HDTenEightyP/NetNews huggingface dataset:
From: choy@skorpio.usask.ca (I am a terminator.)
Newsgroups: k12.ed.math
Subject: Logic needs to be learned.
Date: 8 Jan 1993 20:23:16 GMT
Organization: University of Saskatchewan, Saskatoon, Canada
Distribution: world
NNTP-Posting-Host: skorpio.usask.ca

We must think logically to avoid mistakes. Students should learn formal
logic even when they are young. They need to know how to apply logic.
They can start with zeroth order logic and understand type theory by
heart when they graduate.


-- 

Henry Choy
choy@cs.usask.ca

What rolls down stairs alone or in pairs            This has been brought to 
Rolls over your neighbor's dog?                     you by the numbers 4
What's great for a snack and fits on your back?     and 9 and the letter P.
It's Log, Log, Log!  -- "The Log Song", from            -- Big Bird
                         Ren & Stimpy

Math is tough!       -- Barbie
From: bh@anarres.CS.Berkeley.EDU (Brian Harvey)
Newsgroups: k12.ed.math
Subject: Re: STUDENT TEACHING
Date: 8 Jan 1993 18:20:20 GMT
Organization: University of California, Berkeley
NNTP-Posting-Host: anarres.cs.berkeley.edu

Sheila,

Although I haven't read the books you mentioned, anything with "Every
Minute Counts" in the title *has* to start teachers out on the wrong
foot, even if it's full of good practical ideas.

Every minute *doesn't* count, not in the way they mean.  John Holt points
out that when a kid is out of school for a long time because of extended
illness or something, the school sometimes sends around a home teacher
for a few hours a week, and those few hours are enough to keep the kid
caught up.

This time management business comes from the metaphor of school as factory,
turning the classroom into a sort of assembly line in which knowledge is
poured into kids.  That metaphor has been completely discredited time and
again, but idiot politicians (and evil business persons) keep reviving it.
Let me recommend the book _Education and the Cult of Efficiency_ by
Raymond E. Callahan (Univ of Chicago Press, 1962) for a good debunking of
the whole "every minute counts" approach to education.

You say that a student teacher needs little tricks to feel at ease in
the classroom.  I say the opposite!  If you tell a student teacher that
Every Minute Counts, how can that teacher -- or the kids -- possibly
ever feel at ease?  "Oh no, Johnny's looking out the window, a golden
minute is being wasted!"  Luckily that whole idea is nonsense.  If you
can get a kid to have and enjoy the mathematician's sort of curiosity
about how things fit together, then the kid will manage to learn all the
details one way or another.  If not, all the Golden Minutes in the world
won't help.

Instead of reading about golden minutes, student teachers should read
the best book ever written about teaching:  _How to Survive in Your
Native Land_ by James Herndon (Simon & Schuster, 1971).  In particular,
Chapter VIII ("The Stream of Life") is a good antidote to the Golden
Minute approach that makes student teachers so nervous.
Newsgroups: k12.ed.math
From: edsp40@athena.mit.edu (40 Hssp)
Subject: Re: TI81 Calculator
Organization: Massachusetts Institute of Technology
Date: Mon, 4 Jan 1993 20:38:00 GMT

|> Does anybody know how to protect the memory in this calculator so that when reset is pressed, 
|> the calculator will not clear it's programs?
|> 
|> 
|> uucp: uunet!m2xenix!puddle!134!49!M..Madole
|> Internet: M..Madole@f49.n134.z1.fidonet.org

Well, I don't know if there's a way to protect the memory from a reset, but here's one little trick
that a student showed me last year on the TI81:
In the manual it says that when you change the batteries, that you wipe out all the programs.
This is true if you take out all the batteries and then put in all the new ones.  However, if you
make the replacements one at a time, the three batteries provide just enough juice to keep the 
programs intact!

