. Definitely a lot of Calculus, useful for Machine Learning stuff. Also, don't dismiss the Limits stuff you guys learn, especially if you're CS students. *cough* Big-O Notation *cough*Although, you can probably pick it up in discrete math courses if you take that. URL: https://forum.audiogames.net/post/515373/#p515373 -- Audiogames-reflector mailing list Audiogames-reflector@sabahattin-gucukoglu.com https://sabahattin-gucukoglu.com/cgi-bin/mailman/listinfo/audiogames-reflector
Re: Distance Learning and Math Courses
Re: Distance Learning and Math Courses Thatguy, my deepest condolences. MyLab Math can go die in a hole, and a deep one at that.For me, I'm a Braille math reader primarily, so I didn't hear about MathML until last year, but haven't ever used it. It's also way easier to do that than listening to stuff and keeping track of it quickly. I took Calc 1 my first semester, and did horribly, but this year it's gone quite well. To get around the myLab issues, someone has agreed to using Zoom to input my answers, as normal keyboard shortcuts don't seem to cut it, on PC or Mac. But yeah, the largest difficulty in terms of derivatives are probably implicit differentiation as well as exponential functions that do not have a base of e. Also, fun fact, but did you know that circumference is the derivative of the circle's area? @Ethin, I've never used ebooks for Math, and I applaud you for it. It's just a lot easier to use Braille for me. URL: https://forum.audiogames.net/post/515367/#p515367 -- Audiogames-reflector mailing list Audiogames-reflector@sabahattin-gucukoglu.com https://sabahattin-gucukoglu.com/cgi-bin/mailman/listinfo/audiogames-reflector
Re: Distance Learning and Math Courses
Re: Distance Learning and Math Courses Thatguy, my deepest condolences. MyLab Math can go die in a hole, and a deep one at that.For me, I'm a Braille math reader primarily, so I didn't hear about MathML until last year, but haven't ever used it. It's also way easier to do that than listening to stuff and keeping track of it quickly. I took Calc 1 my first semester, and did horribly, but this year it's gone quite well. To get around the myLab issues, someone has agreed to using Zoom to input my answers, as normal keyboard shortcuts don't seem to cut it, on PC or Mac. But yeah, the largest difficulty in terms of derivatives are probably implicit differentiation as well as exponential functions that do not have a base of e. Also, fun fact, but did you know that circumference is the derivative of the circle's area? URL: https://forum.audiogames.net/post/515367/#p515367 -- Audiogames-reflector mailing list Audiogames-reflector@sabahattin-gucukoglu.com https://sabahattin-gucukoglu.com/cgi-bin/mailman/listinfo/audiogames-reflector
Re: Distance Learning and Math Courses
Re: Distance Learning and Math Courses @9, I hated geometry when I took it in high school. It was hands-down the hardest math class I ever took, period. It also was the math class I received the lowest grade in. Kudos to you for sticking through it and understanding trig. I hope the distance learning circumstances don't affect you too drastically.@10, believe it or not, stats was way harder for me than calc. Now, I was in an applied stats class which I'm certain is an accelerated version of the 101 course, so that didn't help much. I actually troubleshot accommodations and worked with the professor constantly throughout the semester to get things in accessible format. It worked, but it was miserable. Thankfully, that particular professor was highly understanding and did what we both felt was necessary to help me in the class. I also found what I was learning fairly boring and not useful. The labs just teased us by showing us "Hey, I know you're learning all of this stuff by definition, but I can perform whatever test you want in seconds." All that to say, I hated stats and hope you can figure out what will work best. I got the necessary tables/data sets in Braille which made referencing so much quicker - if you're not a Braille user I'd suggest looking into HTML/Excel versions. My professor hand-wrote all of the assignments which made accommodations easier, but if you're using the textbook or any other inaccessible platforms, I'd suggest maybe working with the professor/disability services to get you what you need.@Everyone else, hang in there. I'm struggling to keep up with certain courses (unrelated to math), and good luck with everything else you're facing. Math is one of the subjects that is most difficult to accommodate for, and I empathize with you. It took me awhile to get a rhythm down for what I needed and when to request for what. URL: https://forum.audiogames.net/post/515354/#p515354 -- Audiogames-reflector mailing list Audiogames-reflector@sabahattin-gucukoglu.com https://sabahattin-gucukoglu.com/cgi-bin/mailman/listinfo/audiogames-reflector
