Rhombuses, kites etc
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Rhombuses, kites etc
.everyoneloves__top-leaderboard:empty,.everyoneloves__mid-leaderboard:empty,.everyoneloves__bot-mid-leaderboard:empty margin-bottom:0;
$begingroup$
As a high school teacher, I sometimes wonder about the usefulness of certain topics. Some topics seem to be in the textbook because they have always been there, not because they lead anywhere interesting.
For instance, I am fairly sure that rhombuses and kites are pretty useless. In fact, once you get past alt-int angles, parallelograms are not horribly useful later. I do not recall needing any of this in any math afterwards, at least up to and including calculus.
Since I have been told to cut out some geometry to make way for statistics / probability, it seems to me that rhombuses, kites and a good lot of parallelograms are perfect candidates for the chopping block.
Am I right? Or do rhombuses and kites turn out to be really useful in the conceivable future of any random student? I am not denying their beauty etc.
If proofs could be be put back into the state test, of course, rhombuses etc. would just be more practice in proofs.
geometry teaching
edited 3 hours ago
Jasper
2,5829 silver badges19 bronze badges
asked 8 hours ago
Dan MonroeDan Monroe
91 bronze badge
New contributor
Dan Monroe is a new contributor to this site. Take care in asking for clarification, commenting, and answering.
Check out our Code of Conduct.
$endgroup$
add a comment |
$begingroup$
As a high school teacher, I sometimes wonder about the usefulness of certain topics. Some topics seem to be in the textbook because they have always been there, not because they lead anywhere interesting.
For instance, I am fairly sure that rhombuses and kites are pretty useless. In fact, once you get past alt-int angles, parallelograms are not horribly useful later. I do not recall needing any of this in any math afterwards, at least up to and including calculus.
Since I have been told to cut out some geometry to make way for statistics / probability, it seems to me that rhombuses, kites and a good lot of parallelograms are perfect candidates for the chopping block.
Am I right? Or do rhombuses and kites turn out to be really useful in the conceivable future of any random student? I am not denying their beauty etc.
If proofs could be be put back into the state test, of course, rhombuses etc. would just be more practice in proofs.
geometry teaching
edited 3 hours ago
Jasper
2,5829 silver badges19 bronze badges
asked 8 hours ago
Dan MonroeDan Monroe
91 bronze badge
New contributor
Dan Monroe is a new contributor to this site. Take care in asking for clarification, commenting, and answering.
Check out our Code of Conduct.
$endgroup$
5
$begingroup$
I see the use in helping students understand definitions and quantifiers; many high school students STILL struggle with the classification of quadrilaterals and recognizing that, for example, every square is a rectangle, but not every rectangle is a square. This facility with language (not just mathematical language) is very important for a logical thinker to have, and I have found that quadrilaterals lead to the best opportunity to develop it in geometry.
$endgroup$
– Opal E
8 hours ago
4
$begingroup$
Students who will encounter vectors will also encounter parallelograms in one of the standard definitions of vector addition and in the connection between areas and 2-by-2 determinants.
$endgroup$
– Andreas Blass
7 hours ago
1
$begingroup$
The same question on math.se math.stackexchange.com/questions/3290170/…
$endgroup$
– Paracosmiste
5 hours ago
1
$begingroup$
Related math.stackexchange.com/questions/650161/…
$endgroup$
– Paracosmiste
5 hours ago
add a comment |
$begingroup$
As a high school teacher, I sometimes wonder about the usefulness of certain topics. Some topics seem to be in the textbook because they have always been there, not because they lead anywhere interesting.
For instance, I am fairly sure that rhombuses and kites are pretty useless. In fact, once you get past alt-int angles, parallelograms are not horribly useful later. I do not recall needing any of this in any math afterwards, at least up to and including calculus.
Since I have been told to cut out some geometry to make way for statistics / probability, it seems to me that rhombuses, kites and a good lot of parallelograms are perfect candidates for the chopping block.
Am I right? Or do rhombuses and kites turn out to be really useful in the conceivable future of any random student? I am not denying their beauty etc.