Steve Earth
Newsgroups: k12.ed.math
From: jhamlin@norfolk.vak12ed.edu (Jan Hamlin)
Subject: Teaching Chicago Math
Organization: Virginia's Public Education Network (Norfolk)
Date: Tue, 05 Jan 93 21:46:40 GMT

J. Hamlinink
Norfolk Academy
1585 Wesleyan Drive
Norfolk, VA 23502

Our school started using the Chicago Math program 1991 school
year. Our second grade teachers are elated and frustrated with
this program.  We would like to find out what other schools
think regarding Chicgo Math and what are your successes and
failures. We would also like to hear from teachers using other
programs.
From: Sheila.King@f315.n103.z1.fidonet.org (Sheila King)
Newsgroups: k12.ed.math
Subject: RE: PEN PALS             
Date: Thu, 07 Jan 93 18:22:00 PDT
Organization: FidoNet node 1:103/315 - Castle of the Four , Diamond Bar CA

Hi Cameron!

Thanks for your letter.

->    I am in 6th Grade at Terminal Park Elementary and am in the STEP
-> (Student
-> Teacher Enrichment Program) program.  I am right now doing Addition
-> and Subtraction of decimals. (Easy Stuff!)

Yes, that does seem like easy stuff. I hope you get to do something more
interesting in your math class soon.

-> Anyway, What grade are you in and what course are you taking right
-> now?

Well, I teach high school math. This year I am teaching Honors Geometry
(most of my students in that class are 9th and 10th graders). I also
teach Algegra II (10th and 11th graders). And Pre-Calculus (11th and
12th graders). I really enjoy math. I think it's lots of fun. I hope
that I explain it well to my students. I want for them to be able to
understand what it all means.

As for what I'm "taking" right now...it turns out that I have returned
to the university to get a master's degree in math. Most recently I took
a course in graph theory. This quarter I'm taking some time off.

So, what is your favorite thing that you have ever learned about or
worked on in math class?

Sheila
coming to you from Diamond Bar, CA (in Los Angeles County)
                                                                                                      

--  
uucp: uunet!m2xenix!puddle!103!315!Sheila.King
Internet: Sheila.King@f315.n103.z1.fidonet.org
From: Carol.Hooper@f64.n381.z1.fidonet.org (Carol Hooper)
Newsgroups: k12.ed.math
Subject: RE: TESTING              
Date: Fri, 08 Jan 93 13:02:00 PDT
Organization: FidoNet node 1:381/64 - Academy K12 Net, El Paso TX

I have decided to teach "test-taking techniques" and address the 
specific language situation in class.  I've riled up the kids so that 
they feel as if this is a challenge and they intend to "beat it."  We 
are not so much teaching the test but teaching techniquest that will 
help them throughout standardized testing which they will encounter 
throughout their lives.  My kids told me they want to do so well that 
their scores are qeustioned like Jaime Escalante's scores in STAND AND 
DELIVER.  I got quite a kick out of that.  These skills are going to 
be our Friday Fare and hopefully will increase their confidence.  I'm 
still open to any and all ideas concerning this standardized test 
dilemma.  Especially looking for someone to suggest ideas that has had 
some good results.
Gee, why doesn't somebody get Jaime Escalante on-line?
Just think what we could do with that resource!


--  
uucp: uunet!m2xenix!puddle!381!64!Carol.Hooper
Internet: Carol.Hooper@f64.n381.z1.fidonet.org
From: choy@skorpio.usask.ca (I am a terminator.)
Newsgroups: k12.ed.math
Subject: Re: STUDENT TEACHING
Date: 8 Jan 1993 20:18:03 GMT
Organization: University of Saskatchewan, Saskatoon, Canada
Distribution: world
NNTP-Posting-Host: skorpio.usask.ca

In article <36104.2B4D9B7F@puddle.fidonet.org>, Sheila.King@f315.n103.z1.fidonet.org (Sheila King) writes:
|> Dear Eileen,
|> 
|> I saw your message:
|> 
|> -> I am finishing up the certification program by student teaching. I
|> -> will bet eaching Algebra 1, 3 sections of Algebra 2, and a Calculus
|> -> course. Can anyone give me the
|> -> name of some books to review Calculus ? Is there any advice one could
|> -> give to me as to classroom management?

