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Communicating Advanced Mathematics to Kids

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Re: Communicating Advanced Mathematics to Kids

#51

Post by dragonwriter »

mathgenius wrote: post #34
briandear wrote: post #7

Earlier quoted context omitted.

You also have the problem (at least in public schools,) that teachers are obliged to “stick to the curriculum” and much of a teacher’s time is spent catering to the lowest common denominator lest the test scores fall to an unacceptable level. I might argue that kids should get a double period for math, especially earlier in their school careers — one class to teach the fundamentals, another class to simply explore. T…

I hated learning the multiplication table when I was 5. Basically, I boycotted the whole thing. It occured to me recently, why don't they talk about the holes in the multiplication table? These are the prime numbers! So easy to mention this and may have inspired my 5 year old self to dig a bit deeper. My first real mathematical experience was in second grade. My teacher had some hoops on the floor, and was putting co…

> It occured to me recently, why don't they talk about the holes in the multiplication table?

Because there aren't any. The prime numbers would be gaps if you pivoted the table into a division table but, alas, that's not how it's presented (even in the context of teaching division.)

Re: Communicating Advanced Mathematics to Kids

#52

Post by SAI_Peregrinus »

laderach wrote: post #20

My son is now 4 years old, he has been showing a great deal of interest in playing with numbers and puzzles, so I have been thinking quite a bit about this lately. The other day I ran across an issue of Scientific American from the late 70s ( http://flowcytometry.sysbio.med.harvard.edu/files/flowcytome... ) and I was super impressed by the quality and educational value of the content. Much superior to its current ver…

Check out Knuth's book "Surreal Numbers: How two ex-students turned on to pure mathematics and found total happiness". It's a book about discovering new mathematics, in this case Conway's Surreal Numbers.

http://www-cs-faculty.stanford.edu/~knuth/sn.html

Re: Communicating Advanced Mathematics to Kids

#53

Post by icefogAlex »

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Re: Communicating Advanced Mathematics to Kids

#54

Post by icefogAlex »

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Re: Communicating Advanced Mathematics to Kids

#55

Post by joeengxx »

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We want to make sure you understand what WE CAN do and what WE CAN NOT do:

    We can not: Hack people's personal information or accounts for personal gain
    WE CAN: Help create a detailed profile of your subject's online and electronic activity, including location, pictures, chats etc.
    We can not: Hack an account and give it to you
    WE CAN: Recover or delete stolen accounts and return its control to you.
    We can not: Hack your credit report on Experian, Transunion, and Equifax
    WE CAN: Work with you and your credit report to remove negative entries, insert positive ones and even help you create an all new credit file.
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Re: Communicating Advanced Mathematics to Kids

#56

Post by vog »

mathgenius wrote: post #34
briandear wrote: post #7

Earlier quoted context omitted.

You also have the problem (at least in public schools,) that teachers are obliged to “stick to the curriculum” and much of a teacher’s time is spent catering to the lowest common denominator lest the test scores fall to an unacceptable level. I might argue that kids should get a double period for math, especially earlier in their school careers — one class to teach the fundamentals, another class to simply explore. T…

I hated learning the multiplication table when I was 5. Basically, I boycotted the whole thing. It occured to me recently, why don't they talk about the holes in the multiplication table? These are the prime numbers! So easy to mention this and may have inspired my 5 year old self to dig a bit deeper. My first real mathematical experience was in second grade. My teacher had some hoops on the floor, and was putting co…

> And I still can't multiply six times eight! I have to work it out every time...

No offense intended, but if that still bothers you, it's time to learn it.

Either by accepting the offer you got with 5 (that is, memorizing the multiplication table - BTW, it is more fun to do this with 15x15 or 20x20 rather than 10x10).

Or by playing mental calculation games and trying to get high scores in speed.

(Essentially, this is the same as with learning vocabularies for a foreign language. The word "4x3" is translated to the other word "12".)

Maybe your teachers failed to make it interesting to your 5-year-old self. But your current self does seem to be interested, so that can't be the issue anymore.

You can critize your teachers that they didn't make your learn it at 5, but you can't critize them for still not having it learned later as an adult.

Re: Communicating Advanced Mathematics to Kids

#58

Post by NuDinNou »

todd8 wrote: post #25
laderach wrote: post #20

My son is now 4 years old, he has been showing a great deal of interest in playing with numbers and puzzles, so I have been thinking quite a bit about this lately. The other day I ran across an issue of Scientific American from the late 70s ( http://flowcytometry.sysbio.med.harvard.edu/files/flowcytome... ) and I was super impressed by the quality and educational value of the content. Much superior to its current ver…

I grew up in an inner city Detroit neighborhood. The junior high school that I attended was pretty rough so, to avoid the gangs that formed after school, I quickly ran over to the near by public library and stayed there until it was safe to walk home around dinner time. A friend showed me a magazine at the library; it was Scientific American and it completely hooked me. This was 1963 and SA was then a great magazine.…

You might like this https://www.amazon.com/dp/0883855453/
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