Right. The end result will be that the use will be ruled non-infringing because it is a different market, but they have to go through the legal gobbledygook to show that they aren’t just letting anyone use names/logos similar to their trademarked one – not without going through the legal gobbledygook to make sure that it isn’t infringing, at least.
None of that will help when the students are daydreaming and doodling because all they need is a C and you can’t give them a D or F because they are precious and unique snowflakes.
Teaching grade-schoolers that “x” represents an unknown integer is much more difficult than teaching them to fill in the blank.
Either way, if their concept of “equals” is what happens when you push “=” on a calculator, they’ll get it wrong no matter what you use to denote the value.
I agree – they should put a blank. The best way of putting a blank is the underscore/underline, and even a manual typewriter can make one. Parentheses are dumb.
The problem here is not the use of the equal sign, it is their completely asstarded implementation of the parenthesis that is some how intended to imply one variable twice, with a line break in the middle.
The parenthesis weren’t what triggered that interpretation; the equals sign was. Exactly like a calculator: you calculate, you push “equals”, you get an answer. You calculate some more, you get a new answer.
TFA doesn't say if there were directions, like "Solve for the missing quantity in parentheses" or something like that.
That would’ve been gone over in class, which everyone daydreamed through, and printed in the instructions at the top of the homework page, which everyone ignored.
They are, most likely, just solving it on a calculator. Punch those keys from left to right, write down the 9 at the appropriate step, and then at the end you get = 11.
We are creating mindless robots who can punch buttons and write down what the calculator says.
Grade-school students have not yet learned that letters represent numbers in algebra. As a result, they teach them this concept with first a “fill-in-the-blank” type of presentation, then later they can explain that a letter can be used to represent the unknown number that goes there until you have found its value.
However, I agree that using parenthesis is dumb. They should have written:
There is only one true Math, but many things Mathematical. It is these things Mathematical which are studied in the field of Mathematics.
The apparent plural form in English, like the French plural form les mathématiques (and the less commonly used singular derivative la mathématique), goes back to the Latin neuter plural mathematica (Cicero), based on the Greek plural ?? ?????????? (ta math?-matiká), used by Aristotle, and meaning roughly “all things mathematical”
Gah, not to mention... is it addressed to “Our Dear Co-worker and Friend”? If so, was the dead woman not one of their dear co-workers and friends? Or perhaps she was a co-worker, but not much of a friend or of a dear one.
They also apparently couldn’t figure out whether they wanted “to be” to modify “a service” or “held”.
That reminds me. Am I the only one who is irritated by those signs that boldly claim “War is not the answer”? The answer to what? Am I the only one who spends the next 5 minutes thinking of questions to which war is the answer?
Ex.
What 3-letter English word begins with W and ends with R? What is “raw” spelled backward? What word immediately precedes “warble” in the standard Webster’s English dictionary? What does the JNE assembly-language opcode become after applying the ROT-13 encoding scheme? etc.
Slashdot Mirror
Thanks for the correction. I had created the filters on my home computer and then tried to re-write them from memory...
Couldn’t he send a postal worker whose lawyer could argue that there’s a little bit of God in all of us?
Right. The end result will be that the use will be ruled non-infringing because it is a different market, but they have to go through the legal gobbledygook to show that they aren’t just letting anyone use names/logos similar to their trademarked one – not without going through the legal gobbledygook to make sure that it isn’t infringing, at least.
I just have the following AdBlock Plus rules...
facebook.com$third-party,~domain=fbcdn.net
fbcdn.net$third-party,~domain=facebook.com
You seem to have a very high expectation of kids actually learning in class.
None of that will help when the students are daydreaming and doodling because all they need is a C and you can’t give them a D or F because they are precious and unique snowflakes.
So how would you notate something if you wanted the student to calculate one sum first and then add another number to it?
Sounds like a perfect time to begin teaching parentheses and grouping.
Teaching grade-schoolers that “x” represents an unknown integer is much more difficult than teaching them to fill in the blank.
Either way, if their concept of “equals” is what happens when you push “=” on a calculator, they’ll get it wrong no matter what you use to denote the value.
What is the difference between
+2
and
( )+2
apart from the fact that in the second, you put parentheses around the leading nothing?
True, but no value + 2 is just 2, and putting empty parentheses around no value doesn’t change that.
True. But if the problem had an x in it, then it would be clear(ish) that 9 equals x + 2. The notation here is completely counterintuitive.
To a person with a proper understanding of “equals” ... yes, it would be pretty clear.
I agree – they should put a blank. The best way of putting a blank is the underscore/underline, and even a manual typewriter can make one. Parentheses are dumb.
And the sine of this period is two pies. Or something like that. I hope they’re pecan.
The problem here is not the use of the equal sign, it is their completely asstarded implementation of the parenthesis that is some how intended to imply one variable twice, with a line break in the middle.
The parenthesis weren’t what triggered that interpretation; the equals sign was. Exactly like a calculator: you calculate, you push “equals”, you get an answer. You calculate some more, you get a new answer.
And even before that, BASIC used LET X = 1, which wasn’t terribly confusing if you ask me.
Because they’re teaching algebra. They just haven’t got to the point of teaching variables yet.
TFA doesn't say if there were directions, like "Solve for the missing quantity in parentheses" or something like that.
That would’ve been gone over in class, which everyone daydreamed through, and printed in the instructions at the top of the homework page, which everyone ignored.
Yes, and no doubt the teacher worked a few problems on the board so that everyone could see how they were done.
And since everyone daydreamed through the class, the homework got done with the calculator.
4
+
3
+ (calculator displays 7)
2
= (calculator displays 9; write it down)
+
2
Now to finish the problem? Well, = of course, and write down “= 11”. That’s what the calculator said.
They are, most likely, just solving it on a calculator. Punch those keys from left to right, write down the 9 at the appropriate step, and then at the end you get = 11.
We are creating mindless robots who can punch buttons and write down what the calculator says.
Grade-school students have not yet learned that letters represent numbers in algebra. As a result, they teach them this concept with first a “fill-in-the-blank” type of presentation, then later they can explain that a letter can be used to represent the unknown number that goes there until you have found its value.
However, I agree that using parenthesis is dumb. They should have written:
4 + 3 + 2 = __ + 2
There is only one true Math, but many things Mathematical. It is these things Mathematical which are studied in the field of Mathematics.
The apparent plural form in English, like the French plural form les mathématiques (and the less commonly used singular derivative la mathématique), goes back to the Latin neuter plural mathematica (Cicero), based on the Greek plural ?? ?????????? (ta math?-matiká), used by Aristotle, and meaning roughly “all things mathematical”
Because after the evidence was gone, he’d have had no way of proving that the tasty pizza had in fact been full of veggies.
Gah, not to mention... is it addressed to “Our Dear Co-worker and Friend”? If so, was the dead woman not one of their dear co-workers and friends? Or perhaps she was a co-worker, but not much of a friend or of a dear one.
They also apparently couldn’t figure out whether they wanted “to be” to modify “a service” or “held”.
That reminds me. Am I the only one who is irritated by those signs that boldly claim “War is not the answer”? The answer to what? Am I the only one who spends the next 5 minutes thinking of questions to which war is the answer?
Ex.
What 3-letter English word begins with W and ends with R?
What is “raw” spelled backward?
What word immediately precedes “warble” in the standard Webster’s English dictionary?
What does the JNE assembly-language opcode become after applying the ROT-13 encoding scheme?
etc.
Not to mention that the bastardized reading of it would be a run-on sentence.