A little more thorough and complete calculus text (not for the gentle
reader, but I think teachers should know the stuff): Modern Calculus and
Analytic Geometry by R.A. Silverman. (Macmillan, around 1970, but it seems
like 1993).

-- 

Henry Choy
choy@cs.usask.ca

What rolls down stairs alone or in pairs            This has been brought to 
Rolls over your neighbor's dog?                     you by the numbers 4
What's great for a snack and fits on your back?     and 9 and the letter P.
It's Log, Log, Log!  -- "The Log Song", from            -- Big Bird
                         Ren & Stimpy

Math is tough!       -- Barbie
From: Sheila.King@f315.n103.z1.fidonet.org (Sheila King)
Newsgroups: k12.ed.math
Subject: GEOMETRY.FORUM           
Date: Wed, 06 Jan 93 18:26:00 PDT
Organization: FidoNet node 1:103/315 - Castle of the Four , Diamond Bar CA

To:  <JOEYC@CUNYVM.BITNET>

I have a question regarding your recent post in K12_Math:

-> If you have posts related to geometry you may wish to send them to
-> geometry.forum  .  This news group and the other geometry newsgroups
-> are to increase increase interest in geometric matters.

Is there any way that this forum could be gated to this newsgroup?

Sheila King
K12_Math echo Moderator
coming to you from Diamond Bar, CA (in Los Angeles County)
                                                            

--  
uucp: uunet!m2xenix!puddle!103!315!Sheila.King
Internet: Sheila.King@f315.n103.z1.fidonet.org
Newsgroups: k12.ed.math,sci.chem,sci.physics,sci.engr,sci.math
From: shibin@uxmail.ust.hk (Mr. Xiao Shi Bin)
Subject: Re: Math programs
Organization: Hong Kong University of Science and Technology
Date: Tue, 5 Jan 1993 07:56:19 GMT

Hi everyone,

I intend to look for a friend of mine. 

His name is Wen Guoqing, coming from Beijing Information Technology
Institute, PRC. I only know that He is studying in a Univ. of USA.
 
If you know he, please ask he to contact me.
Thanks.

My name is Xiao Shibin, also coming from Beijing Information Technology
Institute, PRC. I am working at Hong Kong University of Science and
Technology as Visiting Scholar.

My e_mail address: shibin@uxmail.ust.hk

Newsgroups: k12.ed.math
From: bmartino@magnus.acs.ohio-state.edu (Bob Martino)
Subject: Re: TI81 Calculator
Organization: The Ohio State University
Date: Thu, 7 Jan 1993 19:13:13 GMT

In article <34064.2B431AAE@puddle.fidonet.org> M..Madole@f49.n134.z1.fidonet.or
g (M. Madole) writes:
>Does anybody know how to protect the memory in this calculator so that when re
set is pressed, the calculator will not clear it's programs?
>
Well, the new TI85 has a backup battery...

I hace a TI81 and like it.  Too many calculators are *SO* complex that
they are harder to use because you can't remember all the functions.
IMHO, the TI81 is a nice compromise between power and ease of use.

What I did was to buy a 6v lantern battery from a hardware store, along
with a couple of wires.  Being careful with the + and - , I did a
delecate "battery bypass" operation.  This allowed me to remove and
replace the AAAs in there without interrupting the power supply.
Look for the writeup on the delecate procedure in the next "Journal
of the American Calculator Medical ASsociation." :-)

Something else you could do is give a student a couple of extra credit
points to type out the programs inside so that if you flub the operation
and the patient "dies", you can re-enter without having to re-write.


