Re: [Edu-sig] False alarms?
Hi Sergio -- Per this article, with so many states and no national curriculum (I don't advocate for one), it's tough to generalize about US schools: https://www.theatlantic.com/education/archive/2018/07/americas-schools/56441... Now, to generalize :-D The mathematics classroom was rarely also a computer lab. If the school has a computer lab, that's usually a separate facility and they learn business applications and typing, rarely much programming, until rather recently. Today, schools likely have Chromebooks in large charging cabinets on rollers. Fewer schools give out Chromebooks to each student but that's the trend, perhaps from 6th or 7th grade up. The mathematics curriculum has never integrated any programming as there's still that sense that programming takes years to learn and would be a huge detour. Those of us more familiar with the state of the art don't see it that way. You're right that Mathematica paved the way for a small subculture and I-Python, Sage, Jupyter Notebooks, SymPy do feature in some US schools, but very few. Rather than integrate mathematics and learning to code, the strong belief is we need to keep math and computer science separated, which means teaching a lot of things twice, given the Venn Diagram shows large overlap. Your book, which I've been reading, takes the more integrated approach that I favor. Math teachers are in a tough position I think, as a lot of the mathy content that students find most attractive is being placed in another subject area. I have my opinions about all this, as a former high school math teacher turned applications programmer and teacher-trainer. https://medium.com/@kirbyurner/the-plight-of-high-school-math-teachers-c0faf... Finding a lot of computer science teachers in a hurry is the name of the game right now, and lots of educators are selling on ramp teacher training programs. That's becoming a big business. I expect many with a math teaching background are currently migrating to computer science, so in some sense my desire for better integration is being fulfilled. Some of this on ramp programs teach a language called Pyret, which we're told is the better way to go. Kirby On Tue, Jul 10, 2018 at 5:13 AM, Sergio Rojas <sergio_r@mail.com> wrote:
here's a blog post raising the alarm that Python (among others) is "completely incompatible with mathematics".
https://blogs.ams.org/matheducation/2017/01/09/ integrating-computer-science-in-math-the-potential-is- great-but-so-are-the-risks/
I get lost reading the referred blog post. I was under the impression that the ideas presented in the post were already fully discussed back in the 90's, when Mathematica was getting its way into the classroom at US schools. That things like "x = x + x" were already familiar to teachers.
In fact, I was thinking of an open source alternative to Mathematica when writing the book on Prealgebra via Python Programming (https://www.researchgate.net/publication/325473565), with the advantage that Python can be used for intensive computing task as well as for symbolic (algebraic) computations (like mathematica) via SymPy.
I was under the idea that the Mathematica team has already shaped and polished the road. I can see that I was wrong. It is still very, very rough (much more than the first draft of my book).
Sergio
Okey-dokey, Kirby. Nice exposition, including the web links. To explore this issue a bit further, how, in your view, the Common Core State Standards (http://www.corestandards.org/) fit in the CS call at schools? The standard points what perhaps is already being implemented as an operational way to approach it: from page 7 of http://www.corestandards.org/wp-content/uploads/Math_Standards1.pdf 5 Use appropriate tools strategically. Mathematically proficient students consider the available tools when solving a mathematical problem. These tools might include pencil and paper, concrete models, a ruler, a protractor, a calculator, a spreadsheet, a computer algebra system, a statistical package, or dynamic geometry software. Sent: Tuesday, July 10, 2018 at 9:39 AM From: "kirby urner" <kirby.urner@gmail.com> To: "Sergio Rojas" <sergio_r@mail.com> Cc: "edu-sig@python.org" <edu-sig@python.org> Subject: Re: [Edu-sig] False alarms? Hi Sergio -- Per this article, with so many states and no national curriculum (I don't advocate for one), it's tough to generalize about US schools: https://www.theatlantic.com/education/archive/2018/07/americas-schools/56441... Now, to generalize :-D The mathematics classroom was rarely also a computer lab. If the school has a computer lab, that's usually a separate facility and they learn business applications and typing, rarely much programming, until rather recently. Today, schools likely have Chromebooks in large charging cabinets on rollers. Fewer schools give out Chromebooks to each student but that's the trend, perhaps from 6th or 7th grade up. The mathematics curriculum has never integrated any programming as there's still that sense that programming takes years to learn and would be a huge detour. Those of us more familiar with the state of the art don't see it that way. You're right that Mathematica paved the way for a small subculture and I-Python, Sage, Jupyter Notebooks, SymPy do feature in some US schools, but very few. Rather than integrate mathematics and learning to code, the strong belief is we need to keep math and computer science separated, which means teaching a lot of things twice, given the Venn Diagram shows large overlap. Your book, which I've been reading, takes the more integrated approach that I favor. Math teachers are in a tough position I think, as a lot of the mathy content that students find most attractive is being placed in another subject area. I have my opinions about all this, as a former high school math teacher turned applications programmer and teacher-trainer. https://medium.com/@kirbyurner/the-plight-of-high-school-math-teachers-c0faf0a6efe6[https://medium.com/@kirbyurner/the-plight-of-high-school-math-teachers-c0faf0a6efe6] Finding a lot of computer science teachers in a hurry is the name of the game right now, and lots of educators are selling on ramp teacher training programs. That's becoming a big business. I expect many with a math teaching background are currently migrating to computer science, so in some sense my desire for better integration is being fulfilled. Some of this on ramp programs teach a language called Pyret, which we're told is the better way to go. Kirby On Tue, Jul 10, 2018 at 5:13 AM, Sergio Rojas <sergio_r@mail.com[mailto:sergio_r@mail.com]> wrote:
here's a blog post raising the alarm that Python (among others) is "completely incompatible with mathematics".
I get lost reading the referred blog post. I was under the impression that the ideas presented in the post were already fully discussed back in the 90's, when Mathematica was getting its way into the classroom at US schools. That things like "x = x + x" were already familiar to teachers. In fact, I was thinking of an open source alternative to Mathematica when writing the book on Prealgebra via Python Programming (https://www.researchgate.net/publication/325473565[https://www.researchgate.net/publication/325473565]), with the advantage that Python can be used for intensive computing task as well as for symbolic (algebraic) computations (like mathematica) via SymPy. I was under the idea that the Mathematica team has already shaped and polished the road. I can see that I was wrong. It is still very, very rough (much more than the first draft of my book). Sergio
On Tue, Jul 10, 2018 at 11:51 AM, Sergio Rojas <sergio_r@mail.com> wrote:
Okey-dokey, Kirby. Nice exposition, including the web links. To explore this issue a bit further, how, in your view, the Common Core State Standards (http://www.corestandards.org/) fit in the CS call at schools?
The standard points what perhaps is already being implemented as an operational way to approach it: from page 7 of http://www.corestandards.org/wp-content/uploads/Math_Standards1.pdf
5 Use appropriate tools strategically. Mathematically proficient students consider the available tools when solving a mathematical problem. These tools might include pencil and paper, concrete models, a ruler, a protractor, a calculator, a spreadsheet, a computer algebra system, a statistical package, or dynamic geometry software.
