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kiana

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kiana last won the day on February 19 2015

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About kiana

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    Hive Mind Queen Bee
  • Birthday 10/08/1980

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    Aikido, fitness, math, generalized nerdiness

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  1. This is consistent between a large state university that granted doctoral degrees, a small university, and a CC. It is much worse in applied calculus/calculus for business/calculus for life sciences. For regular calculus, I would say probably half; for business calculus, more like 3/4; and for developmental math but "I took calculus in high school why do I have to be here when I know all this already???" virtually 100%. These are generally not from under-resourced schools because students from under-resourced schools usually don't place into calculus (unfortunately). For what it's worth, I have never had a student who told me they were homeschooled in this group (in college); they either had not been instructed, or they understood what they had been taught. It usually comes from shoving kids through with incomplete knowledge, which unfortunately the schools really need to do to get their funding. The calculus ones do usually intend to major in STEM; the business calculus ones do not. It is extremely rare for an English major to need to take calculus; the rare English major I get usually is taking calculus because they really like math or are pre-med or something like that, and they do brilliantly.
  2. Sorry for double-posting; it flipped to a new page and I didn't see your previous post to multi-post. They can do the calculations and by golly they can bubble in those standardized tests. They're really good at guess and check with MC tests. But they don't really understand what it means. They don't understand that you should never, ever have an incorrect factorization, because you can check by multiplying it back out again; that factoring a polynomial is really just un-multiplying. As square_25 mentioned, they don't understand that (x + 4)/(x + 3) obviously is not 4/3, because if x = 1, it's 5/4 which is not the same thing as 4/3. I have actually managed to get this through to some of them, using the phrasing "If you aren't sure whether something is legal with rational expressions (algebra fractions), check it with a couple of values for x; if it's true for both of them, it's probably legal". They need to be reminded that sqrt 1 = 1 if they don't have their calculators and think that sqrt 0 is undefined. They don't understand the concept of the square root as unsquaring. On the contrast, I just explained the cube root as "uncubing" to a 60 year old gentleman (the things we end up talking about at church dinners), and gave the examples of cbrt 8 = 2 and cbrt 1 = 1, and he said "oh! So ... let's see ... the next one ... so the cube root of 27 would be 3, right?" They don't see a difference between cube root of 2 and 3 times the square root of 2. Relative position does not seem to mean anything; x squared and x sub 2 and x2 all mean the same thing, and after all, x2 is the same thing as 2x, right? Because of this, they will blissfully try to solve 2^x = 32 by dividing both sides by 2, even though 2^16 certainly is not 2. They will do 1/3 - 1 = -1/3. If prompted, they can usually subtract fractions (at least, in calculus) but they need to be reminded because they don't really have a solid understanding. They don't understand that 0.3333 and 1/3 are not the same thing. As I mentioned in my other post, they really, really don't understand graphing. They also really, really don't understand functions. This makes calculus horribly difficult; they can evaluate f(2) but don't really understand that f(stuff) literally means "stick in (stuff) for every single x that you see", which means that f(x + h) often comes out as f(x) + h. There's more, but I need to get ready for class; I hope the above will illustrate what I mean. I think what square_25 means is similar.
  3. I'm not square_25, but it absolutely is for basic understanding of what it means for (a, b) to be on the graph of f(x); that, among other things, f(a) = b a is the solution to f(x) = b the x-intercept is when f(x) = 0 and is always of the form (x, 0) the y-intercept is when x = 0 and is always of the form (0, f(0)) increasing means the y-values are going up as we move left to right decreasing means the y-values are going down as we move left to right all of which are things that my college students (even in calculus) are struggling to really understand. That being said, Desmos is an absolutely amazing tool once students understand the basics. It can be really, really helpful with investigating certain things. I've written a couple of worksheets for investigating tangent lines and function transformations (watching (x - a)^2 drift right as you slowly drag the a-slider to more positive numbers is really nifty, as is watching the tangent line change as you drag the slider indicating x-values) that have pretty positive feedback from the students who have used them.
  4. Eating under a certain amount for a prolonged period makes it very hard to get sufficient quantity of nutrients. A few low days here and there won't hurt you in the slightest (assuming a generally healthy person without other medical issues who is not overly thin). Eating at too much of a deficit will have some very negative effects on your health in the long run -- but it's important to note that it's the long run. So if you find yourself eating under 1000 a day for several days in a row, it isn't good. But it's pretty normal to eat different amounts on different days. If you don't feel hungry, and you haven't been deliberately undereating or distracting yourself from hunger, you're probably fine.
  5. No place that I have worked has required students to use the accommodation. Even if I have sent a student's test to the center, I am legally required to have enough in the room that if s/he has a last minute change of mind, the test is available in the classroom. Talking with the DSS office or whatever they call it will probably be a good idea.
  6. Usually at colleges, you get a standard "Disability sheet" and either hand it to each professor or it is emailed out automatically. There is usually a "testing center" for proctored quizzes and tests with extra time, and it is the professor's responsibility to send them the tests. It is not usually the responsibility of the student to arrange proctors, and frankly if it is I would transfer to a school that took accessibility more seriously. For pop quizzes, I do them at the end of class; I have my students with accommodations leave when I hand out the quiz, and then they will have the rest of the day (or the next day, if it is a late class) to go over there and take the quiz. Sometimes, people choose to just take them in the regular classroom and stay late; this is up to them. Sometimes, for a private room, you need to schedule. You definitely need to schedule if you require a scribe or a reader. But to just take a test, you do not. There's usually a couple of large rooms where people take tests for all different kinds of classes, and a few private rooms. At my current college, we have a couple of private rooms and one "quiet room" which has a cap on the students. Your dd MAY run into a professor who is not enthusiastic about the accommodations. She will probably get a feel for this when she hands the sheet over -- there's usually a small meeting so that you can discuss how best to make the accommodations work. I have had some people who had professors say pretty rotten things to them, like "well boy I bet EVERYONE would like extra time". But it is rare, I assure you. Quite honestly, if she runs into someone like this, I'd drop the class and take it with someone else.