>
>--
>uucp: uunet!m2xenix!puddle!134!49!M..Madole
>Internet: M..Madole@f49.n134.z1.fidonet.org

_________________________________________________________________________
                                    | "...for since the creation of the
      - that Bob Martino guy -      |  world His invisible attributes,
 bmartino@magnus.acs.ohio-state.edu |  His eternal power and divine
                                    |  nature, have been clearly seen,
   God invented science.  so there. |  being understood through what
       ^^^^^^^^                     |  has been made        -Romans 1:20
-------------------------------------------------------------------------
 "That's the whole problem with science.  You've got a bunch of
  empiricists trying to describe things of unimaginable wonder."
                                                  -Calvin
From: Sheila.King@f315.n103.z1.fidonet.org (Sheila King)
Newsgroups: k12.ed.math
Subject: RE: TESTING              
Date: Tue, 05 Jan 93 01:22:00 PDT
Organization: FidoNet node 1:103/315 - Castle of the Four , Diamond Bar CA

Paul,

In a message to ALL you about state testing, you asked:

-> Finally, I wonder what state that Carol is preparing her students
-> for.

Carol teaches in Texas.

Sheila
coming to you from Diamond Bar, CA (in Los Angeles County)
                       

--  
uucp: uunet!m2xenix!puddle!103!315!Sheila.King
Internet: Sheila.King@f315.n103.z1.fidonet.org
Newsgroups: k12.ed.math
From: efk@ddsdx2.jhuapl.edu (Eileen Baust)
Subject: Student Teaching
Organization: Johns Hopkins University
Date: Tue, 5 Jan 93 15:52:11 GMT

I have been an software and systems engineer for
12 years. I am finishing up the certification program 
by student teaching. I will bet eaching Algebra 1, 3 sections of
Algebra 2, and a Calculus course. Can anyone give me the 
name of some books to review Calculus ? Is there any advice one could
give to me as to classroom management?

Thanks,
Eileen
From: choy@skorpio.usask.ca (I am a terminator.)
Newsgroups: k12.ed.math
Subject: Re: STUDENT TEACHING
Date: 11 Jan 1993 20:25:50 GMT
Organization: University of Saskatchewan, Saskatoon, Canada
Distribution: world
NNTP-Posting-Host: skorpio.usask.ca

In article <1ikgl4$t8h@agate.berkeley.edu>, bh@anarres.CS.Berkeley.EDU (Brian Harvey) writes:
|> Sheila,
|> 
|> Although I haven't read the books you mentioned, anything with "Every
|> Minute Counts" in the title *has* to start teachers out on the wrong
|> foot, even if it's full of good practical ideas.
|> 
|> Every minute *doesn't* count, not in the way they mean.  John Holt points
|> out that when a kid is out of school for a long time because of extended
|> illness or something, the school sometimes sends around a home teacher
|> for a few hours a week, and those few hours are enough to keep the kid
|> caught up.

I was talking to a friend who works for a mining company. His salary is
such that the cost of picking up a dropped paper clip exceeds the cost of
the clip. To save money, the clip should be ignored. Of course, this
argument hardly reflects reality. He is paid for his results, but he
is not expected to work at a constant pace to achieve them. I doubt that
one works best by working at a constant pace, but I don't know the optimum
work-time relation.


-- 

Henry Choy
choy@cs.usask.ca

What rolls down stairs alone or in pairs            This has been brought to 
Rolls over your neighbor's dog?                     you by the numbers 4
What's great for a snack and fits on your back?     and 9 and the letter P.
It's Log, Log, Log!  -- "The Log Song", from            -- Big Bird
                         Ren & Stimpy

Math is tough!       -- Barbie
From: Peter.Macinnis@p0.f508.n711.z3.fidonet.org (Peter Macinnis)
Newsgroups: k12.ed.math
Subject: Frontier Unit and Math ac
Date: Fri, 01 Jan 93 18:04:00 PDT
Organization: FidoNet node 3:711/508.0 - The Bay, Neutral Bay NSW

;rep:111,4220
CLD>and the Concorde thrown in for fun).All kinds of mapwork.  Finding the area
CLD>in
CLD>an acre (teh amount of land a person could plow in a day) on  the playgroun

Just butting in from a long way away, I always thought a "hide" was the
amount of land which could be ploughed in a day.  That was my belief,
but now I have looked further.  I note that Herbert Arthur Klein ("The
Science of Measurement", Dover edition, 1988, p. 77 explains a "hide" as
being a household-size area of arable land, and he also notes that it
varies from 60 to 120 acres.  Klein notes the Old English "daieswork" of
about 10 modern square rods or 250 sq metres, the German "tagwerk" of
3407 sq metres (0.84 acre), used in Bavaria into the 1960s, and the
Latin "jugerum", Italian "giornata", the French "journal" and "arpent".

