Showing posts tagged Math

162,902 notes

Posted at 7:17pm
Reblogged (Photoset reblogged from moving-in-circles)
Tagged Math Physics Equasions Explained


My little lady gave me the coolest mug for Christmas.
[Oh Euler’s Equation, you make my caffeine taste so much sweeter.]

My little lady gave me the coolest mug for Christmas.

[Oh Euler’s Equation, you make my caffeine taste so much sweeter.]


Is Algebra Necessary?


The New York Times asks what no one else dares: Is algebra necessary?

Making mathematics mandatory prevents us from discovering and developing young talent. In the interest of maintaining rigor, we’re actually depleting our pool of brainpower. I say this as a writer and social scientist whose work relies heavily on the use of numbers. My aim is not to spare students from a difficult subject, but to call attention to the real problems we are causing by misdirecting precious resources.” Andrew Hacker’s NYT opinion article

On Hacker’s vision to teach more “useful” topics in math classes, ie: how the Consumer Price Index is computed, Valerie Strauss says in her Huff Post article:

"The problem is that if you try to meet this challenge by teaching the specific skills that people need, you had better be confident that you’re going to cover all those skills. Because if you teach students the significance of the Consumer Price Index they are not going to know how to teach themselves the significance of projected inflation rates on their investment in CDs. Their practical knowledge will be specific to what you teach them, and won’t transfer.

The best bet for knowledge that can apply to new situations is an abstract understanding — seeing that apparently different problems have a similar underlying structure. And the best bet for students to gain this abstract understanding is to teach it explicitly. 

But the explicit teaching of abstractions is not enough. You also need practice in putting the abstractions into concrete situations.”

Paul Zorn of Saint Olaf College agrees in his article published in Math Horizons:

"As Hacker observes, few workers use algebra explicitly in daily life. (We all use it implicitly.) To infer that algebra can therefore vanish from required curricula is mistaken. Similar arguments might be made against history, the humanities, and the sciences generally, none of which is widely practiced in daily life. More important in curricular design than eventual daily use are broader intellectual values, which algebra clearly serves: learning to learn, detecting and exploiting structure, exposure to the best human ideas, and—the educational Holy Grail—transferability to novel contexts.

Transferability is undeniably difficult, as Hacker duly notes. The National Research Council agrees and indeed stresses the value of “deeper learning,” of which a key element is the detection of structure. 

“Transfer is supported,” says the NRC, when learners master general principles that underlie techniques and operations

Algebra is a poster child for deeper instruction. We should teach it. Students can learn it.”

I still stand undecided.

3 notes

Posted at 7:18pm
Reblogged (Post reblogged from eliteprepsat)
Tagged NYT Is Algebra Necessary Math Opinion Huffington Post MAA Horizons


Without mathematics we cannot penetrate deeply into philosophy. Without philosophy we cannot penetrate deeply into mathematics. Without both we cannot penetrate deeply into anything. — Leibniz
20 notes

Posted at 12:28am
Reblogged (Quote reblogged from softwaring)
Tagged Leibniz Math Philosophy



Pray thee tell, how does one learn to peel an orange with such precision?

Are you telling me the derivative of Orange is Orange Peeled?


Pray thee tell, how does one learn to peel an orange with such precision?

Are you telling me the derivative of Orange is Orange Peeled?

(Source: thesylv)

930 notes

Posted at 11:32pm
Reblogged (Photo reblogged from jtotheizzoe)
Tagged Math Calculus Integral of orange peeled equals orange. Antiderivative


5 notes

Posted at 5:45pm
Tagged Math Limits Continuity of Functions


George Washington was born in √3

1.732, or in 1732.



Stephen Colbert deconstructs the meaning of One Direction’s lyrics.

223,492 notes

Posted at 10:45am
Reblogged (Photoset reblogged from luciformation)
Tagged One Direction Music Stephen Colbert Math Pop


It must, indeed, be acknowledged, that [Newton] used Fluxions, like the Scaffold of a building, as things to be laid aside or got rid of, as soon as finite Lines were found proportional to them. But then these finite Exponents are found by the help of Fluxions. Whatever therefore is got by such Exponents and Proportions is to be ascribed to Fluxions: which must therefore be previously understood. And what are these Fluxions? The Velocities of evanescent Increments? And what are these same evanescent Increments? They are neither finite Quantities nor Quantities infinitely small, nor yet nothing. May we not call them the Ghosts of departed Quantities?
Bishop Berkeley’s criticism of Newton’s Calculus (or Fluxions) calling hyperreal numbers or infinitesimals “Ghosts of Departed Quantities.”

Posted at 3:30pm
Tagged Newton Bishop Berkeley Math Calculus Church



Oh, real-life applications. Awesome stuff.

Life is so beautiful when explained through numbers. 

4 notes

Posted at 5:12am
Reblogged (Video reblogged from 7minutesofterror)
Tagged Pi Matches Problem Integrals Math


It bothers me when people are really literal with mathematics


Quite honestly, math is just art, like a painting or music - just so much more applicable
When you can’t do something in math, you just invent a new thing. For example some people felt that you should be able to divide by zero and boom! you get calculus.
The real problem with math in the world is that people think it is just some boring old subject, best left to the eggheads and nerds, but truly that’s only because that is how mathematics is taught. To be able to go through the pure torture that they call “teaching” and still retain a liking is very rare and quite good indeed. It just strikes me as sad that everyone is missing out on this fantastically beautiful thing because they don’t recognize it for what it is: art.

11 notes

Posted at 10:08pm
Reblogged (Post reblogged from simplycontent)
Tagged Math


Math is a very peculiar subject.

Everyone does it their own particular way.

For me, for most of my high school career, I’ve done my homework by preforming what some would call homework suicide. If I don’t know the answer to a problem, I just stop. I work as far as I can, meandering around what might be close to about the right answer, and then I just quit the problem.

And after that moment, I have no will to find the actual answer. I don’t ask for help or try again later. I just don’t care enough. Suicide.

Of course, then I move onto the next problem and repeat the process. It’s an emotionally draining way to do math, or any subject for that matter. I seem to preform the same way in all subjects; math is just where it manifests the strongest.

When I overcome these suicidal urges, it’s a very empowering feeling. But I’ll have none of that tonight.


This is too brilliant.

This is too brilliant.

4,484 notes

Posted at 1:52am
Reblogged (Photo reblogged from larry-sandwich-deactivated20130)
Tagged Dancing math








134 notes

Posted at 9:14pm
Reblogged (Photo reblogged from world-shaker-deactivated2013092)
Tagged education gif math pi



the kids on the MIT facebook group are trying to figure out a mathematical pattern for the number of zombies in each round of call of duty.


i love my future classmates <3

Oh my god I love these people.

19 notes

Posted at 1:53am
Reblogged (Post reblogged from wisps)
Tagged MIT Facebook Call of Duty Math


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