Incsribe a regular polygon (say 20 sides) within the circle. The area of the polygon is 1/2 times the shortest distance from the center to the polgon times the perimeter of the polygon. As you increase the number of sides, the shortest distance approaches the radius and the perimeter approaches the circumference.
Slashdot Mirror
But a change of 1.5 degrees Celsius is a change of 2.7 degrees Fahrenheit.
1.5 degrees Celsius (2.4 degrees Fahrenheit)
1.5 degrees Celsius is 2.7 degrees Fahrenheit.
http://en.wikipedia.org/wiki/Temperature#Conversion
(15!)
15! is roughly a trillion.
Antares didn't release Autotune until 1997, well after Thriller.
http://en.wikipedia.org/wiki/Autotune
It isn't very rigorous unless one takes limits, but it is explanatory.
Then what is there to explain? Division and multiplication are related that way.
Incsribe a regular polygon (say 20 sides) within the circle. The area of the polygon is 1/2 times the shortest distance from the center to the polgon times the perimeter of the polygon. As you increase the number of sides, the shortest distance approaches the radius and the perimeter approaches the circumference.
And how much math do cashiers and accountants need? And are we failing to provide that many people?
How much RAM?
The concrete practical skills may be a foundation for problem solving, but not for becoming more aware of higher math.
But Newton and Leibniz didn't just pull stuff out of their posteriors. They had some idea of why it would work.
I didn't say that you would not get anywhere, just not far. Also, one can develop the formula for the area of a circle without calculus.
And if solving the problem of 1 school in 100,000 creates problems for the other 99,999?
Ok, in the absence of skills, how much understanding can one have of math? And why speak of "rote memorization drone"?
And is one school that representative of the problem?
I firmly believe that having an actual understanding of a subject allows you to be more innovative and precise than a rote memorization drone.
And how does one know if students have an actual understanding of a subject in the absence of right answers?
At some point, you are building a building. You can't retrofit a foundation.
Again for the Nth time I'm going to fall back on my personal education experience.
And for the Nth time, "anecdote" is not the singular of "data".
the first couple PicoSeconds of TIME is beyond Science
Even if it is beyond our current understanding of science, will it remain so?
and must be dealt with in Logic.
From what premises?
They probably hope that the people who build skyscrapers think getting the right answer is important.
like why, when dividing fractions, do you invert and multiply?
Because division is multiplication by the reciprocal, and to obtain the reciprocal of a fraction, you invert.
You don't believe that students need PE?
As long as the math works, who really gives a crap about the theoretical underpinnings?
If you don't care about the underpinnings, you won't get very far in math.
Calculus teaches you to do it for function names.
If you mean something like y=f(x), that occurs in algebra, If you mean something else, could you be more specific?
Yeah, next you'll tell me that some Finnish guy could design a better OS than Microsoft.
Oops
http://en.wikipedia.org/wiki/Linus_Torvalds