If proofs could be be put back into the state test, of course, rhombuses etc. would just be more practice in proofs.
geometry teaching
edited 3 hours ago
Jasper
2,5829 silver badges19 bronze badges
asked 8 hours ago
Dan MonroeDan Monroe
91 bronze badge
New contributor
Dan Monroe is a new contributor to this site. Take care in asking for clarification, commenting, and answering.
Check out our Code of Conduct.
$endgroup$
As a high school teacher, I sometimes wonder about the usefulness of certain topics. Some topics seem to be in the textbook because they have always been there, not because they lead anywhere interesting.
For instance, I am fairly sure that rhombuses and kites are pretty useless. In fact, once you get past alt-int angles, parallelograms are not horribly useful later. I do not recall needing any of this in any math afterwards, at least up to and including calculus.
Since I have been told to cut out some geometry to make way for statistics / probability, it seems to me that rhombuses, kites and a good lot of parallelograms are perfect candidates for the chopping block.
Am I right? Or do rhombuses and kites turn out to be really useful in the conceivable future of any random student? I am not denying their beauty etc.
If proofs could be be put back into the state test, of course, rhombuses etc. would just be more practice in proofs.
geometry teaching
geometry teaching
edited 3 hours ago
Jasper
2,5829 silver badges19 bronze badges
asked 8 hours ago
Dan MonroeDan Monroe
91 bronze badge
New contributor
Dan Monroe is a new contributor to this site. Take care in asking for clarification, commenting, and answering.
Check out our Code of Conduct.
edited 3 hours ago
Jasper
2,5829 silver badges19 bronze badges
asked 8 hours ago
Dan MonroeDan Monroe
91 bronze badge
New contributor
Dan Monroe is a new contributor to this site. Take care in asking for clarification, commenting, and answering.
Check out our Code of Conduct.
edited 3 hours ago
Jasper
2,5829 silver badges19 bronze badges
edited 3 hours ago
Jasper
2,5829 silver badges19 bronze badges
edited 3 hours ago
Jasper
2,5829 silver badges19 bronze badges
2,5829 silver badges19 bronze badges
asked 8 hours ago
Dan MonroeDan Monroe
91 bronze badge
New contributor
Dan Monroe is a new contributor to this site. Take care in asking for clarification, commenting, and answering.
Check out our Code of Conduct.
asked 8 hours ago
Dan MonroeDan Monroe
91 bronze badge
asked 8 hours ago
Dan MonroeDan Monroe
91 bronze badge
91 bronze badge
New contributor
Dan Monroe is a new contributor to this site. Take care in asking for clarification, commenting, and answering.
Check out our Code of Conduct.
New contributor
Dan Monroe is a new contributor to this site. Take care in asking for clarification, commenting, and answering.
Check out our Code of Conduct.
5
$begingroup$
I see the use in helping students understand definitions and quantifiers; many high school students STILL struggle with the classification of quadrilaterals and recognizing that, for example, every square is a rectangle, but not every rectangle is a square. This facility with language (not just mathematical language) is very important for a logical thinker to have, and I have found that quadrilaterals lead to the best opportunity to develop it in geometry.
$endgroup$
– Opal E
8 hours ago
4
$begingroup$
Students who will encounter vectors will also encounter parallelograms in one of the standard definitions of vector addition and in the connection between areas and 2-by-2 determinants.
$endgroup$
– Andreas Blass
7 hours ago
1
$begingroup$
The same question on math.se math.stackexchange.com/questions/3290170/…
$endgroup$
– Paracosmiste
5 hours ago
1
$begingroup$
Related math.stackexchange.com/questions/650161/…
$endgroup$
– Paracosmiste
5 hours ago
add a comment |
5
$begingroup$
I see the use in helping students understand definitions and quantifiers; many high school students STILL struggle with the classification of quadrilaterals and recognizing that, for example, every square is a rectangle, but not every rectangle is a square. This facility with language (not just mathematical language) is very important for a logical thinker to have, and I have found that quadrilaterals lead to the best opportunity to develop it in geometry.
