Mailman 3 June 2017 - Edu-sig

Re: [Edu-sig] AP Calc with Jupyter
by Peter Farrell 18 Jun '17

18 Jun '17

Hi, Jorge, In the toolbar of Cocalc's Jupyter notebook you can click Kernel and change the kernel to Python 3 or these other choices: [image: Inline image 2] Hope this helps, and great job on the AP Calc responses! I hope you pass. 😀 Peter Farrell

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Re: [Edu-sig] Help with Jupyter Notebook, please?
by A. Jorge Garcia 15 Jun '17

15 Jun '17

Well, I thought I'd try one of these cloud severs for a change. cocalc.com has the latest version the latest version of SAGE, I just assumed it had the latest version of Python too. Silly me! That's why i need to input a=float(0) for the first Riemann Sum. It didn't click. Sorry, I've been teaching Java all year. This is the first time I used Python this year which is unusual for me. So, instead of a=float(0), could I just write a=0.0 as a=0 brings up this issue? In fact, is it sufficient to write all integer constants as floats like 7.0 instead of 7? Or should I just "import from _future_ division" and be done? Thanx, everyone for your help!!! TIA, AJG Sincerely, A. Jorge Garcia Applied Math, Physics & CS http://shadowfaxrant.blogspot.com http://www.youtube.com/calcpage2009 2013-2017 NYS Secondary Math http://PAEMST.org Nominee

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good news: many schools not competitive!
by kirby urner 12 Jun '17

12 Jun '17

On Sun, Jun 11, 2017 at 10:01 PM, Peter Farrell <funcalculus(a)gmail.com> wrote: > Jorge and Kirby, > > Great ideas! You're preaching to the choir here. Especially the line "Why > don't we toss out the Graphing Calculators and just learn a little bit of > coding?" I spoke with the math department head at a rich private High > School nearby who finished proving her school didn't need my techy, codey > nonsense by saying, "We already use technology in our math classes: the > TI-84." > > The competitive spirit in me is encouraged by your news. So many schools are deliberately holding their kids back. That means more of my students will get the fun work, less of theirs. Yay. I know that sounds selfish, but it's their choice to self-cripple with TI-only curricula. You're in California right? A backward state by most accounts. > And once you have some practice creating functions to calculate > derivatives and integrals, you can get fancy and personalize the notation > like Kirby showed. The programmer can do anything, with a toolbox like > Python! > > Peter > I've got Jorge Garcia memorialized as a master teacher on math-teach [1], but then he's already gotten a few rewards. I bet you'll be getting some as well if you continue to champion quality education in the face of know-nothing schools. Kirby [1] http://mathforum.org/kb/thread.jspa?threadID=2864078 I'm really glad he recorded audio from his classroom, live, and put that on Youtube. Only a small percentage of teachers have the guts to do that. Great contribution! PS: remember to change the subject line and you don't have to quote the entire digest.

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Re: [Edu-sig] Edu-sig Digest, Vol 167, Issue 1
by Peter Farrell 12 Jun '17

