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Topic: MLCS Webinar on April 24: Registration Open
Replies: 31   Last Post: Apr 12, 2012 11:45 AM

 Messages: [ Previous | Next ]
 Wayne Mackey Posts: 312 Registered: 12/4/04
Re: MLCS Webinar on April 24: Registration Open
Posted: Apr 10, 2012 10:21 PM
 att1.html (2.9 K)

No need to stop.  Just make sure that step functions or functions with
integer domains are on the test and many will learn all about them.  They
aren't hard.

wayne

Quoting Ed Laughbaum <elaughba@math.ohio-state.edu>:
>> 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
> > =======================
> > 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/[1]
> > The Ohio State University
> > 231 West 18th Avenue
> > Columbus, OH 43210

------
[1] http://www.math.osu.edu/~laughbaum.6/
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<p>No need to stop. &nbsp;Just make sure that step functions or functions with integer domains are on the test and many will learn all about them. &nbsp;They aren't hard.<br>
<br>
wayne<br>
<br>
Quoting Ed Laughbaum &lt;<a href="mailto:elaughba@math.ohio-state.edu">elaughba@math.ohio-state.edu</a>&gt;:</p>
<p>&gt; I would assume that because of the mathematics level and the<br>
&gt; mathematical maturity of developmental students, it is a common<br>
&gt; classroom practice to not address the problem domain and range. For<br>
&gt; the same reason, we usually assume continuous functions when modeling<br>
&gt; real-world situations at the remedial level. Should we stop<br>
&gt; connecting remedial algebra to the real world so we can avoid issues<br>
&gt; like these?<br>
&gt;<br>
&gt; Ed<br>
&gt; =======================<br>
&gt; On 4/10/2012 7:28 AM, Philip Mahler wrote:<br>
&gt;&gt; On 4/9/12 8:55 PM, "Blustein, Bonnie" &lt;<a href="mailto:BlusteB@wlac.edu">BlusteB@wlac.edu</a>&gt; wrote:<br>
&gt;&gt;<br>
&gt;&gt;&nbsp; &nbsp; usage charge functions are usually step functions, actually.&nbsp; They<br>
&gt;&gt;&nbsp; &nbsp; round up to the nearest full unit.<br>
&gt;&gt;<br>
&gt;&gt;&nbsp; &nbsp; ------------------------------------------------------------------------<br>
&gt;&gt;<br>
&gt;&gt; *Agreed.<br>
&gt;&gt;<br>
&gt;&gt; In fact there are probably taxes added on that are a (possibly step)<br>
&gt;&gt; function of only parts of a bill. And fuel charges if it's a car<br>
&gt;&gt; rental or plane flight... Proportions, even linear (even non-linear)<br>
&gt;&gt; function modeling can only go so far, but it is still useful.<br>
&gt;&gt;<br>
&gt;&gt; I'm trying to think of anything in a math text that is an accurate<br>
&gt;&gt; model of a real-world situation. (not to say some of those<br>
&gt;&gt; applications should not be there)<br>
&gt;&gt;<br>
&gt;&gt; One message I get from this is the importance of numeracy, which<br>
&gt;&gt; needs to include at least simple descriptive statistics. And an<br>
&gt;&gt; ability to read messy documents that have lots of data on them (like<br>
&gt;&gt; an electric bill).<br>
&gt;&gt;<br>
&gt;&gt; Still, as many others have noted since Isaac Newton, it is truly<br>
&gt;&gt; wonderous that the universe behaves in ways that can be modeled with<br>
&gt;&gt; mathematics. Not artificial situations like bills, but the very laws<br>
&gt;&gt; of physics.<br>
&gt;&gt;<br>
&gt;&gt; Phil<br>
&gt;&gt; *<br>
&gt;<br>
&gt; --<br>
&gt; Edward Laughbaum&nbsp; &nbsp; <a href="http://www.math.osu.edu/~laughbaum.6/" target="_blank">www.math.osu.edu/~laughbaum.6/</a><br>
&gt; The Ohio State University<br>
&gt; 231 West 18th Avenue<br>
&gt; Columbus, OH 43210</p>
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