jmilloy

26 ms·

241.
by jmilloy 11y ago
I guess this comment probably comes up every time Munroe's common-word pieces come up, but I can't help but feeling like you only really understand (or care) about the article if you already know enough about relativity. > The
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by jmilloy 11y ago
Sure, but what you've written suggests the opposite, so it was weird.
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by jmilloy 11y ago
> It's a tragic accident, I don't see much in terms of liability. > Liability insurance won't save your life if you get hit by a few hundred pounds of tree. It will just move money around. By this argument you seem to b
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Intricate Blueprint Maps the History of Electronic Music(wired.com)
1 points by jmilloy 11y ago|0 comments
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by jmilloy 11y ago
The child isn't being punished. The child wasn't right. That's okay. They child might not know it's okay. In that case, they should receive support. Getting marked wrong doesn't help get rid of the fear of failure;
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by jmilloy 11y ago
Well, maybe you can find a source, but I can only find sources that define multiplication as I have and then mention that multiplication of, say, real numbers, is commutative.
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by jmilloy 11y ago
I think you would find we agree much more than we disagree. Though what I find most infuriating is the blanket assumption (with similar level of disconnect) that what is being taught is mindless or confusing with no value, often simply beca
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by jmilloy 11y ago
Right, for different definitions of "same". I think that the OP attempts to explain that there are different definitions of "same" that are each valid.
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by jmilloy 11y ago
> P.S. If you have a Bachelors in Mathematics, then surely you can see that there is a fundamental problem if a child is taught that 5x3 is not the same as 3x5? It's not the same. I'm not sure when that should be taught to a st
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by jmilloy 11y ago
That's not part of the definition . That's a separate property . I'm not sure we should care about that in elementary school, so the point is not to defend the teacher but only that you can't use the definition as an a
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by jmilloy 11y ago
> After all, you aren't really teaching repeated addition, you are just using it as scaffolding to provide an insight into multiplication! You may be right. This is the interesting part of the discussion, and you've framed it w
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by jmilloy 11y ago
I only have a bachelors degree in math, focusing on theory, but I think we have a different understanding of what actual mathematics is. For example, in some "real math", definitions, properties, and axioms are well-distinguishe
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by jmilloy 11y ago
It doesn't seem like a cardinal sin so much as a small quantitative note that the process was taught a different way that the teacher thinks is important. Let's suppose one student can follow the procedure when asked but can'
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by jmilloy 11y ago
Maybe, maybe not; I'm not sure. But I am sure that a student who understands and can apply a specific process when required as well as produce a correct result is better off than one who can only produce a correct result. Obviously
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by jmilloy 11y ago
The objective and obvious difference between the 5 and the 3 is that the 5 is first and the 3 is second. The point is that because the 5 is first, as everyone can see, it has a specific job in the repeated addition technique. (The bananas
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by jmilloy 11y ago
> What exactly is lost if you don't have this figured out on your 9th birthday? Not much. But what exactly is lost if you get 1 out of 2 instead of 2 out of 2 on a quiz in 3rd grade? If there is a problem, it's that we can&#x27
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by jmilloy 11y ago
When are practising skills in school, sometimes we practice creativity and sometimes we practice techniques. Both are useful, and it's clear which is which. Secondly, a student that knows the difference between different techniques and
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by jmilloy 11y ago
> The "5x3" problem on the test had "pure" numbers with no annotation of "objects" It's not the "5x3" problem but the "repeated addition strategy" problem. I think that's part o
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by jmilloy 11y ago
I agree with you. The learning objective is stated as "I can use multiplication strategies to help me multilpy", but it's important that the question asks about a specific multiplication strategy, and marks the question as
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by jmilloy 11y ago
I am surprised to see exclusively negative reactions here. For one, the question wasn't marked wrong so much as partially incorrect (and partially correct). Secondly, the question is not "What is 5x3?" and the test is no
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by jmilloy 11y ago
It's common to not know how to do something, and easy to find out how if you decide to. There's nothing very special or beneficial to me about a) not bothering to figure something out and b) broadcasting that. "I don't h
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Autonomous Vehicles Need Experimental Ethics: Are We Ready for Utilitarian Cars?(arxiv.org)
2 points by jmilloy 11y ago|0 comments
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Why Self-Driving Cars Must Be Programmed to Kill(technologyreview.com)
5 points by jmilloy 11y ago|0 comments
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Review of the Glowforge “3D Laser Printer” at Maker Faire(reddit.com)
3 points by jmilloy 11y ago|0 comments
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by jmilloy 11y ago
I don't get it either. But anecdotally, I feel accomplished after lifting but beat down after cardio, regardless of how tiring either the workout is.
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AlgoRhythms: Computer DJ competition(bregman.dartmouth.edu)
1 points by jmilloy 11y ago|0 comments
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DigiLit: Short-story “Turing” test competition(bregman.dartmouth.edu)
1 points by jmilloy 11y ago|0 comments
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by jmilloy 11y ago
This site has a mpaa rating filter. Have you found it yet?
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by jmilloy 11y ago
I think you don't need to be so sad. > This book was an example of an interesting trend: I found that books illustrated with art rather than photos tended to age better. The books that inspired you as a child and the books with illu
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by jmilloy 11y ago
I think you would need to take a longer view than the remainder of the term that is filled out by the VP, and remember also that you will still vote for your representatives however you wish.

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