$endgroup$
– Opal E
8 hours ago
4
$begingroup$
Students who will encounter vectors will also encounter parallelograms in one of the standard definitions of vector addition and in the connection between areas and 2-by-2 determinants.
$endgroup$
– Andreas Blass
7 hours ago
1
$begingroup$
The same question on math.se math.stackexchange.com/questions/3290170/…
$endgroup$
– Paracosmiste
5 hours ago
1
$begingroup$
Related math.stackexchange.com/questions/650161/…
$endgroup$
– Paracosmiste
5 hours ago
5
5
$begingroup$
I see the use in helping students understand definitions and quantifiers; many high school students STILL struggle with the classification of quadrilaterals and recognizing that, for example, every square is a rectangle, but not every rectangle is a square. This facility with language (not just mathematical language) is very important for a logical thinker to have, and I have found that quadrilaterals lead to the best opportunity to develop it in geometry.
$endgroup$
– Opal E
8 hours ago
$begingroup$
I see the use in helping students understand definitions and quantifiers; many high school students STILL struggle with the classification of quadrilaterals and recognizing that, for example, every square is a rectangle, but not every rectangle is a square. This facility with language (not just mathematical language) is very important for a logical thinker to have, and I have found that quadrilaterals lead to the best opportunity to develop it in geometry.
$endgroup$
– Opal E
8 hours ago
4
4
$begingroup$
Students who will encounter vectors will also encounter parallelograms in one of the standard definitions of vector addition and in the connection between areas and 2-by-2 determinants.
$endgroup$
– Andreas Blass
7 hours ago
$begingroup$
Students who will encounter vectors will also encounter parallelograms in one of the standard definitions of vector addition and in the connection between areas and 2-by-2 determinants.
$endgroup$
– Andreas Blass
7 hours ago
1
1
$begingroup$
The same question on math.se math.stackexchange.com/questions/3290170/…
$endgroup$
– Paracosmiste
5 hours ago
$begingroup$
The same question on math.se math.stackexchange.com/questions/3290170/…
$endgroup$
– Paracosmiste
5 hours ago
1
1
$begingroup$
Related math.stackexchange.com/questions/650161/…
$endgroup$
– Paracosmiste
5 hours ago
$begingroup$
Related math.stackexchange.com/questions/650161/…
$endgroup$
– Paracosmiste
5 hours ago
add a comment |
2 Answers
2
active
oldest
votes
$begingroup$
Parallelograms are useful for understanding:
- Paths taken by light, especially through a layer of a medium with a different refractive coefficient
- Shear, and related deformations
- Area = height * width (but not necessarily the product of the sides' lengths)
- Dot products
- Surface integrals
Paths taken by light are useful for understanding which routes people and other animals will take to minimize their effort.
answered 3 hours ago
JasperJasper
2,5829 silver badges19 bronze badges
$endgroup$
add a comment |
$begingroup$
I am just now close to completing my first time teaching geometry (at a community college, a course that parallels the typical high school course) Using the fact that parallelograms (and hence rhombuses) have bisecting diagonals makes a short proof for why the line segment midpoint construction works. Other than that, I don't see rhombuses as a big part of geometry. I would keep some of parallelograms in. Have you looked at the common core standards to see which topics are meant to be kept?
Henri Picciotto, a former high-school teacher and (current) curriculum developer, has written a well-thought out pair of blog posts, In Defense of Geometry, which you might find useful.
answered 7 hours ago
Sue VanHattum♦Sue VanHattum
9,7681 gold badge21 silver badges63 bronze badges
$endgroup$
$begingroup$
I wish I could upvote, but Henry mentioning NCTM positively and suggesting teaching fractals in public school (a topic that requires university-level education) did not jive with my outlook on school math education.
