Top new questions this week:
|
|
This is not a precise question. I am curious to know how do you present to your students the (imprecise) concept of “without loss of generality”, and how to use it correctly/incorrectly. I …
|
|
It’s very tempting for a student who is overly excited about mathematics to discount intellectual work in other fields, particularly the humanities, where the nature of knowledge and knowledge …
|
|
Social science training typically involves statistics as equivalent to “quantitative methods”, particularly statistical modelling but also some material about data quality and exploratory …
|
Greatest hits from previous weeks:
|
|
I would say it is not the Fundamental Theorem of Calculus, but rather some notion connecting limits and continuity, perhaps the $(\epsilon,\delta)$-definitions of limits and continuity. But I would be …
|
|
I tutor a young girl aged 11 (grade 4). She is doing OK for her age, but I have observed that she has a tendency for rigid ways of thinking. She is usually more inclined to follow rules and stick to …
|
|
My six-year old daughter was given this maths problem for her homework: Given a regular square grid of 4 × 4 dots, how many different triangles with one dot in the middle can you draw? We were …
|
|
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 &…
|
|
I am thinking of giving my high school students some pure maths projects to do. It is a lot easier to think of some interesting stats projects but not in pure maths. The students’ maths background are …
|
|
When teaching implicit differentiation in freshman calculus I lack good examples which might help students relate the theory to applications in other sciences. So I’m looking for (relatively simple) …
|
|
I teach many high school students, and all of them complain about being unable to fully understand mathematical concepts. I try to show them the joy of learning and deepen their understanding through …
|
