I’m sure at least 40% of high school freshmen could learn Mandarin, but you don’t see that happening. Therefore, merely because students are capable of learning a subject, does not imply that that subject is or ought to be taught.
Seriously. I’m talking about opportunity costs.
But high relative to, say, teaching a class on postmodernism.
Philosophy is not even a blip on the secondary education subject radar.
due to my experiences as a young kid (I could challenge Authority (my parents) on a math problem and sometimes WIN, and I learned how to factor quadratics in first grade) and the fact i see the application of math almost everywhere (computers in particular, but bridges and buildings as well) means that I see math as our best tool. time to start applying it recursively.
I believe that math is usefull for a human with ~99.99+% probability. (that number discards the probability of an AI for the sake of speed)
I believe, with about a 75% confidence (for now) that having calculus as an available, but not required, course, should be possible in at least 80% of high schools.
even an understanding of a simplified calculus is usefull in many other subjects.
if (#2), then a high school unable to offer calculus is either a particularly small highschool, or is being fed by an underperforming grade school system.
There is plenty of evidence that SOMETHING in the gradeschool system is underperforming regarding mathematics.
-Which belief elements do you want me to try to expand on the most when i get back?
Which belief elements do you want me to try to expand on the most when i get back?
None. You’re still in a “can = must” frame of mind, after three attempts to explain my position. Your one engagement with the idea of replacing high school calculus with something else was, as far as I can tell, facetious.
I’m sure at least 40% of high school freshmen could learn Mandarin, but you don’t see that happening. Therefore, merely because students are capable of learning a subject, does not imply that that subject is or ought to be taught.
Seriously. I’m talking about opportunity costs.
Philosophy is not even a blip on the secondary education subject radar.
due to my experiences as a young kid (I could challenge Authority (my parents) on a math problem and sometimes WIN, and I learned how to factor quadratics in first grade) and the fact i see the application of math almost everywhere (computers in particular, but bridges and buildings as well) means that I see math as our best tool.
time to start applying it recursively.
I believe that math is usefull for a human with ~99.99+% probability. (that number discards the probability of an AI for the sake of speed)
I believe, with about a 75% confidence (for now) that having calculus as an available, but not required, course, should be possible in at least 80% of high schools.
even an understanding of a simplified calculus is usefull in many other subjects.
if (#2), then a high school unable to offer calculus is either a particularly small highschool, or is being fed by an underperforming grade school system.
There is plenty of evidence that SOMETHING in the gradeschool system is underperforming regarding mathematics.
-Which belief elements do you want me to try to expand on the most when i get back?
None. You’re still in a “can = must” frame of mind, after three attempts to explain my position. Your one engagement with the idea of replacing high school calculus with something else was, as far as I can tell, facetious.