After the article yesterday (the day before?) with the Altoids tin MP3 player, I thought this was going to be another project like that and got my hopes up. Oh well.:)
"Cash balance" != sales volume.
cash balance comes from the profit margin, and the failure to put more money into R&D for something like, say, developing a new OS...
this is a good point, but it still takes more time than punching the buttons on the calculator and most of the calc exams I've taken I've been the only one who didn't need the entire hour examination period:)
Are you a teacher or a student? When was the last time you were in an actual classroom? Most of the classes I've seen the professors have had excellent comprehension of the tools they were using and spent only a day or two showing students the basics of how to use them, offering time during office hours to show anyone who needed extra help with their tools how to use them (provided they brought their manuals, because they spent most of that time teaching the students how to look up things in their own manual). I've been in math classes recently and the tools did augment the training. I've also been a math tutor recently, and students aren't as baffled by technology as you seem to be.
Just as often, the teacher would spend 1/3 the period troubleshooting the computer (where is the missing parentesis...does this need a semicolon...how do I make this line blue...).
This is why you write the computer part before class, just like you'd have done if you were preparing class notes on paper, which I assure you is necessary for teaching high school calculus.
The power of Maple and Mathematica isn't just in the high powered graphics, though sometimes it's good to see the graphs of distance, velocity, and acceleration to time all together without spending 20 minutes plotting points on the three curves. Or using the left hand boxes to show the concept of breaking down the area under the curve without drawing everything again and again.
I took calculus in High School about 15 years ago, and my teacher relied on transparencies for a lot of these demonstrations, showing us little more than the book had to offer. I took calculus 2 more recently, and we used Maple for a couple of in class projects, and the prof showed us some things using it in class, and it was a much better experience. He'd always preface it by saying, "on page blah, there's an explanation of how this proof worked, and it would take us a couple of hours to trudge through this by hand, but if you learned the language for Maple, you'll see that..." and so on.
Maybe all of your teachers were clueless, but all teachers are not clueless.
I agree. at some point you just accept that the class knows how to calculate the sin and cos without their calculator, and you spend your testing time checking to see if they've got the concepts you're working on right now. If we hadn't been allowed calculators, I'd still be taking some of those tests.
Slashdot Mirror
After the article yesterday (the day before?) with the Altoids tin MP3 player, I thought this was going to be another project like that and got my hopes up. Oh well. :)
heh... I can totally see people thinking it works that way.
huh?
you know the wrong geeks.
"Cash balance" != sales volume. cash balance comes from the profit margin, and the failure to put more money into R&D for something like, say, developing a new OS...
i have Apple's mail configured to block all images on incoming mail until I tell it to. it was like 2 clicks.
this is a good point, but it still takes more time than punching the buttons on the calculator and most of the calc exams I've taken I've been the only one who didn't need the entire hour examination period :)
it's way to late to buy one of these for christmas. so far as I can tell, everyone is sold out of everything
sounds like your professor didn't have good control over his class, or good lesson plans...
Are you a teacher or a student? When was the last time you were in an actual classroom? Most of the classes I've seen the professors have had excellent comprehension of the tools they were using and spent only a day or two showing students the basics of how to use them, offering time during office hours to show anyone who needed extra help with their tools how to use them (provided they brought their manuals, because they spent most of that time teaching the students how to look up things in their own manual). I've been in math classes recently and the tools did augment the training. I've also been a math tutor recently, and students aren't as baffled by technology as you seem to be.
Just as often, the teacher would spend 1/3 the period troubleshooting the computer (where is the missing parentesis...does this need a semicolon...how do I make this line blue...). This is why you write the computer part before class, just like you'd have done if you were preparing class notes on paper, which I assure you is necessary for teaching high school calculus. The power of Maple and Mathematica isn't just in the high powered graphics, though sometimes it's good to see the graphs of distance, velocity, and acceleration to time all together without spending 20 minutes plotting points on the three curves. Or using the left hand boxes to show the concept of breaking down the area under the curve without drawing everything again and again. I took calculus in High School about 15 years ago, and my teacher relied on transparencies for a lot of these demonstrations, showing us little more than the book had to offer. I took calculus 2 more recently, and we used Maple for a couple of in class projects, and the prof showed us some things using it in class, and it was a much better experience. He'd always preface it by saying, "on page blah, there's an explanation of how this proof worked, and it would take us a couple of hours to trudge through this by hand, but if you learned the language for Maple, you'll see that..." and so on. Maybe all of your teachers were clueless, but all teachers are not clueless.
I agree. at some point you just accept that the class knows how to calculate the sin and cos without their calculator, and you spend your testing time checking to see if they've got the concepts you're working on right now. If we hadn't been allowed calculators, I'd still be taking some of those tests.