At 9/11/19 08:33 AM, Sobolev wrote:
At 9/11/19 01:15 AM, S3C wrote:
But going to the level of proving theorems seems like an unnecessary level of rigor for a secondary school math student- there's a reason why proof-writing and discrete math isn't part of the required coursework for most engineering and natural sciences (including physics) majors. It's an essential but specialized skill for mathematicians and computer scientists, but not much else.It is interesting in its own right.
I agree. And that's best the reason to pursue something.
And you seem to have a problem with this concept.
I don't have a problem with it in and of itself
I do have a slight problem mandating in a standard math curriculum though, needless to say.
doesn't mean I'm not open to change or slightly conflicted on the matter
You are like saying math is meaningless unless you combine it with some science.
woah, please don't extrapolate that from what I said. I hope I haven't struck a nerve or something.
Not meaningless- I said theorem proving is a specialized skill that scientists in general, won't directly use. Maybe if you are a PhD doing theoretical work.
Society works by abstracting away concepts at certain levels. A UI designer for a game doesn't need to know the low level details of how asynchronous and operating system mechanics power the game engine. An intuition behind it is important, sure. And would never discourage the interested mind from digging deeper, if that's there thing.
By your logic, most people don't have to use any 'math' beyond simple addition in real life. So I suppose simple arithmetic is all they have to learn at school?
In some fields that's not far from the truth tbh. Engineers, scientists, and economists still will find use in calculus (thusly requiring algebra and geometry), statistics, differential equations, linear algebra.
I said that students should demonstrate the ability to critically think through problems. This goes beyond plugging and chugging formulas (after all computation is only the end result of mathematics- and quite frankly it's the least important step in the age of personal computers), and convincing mathematical analysis can be done without delving into the world of formal proof. so why are you insinuating that I'm advocating for an elementary school level curriculum?
If learning how to add 19 and 32 is all you are interested in. Then fine, make a course out of it. But it call it a math.
But it call it a math? I think you mean to say 'But don't call it math?' Addition is math tho