Re: Distance Learning and Math Courses
Re: Distance Learning and Math Courses For me it's unfortunate to tell you this but, here on university no blind content available, unless I call my tutor.I have some mathematical content to resolve today with my cussin... URL: https://forum.audiogames.net/post/515237/#p515237 -- Audiogames-reflector mailing list Audiogames-reflector@sabahattin-gucukoglu.com https://sabahattin-gucukoglu.com/cgi-bin/mailman/listinfo/audiogames-reflector
Re: Distance Learning and Math Courses
Re: Distance Learning and Math Courses Well, our college uses blackboard collaborate to still teach math, but that's not going awful well for me. My limited bandwith plus the professor's tendency to want to point their webcam at a slideshow and narrate makes it somewhat difficult to learn anything. I'm taking a statistics class, and so I know I have it a lot easier than a lot of the folks here taking calc, which happens to be somewhat more visual. But still, I sure am having a lot of trouble. I'm not doing too well with the homework either, as its on Pearson MyMath Lab and is pretty inaccessible. I've instead been provided a list of questions to answer that come from the textbook, which I obtained from BookShare. It's mostly all right, but for things like data tables I'm left in the dust. All numbers are written simply one after another and I have no idea what they really mean. Luckily, I haven't had to take a test yet, but I'm sure that'll be coming up before too long. Wonder how I'll do that. URL: https://forum.audiogames.net/post/515216/#p515216 -- Audiogames-reflector mailing list Audiogames-reflector@sabahattin-gucukoglu.com https://sabahattin-gucukoglu.com/cgi-bin/mailman/listinfo/audiogames-reflector
Re: Distance Learning and Math Courses
Re: Distance Learning and Math Courses I am in Geometry, and the only thing I really think I understood was trig. Never did calc because it took me my ninth tenth and eleventh grade years to pass Algebra. So I couldn't do Geometry until this year URL: https://forum.audiogames.net/post/515180/#p515180 -- Audiogames-reflector mailing list Audiogames-reflector@sabahattin-gucukoglu.com https://sabahattin-gucukoglu.com/cgi-bin/mailman/listinfo/audiogames-reflector
Re: Distance Learning and Math Courses
Re: Distance Learning and Math Courses Well, here in slovenia, there is only one school for the blind and i am not going to that school, so they just do what they can so i can get the most of math as possible, but it is not really a lot, so yeah. URL: https://forum.audiogames.net/post/515080/#p515080 -- Audiogames-reflector mailing list Audiogames-reflector@sabahattin-gucukoglu.com https://sabahattin-gucukoglu.com/cgi-bin/mailman/listinfo/audiogames-reflector
Re: Distance Learning and Math Courses
Re: Distance Learning and Math Courses @5&6, I spent upwards of 10-12 hours per week studying for calc classes which is the only way I understood those concepts at the level I do. I know that's not feasible for everybody, but drilling, practicing, and more drilling was what got me A's. I'd just recommend hammering them as much as you can. Exposure is the best way to become more familiar and comfortable with something that seems horribly daunting at first, and takes a few days to really wrap your head around.I always found one-on-one teaching the best way to help me learn. I'm very fortunate enough to have a tutor who's a senior math major and has done tutoring and served as a TA for a year and a half, so he's very experienced and good at explaining things in a way I understand. Not sure what resources are available to you at your respective institutions, but maybe they offer some remote assistance?Outside of that, I'd just hammer, review, more hammering, a little more review, maybe a beer somewhere in there, and finish up with some review.I'd try to explain how some of this works, but I'm god-awful at teaching and will most likely confused you more -- I also don't want to hijack my own thread, lol. URL: https://forum.audiogames.net/post/515049/#p515049 -- Audiogames-reflector mailing list Audiogames-reflector@sabahattin-gucukoglu.com https://sabahattin-gucukoglu.com/cgi-bin/mailman/listinfo/audiogames-reflector
