The (seemingly intended to sound ridiculous) description of teaching music matches pretty well with what I remember from my occasional K-...
The (seemingly intended to sound ridiculous) description of teaching music matches pretty well with what I remember from my occasional K-12 music classes. There was also an element of listening to music, but it wasn't particularly interesting. My first exposure to what I see as a serious study of music was in college. But why single out math in particular? I look back on pretty much all of my K-12 education as fairly trite and superficial, in terms of "doing real work in the subject". My experience with, say, college-level history was much more intense (and seemingly more true to the field of history) than anything in high school. On the other hand, I'm not sure I would be able to do well at "real math" like calculus or graph theory or whatever you wish to deem "real math" if I was struggling with adding numbers and solving equations, and I attribute getting past such struggles to doing bountiful rote exercises...
Posted by tjr on May 5, 2014, 1:41 PM
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- Near impossible to do it robustly without AI, since a mesh is a blob of triangles and vertices, it doesn't really know if something is a ...
- Because I learned on this, it made learning everything else that much harder.
- For the old school (I hate that that’s arguably applicable) AI dating types, and so on.
- > I hate that you are reducing my craft to just the end results and nothing else.
- > This of course is the cornerstone of Western culture and no well-educated person can be without a knowledge of what is in it.
- I hate that it's hidden too.
Raise real-world problems, find people facing the same issue, and discuss solutions.9,500 issues0 comments
complaint (EdTech)
Near impossible to do it robustly without AI, since a mesh is a blob of triangles and vertices, it doesn't really know if something is a ...
Because I learned on this, it made learning everything else that much harder.
For the old school (I hate that that’s arguably applicable) AI dating types, and so on.
> I hate that you are reducing my craft to just the end results and nothing else.
> This of course is the cornerstone of Western culture and no well-educated person can be without a knowledge of what is in it.
I hate that it's hidden too.
I think the jury is still out on K3/Q3.8 and if they are equivalent to Opus or Fable.
I didn't find a direct proof earlier, just assertions - I've only seen it proved in textbooks that aren't linkable.
The (seemingly intended to sound ridiculous) description of teaching music matches pretty well with what I remember from my occasional K-...
The (seemingly intended to sound ridiculous) description of teaching music matches pretty well with what I remember from my occasional K-12 music classes. There was also an element of listening to music, but it wasn't particularly interesting. My first exposure to what I see as a serious study of music was in college. But why single out math in particular? I look back on pretty much all of my K-12 education as fairly trite and superficial, in terms of "doing real work in the subject". My experience with, say, college-level history was much more intense (and seemingly more true to the field of history) than anything in high school. On the other hand, I'm not sure I would be able to do well at "real math" like calculus or graph theory or whatever you wish to deem "real math" if I was struggling with adding numbers and solving equations, and I attribute getting past such struggles to doing bountiful rote exercises...
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