On Tue, Jul 16, 2013 at 5:55 PM, Robert Hansen <email@example.com> wrote:
It wasn't arbitrary. They chose the most natural analogy available and it stuck. That should be the lesson. Why did it stick, everywhere? What is it that makes cubes so much better than tetrahedrons for teaching about the power of 3?
Dang, I wrote a fine reply last night through the Web interface to math-teach @ Math Forum but it ain't appearin'.
Good writing I thought and I forgot to make a back up.
If they can't use @ Drexel, maybe they'll send it back?
Or maybe it's lost forever, Malesh (Egyptian for "oh well").