I said it when looking at code made by my Comp Sci instructor, who was trying to tell her boss that I had written it.
My statistics instructor looked at it over my shoulder and said “Impossible.”
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As a parent, I’m trying really hard not to be pissed with my daughter’s school for how they teach math. They’ve blatantly told us that what they’re teaching today, in 2nd grade, will not be the methods they use for 3rd grade. They use methods still being used in Kindergarten and I feel like my daughter needs the more mature methods of problem solving. I’ve asked the teacher if I should be enforcing what they teach in 3rd grade only to have them flatly respond, ‘No.’ as it’s not what they’re doing in class. I fracking hate her teacher (mostly for her apathetic attitude towards teaching. 1 page of homework a week is not “homework”, but I digress.).
For my child, math is the bane of her existence. She is getting bits and pieces, so I’m doing my best to teach her at home and fill in the gaps. It’s hard, though, because her teacher is leaving tons of gaps and she’s not fully getting the “why” behind the methods.
If she’s not getting the “why”, in 2nd grade math, that teacher is incompetent. I can’t think of anything taught at that level that needs a “why” any more complex that a simple demonstration.
What the hell are they teaching?
The unholy spawn of new math and common core math. With as much real math as the teacher can sneak in past the administration.
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I’ve never figured out what “new math” is. Algebra was already known in Da Vinci’s time.
From what I’ve seen they are both attempts to teach the shortcuts to math without first teaching the actual math.
Instead of memorizing 5+7=12 you work on taking three from five, adding it to the seven to make ten, and then adding 10 and 2 to make 12. This is a shortcut that can help when you are adding 1293 and 245 in your head or something, but for 5+7 it can take my daughter several seconds to answer. It takes her longer to figure out what method to use than it would to count on her fingers. But supposedly it will make more advanced math easier.
I dunno.
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That’s… odd.
Yeah, you have to teach the real thing first. That’s just common sense. Which is what got me into trouble with statistics.
Teach her the tilde (~). 5+7 = ~10
Then, I suppose, you’ll have to teach her variance.
Oh, and how to bullshit.
If she hasn’t gotten that one already.
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It is one part common core, another part lazy teacher.
For instance, they’re still using “Sticks and dots” to represent 10s and 1s. A great tool for getting a Kindergarten class to understand, in a physical sense, what math is and does. They used this method for a time in 1st grade, but it was soon ditched for numbers. This teacher still uses and promotes the method and it’s slow for the type of stuff they’re doing. Arguably, it’s leading to her confusion more than just teaching her the numbers side of things.
She has a problem, specifically, with splitting up the digits in order to perform larger number math. So taking a number like 245, doesn’t naturally come to her as 200+40+5. We did a math experiment last night to help with the whole “borrowing” rule of subtraction (I’d swear her teacher hasn’t described this at length at all). She had to encounter it on her homework due to a problem of 700 - 535 = ?. She understands borrowing from the 10s, but when there’s nothing there, she freaked and shut down. I coached her through it and finally recognized that she wasn’t familiar with borrowing past the 10th place. I opted to put an end to that right quick. So, with the promise of a 30 minute Minecraft session, I offered a challenge. I gave her 15,236 - 6,243 = ? to work on that principle. After some tears, some self-pity, and more coaching, she did it, mostly on her own. I’d show her solutions through other problems how to handle the situation in the problem, rather than through the problem directly. She has a habit of wanting someone to just show her and do it for her.
As an aside, they don’t teach top-down math at all, which is what I’m fussing so much about. Best way I can describe it is, if you were to take the problem I did, the first of the numbers would be above the 2nd number and you’d process it by the places, one place at a time. This helped when you had to borrow as it’d just be the next number over. They refuse to teach this and I fear that when she hits 3rd grade (which this is one of the only methods they use), she’s going to go through that state of confusion again. In my experience, math principles seldom transition well. If it looks different, my brain would always treat it as something brand new, rather than something I already knew with a different face.
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A major erotic comic book publisher has just announced their latest sale with “Happy Keister”.
That’s an award-winning pun. It makes you groan and snicker at the same time.
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Today would have been Leonard Nimoy’s 85th birthday.
As a person with severe aptitude issues when it comes to maths or numbers in general, I still count imaginary physical objects in my head like this. It infuriates my partner who refuses to believe I deal in physical fractions as a literal pie in my head being sliced up. As I head further into this whole ‘being an adult’ nonsense I’ve realised something that I said a decade and a half ago still holds true: when asked “but how will you cope after school” by my maths teacher (Mrs Frost, a woman with too much patience who I probably broke over the course of six years) I replied “I’ll use a calculator.” And you know what? My phone has a calculator. Ha.
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This morning I couldn’t brain well enough to figure out how much to prepay for gas.
I don’t think a calculator would have helped me. I just told the woman I wanted to buy 15 gallons and left it at that.
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Weird thing.
I use a program that I can’t remember (VMWare or VDI maybe?) to connect to a virtual desktop to remote desktop to my machine in the office. This makes using dual monitors somewhat difficult.
The below option used to work to span the session across both screens.
MSTSC.EXE /span
Odd thing is, IT upgraded something, and now that option doesn’t work anymore… unless I’ve been logged in for a few minutes and tried it a couple times, then all of a sudden it executes MSTSC and it reconnects to my session and spans it to both my monitors.
I told IT, and they are like, that shouldn’t work. Which on one hand, yay, new info, but on the other, wait, half the office works from home and you are ok with them not being able to span?
Anyway, weird, repeatable IT thing, the program just isn’t there, until it is.
Very interesting. Do you know what version(s) of Windows the remote machines are using? If I recall correctly, RDP spanning is disabled in Win7 Pro, but allowed on Win7 Enterprise. I don’t know if this translates in any way to Win8 or Win10.
Also, is there any benefit to using the /span command over the option in the gui?
Doing this does nothing, clicked or unclicked, I tried this one already.
My home machine is 10, I think the VDI is 7, and I know my office machine is 7 pro. As an aside, I can also connect through Citrix, but that really sucks and dual monitors are impossible.
IIRC… There used to be a registry tweak that would let you span when connected to a remote Win7Pro machine - a tweak for the remote machine’s registry that you’re connecting to - but a Windows Update disabled it. So, in theory, you should not be able to span the view of the Win7Pro box you’re connecting to.
Just for fun, I tried it again here at my office and it still doesn’t work for me - both using \span and the checkbox when connecting to Win7 Pro computers, I’m still stuck at one screen. That’s a big part of why the center monitor is 27" on the computer I use to remote into other machines.
I swear as God is my witness that if you log in to the remote, do a couple things, then type MSTSC.EXE /span a couple times, maybe log off once, then try it a couple more times, it will work.
It shocked the shit out of me, and I only got it to work because I didn’t know it wouldn’t work yet. It’s like jiggling the wrong key in a lock and having it work.
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Oh, I believe you, not trying to say otherwise, I’m just jealous