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View Poll Results: Do you understand change?
Yes I understand change 4 17.39%
Yes I understand rate of change 1 4.35%
Yes I understand differences in rate of change 17 73.91%
I don't get it at all 1 4.35%
Voters: 23. You may not vote on this poll

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  #1  
Old 01-06-2007, 09:42 PM
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Basic Math Concepts

Do you understand? Just taking an informal poll.
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  #2  
Old 01-06-2007, 09:49 PM
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Eh? It's Saturday night man! I've got a pint of ale in hand here...

Alright. I understand change, rate of change, and differences in rate of change...but as applied to what? Derivation? Maybe I don't understand after all.

I did at one point, when I earned my BSc. Years of rock and roll have eroded that knowledge, sadly.
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  #3  
Old 01-06-2007, 09:51 PM
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Originally Posted by Zeus View Post
Eh? It's Saturday night man! I've got a pint of ale in hand here...

Alright. I understand change, rate of change, and differences in rate of change...but as applied to what? Derivation? Maybe I don't understand after all.

I did at one point, when I earned my BSc. Years of rock and roll have eroded that knowledge, sadly.
I'd say you do. Well done.
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  #4  
Old 01-06-2007, 09:56 PM
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i am pretty good at making change. does that count?

tom w
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  #5  
Old 01-06-2007, 09:59 PM
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Quote:
Originally Posted by t walgamuth View Post
i am pretty good at making change. does that count?

tom w
LOL..
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  #6  
Old 01-06-2007, 10:25 PM
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Originally Posted by t walgamuth View Post
i am pretty good at making change. does that count?

tom w
Yep, but are you faster than the next guy?
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  #7  
Old 01-06-2007, 10:50 PM
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Originally Posted by Kuan View Post
Yep, but are you faster than the next guy?
usually. seven years as a paper boy made me a permanently impressive change figurer.

my specialty is figuring out how to make it work when neither party has the correct amounts to make change and you have to pay extra so as to return an amount that will make it all wash.

i am usually ahead of the cash register.

tom w
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  #8  
Old 01-06-2007, 10:52 PM
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I've been on two Math search committees. The candidates had to explain, What is a limit?. That's two full days, 15 candidates lecturing on that topic.
It's amazing how many mathematicians can't explain rate of change.
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  #9  
Old 01-06-2007, 09:59 PM
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I'd say you do. Well done.
smooch... smooch
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  #10  
Old 01-06-2007, 11:17 PM
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Algebra II is as far as I will find math to be useful I had a terrible time with Pre-Calculus. That's as far as I got in high school. I never found rate of change to be very hard of a concept though..
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  #11  
Old 01-08-2007, 12:28 AM
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Originally Posted by Ara T. View Post
Algebra II is as far as I will find math to be useful I had a terrible time with Pre-Calculus. That's as far as I got in high school. I never found rate of change to be very hard of a concept though..
One of the greatest failings of our education system in general is failing to help students understand why math is useful.

I use algebra on a regular basis. Trigonometry has been very handy in construction, stairs and roofs primarily, and gives me a leg up on some of my more experienced brehtren, not in a competitive way, but just as a means of making myself valuable to the job.

Trig was useful when I used to make musical instruments as you often have a limited supply of some rare wood to make the neck out of and you need to cut it in just the right place when you're making the angled cut to get the headpiece from the neckstock.

Calculus is less useful for the average person but it can sorta be like weight lifting for the mind. Knowing how it works can help to understand how scientists might use it.

I did a fun project in one of my computer classes in college where I wrote a program to find the zero roots for complex polynomials of up to x to the tenth power using Newton's method, as in Isaac Newton, the co-inventor/discoverer of calculus along with Leibnitz (some controversy on that point). Absolutely of no use to me but it was fun when it worked. A complex polynomial might be 12 x cubed minus 4 x squared plus 121 x minus 571. A zero root is a number when plugged in to that which will yield a value of zero, or within a specified number of decimal places close to zero as in .000001.
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Last edited by cmac2012; 01-08-2007 at 12:52 AM.
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  #12  
Old 01-07-2007, 09:19 AM
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I LOVE Open Discussion!!!

Where else in my hum drum world can I observe such discussions as this?
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  #13  
Old 01-07-2007, 09:36 AM
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Kerry Edwards asked a very leading question about whether requiring math in university is a waste of human resources.

Algebra is to calculus what grammar is to language.

IMO, if you cannot pass calculus you shouldn't be in a university. The same goes for other fundamental analytic skills in other liberal arts disciplines. That's what the "university" word is all about -- once through with it, you can apply your knowledge universally -- to all problems.

Go to a JuCo or trade school if you want a curriculum that doesn't require analysis in the major fields of human endeavor.

So no, it's not a waste, if we set low educational goals for our most advanced education, we'll get students of exactly that quality. Kind of like what we have.

B
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  #14  
Old 01-07-2007, 10:16 AM
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Originally Posted by Botnst View Post
Kerry Edwards asked a very leading question about whether requiring math in university is a waste of human resources.

Algebra is to calculus what grammar is to language.

IMO, if you cannot pass calculus you shouldn't be in a university. The same goes for other fundamental analytic skills in other liberal arts disciplines. That's what the "university" word is all about -- once through with it, you can apply your knowledge universally -- to all problems.

Go to a JuCo or trade school if you want a curriculum that doesn't require analysis in the major fields of human endeavor.

So no, it's not a waste, if we set low educational goals for our most advanced education, we'll get students of exactly that quality. Kind of like what we have.

B
Word! You can be successful not know where to put a comma but you can never make sound decisions without a solid understanding of mathematical problem solving. Since schoolin the main thing I constantly brush up on is math rithmitic scillz.
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  #15  
Old 01-07-2007, 08:16 PM
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Quote:
Originally Posted by Botnst View Post
Kerry Edwards asked a very leading question about whether requiring math in university is a waste of human resources.

Algebra is to calculus what grammar is to language.

IMO, if you cannot pass calculus you shouldn't be in a university. The same goes for other fundamental analytic skills in other liberal arts disciplines. That's what the "university" word is all about -- once through with it, you can apply your knowledge universally -- to all problems.

Go to a JuCo or trade school if you want a curriculum that doesn't require analysis in the major fields of human endeavor.

So no, it's not a waste, if we set low educational goals for our most advanced education, we'll get students of exactly that quality. Kind of like what we have.

B

When Universities became "job training" instead of centers of education, this argument was lost.
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