Excellent question and highly relevant to bring up Common Core Math Standards. I understand a physicist dude came up with it originally? Seems I saw that somewhere. My attitude is CCMS is a bare minimum, a super stripped down almost-starving diet that sets a floor. Faculties are free to pack it out with a whole lot more if they wish: golden ratio, polyhedrons (in vector spaces), unicode, and of course bases other than 10. CCMS is not a ceiling and was never intended as such. We could treat it as about 10% of what we hope to cover -- under the heading of CS (I'm not sure math teachers will have the time, given they don't have the millisecond turnaround times we do, with our computers). Kirby
Kirby, Definitely good points to invest a couple of beers cerebrating about them regarding the teaching and learning process and how to do better. Thanks for sharing. Sergio Sent: Tuesday, July 10, 2018 at 8:58 PM From: "kirby urner" <kirby.urner@gmail.com> To: "Sergio Rojas" <sergio_r@mail.com> Cc: "edu-sig@python.org" <edu-sig@python.org> Subject: Re: [Edu-sig] False alarms? On Tue, Jul 10, 2018 at 11:51 AM, Sergio Rojas <sergio_r@mail.com[mailto:sergio_r@mail.com]> wrote: Okey-dokey, Kirby. Nice exposition, including the web links. To explore this issue a bit further, how, in your view, the Common Core State Standards (http://www.corestandards.org/[http://www.corestandards.org/]) fit in the CS call at schools? The standard points what perhaps is already being implemented as an operational way to approach it: from page 7 of http://www.corestandards.org/wp-content/uploads/Math_Standards1.pdf[http://www.corestandards.org/wp-content/uploads/Math_Standards1.pdf] 5 Use appropriate tools strategically. Mathematically proficient students consider the available tools when solving a mathematical problem. These tools might include pencil and paper, concrete models, a ruler, a protractor, a calculator, a spreadsheet, a computer algebra system, a statistical package, or dynamic geometry software. Excellent question and highly relevant to bring up Common Core Math Standards. I understand a physicist dude came up with it originally? Seems I saw that somewhere. My attitude is CCMS is a bare minimum, a super stripped down almost-starving diet that sets a floor. Faculties are free to pack it out with a whole lot more if they wish: golden ratio, polyhedrons (in vector spaces), unicode, and of course bases other than 10. CCMS is not a ceiling and was never intended as such. We could treat it as about 10% of what we hope to cover -- under the heading of CS (I'm not sure math teachers will have the time, given they don't have the millisecond turnaround times we do, with our computers). Kirby
On Wed, Jul 11, 2018 at 5:19 AM, Sergio Rojas <sergio_r@mail.com> wrote:
Kirby, Definitely good points to invest a couple of beers cerebrating about them regarding the teaching and learning process and how to do better. Thanks for sharing.
Sergio
Definitely worth some beers to figure out a master plan for improving the educational experience of students everywhere. With my so-called Martian Math, I have a market advantage in that I've got some interesting content that practically no one else is taking advantage of, yet there's a large public literature behind it. I told my summer campers they were entering a goldmine of of raw material for possible research projects down the road, which they could be pretty sure was fresh and new to their teachers and peers. Kirby
Excellent question and highly relevant to bring up Common Core Math Standards. I understand a physicist dude came up with it originally? Seems I saw that somewhere.
My attitude is CCMS is a bare minimum, a super stripped down almost-starving diet that sets a floor. Faculties are free to pack it out with a whole lot more if they wish: golden ratio, polyhedrons (in vector spaces), unicode, and of course bases other than 10.
CCMS is not a ceiling and was never intended as such. We could treat it as about 10% of what we hope to cover -- under the heading of CS (I'm not sure math teachers will have the time, given they don't have the millisecond turnaround times we do, with our computers).
Kirby
FYI, I dumped Graphing Calculators completely in my Multivariable Calculus class that I'm teaching right now during summer session at the local community college. I'm using SageCell, have a look, http://shadowfaxrant.blogspot.com and http://www.youtube.com/calcpage2009 HTH, AJG Sent from BlueMail On Jul 10, 2018, 9:40 AM, at 9:40 AM, kirby urner <kirby.urner@gmail.com> wrote:
Hi Sergio --
Per this article, with so many states and no national curriculum (I don't advocate for one), it's tough to generalize about US schools:
https://www.theatlantic.com/education/archive/2018/07/americas-schools/56441...
Now, to generalize :-D
The mathematics classroom was rarely also a computer lab. If the school has a computer lab, that's usually a separate facility and they learn business applications and typing, rarely much programming, until rather recently.
Today, schools likely have Chromebooks in large charging cabinets on rollers. Fewer schools give out Chromebooks to each student but that's the trend, perhaps from 6th or 7th grade up.
