47*6=(50-3)*6=300-18=280+2=282. ETA: Having read some other posts and reread the directions :D Didn't stare anywhere. Didn't see the numbers in my head. I'm absolutely horrible at visualizing anything (failed art, too) but manipulating numbers and text has always been very easy.

Honestly, it shouldn't be about the physical moves. Because anything you don't practice regularly, you'll forget. But the safety information, and the ways of walking/dressing/talking that make you appear less of a victim, are very worthwhile.

Hah. "Could I get that in writing?"

Why not change your "History" category to "History/Social Science"?

Right. geeknick posted several links to "blogs" with advertising while ostensibly asking math questions.

Might be a silly question -- but why is it better for him to do a non-honors curriculum a year ahead instead of an honors curriculum on-level?

I haven't *used* that book and can't find reviews. However: From reading the table of contents, it looks like it should definitely follow at least calculus 1. It is a total digression, however -- it is a topic that is, as they said, popular in competitions but not really used for classroom math. As to "How does it fit into the calculus sequence?" -- well, the short answer is that "It doesn't." It's an interesting topic, but you won't see equations of that type until later, and you won't see them identified as such until later still. I don't honestly know if she'd be able to go directly into it without some experience in problem-solving. What is she planning on majoring in? Does she have any idea yet or is the idea just to increase mathematical literacy and increase knowledge of "why" things work as opposed to "how"? And why this book in particular?

I would add that in at least most quantitative departments it is possible to "challenge" at least the lower-level courses if one is unusually well-prepared or good at self-teaching. In the graduate-level mathematics courses I took, a far higher percentage was on coursework than I had been used to from undergraduate, simply because the problems were too long and complicated to be solved within an examination period.

You hypothetically could. But if your failure rates were drastically higher than everyone else's in the department, it would probably be suggested that you do otherwise. Even if your department all decides to do it together, it will bring pressure from other parts of the university due to declining enrollment (students flunk out) or students taking courses elsewhere to get them transferred in. You simply can't be the lone bastion of tough standards/old-style grading. Until and unless a complete reform of the entire university is accomplished (and good luck) you need to play within the rules.

Okay -- make it a higher proportion of learning, anyway :D I give a brief quiz, covering 2 of the homework problems, on the same day homework is due. This is worth 2/3 of the homework points and the other 1/3 is just completing it. The students know that I pull problems directly out of the homework and change them a bit to make them less recognizable -- but the types of problems between the quizzes and the homework do not differ appreciably. This has two benefits. Firstly, homework marking is far quicker, because I am only assigning marks for % of problems completed, and merely marking errors otherwise. Secondly, a student who has copied the homework without understanding is likely to do very badly on the quiz. The better students, on the other hand, work through the more difficult homework problems more than once to ensure that they really understand what's going on behind them.

Meh, yeah. Y'know, I'd rather not give credit for anything but the exams. Quizzes and homework would ideally be given for students own benefit, which would mean classtime wouldn't need to be spent on quizzes, but self-quizzes posted online regularly. But. If too many students fail, the DEPARTMENT can get in trouble with the people who want to have the max number of enrolled students for their tuition. So I'm left with two alternatives. a) I can compromise my standards for what students ought to be able to do on an exam and pass more people. b) I can reward them with points for what they ought to be doing anyway (homework and checking on a regular basis, self-quizzing to keep themselves current with the course material) and thus drag them to a higher performance, so that I can feel they've learned what they ought from the course. Neither a) nor b) results in students learning more study skills, management and self-motivation. But b) at least results in them learning the course material, which is why I've chosen that.

Oh my. Oh dear. Thanks for telling me .. and now I need to find a recording :D

There are many people who have read everything they want to. The problem is that they don't want to read very much :P I think, all in all, I'd rather have the problem of too much to read :)

I would put learning the ABCs in the same category as learning to count ... and learning facts in isolation in the same category as learning sight words in isolation. I would also add that at the university, one of the biggest problems that I have with students is that they view math as a collection of rules, facts, and algorithms to be memorized. This pervasive attitude is a serious issue with courses where there is simply too much to memorize and one MUST rely on understanding. I'd far rather see a young child playing with cuisenaire rods, geometric shapes, and seeing math discussed in an everyday life context, i.e. "Hmm, now we need one and a half cups of flour, but we're making a double batch, so we need three cups altogether ..." than memorizing facts in isolation.

Ehh ... it's not entirely a lost cause, from the posts I've seen some people will listen and some won't. But yeah, you can't let people who want to argue and/or troll get to you :P

What were you thinking of doing for "extra credit" ? I would allow retaking an exam before I would allow something like writing a paper or extra homework to substitute for low exam scores. But honestly, learning the stuff well enough to not goof under pressure is different than learning it well enough to do the homework. Since she's still in the learning stages, allowing a restudy and retake seems reasonable.

Yep. :iagree:

Yep. Extremely sad IMO. Kids who have no desire whatsoever to be in school should be able to get a job earlier and not ruin it for the rest.

Yep.

But clearly in an impersonal manner! :leaving: :D :D :D

A lot of people I knew would deliberately arrange their semesters so that that one "monster" course was in a 12-13 credit semester, even if it meant doing 17 every other semester. Others did 16 all their semesters and wound up only needing 10 in their last semester, but took 12 (and worked some extra hours). I prefer having the flexibility and not having to *find* courses to take to hit 15. That being said, I'd rather see it called 'minimum full-time load'.

I would add that also doing semesters gives far more time to forget the math concepts. Semesters are about my least favourite way to do math/language, especially in high school. (In college many people are either taking one class towards graduation or taking several consecutively so it doesn't bother me).

It's a supplement to introduce beginning algebra in the elementary or middle grades.