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Re: Abandoning Algebra Is Not the Answer
Posted:
Aug 1, 2012 1:41 PM
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69 is the prelude to how she got pregnant in the first place. It's
very simple numerology, 6 * 9 = 54, 5+4 = 9, 5-4 = 1, so its 9 missed
periods with 1 bun in the oven when she can continue with position 69.
"hanson" wrote in message news:jvbfdt$b43$1@dont-email.me...
ahahahaha... AHAHAHA... ROTFLMAO...
>
"Androcles" <august@2012.org> wrote:
But it can't be done, the schoolteacher of the
5 year old is only a child himself and the parent
is only a 20 year old that got pregnant at 15 and
still doesn't know that 6*9 doesn't equal 69, and
has never been taught the advantage of algebra.
>_______
>
hanson wrote:
... but if they would teach SR-observer-math along
with algebra, then she would know that position 71
is position 69 with 2 observers watching....
Thanks for the laughs, dude.... aahahahahanson
> ________
>
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"Androcles" <august@2012.org> wrote in message
news:_65Sr.402449$Hs2.252987@fx27.am4...
> "dilettante" wrote in message news:jva1pq$9ju$1@dont-email.me...
> "dilettante" <no@nonono.no> wrote in message
> news:jv9fja$3e3$1@dont-email.me...
>> "Sam Wormley" <swormley1@gmail.com> wrote in message
>> news:Zt-dnZOjvYkzs4XNnZ2dnUVZ_rSdnZ2d@giganews.com...
>>>> Abandoning Algebra Is Not the Answer
>>>> http://blogs.scientificamerican.com/observations/2012/07/30/abandoning-algebra-is-not-the-answer/
>>>>
>>>> In an opinion piece for the New York Times on Sunday, political science
>>>> professor Andrew Hacker asks, ?Is Algebra Necessary?? and answers,
>>>> ?No.? It?s not just algebra: geometry and calculus are on the chopping
>>>> block, too. It?s not that he doesn?t think math is important; he wants
>>>> the traditional sequence to be replaced by a general ?quantitative
>>>> skills? class, and perhaps some statistics.
>>> -Sam Wormley
>>
>> One thing that struck me about the original Times article, is that
>> reference is made to the supposed practice of requiring all students to
>> "master polynomial functions and parametric equations" and of expecting
>> all students to "master algebra". I don't see how anyone who has taught
>> math at the high school or college level can say or hear this stuff with
>> a straight face. Lay aside the fact that if you have a solid grasp of the
>> material in the syllabus of a "college algebra" course you haven't
>> necessarily come close to "mastering algebra". In reality, in order to
>> earn an "A" in a typical college algebra course at a community college,
>> and probably at most universities, one only has to demonstrate the most
>> cursory, feeble, knowledge of a few of the most basic facts (and god
>> forbid one should be asked to apply any of this supposed knowledge in any
>> context that is in the slightest way unfamiliar).This is evident in
>> Freshman Calculus courses, where most of the large number of students who
>> fail do so because their algebra skills are hopelessly inadequate to the
>> task, even though they have passed the prerequistes.
>> That said, I'm not in total disagreement with one of his main points -
>> that the math requirements for college degrees should be changed. I think
>> it would be better to have weaker requirements than to go on pretending
>> that students are learning material that they clearly are not.
>> <End of rant by the old curmudgeon>
>> Now please, somebody in the business tell me I'm wrong, and that the
>> syllabus for the typical college algebra course does not constitute some
>> kind of fraud when compared to what is actually being learned.
> Really? Is no one going to tell me how wrong I am about all of this? I was
> kind of hoping...
> =====================================================
>
> Ok...
> How wrong you are about all this!
> Algebra and logic cannot be taught to children as young as 5 years
> old the way reading, writing and swimming can only because the
> parents and teachers are incompetent. The child that wants to read
> or swim does so because he sees his peers doing so and recognises
> an advantage by doing so. Give him a Beano or Dandy and read it
> to him and he'll want to know what the words are in the balloons.
> Put him in the shallow end of the pool and he'll soon realise that
> to get to the deep end where others are playing cannot be reached
> with his feet on the bottom, he has to swim there.
> So what do we do with algebra? Bore him to tears with multiplication
> tables instead and dissuade him from mathematics for the rest of his
> life. He won't teach his own children either, and so the vicious cycle
> continues.
> Reading and swimming are acquired skills that are learnt at a young
> age, the teaching of algebra is delayed until puberty when the child
> sees no obvious advantage and his/her curiousity is now directed
> toward the opposite sex.
> Teach them algebra instead of multiplication tables so that they learn
> the coins in the left pocket are equal to the candy in the right and they
> can't have both, and that has to be written as a function
> Price(candy) = coins.
> But it can't be done, the schoolteacher of the 5 year old is only a
> child himself and the parent is only a 20 year old that got pregnant
> at 15 and still doesn't know that 6*9 doesn't equal 69, and has
> never been taught the advantage of algebra. They get by with a
> calculator and thrust the rote of multiplication tables on the child
> who doesn't need it anyway.
>
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