The mathematics curriculum has never integrated any programming as there's still that sense that programming takes years to learn and would be a huge detour. Those of us more familiar with the state of the art don't see it that way.
You're right that Mathematica paved the way for a small subculture and I-Python, Sage, Jupyter Notebooks, SymPy do feature in some US schools, but very few.
Rather than integrate mathematics and learning to code, the strong belief is we need to keep math and computer science separated, which means teaching a lot of things twice, given the Venn Diagram shows large overlap.
Your book, which I've been reading, takes the more integrated approach that I favor.
Math teachers are in a tough position I think, as a lot of the mathy content that students find most attractive is being placed in another subject area.
I have my opinions about all this, as a former high school math teacher turned applications programmer and teacher-trainer.
https://medium.com/@kirbyurner/the-plight-of-high-school-math-teachers-c0faf...
Finding a lot of computer science teachers in a hurry is the name of the game right now, and lots of educators are selling on ramp teacher training programs. That's becoming a big business.
I expect many with a math teaching background are currently migrating to computer science, so in some sense my desire for better integration is being fulfilled. Some of this on ramp programs teach a language called Pyret, which we're told is the better way to go.
Kirby
On Tue, Jul 10, 2018 at 5:13 AM, Sergio Rojas <sergio_r@mail.com> wrote:
here's a blog post raising the alarm that Python (among others) is "completely incompatible with
mathematics".
integrating-computer-science-in-math-the-potential-is- great-but-so-are-the-risks/
I get lost reading the referred blog post. I was under the impression that the ideas presented in the post were already fully discussed back in the 90's, when Mathematica was getting its way into the classroom at US schools. That things like "x = x + x" were already familiar to teachers.
In fact, I was thinking of an open source alternative to Mathematica when writing the book on Prealgebra via Python Programming (https://www.researchgate.net/publication/325473565), with the advantage that Python can be used for intensive computing task as well as for symbolic (algebraic) computations (like mathematica) via SymPy.
I was under the idea that the Mathematica team has already shaped and polished the road. I can see that I was wrong. It is still very, very rough (much more than the first draft of my book).
Sergio
------------------------------------------------------------------------
_______________________________________________ Edu-sig mailing list Edu-sig@python.org https://mail.python.org/mailman/listinfo/edu-sig
True, but scipy and maxima are built into SAGE. Sent from BlueMail On Jul 12, 2018, 12:18 PM, at 12:18 PM, Sergio Rojas <sergio_r@mail.com> wrote:
Hola Jorge,
Thanks for pointing out your blog, Jorge.
I have explored Sage as a much madure open source alternative
to Mathematica than Sympy (the other one I like is Maxima). It
is really great as you have shown in your blog for calculus in several
variables.
An issue for me, though, is that it is an stand alone system and apparently it is not callable
from a Python session (I have found no way of doing so as we can do
with SymPy). Like that it is like using Maxima on its own.
Salut,
Sergio
a python session
Sent: Wednesday, July 11, 2018 at 9:59 AM From: "A Jorge Garcia" <calcpage@aol.com> To: "kirby urner" <kirby.urner@gmail.com> Cc: "Sergio Rojas" <sergio_r@mail.com>, "A Jorge Garcia via Edu-sig" <edu-sig@python.org> Subject: Re: [Edu-sig] False alarms?
FYI, I dumped Graphing Calculators completely in my Multivariable Calculus class that I'm teaching right now during summer session at the local community college.
I'm using SageCell, have a look, http://shadowfaxrant.blogspot.com and http://www.youtube.com/calcpage2009
HTH,
AJG
Sent from BlueMail
On Jul 10, 2018, at 9:40 AM, kirby urner < kirby.urner@gmail.com> wrote:
Hi Sergio --
Per this article, with so many states and no national curriculum (I don't advocate for one), it's tough to generalize about US schools:
https://www.theatlantic.com/education/archive/2018/07/americas-schools/56441...
