OO and story problems

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OO and story problems

 I've been haunting the math-teach list, as usual, suggesting we take a page from AP computer science and build our math around an interlinked, themed, consistent set of story problems -- rather than making these "meaningless" (deliberately). The opponents in this debate bring up the specter of political manipulation, propaganda, tainted "pure math" with someone's good ideas about applications. My approach to math teaching, as readers here know (some of 'em), is to bake OO into the matrix pretty early, meaning the idea of "math objects" (vectors, polyhedrons, rational numbers) connects to our Pythonic notion of types. Here's some background reading for any wanting to sample the more detailed nuances of this thread (on-going, and for over a decade for sure). http://mathforum.org/kb/thread.jspa?threadID=2289577&tstart=0(most posters long time veterans of this list, with carved out positions) I also take it a step further in that the story problems under consideration often have a strong "off your duff" component, in that your mathematical reasoning translates into physical expenditure of energy. Yes, sounds a lot like summer camp (the "self quantification movement" also syncs up). http://fastwonderblog.com/2011/07/30/crunching-the-numbers-open-source-community-metrics-at-oscon/http://hashtags.foxepractice.com/healthcare-hashtag-analytics.php?hashtag=QuantifiedSelfhttp://www.4dsolutions.net/presentations/urnermindstorm.pdfKirby _______________________________________________ Edu-sig mailing list [hidden email] http://mail.python.org/mailman/listinfo/edu-sig
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Re: OO and story problems

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Re: OO and story problems

 In reply to this post by kirby urner-4 2011/8/26 Charles Cossé <[hidden email]>: > Greetings, Kirby, > just thought I'd throw-out-there that physics/astronomy can offer a context > that is neither meaningless, nor open to political propaganda.   Of course > anything can be twisted, but at least it's relatively free from the specters > that your opponents point out.  Just a .02 cent thought .... > Cheers, > Charles Cosse Yes sir. Quoting from that very thread (on math-teach): +++ My approach is like John Saxon's "spiraling" in that I'd rather connect a lot of story problems into a consistent framework, in part for mnemonic value.[1] One may work on more than one framework. The focus on food distribution below does not preclude using the solar system and its states of affairs to anchor other stories. Indeed, these scenarios partially overlap. The universe is multi-disciplinary. Geometry + Geography is an organizing heuristic (a first divide, as distinct from the older trivium / quadrivium). +++ http://mathforum.org/kb/message.jspa?messageID=7532037&tstart=0Thanks for jumping in. Kirby _______________________________________________ Edu-sig mailing list [hidden email] http://mail.python.org/mailman/listinfo/edu-sig
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python functions and Riemann Sums

 My students are having fun writing python functions to estimate definite integrals, http://shadowfaxrant.blogspot.com/2012/03/quarter-iii-week-6-screencasts.htmlHTH, A. Jorge Garcia Applied Math and CompSci http://shadowfaxrant.blogspot.comhttp://www.youtube.com/calcpage2009_______________________________________________ Edu-sig mailing list [hidden email] http://mail.python.org/mailman/listinfo/edu-sig
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python, SAGE and Riemann Sums!

 My students are using python and SAGE to do Riemann Sums! http://shadowfaxrant.blogspot.com/2012/03/quarter-iii-week-7-screencasts.htmlHTH, A. Jorge Garcia Applied Math and CompSci http://shadowfaxrant.blogspot.comhttp://www.youtube.com/calcpage2009_______________________________________________ Edu-sig mailing list [hidden email] http://mail.python.org/mailman/listinfo/edu-sig
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