'The German joch (cf. English yoke, as in "yoke of oxen") and acker,
also derived from typical areas covered by plowmen, were also equal to
about the standard English acre . . .'

Thanks for setting me off on a new enquiry: I hope you can use this
information in some way.
peter

 # SLMR 2.1 # We need a new ecological Nietzsche.



--  
uucp: uunet!m2xenix!puddle!3!711!508.0!Peter.Macinnis
Internet: Peter.Macinnis@p0.f508.n711.z3.fidonet.org
From: Cameron.Neblett@f80.n343.z1.fidonet.org (Cameron Neblett)
Newsgroups: k12.ed.math
Subject: RE: PEN PALS
Date: 4 Jan 93 20:19:02 GMT
Organization: FidoNet node 1:343/80 - Auburn Ed-Net, Auburn WA

Dear Sheila,
     I am in 6th Grade at Terminal Park Elementary and am in the STEP (Student Teacher Enrichment Program) program.  I am right now doing Addition and Subtraction of decimals. (Easy Stuff!) Anyway, What grade are you in and what course are you taking right now?  Anyway, I have to go because I have a bunch more letters I need to respond to.

                              Your Friend,
                              Cameron Neblett


--  
uucp: uunet!m2xenix!puddle!343!80!Cameron.Neblett
Internet: Cameron.Neblett@f80.n343.z1.fidonet.org
From: Sheila.King@f315.n103.z1.fidonet.org (Sheila King)
Newsgroups: k12.ed.math
Subject: RE: DOING HOMEWORK IN SCH
Date: Mon, 04 Jan 93 15:54:00 PDT
Organization: FidoNet node 1:103/315 - Castle of the Four , Diamond Bar CA

-> .Well, incentives for homework would be a real nice thing to
-> have..............let me know.

How about this one, that I currently use: At the end of the quarter,
every student who has at least a 90% on homework gets his/her low quiz
score dropped. You could work with this and modify it. If waiting until
the end of the quarter is too long, you could do it every two or three
weeks. If 90% is too high, you could make the percentage a bit lower.
Whatever you think will work best with your group.

Shoot, I've got to go. Will type again later...

Sheila
coming to you from Diamond Bar, CA (in Los Angeles County)
                     

--  
uucp: uunet!m2xenix!puddle!103!315!Sheila.King
Internet: Sheila.King@f315.n103.z1.fidonet.org
From: Carol.Hooper@f64.n381.z1.fidonet.org (Carol Hooper)
Newsgroups: k12.ed.math
Subject: Re: Testing
Date: Tue, 05 Jan 93 05:46:05 PDT
Organization: FidoNet node 1:381/64 - Academy K12 Net, El Paso TX

To be sure everyone knows, I did not write all the sentences which 
appear in Mr. McFarlane's response but rather wrote the first two.  
The later quoted info was a reply to me concerning teaching of the 
test.
I'd like to know why you say that public (specifying public) math 
education is "pitiful."  What are you referring to exactly?
As for the state test, it's appears to me as if someone out there 
suggested we test the kids using a language and a subject matter which 
is as specific to math as possible.  Let's trick em', I can hear the 
test-makers saying.  Truly, the test is not, in my opinion, a 
reflection of much at all.  
Regardless, I'm still stuck with bringing my kids to an ability to 
deal with the thing.  I'm mostly concerned with their frustration when 
they take this supposed test.  They know their stuff but wrongly get 
the feeling that they have failed as they struggle with the test 
format.  
Look forward to your response.


