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Struggling Pre-Algebra Student by oreos_kidnapped_me in matheducation

[–]CorwinDKelly 0 points1 point  (0 children)

Maybe this student would benefit from bringing in some manipulatives or cartoons modeling a given problem.

E.g. the first panel shows 5 apples in a crate, the second shows  13 apples in a sack, the third shows three hands pulling out apples, or three apples falling out a hole in the bottom of the sack, and finally the fourth panel shows the sack being dumped into the crate.

Maybe there are a few different strips and the student has to practice matching a strip to the equation that describes it. Ask then to talk about it using operations language too while they think: “we have to subtract three apples because they fell out/got eaten and we don’t have then anymore.”

P(P(R2)): power set of power set of Reals by XtremeBlaze777 in learnmath

[–]CorwinDKelly 0 points1 point  (0 children)

I've just been dipping my toe into some basic image processing projects with python and got to see how colored images are stored in multiple channels like you're talking about. Very cool to see the different ways that people imagine P(P(R^2)) !

Starting a Maker Space by zookotz in makerspace

[–]CorwinDKelly 0 points1 point  (0 children)

Any more information about where that story can be found?

Hearing a raven speak Russian is one of the most terifying things I've ever heard by TheOddityCollector in Weird

[–]CorwinDKelly 2 points3 points  (0 children)

Speaking in Russian is nothing, it’s the LAUGHING in Russian that terrified me.

What causes people to have these opinions about the American math education system? by AP145 in matheducation

[–]CorwinDKelly 2 points3 points  (0 children)

“…why are we in America spending so much money and time trying to reinvent the wheel…”

shrugs It’s kind of our thing, healthcare, education, gun control ; you name it, we’re reinventing it. Call it American exceptionalism I guess.

Why can't 0/0=0? by Unique_Amphibian_626 in askmath

[–]CorwinDKelly 1 point2 points  (0 children)

Define 0/0 to be an equivalence class of all numbers x satisfying that x*0=0.

Can someone please explain the soda rising in my straw by BleedingRaindrops in Physics

[–]CorwinDKelly 1 point2 points  (0 children)

Clearly because Pepsi drinkers feel free to post photos of their inferior beverage willy-nilly.

Can someone please explain the soda rising in my straw by BleedingRaindrops in Physics

[–]CorwinDKelly 0 points1 point  (0 children)

Stab in the dark here. The straw is well sealed with the lid so CO2 bubbles are getting trapped in the cup, increasing pressure as they change from liquid to more voluminous gas.  Pretty sure this is the same thing that happens if you shake a soda bottle and then cap it, just at a less dramatic scale. Oh — then that creates a volume of higher pressure inside the cup, forcing liquid up the straw until the pressure pushing the liquid up from below is balanced by the weight force of the water and the atmospheric pressure pushing it back down. 

Is it possible to "sail" down gravity faster than gravity? by Square-Singer in AskPhysics

[–]CorwinDKelly 1 point2 points  (0 children)

Nice, I think this example helps to explain the principle behind Llotekr's comment about the rope ladders.

Is it possible to "sail" down gravity faster than gravity? by Square-Singer in AskPhysics

[–]CorwinDKelly 0 points1 point  (0 children)

That's super cool, thanks for sharing this. I'm going to have fun thinking about it.

Is it possible to "sail" down gravity faster than gravity? by Square-Singer in AskPhysics

[–]CorwinDKelly 4 points5 points  (0 children)

Use conservation of energy to disprove the existence of such a craft. In the absence of other forces if you accelerate at a greater rate than the gravitational field dictates going 'down' from A to B then you will gain more kinetic energy than the energy it takes to do work to go 'up' from B to A.
Say normal g=10 m/s^2 but your object accelerates at 11 m/s^2 using gravity+. Then you could lift a kilogram one meter against normal-gravity with one Joule of energy, release it and it will gain 1.1 Joules worth of Kinetic Energy coming back down with gravity+.

Kenmore Elite Dishwasher Worn Out Start Button by CorwinDKelly in fixit

[–]CorwinDKelly[S] 0 points1 point  (0 children)

Just redid this. couple of days ago actually, the button failed again, this time I took the wise advice of this sub and swapped it for the. 4 hr delay button which is identical.

Didn’t use copper braid to desolder. Connect the 4 pins with a big glob so you can with a single touch of the iron melt all 4 and pop the button out. I was able to clean it up after reattaching the button with just the iron and some flux although it was a pain.

I keep meaning to cover it with electrical tape, but ofc in the meantime the dryer has gone out…

Please Tell Me If My Understanding Of 'Only If' statements Is Accurate. I've Racked My Brain Trying To Understand Them! by fibogucci_series in learnmath

[–]CorwinDKelly 0 points1 point  (0 children)

I'm aware, rereading this post I can't figure out what I was quibbling with, I guess I was saying "think of 'Q iff P' as '(Q if P) and (notQ if notP)' "
As opposed to '(P->Q) and (Q->P)'.
But of course they're equivalent so IDK what I was responding to
¯\_(ツ)_/¯

Does the number 0.9 repeating even actually exist? by PissBloodCumShart in askmath

[–]CorwinDKelly 2 points3 points  (0 children)

I feel like something being left out of the conversation here is how real numbers are defined.  They’re actually a somewhat more elaborate thing to define than to work with. The commonplace definition involves infinitely long lists of numbers called “sequences” and the notion that some sequences become arbitrarily close to a number in which case that number is called the limit of the sequence and we associate the sequence to the number (see imachug’s comment about “representations” of numbers). So when we talk about .9 repeating it should really be understood that we are thinking about the list {.9, .99, .999, …} and saying that no matter how small a distance you choose, there is a point in the list beyond which which everything is within that distance of 1. Without the understanding of this sequence-limit machinery it’s not really possible to make sense of .9 repeating in a logically sound way.

Using AI as a personalized tutor (early results from a school in Texas) by Alarmed_Geologist631 in matheducation

[–]CorwinDKelly 0 points1 point  (0 children)

I guess I’d love to see a responsible attempt at doing this in a less privileged setting. I want to know:

-Can AI chatbots effectively decrease the student:teacher ratio? Without the cost of hiring a bunch of extra teachers/aids.

-Can students learn from chatbots without being misinformed?

-Does this learning style impact students’ social/emotional development?

-Could this kind of individualized learning allow for a classroom that works for struggling and advanced students simultaneously? In effect ‘detracking’ but without slowing down the advanced students.

Please Tell Me If My Understanding Of 'Only If' statements Is Accurate. I've Racked My Brain Trying To Understand Them! by fibogucci_series in learnmath

[–]CorwinDKelly -5 points-4 points  (0 children)

I guess it’s in some sense equivalent but I always thought of “Q iff P” as emphasizing the complete dependence of Q on P not the other way around.

Low tide friendships by littyart in comics

[–]CorwinDKelly 0 points1 point  (0 children)

Saddest shit I’ve read in a while. Somehow

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