$endgroup$
– Rusty Core
6 hours ago
1
$begingroup$
@RustyCore I'm not sure why you believe that "teaching fractals" (whatever that phrase means) requires a university-level education. Give me any topic in mathematics (with which I, personally, have sufficient knowledge), and I can prepare a lesson that I can teach to middle schoolers, and I can also prepare a lesson which might give some PhDs a hard time (elementary topics can become research level topics very quickly). I have a 50 minute "Introduction to Dimension Theory" talk that I have given successfully to high school freshman and sophomores in the past which touches on fractal geometry.
$endgroup$
– Xander Henderson
5 hours ago
$begingroup$
@XanderHenderson He says that he does not don’t "the underlying mathematics" of statistics, yet he is going to teach high school students topology? Hausdorff dimension? Extended real numbers? I don't think so. It will be an overview with pretty pictures at best, all at the cost of removing either Algebra II or Geometry topics. This is not what public school students need. They need instead a coherent curriculum without repetitions and omissions, not some fancy stuff that school teachers know nothing about.
$endgroup$
– Rusty Core
52 mins ago
$begingroup$
You can have your opinions, but his work is stellar, and helped me teach a good course.
$endgroup$
– Sue VanHattum♦
49 mins ago
add a comment |
Your Answer
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2 Answers
2
active
oldest
votes
2 Answers
2
active
oldest
votes
active
oldest
votes
active
oldest
votes
$begingroup$
Parallelograms are useful for understanding:
- Paths taken by light, especially through a layer of a medium with a different refractive coefficient
- Shear, and related deformations
- Area = height * width (but not necessarily the product of the sides' lengths)
- Dot products
- Surface integrals
Paths taken by light are useful for understanding which routes people and other animals will take to minimize their effort.
answered 3 hours ago
JasperJasper
2,5829 silver badges19 bronze badges
$endgroup$
add a comment |
$begingroup$
Parallelograms are useful for understanding:
- Paths taken by light, especially through a layer of a medium with a different refractive coefficient
- Shear, and related deformations
- Area = height * width (but not necessarily the product of the sides' lengths)
- Dot products
- Surface integrals
Paths taken by light are useful for understanding which routes people and other animals will take to minimize their effort.
answered 3 hours ago
JasperJasper
2,5829 silver badges19 bronze badges
$endgroup$
add a comment |
$begingroup$
Parallelograms are useful for understanding:
- Paths taken by light, especially through a layer of a medium with a different refractive coefficient
- Shear, and related deformations
- Area = height * width (but not necessarily the product of the sides' lengths)
- Dot products
- Surface integrals
Paths taken by light are useful for understanding which routes people and other animals will take to minimize their effort.
answered 3 hours ago
JasperJasper
2,5829 silver badges19 bronze badges
$endgroup$
Parallelograms are useful for understanding:
- Paths taken by light, especially through a layer of a medium with a different refractive coefficient
- Shear, and related deformations
- Area = height * width (but not necessarily the product of the sides' lengths)
- Dot products
- Surface integrals
Paths taken by light are useful for understanding which routes people and other animals will take to minimize their effort.
answered 3 hours ago
JasperJasper
2,5829 silver badges19 bronze badges
answered 3 hours ago
JasperJasper
2,5829 silver badges19 bronze badges
answered 3 hours ago
JasperJasper
2,5829 silver badges19 bronze badges
answered 3 hours ago
JasperJasper
2,5829 silver badges19 bronze badges
2,5829 silver badges19 bronze badges
add a comment |
add a comment |
$begingroup$
I am just now close to completing my first time teaching geometry (at a community college, a course that parallels the typical high school course) Using the fact that parallelograms (and hence rhombuses) have bisecting diagonals makes a short proof for why the line segment midpoint construction works. Other than that, I don't see rhombuses as a big part of geometry. I would keep some of parallelograms in. Have you looked at the common core standards to see which topics are meant to be kept?
Henri Picciotto, a former high-school teacher and (current) curriculum developer, has written a well-thought out pair of blog posts, In Defense of Geometry, which you might find useful.
answered 7 hours ago
Sue VanHattum♦Sue VanHattum
9,7681 gold badge21 silver badges63 bronze badges
$endgroup$
$begingroup$
I wish I could upvote, but Henry mentioning NCTM positively and suggesting teaching fractals in public school (a topic that requires university-level education) did not jive with my outlook on school math education.
