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I don't get it. You can't make things harder than they are by their nature; sure, you can make interestingly problems, but in a discipline is a discipline. For
by snake_plissken 14y ago
I don't get it. You can't make things harder than they are by their nature; sure, you can make interestingly problems, but in a discipline is a discipline. For example, general calculus hasn't changed that much in decades. The same stuff I learned in AP calc senior year of highschool, people learned freshman year of college. The only thing was, in highschool the exam questions were actual problems and not proofs of Stokes theorem or some other wildly pure math question.
- _delirium 14y agoI found my intro-level college calculus course to be fairly dissimilar from what we did in AP CS in high school, though I assume both can vary considerably. The main difference was that the high school course was much more calculation-oriented: a huge portion of it was just computing integrals and derivatives. I didn't find memorizing patterns for computing integrals or derivatives particularly interesting or useful: if all I need to do is compute one, Mathematica can do that much for me. What I learned in university calc, but not high-school calc, was more of the rigorous foundations of what calculus is and how it works. Part of it might be context, though: the freshman calc class was synchronized with the freshman physics and chemistry courses, so there were immediate applications where we had to figure out how to use calculus as a tool, rather than just as a standalone exercise (my high-school physics and chem courses were not calculus-based, so there was no similar synergy).