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Re: MLCS Webinar on April 24: Registration Open
Posted:
Apr 10, 2012 9:10 AM
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I would assume that because of the mathematics level and the
mathematical maturity of developmental students, it is a common
classroom practice to not address the problem domain and range. For the
same reason, we usually assume continuous functions when modeling
real-world situations at the remedial level. Should we stop connecting
remedial algebra to the real world so we can avoid issues like these?
Ed
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On 4/10/2012 7:28 AM, Philip Mahler wrote:
> On 4/9/12 8:55 PM, "Blustein, Bonnie" <BlusteB@wlac.edu> wrote:
>
> usage charge functions are usually step functions, actually. They
> round up to the nearest full unit.
>
> ------------------------------------------------------------------------
>
> *Agreed.
>
> In fact there are probably taxes added on that are a (possibly step)
> function of only parts of a bill. And fuel charges if it's a car
> rental or plane flight... Proportions, even linear (even non-linear)
> function modeling can only go so far, but it is still useful.
>
> I'm trying to think of anything in a math text that is an accurate
> model of a real-world situation. (not to say some of those
> applications should not be there)
>
> One message I get from this is the importance of numeracy, which needs
> to include at least simple descriptive statistics. And an ability to
> read messy documents that have lots of data on them (like an electric
> bill).
>
> Still, as many others have noted since Isaac Newton, it is truly
> wonderous that the universe behaves in ways that can be modeled with
> mathematics. Not artificial situations like bills, but the very laws
> of physics.
>
> Phil
> *
--
Edward Laughbaum www.math.osu.edu/~laughbaum.6/
The Ohio State University
231 West 18th Avenue
Columbus, OH 43210
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