$endgroup$
– Rusty Core
6 hours ago
1
$begingroup$
@RustyCore I'm not sure why you believe that "teaching fractals" (whatever that phrase means) requires a university-level education. Give me any topic in mathematics (with which I, personally, have sufficient knowledge), and I can prepare a lesson that I can teach to middle schoolers, and I can also prepare a lesson which might give some PhDs a hard time (elementary topics can become research level topics very quickly). I have a 50 minute "Introduction to Dimension Theory" talk that I have given successfully to high school freshman and sophomores in the past which touches on fractal geometry.
$endgroup$
– Xander Henderson
5 hours ago
$begingroup$
@XanderHenderson He says that he does not don’t "the underlying mathematics" of statistics, yet he is going to teach high school students topology? Hausdorff dimension? Extended real numbers? I don't think so. It will be an overview with pretty pictures at best, all at the cost of removing either Algebra II or Geometry topics. This is not what public school students need. They need instead a coherent curriculum without repetitions and omissions, not some fancy stuff that school teachers know nothing about.
$endgroup$
– Rusty Core
52 mins ago
$begingroup$
You can have your opinions, but his work is stellar, and helped me teach a good course.
$endgroup$
– Sue VanHattum♦
49 mins ago
add a comment |
$begingroup$
I am just now close to completing my first time teaching geometry (at a community college, a course that parallels the typical high school course) Using the fact that parallelograms (and hence rhombuses) have bisecting diagonals makes a short proof for why the line segment midpoint construction works. Other than that, I don't see rhombuses as a big part of geometry. I would keep some of parallelograms in. Have you looked at the common core standards to see which topics are meant to be kept?
Henri Picciotto, a former high-school teacher and (current) curriculum developer, has written a well-thought out pair of blog posts, In Defense of Geometry, which you might find useful.
answered 7 hours ago
Sue VanHattum♦Sue VanHattum
9,7681 gold badge21 silver badges63 bronze badges
$endgroup$
$begingroup$
I wish I could upvote, but Henry mentioning NCTM positively and suggesting teaching fractals in public school (a topic that requires university-level education) did not jive with my outlook on school math education.
$endgroup$
– Rusty Core
6 hours ago
1
$begingroup$
@RustyCore I'm not sure why you believe that "teaching fractals" (whatever that phrase means) requires a university-level education. Give me any topic in mathematics (with which I, personally, have sufficient knowledge), and I can prepare a lesson that I can teach to middle schoolers, and I can also prepare a lesson which might give some PhDs a hard time (elementary topics can become research level topics very quickly). I have a 50 minute "Introduction to Dimension Theory" talk that I have given successfully to high school freshman and sophomores in the past which touches on fractal geometry.
$endgroup$
– Xander Henderson
5 hours ago
$begingroup$
@XanderHenderson He says that he does not don’t "the underlying mathematics" of statistics, yet he is going to teach high school students topology? Hausdorff dimension? Extended real numbers? I don't think so. It will be an overview with pretty pictures at best, all at the cost of removing either Algebra II or Geometry topics. This is not what public school students need. They need instead a coherent curriculum without repetitions and omissions, not some fancy stuff that school teachers know nothing about.
$endgroup$
– Rusty Core
52 mins ago
$begingroup$
You can have your opinions, but his work is stellar, and helped me teach a good course.
$endgroup$
– Sue VanHattum♦
49 mins ago
add a comment |
$begingroup$
I am just now close to completing my first time teaching geometry (at a community college, a course that parallels the typical high school course) Using the fact that parallelograms (and hence rhombuses) have bisecting diagonals makes a short proof for why the line segment midpoint construction works. Other than that, I don't see rhombuses as a big part of geometry. I would keep some of parallelograms in. Have you looked at the common core standards to see which topics are meant to be kept?