12 Jun '17

Jorge and Kirby, Great ideas! You're preaching to the choir here. Especially the line "Why don't we toss out the Graphing Calculators and just learn a little bit of coding?" I spoke with the math department head at a rich private High School nearby who finished proving her school didn't need my techy, codey nonsense by saying, "We already use technology in our math classes: the TI-84." And once you have some practice creating functions to calculate derivatives and integrals, you can get fancy and personalize the notation like Kirby showed. The programmer can do anything, with a toolbox like Python! Peter On Sat, Jun 10, 2017 at 3:17 PM, <edu-sig-request(a)python.org> wrote: > Send Edu-sig mailing list submissions to > edu-sig(a)python.org > > To subscribe or unsubscribe via the World Wide Web, visit > https://mail.python.org/mailman/listinfo/edu-sig > or, via email, send a message with subject or body 'help' to > edu-sig-request(a)python.org > > You can reach the person managing the list at > edu-sig-owner(a)python.org > > When replying, please edit your Subject line so it is more specific > than "Re: Contents of Edu-sig digest..." > > > Today's Topics: > > 1. How does Python help with Calculus? (kirby urner) > 2. Re: How does Python help with Calculus? (A Jorge Garcia) > 3. Re: How does Python help with Calculus? (A. Jorge Garcia) > 4. Re: How does Python help with Calculus? (A. Jorge Garcia) > > > ---------------------------------------------------------------------- > > Message: 1 > Date: Sat, 10 Jun 2017 12:19:51 -0700 > From: kirby urner <kirby.urner(a)gmail.com> > To: "edu-sig(a)python.org" <edu-sig(a)python.org> > Subject: [Edu-sig] How does Python help with Calculus? > Message-ID: > <CAPJgG3QwdBNs8vjukn02oSxqfg4DgrmgooCYm8rYHqGy_o7EAA@mail. > gmail.com> > Content-Type: text/plain; charset="utf-8" > > The obvious answer is via Sage and SymPy, which will do differentiation and > integration symbolically to some degree. > > http://www.scipy-lectures.org/advanced/sympy.html#differentiation > > However even plain old core Python helps in that students get a sense of > functions as top-level citizens. I'm not saying Python is alone in > providing this. > > If the C language could be written: > > function func(function f1, function f2):{ } > > with type function both eaten and returned, then we could use C for this > kind of thing also. > > http://mathforum.org/kb/message.jspa?messageID=10168568 (more on this > general topic) > > The repl below (you may skip modal window) shows my latest slimmed down > version of Compose, something I introduce to the O'Reilly course as well. > > https://repl.it/HxMo/2 > > Function type objects don't ordinarily multiply but what if we want to > write h = f * g instead of h(x) = f(g(x)). > > For one thing, why mention x at this point (the argument object) as we're > simply defining a function, not calling it with an input right? > > The Compose class is just the ticket, swallowing and wrapping a function > with a __mul__ API. Now * is your compose operator. Or use __matmul__ for > @ symbol. > > Note then, the use of Compose as a class decorator to the same end. > > Feel free to recycle this animal in your own lesson plans. MIT license or > whatever. > > Kirby > > PS: one of the Pycon keynotes was about the affordability of nuke energy, > with the claim / calculation that it's less risky to workers than coal. I > didn't have time to go up to the podium after and listen in on the > conversation. We should have started a BOF. Simulating / modeling risk is > something I'm into through CERM Academy. We could start a thread on > Facebook. >

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How does Python help with Calculus?
by kirby urner 10 Jun '17

10 Jun '17

The obvious answer is via Sage and SymPy, which will do differentiation and integration symbolically to some degree. http://www.scipy-lectures.org/advanced/sympy.html#differentiation However even plain old core Python helps in that students get a sense of functions as top-level citizens. I'm not saying Python is alone in providing this. If the C language could be written: function func(function f1, function f2):{ } with type function both eaten and returned, then we could use C for this kind of thing also. http://mathforum.org/kb/message.jspa?messageID=10168568 (more on this general topic) The repl below (you may skip modal window) shows my latest slimmed down version of Compose, something I introduce to the O'Reilly course as well. https://repl.it/HxMo/2 Function type objects don't ordinarily multiply but what if we want to write h = f * g instead of h(x) = f(g(x)). For one thing, why mention x at this point (the argument object) as we're simply defining a function, not calling it with an input right? The Compose class is just the ticket, swallowing and wrapping a function with a __mul__ API. Now * is your compose operator. Or use __matmul__ for @ symbol. Note then, the use of Compose as a class decorator to the same end. Feel free to recycle this animal in your own lesson plans. MIT license or whatever. Kirby PS: one of the Pycon keynotes was about the affordability of nuke energy, with the claim / calculation that it's less risky to workers than coal. I didn't have time to go up to the podium after and listen in on the conversation. We should have started a BOF. Simulating / modeling risk is something I'm into through CERM Academy. We could start a thread on Facebook.

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