  7. Oh man, that's rough. I mean, I love math, but I too fall victim to wanting to study everything at once. I know he doesn't want to cut anything, but would he be interested in doing some of the books -- whichever ones you consider more peripheral -- as audiobooks? I'm thinking actually of Cheaper by the Dozen and Gilbreth having his kids listen to language records on the victrola in the bathtub -- he classified baths as "unavoidable delay". Maybe an audiobook while he's in the car somewhere would let him feel like he's cutting less out. Otherwise, there comes a point when you need to say "one of these things has to give, kiddo, which one?" and present him with a list.
  8. Dover has a lot of interesting books at very cheap prices, many of which would be accessible to someone who has just finished algebra. You might order a few -- if they aren't good now, they might be good later, and you won't be out a lot of money. I was writing an amazon list of general ideas for potential use in math for liberal arts classes (in these classes, you can't assume more than algebra 1 if that) and there are a load of books on there, some cheaper than others. I've just gone and looked at my list (it's pretty long) and I started to type in some books but then I said "This is silly" so I just made it public. Try here: https://www.amazon.com/hz/wishlist/ls/WI6UF3LX4VEU. Some of the books have comments; they were more aimed for me personally, but I'd be happy to elaborate if you had any questions. Topics include music, art, geometry, political science, history, game theory, number theory, biographies of mathematicians, graph theory, cryptography, and possibly others that I missed. Another option would be doing a few units from the MEP GCSE level. You might either consider doing some geometry units aimed at prepping for geometry in the fall, doing some stats and data analysis aimed at general cultural literacy, or possibly even the first half of the proofs unit (it's quite short) again to prep for geometric proofs.
  9. Hi mom, I just wanted to say I'm sorry now. No, but seriously, I was this kid and it was all about somehow "look at me I'm smarter than these stupid adults." I am not 100% sure what would have made a difference at that age. Having other high school kids tell me that "everyone hates you because you never stop arguing" did make some difference, but I would not recommend that course of action. I do think explicit instructions or possibly being instructed to write them down might have made some.
  10. Also, students who are taking pre-calc will be applying much of their algebra and geometry and so will have forgotten less than someone who is taking nothing at all.
  11. Y'know, don't forget that you're not seeing the 3am angst of the other high school students in your classes 🙂
  12. Pfft. He's still a twit. I lost someone's assignment this semester and I used the omit function in my gradebook to remove the assignment from calculation completely. But yeah. I'd photograph or scan all future assignments in this class.
  13. The "no purpose to live" is really concerning, over a grade that is not actually that horrible. I would definitely recommend counseling. As far as the class, I would go to the next class and see what the professor says. Sometimes the final will be weighed more heavily if students improve, or sometimes the professor may offer a chance to rewrite for some of the points back. This would be offered to the whole class. I would not ask for "is there any extra credit I can do" though.
  14. Totally. But most people are not very good at self-teaching; it does effectively limit it to those with the gumption to go and find a good self-teaching book and go back through independently, or exchange work of some kind for tutoring. They exist -- I know some of them -- but they're not as common. However, I was originally primarily responding to the "the CC will teach it, " because that is becoming less and less of a possibility. It's more probable that someone who has not been exposed will *have* to find external sources to get themselves up to the end of algebra 1 if they expect to succeed even in CC classes. And unfortunately, they don't even realize that, so they sign up anyway. If your CC still has beginning algebra and intermediate algebra as separate courses, and especially if there's a pre-algebra class, you'll probably be fine. I'm not intending for this to shift into a "let's figure out how these other people could have solved the problem" -- all I'm saying is don't pretend that it's not going to be a problem. Because it is. Edit: I'm also not really talking about kids who by disability are prevented from understanding algebra. I just think it's doing a severe disservice to a child who IS capable to not teach it. So I would say it's a requirement for any capable child.
  15. For Geometry, basic results are usually not taught in college classes and are necessary. Proofs aren't. I mean don't get me wrong, I love proofs and personally I believe that everyone capable should do them, but I don't think it's something that's going to completely mess you up if you don't have it. But knowing things like that to find a perimeter you just add up the lengths of the sides ... that messes with people. They want to try to memorize formulas for perimeters, and they can't find the perimeter of a triangle because they forgot the formula. The area of a rectangle. The volume of a box. They don't need to know the terminology, but I mean, that one is even applicable to real life when you're trying to find cubic feet of things. And more importantly, what does area mean. Why can't you measure area in feet or cubic feet? We don't formally teach similar triangles although I have written a handout dealing with them because I have found so many of my underprepared students do not know them, but it's still a "do this on your own". We don't teach vertical angles or transversals (although a handout on that is forthcoming too) but they're used all the time in trig/calculus word problems. The Pythagorean Theorem is also something they should know. We do teach supplementary and complementary but it requires some time to actually understand what they mean. What words like parallel and perpendicular mean. Or even what a right angle is, and what an angle is. What does an acute angle mean? Why can't you find the complement of an obtuse angle? Most of what I've listed shows up in pre-algebra (or at least in my pre-algebra book from 1989, lol) and the rest shows up in even a basic geometry course. A half credit would probably be plenty to be able to function in a developmental math class. But all of the above are things that I've had people have serious trouble trying to understand. In case it isn't obvious, we're in the middle of a developmental math semi-major redesign (fixing stuff following a major redesign) and I've been doing a lot a lot a lot of thinking about these types of things.
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