Henri Picciotto, a former high-school teacher and (current) curriculum developer, has written a well-thought out pair of blog posts, In Defense of Geometry, which you might find useful.
answered 7 hours ago
Sue VanHattum♦Sue VanHattum
9,7681 gold badge21 silver badges63 bronze badges
$endgroup$
I am just now close to completing my first time teaching geometry (at a community college, a course that parallels the typical high school course) Using the fact that parallelograms (and hence rhombuses) have bisecting diagonals makes a short proof for why the line segment midpoint construction works. Other than that, I don't see rhombuses as a big part of geometry. I would keep some of parallelograms in. Have you looked at the common core standards to see which topics are meant to be kept?
Henri Picciotto, a former high-school teacher and (current) curriculum developer, has written a well-thought out pair of blog posts, In Defense of Geometry, which you might find useful.
answered 7 hours ago
Sue VanHattum♦Sue VanHattum
9,7681 gold badge21 silver badges63 bronze badges
answered 7 hours ago
Sue VanHattum♦Sue VanHattum
9,7681 gold badge21 silver badges63 bronze badges
answered 7 hours ago
Sue VanHattum♦Sue VanHattum
9,7681 gold badge21 silver badges63 bronze badges
answered 7 hours ago
Sue VanHattum♦Sue VanHattum
9,7681 gold badge21 silver badges63 bronze badges
9,7681 gold badge21 silver badges63 bronze badges
$begingroup$
I wish I could upvote, but Henry mentioning NCTM positively and suggesting teaching fractals in public school (a topic that requires university-level education) did not jive with my outlook on school math education.
$endgroup$
– Rusty Core
6 hours ago
1
$begingroup$
@RustyCore I'm not sure why you believe that "teaching fractals" (whatever that phrase means) requires a university-level education. Give me any topic in mathematics (with which I, personally, have sufficient knowledge), and I can prepare a lesson that I can teach to middle schoolers, and I can also prepare a lesson which might give some PhDs a hard time (elementary topics can become research level topics very quickly). I have a 50 minute "Introduction to Dimension Theory" talk that I have given successfully to high school freshman and sophomores in the past which touches on fractal geometry.
$endgroup$
– Xander Henderson
5 hours ago
$begingroup$
@XanderHenderson He says that he does not don’t "the underlying mathematics" of statistics, yet he is going to teach high school students topology? Hausdorff dimension? Extended real numbers? I don't think so. It will be an overview with pretty pictures at best, all at the cost of removing either Algebra II or Geometry topics. This is not what public school students need. They need instead a coherent curriculum without repetitions and omissions, not some fancy stuff that school teachers know nothing about.
$endgroup$
– Rusty Core
52 mins ago
$begingroup$
You can have your opinions, but his work is stellar, and helped me teach a good course.
$endgroup$
– Sue VanHattum♦
49 mins ago
add a comment |
$begingroup$
I wish I could upvote, but Henry mentioning NCTM positively and suggesting teaching fractals in public school (a topic that requires university-level education) did not jive with my outlook on school math education.
$endgroup$
– Rusty Core
6 hours ago
1
$begingroup$
@RustyCore I'm not sure why you believe that "teaching fractals" (whatever that phrase means) requires a university-level education. Give me any topic in mathematics (with which I, personally, have sufficient knowledge), and I can prepare a lesson that I can teach to middle schoolers, and I can also prepare a lesson which might give some PhDs a hard time (elementary topics can become research level topics very quickly). I have a 50 minute "Introduction to Dimension Theory" talk that I have given successfully to high school freshman and sophomores in the past which touches on fractal geometry.
$endgroup$
– Xander Henderson
5 hours ago
$begingroup$
@XanderHenderson He says that he does not don’t "the underlying mathematics" of statistics, yet he is going to teach high school students topology? Hausdorff dimension? Extended real numbers? I don't think so. It will be an overview with pretty pictures at best, all at the cost of removing either Algebra II or Geometry topics. This is not what public school students need. They need instead a coherent curriculum without repetitions and omissions, not some fancy stuff that school teachers know nothing about.