Now, to generalize :-D
The mathematics classroom was rarely also a computer lab. If the school has a computer lab, that's usually a separate facility and they learn business applications and typing, rarely much programming, until rather recently.
Today, schools likely have Chromebooks in large charging cabinets on rollers. Fewer schools give out Chromebooks to each student but that's the trend, perhaps from 6th or 7th grade up.
The mathematics curriculum has never integrated any programming as there's still that sense that programming takes years to learn and would be a huge detour. Those of us more familiar with the state of the art don't see it that way.
You're right that Mathematica paved the way for a small subculture and I-Python, Sage, Jupyter Notebooks, SymPy do feature in some US schools, but very few.
Rather than integrate mathematics and learning to code, the strong belief is we need to keep math and computer science separated, which means teaching a lot of things twice, given the Venn Diagram shows large overlap.
Your book, which I've been reading, takes the more integrated approach that I favor.
Math teachers are in a tough position I think, as a lot of the mathy content that students find most attractive is being placed in another subject area.
I have my opinions about all this, as a former high school math teacher turned applications programmer and teacher-trainer.
https://medium.com/@kirbyurner/the-plight-of-high-school-math-teachers-c0faf...
Finding a lot of computer science teachers in a hurry is the name of the game right now, and lots of educators are selling on ramp teacher training programs. That's becoming a big business.
I expect many with a math teaching background are currently migrating to computer science, so in some sense my desire for better integration is being fulfilled. Some of this on ramp programs teach a language called Pyret, which we're told is the better way to go.
Kirby
On Tue, Jul 10, 2018 at 5:13 AM, Sergio Rojas <sergio_r@mail.com> wrote:
here's a blog post raising the alarm that Python (among others) is "completely incompatible with mathematics".
https://blogs.ams.org/matheducation/2017/01/09/integrating-computer-science-...
I get lost reading the referred blog post. I was under the impression that the ideas presented in the post were already fully discussed back in the 90's, when Mathematica was getting its way into the classroom at US schools. That things like "x = x + x" were already familiar to teachers.
In fact, I was thinking of an open source alternative to Mathematica when writing the book on Prealgebra via Python Programming ( https://www.researchgate.net/publication/325473565), with the advantage that Python can be used for intensive computing task as well as for symbolic (algebraic) computations (like mathematica) via SymPy.
I was under the idea that the Mathematica team has already shaped and polished the road. I can see that I was wrong. It is still very, very rough (much more than the first draft of my book).
Sergio
_____________________________________________
Edu-sig mailing list Edu-sig@python.org https://mail.python.org/mailman/listinfo/edu-sig
- [ ] Develop URIs for K12CS framework, Common Core, Khan Academy concepts - [ ] Encourage educational CreativeWork creators to include schema.org markup in their HTML: - schema.org/about - schema.org/educationalAlignment .url @id - https://schema.org/educationalFramework - [ ] Develop mappings between concept/curriculum/#head-ing URIs - [ ] Integrate math and science with K12 CS Framework - [ ] Integrate Common Core Math with K12 CS Framework - [ ] Integrate Common Core Language Arts with K12 CS Framework - interactive presentations ("stories") - [ ] Create a schema.org/Course composed of paths and traversals of CreativeWork(s) and Event(s) - [ ] Create nbgrader Jupyter notebooks with/for Khan Academy Math and Science SAT prep lessons - [ ] Create edX course w/ jupyter-edx-grader-xblock ## sympy ```bash # conda install -y anaconda # sympy conda install -y sympy ``` ### sage ```bash conda config --add channels conda-forge && conda update --all conda create -n notebooks sage sympy notebook ``` ## SAT prep https://www.khanacademy.org/test-prep/sat - ./math - ./reading-and-writing - [ ] science? ## Jupyter, sage, sympy, applied maths - https://github.com/jupyter/docker-stacks - https://github.com/sagemathinc/cocalc-docker - https://github.com/Kaggle/docker-python/blob/master/Dockerfile - https://github.com/ibleducation/jupyter-edx-grader-xblock https://k12cs.org/framework-statements-by-concept/ On Thursday, July 12, 2018, A Jorge Garcia via Edu-sig <edu-sig@python.org> wrote:
True, but scipy and maxima are built into SAGE.