Re: Distance Learning and Math Courses
Re: Distance Learning and Math Courses @4, I think I've got it handled. I still have trouble with implicit differentiation; I know that e^x has a derivative of e^x and an integral of e^x (my tutor told me that, I didn't know until today, haha), but I struggle significantly with problems like 15x^6+e^(5xy)=230. (I just came up with that on my own -- its not apart of an assessment.) Wolfram Alpha indicates that the derivative of that is -(18 x^5 e^(-5 x y) + y)/x. I can ask it for steps, and it gives me them, and I can follow them, but my professor (obviously) isn't going to let me use those steps (or even Wolfram Alpha) on exams, for example, which is understandable. So though I like to use Wolfram Alpha, I also feel like I'm not truly understand what's precisely happening -- because I'm in a way not. Though my professor has tried to teach me -- and she's very good at it (she's even tried to use technological/scientific terms to assist me in making associations between what I know and what I'm learning!), it doesn't work very well for things like this. Plus, I find it easier to follow an algorithm that is easily adaptable -- I write it down, practice it a lot and then I can remember it for later. Perhaps that's my programmer background asserting itself. Which is ironic... just saying. URL: https://forum.audiogames.net/post/515045/#p515045 -- Audiogames-reflector mailing list Audiogames-reflector@sabahattin-gucukoglu.com https://sabahattin-gucukoglu.com/cgi-bin/mailman/listinfo/audiogames-reflector
Re: Distance Learning and Math Courses
Re: Distance Learning and Math Courses I'm in calc I as well. Oddly enough we just got into related rates, having just finished implicit differentiation. I barely understand implicit differentiation -- which is to say if I pull out my book and begin practicing maybe yeah, but I can't just do it yet as I don't remember. Related rates? Yeah ouch still.For those looking for a good, free, accessible online resource for math, check out the materials at cnx.org. It's an initiative called Open Stax - and its materials go far beyond math. You'll find full textbooks on math everything from the intro level. They do have 3 volumes of Calc though, so you can use its material at least through calc 2 and likely into 3. Everything's math ML as well.I used that book religiously during the times my college staff were unable to provide timely material, and got a B on the first calc test without attending tutoring. I suspect that part of that is due to the relative easy beginning Calc 1 stuff, but a good majority of that is due to the well written and comprehensive nature of the books. URL: https://forum.audiogames.net/post/515043/#p515043 -- Audiogames-reflector mailing list Audiogames-reflector@sabahattin-gucukoglu.com https://sabahattin-gucukoglu.com/cgi-bin/mailman/listinfo/audiogames-reflector
Re: Distance Learning and Math Courses
Re: Distance Learning and Math Courses I'm in calc I as well. Oddly enough we just got into related rates, having just finished implicit differentiation. I barely understand implicit differentiation -- which is to say if I pull out my book and begin practicing maybe yeah, but I can't just do it yet as I don't remember. Related rates? Yeah ouch still.For those looking for a good, free, accessible online resource for math, check out the materials at cnx.org. It's an initiative called Open Stax - and its materials go far beyond math. They do have 3 volumes of Calc though, so you can use its material at least through calc 2 and likely into 3. Everything's math ML as well.I used that book religiously during the times my college staff were unable to provide timely material, and got a B on the first calc test without attending tutoring. I suspect that part of that is due to the relative easy beginning Calc 1 stuff, but a good majority of that is due to the well written and comprehensive nature of the books. URL: https://forum.audiogames.net/post/515043/#p515043 -- Audiogames-reflector mailing list Audiogames-reflector@sabahattin-gucukoglu.com https://sabahattin-gucukoglu.com/cgi-bin/mailman/listinfo/audiogames-reflector
