Top new questions this week:
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With regard to an undergraduate statistics course, I am developing a standardized list of point deductions with the TAs (doctoral students) so that graders are consistent in what they are taking off …
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I am teaching high school math. My students are generally hardworking and competent. Class sizes are about 35. We were recently forced online due to the pandemic, and I have been searching for a way …
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the reason I prefer starting at 0 is due to a computer science background and also, I think it helps to start at 0 because there are certain reasons that demand it (in particular the combinatorics) …
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My question comes from first few paragraphs of preface of “Analysis on Manifolds” by James R. Munkres, as excerpted below: A year-long course in real analysis is an essential part of the …
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Greatest hits from previous weeks:
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Are there any good examples for high school studends where: Interquartile range is “better” to describe “spread” in an (empirical) statistical distribution of data standard deviation is a “better” …
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When teaching proofs by contradiction of an implication P => Q, one starts by assuming both P and (not Q), and then reaches a contradiction. The problem is, most elementary proofs of this type are &…
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My 11 year old child recently took an important numeracy test. One of the questions required her to know that M = 1000 in Roman numerals. This made me very angry: I could not see how this relatively …
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In mathematics, one can hardly study any mathematical concept unless it is clearly and rigorously defined. For example, without the definition the fundamental group, it is almost impossible to teach …
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The typical explanation for modular arithmetic is calling it by another name, “clock-arithmetic”, and comparing it to the way the hour value of clocks “resets” every time it has passed midnight. This …
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I am teaching a class on linear algebra to sophomore and junior science majors, and am having some trouble illustrating the difference between $\mathbb{R}^n$ and an n-dimensional vector space. The …
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In algebra II, USA, we teach our students complex numbers. However, after algebra II, they never use complex numbers until pretty much complex analysis. The whole point of teaching them complex …
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