Sent from BlueMail <http://www.bluemail.me/r?b=13187> On Jul 12, 2018, at 12:18 PM, Sergio Rojas <sergio_r@mail.com> wrote:
Hola Jorge,
Thanks for pointing out your blog, Jorge.
I have explored Sage as a much madure open source alternative to Mathematica than Sympy (the other one I like is Maxima). It is really great as you have shown in your blog for calculus in several variables.
An issue for me, though, is that it is an stand alone system and apparently it is not callable from a Python session (I have found no way of doing so as we can do with SymPy). Like that it is like using Maxima on its own.
Salut,
Sergio
a python session *Sent:* Wednesday, July 11, 2018 at 9:59 AM *From:* "A Jorge Garcia" <calcpage@aol.com> *To:* "kirby urner" <kirby.urner@gmail.com> *Cc:* "Sergio Rojas" <sergio_r@mail.com>, "A Jorge Garcia via Edu-sig" < edu-sig@python.org> *Subject:* Re: [Edu-sig] False alarms? FYI, I dumped Graphing Calculators completely in my Multivariable Calculus class that I'm teaching right now during summer session at the local community college.
I'm using SageCell, have a look, http://shadowfaxrant.blogspot.com and http://www.youtube.com/calcpage2009
HTH, AJG Sent from BlueMail <http://www.bluemail.me/r?b=13187> On Jul 10, 2018, at 9:40 AM, kirby urner < kirby.urner@gmail.com> wrote:
Hi Sergio --
Per this article, with so many states and no national curriculum (I don't advocate for one), it's tough to generalize about US schools:
https://www.theatlantic.com/education/archive/2018/07/ americas-schools/564413/
Now, to generalize :-D
The mathematics classroom was rarely also a computer lab. If the school has a computer lab, that's usually a separate facility and they learn business applications and typing, rarely much programming, until rather recently.
Today, schools likely have Chromebooks in large charging cabinets on rollers. Fewer schools give out Chromebooks to each student but that's the trend, perhaps from 6th or 7th grade up.
The mathematics curriculum has never integrated any programming as there's still that sense that programming takes years to learn and would be a huge detour. Those of us more familiar with the state of the art don't see it that way.
You're right that Mathematica paved the way for a small subculture and I-Python, Sage, Jupyter Notebooks, SymPy do feature in some US schools, but very few.
Rather than integrate mathematics and learning to code, the strong belief is we need to keep math and computer science separated, which means teaching a lot of things twice, given the Venn Diagram shows large overlap.
Your book, which I've been reading, takes the more integrated approach that I favor.
Math teachers are in a tough position I think, as a lot of the mathy content that students find most attractive is being placed in another subject area.
I have my opinions about all this, as a former high school math teacher turned applications programmer and teacher-trainer.
https://medium.com/@kirbyurner/the-plight-of-high-school-math-teachers- c0faf0a6efe6
Finding a lot of computer science teachers in a hurry is the name of the game right now, and lots of educators are selling on ramp teacher training programs. That's becoming a big business.
I expect many with a math teaching background are currently migrating to computer science, so in some sense my desire for better integration is being fulfilled. Some of this on ramp programs teach a language called Pyret, which we're told is the better way to go.
Kirby
On Tue, Jul 10, 2018 at 5:13 AM, Sergio Rojas <sergio_r@mail.com> wrote:
here's a blog post raising the alarm that Python (among others) is "completely incompatible with mathematics".
https://blogs.ams.org/matheducation/2017/01/09/ integrating-computer-science-in-math-the-potential-is- great-but-so-are-the-risks/
I get lost reading the referred blog post. I was under the impression that the ideas presented in the post were already fully discussed back in the 90's, when Mathematica was getting its way into the classroom at US schools. That things like "x = x + x" were already familiar to teachers.
