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Re: More /.{I->-1} craziness

  • To: mathgroup at smc.vnet.net
  • Subject: [mg106735] Re: More /.{I->-1} craziness
  • From: AES <siegman at stanford.edu>
  • Date: Fri, 22 Jan 2010 05:38:03 -0500 (EST)
  • Organization: Stanford University
  • References: <200912300915.EAA17299@smc.vnet.net> <hhhmn8$o9t$1@smc.vnet.net> <hhpl28$9lf$1@smc.vnet.net> <hip8gf$t4d$1@smc.vnet.net> <8304354.1263643340634.JavaMail.root@n11> <hiuur1$919$1@smc.vnet.net> <hj130e$bcn$1@smc.vnet.net> <201001191014.FAA29127@smc.vnet.net> <hj6qf0$8qo$1@smc.vnet.net> <hj981f$fo3$1@smc.vnet.net>

In article <hj981f$fo3$1 at smc.vnet.net>,
 Richard Fateman <fateman at cs.berkeley.edu> wrote:


> The success of such courses obviously depend on the enthusiasm, energy, 
> and charisma of the teachers. To what extent does it depend on the 
> computing aspect?
> 
> In the absence of a controlled experiment, it is hard to convince 
> skeptics.  Even the experiments that might be tried would probably be 
> flawed -- e.g. two sections of the same course -- may be defective if 
> the better students self-select to come to the "experimental 
> computer-based" course. 

Old (and well-tested) maxim:  "All educational experiments are big 
successes for the first two or three years ­­ then they disappear 
forever".

[Anyone on this group remember (or use) the Keller Plan for 
student-paced learning

<http://www.mcmaster.ca/cll/posped/pastissues/volume.1.no.1/the.keller.pl
an.htm>

 ­­ and the hype it got at MIT in the 1970s?]


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