--  
uucp: uunet!m2xenix!puddle!381!64!Carol.Hooper
Internet: Carol.Hooper@f64.n381.z1.fidonet.org
From: choy@skorpio.usask.ca (I am a terminator.)
Newsgroups: k12.ed.math
Subject: Re: CALCULATORS
Date: 8 Jan 1993 17:25:51 GMT
Organization: University of Saskatchewan, Saskatoon, Canada
Distribution: world
NNTP-Posting-Host: skorpio.usask.ca

In article <35566.2B4B80EB@puddle.fidonet.org>, Gilles.Leblanc@f2.n255.z1.fidonet.org (Gilles Leblanc) writes:
|>  My 
|> question is whether we are harming the students by teaching them to use the 
|> tools before they have understood the concept.  I would appreciate any 
|> response to these comments.

Can you make sure they understand the concepts? You're the teacher!
Give them problems where they have to solve for the percentages or whatever
symbolically.

Sample problem:

The bank has an interest rate that varies from month to month. If I have
x in the bank in the months n, n+1, and n+2 where the interest rates are
a%, b%, and c%, how much money do I have in my account at the end of month
n+2?

-- 

Henry Choy
choy@cs.usask.ca

What rolls down stairs alone or in pairs            This has been brought to 
Rolls over your neighbor's dog?                     you by the numbers 4
What's great for a snack and fits on your back?     and 9 and the letter P.
It's Log, Log, Log!  -- "The Log Song", from            -- Big Bird
                         Ren & Stimpy

Math is tough!       -- Barbie
From: Sheila.King@f315.n103.z1.fidonet.org (Sheila King)
Newsgroups: k12.ed.math
Subject: SOLVING FOR THE ROOTS OF 
Date: Sun, 10 Jan 93 12:44:00 PDT
Organization: FidoNet node 1:103/315 - Castle of the Four , Diamond Bar CA

To: Henry Choy

-> Are there any high school math classes where cubic root finding,
-> fundamental theorem of arithmetic, Newton's method, etc. are taught?

In my Honors Pre-Calculus class, we do not teach how to find exact cubic
roots by the method for cubic equations similar to the quadratic
formula. However, we did show how to find estimates of irrational roots
of a cubic to any desired degree of accuracy by what our text calls "The
Midpoint Algorithm". This algorithm is very similar in approach to
Newton's Method, but doesn't require calculus.

Newton's Method would (I imagine) be only taught in calculus classes.

Could you tell me what the fundamental theorem of arithmetic is? I know
the fundamental theorems of algebra and calculus, but I didn't know
there was one for arithmetic.

Sheila King

P.S.--as moderator I have two small requests: 1) could you please use
your real name in the TO: field instead of "I am a terminator". 2) would
you consider how effective it is to repeatedly post the "log song" from
Ren and Stimpy in your sign off?
                                                                                              

--  
uucp: uunet!m2xenix!puddle!103!315!Sheila.King
Internet: Sheila.King@f315.n103.z1.fidonet.org
From: choy@skorpio.usask.ca (I am a terminator.)
Newsgroups: k12.ed.math
Subject: Re: CALCULATORS
Date: 11 Jan 1993 20:13:50 GMT
Organization: University of Saskatchewan, Saskatoon, Canada
Distribution: world
NNTP-Posting-Host: skorpio.usask.ca

In article <36339.2B4EE89A@puddle.fidonet.org>, Brian.Bridal@f49.n134.z1.fidonet.org (Brian Bridal) writes:
|> I think the reference to using 'pencil and paper' calculations is still very
> much relevent (sp) for all students. The idea of using 'pecil and paper'
> calculations rather than a claculator is not because of a fear of machine
> dependency but rather a hope
|> that students will realize the relationships
> that are present among numbers.

One thing you can do to emphasize relationships among numbers is to
show the existence of these relationships and to show that in general
relationships should be sought.

-- 

Henry Choy
choy@cs.usask.ca

What rolls down stairs alone or in pairs            This has been brought to 
Rolls over your neighbor's dog?                     you by the numbers 4
What's great for a snack and fits on your back?     and 9 and the letter P.
It's Log, Log, Log!  -- "The Log Song", from            -- Big Bird
                         Ren & Stimpy

Math is tough!       -- Barbie