In fact, I was thinking of an open source alternative to Mathematica when writing the book on Prealgebra via Python Programming ( https://www.researchgate.net/publication/325473565), with the advantage that Python can be used for intensive computing task as well as for symbolic (algebraic) computations (like mathematica) via SymPy.
I was under the idea that the Mathematica team has already shaped and polished the road. I can see that I was wrong. It is still very, very rough (much more than the first draft of my book).
Sergio
------------------------------
Edu-sig mailing list Edu-sig@python.org https://mail.python.org/mailman/listinfo/edu-sig
Wow that'd be something to have some student / faculty take advantage of the schema.org templates for sharing topics. The School Server: Do We Have One? At the college level you often get faculty / students building and tending servers of various types, and otherwise assisting in the management of computing infrastructure used throughout the school. Were I to design a new school from scratch, I would assume a central store where theatrical events, sporting events, student and faculty recordings in many categories, could be collected and also to some extent shared with alumni. This describes my relationship to my university (as an alum, I have access to various services), but not to my high school. I don't think many millennials have a way to log in to their old high schools, as alumni, to view debates, presentations, show & tell experiences, nor even a school paper. There's a home page perhaps, something hosted at the district level, and a way to drill down for institutional information, but don't expect to watch last week's football game on-line. Python.org is exemplary in documenting ongoing conversations and administrative processes through discussion groups. In the interests of transparency, many of these are public. Note: through Facebook and informal networks sharing digital assets privately, a well-connected alum may nevertheless gain access to a lot of information, there's just no in-house dedicated effort towards maintaining such services, meaning faculty and students are less likely to experience real world responsibilities, such as for maintaining the Chess Club server (which is a lot about community outreach and actually teaching chess, not just giving students ways to play each other). Impressions from OSCON I keep coming back to what's happened in statistics, which in my high school years was an elective on par with trigonometry. If you wanted to augment your required math with electives, you could add stats and trig to the menu (I did). Otherwise, just do Algebra 1, Geometry, Algebra 2 (Pre-Calc) and Calc. Statistics turned into Machine Learning in a lot of ways. Tensorflow 1.9 is more like Pytorch these days in allowing us to skirt the "old way" of doing it: at a more meta level. That way is still there, and important, but Google is these days pressing ahead with: # TensorFlow and tf.keras import tensorflow as tf from tensorflow import keras Note how each of these 5 tutorials (as of July-August 2018) has a link in the upper left to a corresponding Jupyter Notebook, dubbed Colab: https://www.tensorflow.org/tutorials/ This is what OSCON tutorials look like today, with the speaker mentioning how you rarely need more then twelves lines of code in a code cell. Programming no longer has to mean writing lengthy scripts. Mathematica helped pave the way for these high level APIs. All of which takes me back to my suggestion that we beef up the stats aspect of high school and use it as a place to expose students to some of these higher level APIs, giving them the flavor.[1] Get used to managing datasets, not just noodling through one little computation at a time. Speaking of what's fun for kids, check out this drawing program, which tries to guess what you're drawing ahead of time. The algorithm is no just looking the the cumulative graphic, but at the order in which you draw its parts, as when writing a Chinese character. https://quickdraw.withgoogle.com/ Have your sound turned on, as it talks to you. Kirby [1] https://mail.python.org/pipermail/edu-sig/2018-April/011825.html On Mon, Jul 16, 2018 at 6:37 PM, Wes Turner <wes.turner@gmail.com> wrote:
- [ ] Develop URIs for K12CS framework, Common Core, Khan Academy concepts
- [ ] Encourage educational CreativeWork creators to include schema.org markup in their HTML:
- schema.org/about - schema.org/educationalAlignment .url @id - https://schema.org/educationalFramework
- [ ] Develop mappings between concept/curriculum/#head-ing URIs
participants (4)
-
A Jorge Garcia -
kirby urner -
Sergio Rojas -
Wes Turner