$endgroup$
– Rusty Core
52 mins ago
$begingroup$
You can have your opinions, but his work is stellar, and helped me teach a good course.
$endgroup$
– Sue VanHattum♦
49 mins ago
$begingroup$
I wish I could upvote, but Henry mentioning NCTM positively and suggesting teaching fractals in public school (a topic that requires university-level education) did not jive with my outlook on school math education.
$endgroup$
– Rusty Core
6 hours ago
$begingroup$
I wish I could upvote, but Henry mentioning NCTM positively and suggesting teaching fractals in public school (a topic that requires university-level education) did not jive with my outlook on school math education.
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– Rusty Core
6 hours ago
1
1
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@RustyCore I'm not sure why you believe that "teaching fractals" (whatever that phrase means) requires a university-level education. Give me any topic in mathematics (with which I, personally, have sufficient knowledge), and I can prepare a lesson that I can teach to middle schoolers, and I can also prepare a lesson which might give some PhDs a hard time (elementary topics can become research level topics very quickly). I have a 50 minute "Introduction to Dimension Theory" talk that I have given successfully to high school freshman and sophomores in the past which touches on fractal geometry.
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– Xander Henderson
5 hours ago
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@RustyCore I'm not sure why you believe that "teaching fractals" (whatever that phrase means) requires a university-level education. Give me any topic in mathematics (with which I, personally, have sufficient knowledge), and I can prepare a lesson that I can teach to middle schoolers, and I can also prepare a lesson which might give some PhDs a hard time (elementary topics can become research level topics very quickly). I have a 50 minute "Introduction to Dimension Theory" talk that I have given successfully to high school freshman and sophomores in the past which touches on fractal geometry.
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– Xander Henderson
5 hours ago
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@XanderHenderson He says that he does not don’t "the underlying mathematics" of statistics, yet he is going to teach high school students topology? Hausdorff dimension? Extended real numbers? I don't think so. It will be an overview with pretty pictures at best, all at the cost of removing either Algebra II or Geometry topics. This is not what public school students need. They need instead a coherent curriculum without repetitions and omissions, not some fancy stuff that school teachers know nothing about.
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– Rusty Core
52 mins ago
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@XanderHenderson He says that he does not don’t "the underlying mathematics" of statistics, yet he is going to teach high school students topology? Hausdorff dimension? Extended real numbers? I don't think so. It will be an overview with pretty pictures at best, all at the cost of removing either Algebra II or Geometry topics. This is not what public school students need. They need instead a coherent curriculum without repetitions and omissions, not some fancy stuff that school teachers know nothing about.
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– Rusty Core
52 mins ago
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You can have your opinions, but his work is stellar, and helped me teach a good course.
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– Sue VanHattum♦
49 mins ago
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You can have your opinions, but his work is stellar, and helped me teach a good course.
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– Sue VanHattum♦
49 mins ago
add a comment |
Dan Monroe is a new contributor. Be nice, and check out our Code of Conduct.
Dan Monroe is a new contributor. Be nice, and check out our Code of Conduct.
Dan Monroe is a new contributor. Be nice, and check out our Code of Conduct.
Dan Monroe is a new contributor. Be nice, and check out our Code of Conduct.
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I see the use in helping students understand definitions and quantifiers; many high school students STILL struggle with the classification of quadrilaterals and recognizing that, for example, every square is a rectangle, but not every rectangle is a square. This facility with language (not just mathematical language) is very important for a logical thinker to have, and I have found that quadrilaterals lead to the best opportunity to develop it in geometry.
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– Opal E
8 hours ago
4
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Students who will encounter vectors will also encounter parallelograms in one of the standard definitions of vector addition and in the connection between areas and 2-by-2 determinants.
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– Andreas Blass
7 hours ago
1
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The same question on math.se math.stackexchange.com/questions/3290170/…
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– Paracosmiste
5 hours ago
1
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Related math.stackexchange.com/questions/650161/…
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– Paracosmiste
5 hours ago