Re: Distance Learning and Math Courses
Re: Distance Learning and Math Courses @2, the situation among the majority of educational institutions is unique because it's brand-new to students, instructors, and everyone in between. I wish you luck and hope they can find a way to accommodate for math. Keep us posted!@3, good on your university's math department for using such a service. Unfortunately, we use the despisedLON-CAPAwhich has no accessibility and is a pain for everyone, including professors. Literally nobody likes it, but yet we still continue to use it.It sounds like the class you're in is equivalent to a Calc 1 course given that you're covering derivatives and all the cool/fancy rules. All of that was highly confusing to me, especially implicit differentiation, which mixed with related rates of change make up probably the most difficult concepts in Calc 1. It can be difficult to find the right resources online, especially ones that care about accessibility. The best I've found is actually YouTube videos coming fromThe Organic Chemistry Tutor. He does a pretty good job of explaining things in a straightforward fashion without going off on a tangent like some older, tenured professors like to do, and he [generally] does a great job with reading his work as he's writing. Hope all of that works out as you transition. Calc was one of the classes I spent the most time studying for, and learning new concepts is really exhausting and challenging. Sounds like you've got it mostly handled, though! URL: https://forum.audiogames.net/post/515033/#p515033 -- Audiogames-reflector mailing list Audiogames-reflector@sabahattin-gucukoglu.com https://sabahattin-gucukoglu.com/cgi-bin/mailman/listinfo/audiogames-reflector
Re: Distance Learning and Math Courses
Re: Distance Learning and Math Courses I'm taking an Applied Calculus course. The course uses XYZ Homework, which has accessibility features built-in -- math is displayed with MathML, and graphs are displayed as tables. Its still trivial to make an inaccessible assessment by using figures as the equations, but my teacher rarely ever does that. That's going OK (though their EBooks leave something to be desired when I've tried reading them in the past I felt like I was reading a highly broken PDF). Learning the concepts -- derivatives of the first, second, and third degree, the power rule, chain rule, etc., is going OK, though I still find it hard to understand them sometimes depending on how their applied. But my teacher and tutor are doing their best to explain the concepts as best they can. I would research the concepts, but I have no doubt I'd hit trouble pretty fast. URL: https://forum.audiogames.net/post/515030/#p515030 -- Audiogames-reflector mailing list Audiogames-reflector@sabahattin-gucukoglu.com https://sabahattin-gucukoglu.com/cgi-bin/mailman/listinfo/audiogames-reflector
Re: Distance Learning and Math Courses
Re: Distance Learning and Math Courses Well, my distance learning doesn't begin until this Monday, but I've wondered how math classes would be handled. Would they ship braillers all over Florida? I guess we'll find out Monday. According to my assistant principal, this is just as new to our teachers as it is to us, and they're working out some ideas now.Also, I said the whole thing about shipping braillers all over the state because I attend the school for the blind. URL: https://forum.audiogames.net/post/515026/#p515026 -- Audiogames-reflector mailing list Audiogames-reflector@sabahattin-gucukoglu.com https://sabahattin-gucukoglu.com/cgi-bin/mailman/listinfo/audiogames-reflector
Distance Learning and Math Courses
Distance Learning and Math Courses As much of the world is responding to the COVID19 threat, many schools have moved to online platforms.I'm wondering for those of you who are taking any level math classes how that is going for you? What challenges are you facing as a result of distance learning? How has this affected your accommodations?I'm looking for anyone to share their experiences, not just folks at the collegiate level. URL: https://forum.audiogames.net/post/515017/#p515017 -- Audiogames-reflector mailing list Audiogames-reflector@sabahattin-gucukoglu.com https://sabahattin-gucukoglu.com/cgi-bin/mailman/listinfo/audiogames-reflector
