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How's it taught in the English system?
In Canada, math doesn't branch out into separate topics until grade 12 (last grade). We learn a combination of algebra, geometry, trig, etc. until grade 11 and then it branches to... I forget what it is here in Ontario now. When I was in HS it was Calculus, Discrete Algebra, and Data Management. I think they merged the Discrete course and the Calculus course now (wtf). |
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I wouldn't be able to properly explain how it works, though, since it seems to change JUST for my year group. Quote:
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math O.O
I LOVE MATH :D May I join? Username: Pikagirl3 Overall Education Level: 12th Grade in High School Mathematics Education Level: regular math, Algebra I and II, Geometry (although not that good at geomertry ^^;), Advanced Functions and Modeling, and Discrete Math. Do you think you can be asked for help in your level or lower?: Yuppers ^^ I wish I were a _______ so I could lay tangent to your curves: Derivative ^^ Another Math Joke: (cause EVERYONE LOVES JOKES!) -What do you get if you divide the circumference of a jack-o-lantern by its diameter? PUMPKIN PI XD |
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In my case, I'll be brooming Multivar Calculus, Vector Calculus, Differential Equations, Analysis, Non-Euclid Geo, and Topology before graduating from High school ^__^ Hopefully. Of course, this means I had to concurrently enroll with an university because there doesn't seem to be any high school that offers anything above Calculus II or a second course relating to Statistics. Quote:
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And wow, so many people are joining already ^__^ So glad there's a significant population with an interest in math. |
Even with AK47's explaination I still don't get how Mathematics is taught in the US. Etymologically, Precalculus means everything before Calculus, which would include 1st-grade education, like addition of single-digit numbers. Yet apparently people have somehow limited it to something between Algebra and Calculus, but adding the split of Algebra to Algebra I and Algebra II just confuses me even more.
On topic now, I love Mathematics. That's why I am definitely going to join this group. Username: ShinyMeowth Overall Education Level: 9th grade Mathematics Education Level: No idea what course this would apply to, since I've been studying at home, but I have studied Calculus up to triple integration, in Cartesian, Cylindrical and Spherical coordinates, and am currently studying Probability. Do you think you can be asked for help in your level or lower?: Sure, always glad to help. I wish I were a _______ so I could lay tangent to your curves: Derivative. Anyway, Now that I have finished watching every Pokemon episode aired so far, 6 hours per day have been freed in my life. I plan to use these hours to study more, and I am planning to study, and finish number theory and group theory before I get to the 10th grade. Anyway, I would like to bring up a topic of conversation, what do you think of teachers teaching us incorrect rules that are to be removed or disproved later on? I personally have told my teacher off many times, but still she insists that negative numbers have no square root. My opinion is the same opinion I have about reproduction. Teachers should tell their students the truth, while leaving out unnecessary details. Teaching them something that is incorrect and even insisting on it when somebody refuses to take it? That is terrible teaching in my opinion. |
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I disagree with insisting on it--if someone disagrees with it, teachers should go with the flow and sort of explain ahead a little bit if anyone's interested before going back to the curriculum.
In the case of negative fractions, I can see why they'd teach it that way. Quite often in the maths and sciences, they'll gloss over a lot of details and teach the general blanket rules before they start teaching the exceptions. I learnt that you couldn't take the root of a negative number and then a few years later (or later in the semester or the next year... I forget when I learnt square roots xD), we learnt about i and imaginary numbers. But for the most part, my experience is that a lot of people are only in math because their school requires it and for a LOT of people, tossing ~imaginary numbers~ into the mix just sounds silly and they can't grasp the material as easily so early on, or they just lose interest because "now it's getting ridiculous". :/ Sounds like you just have a bad teacher who thinks they have to follow the curriculum rigidly and with no wiggle room. (Relatedly, I know I learnt about imaginary numbers in 11th grade math but apparently it's not even in the high school curriculum in my province anymore and I think that is unacceptable, nevermind just coming back to it later. <_<) |
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The English system has a lot less room for choice, but we tend to cover a good variety of non-specific branches of mathematics. And then it depends on what course you take in university. Quote:
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I always HATE it when my teacher says that something can't be done "you can't subtract a bigger number from a smaller number/you can't square root a negative number/etc." and then next year they contradict themselves. If I were a teacher, I would specifically mention this but I wouldn't go into much detail, instead telling the student "if you want to know more, you can research it or ask me after lesson, but you won't need to know for this module". This way, students who WANT to know this learn it, and those who don't need to know it now, won't. Quote:
I have a question. I don't know how to do integrals yet, but I've seen that it can be used to find the volume of a sphere. Can this be done to find the area of a regular shape (something simple, like a triangle or a square) and more specifically, can it be used to find the area of a trapezium? |
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And Pre-calculus should be thought of as a superset to Algebra II. First semester it's just accelerated Algebra II with preparation for skills in calculus. Second semester gets more abstract and gives advanced trigonometry and other subjects like polar coordinates in preparation for common topics in Calculus. Obviously, trig is abused in calculus like a doll under a dog o_o And other skills are also learned to apply calculus in other ways later on. Quote:
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Then again, I also still remember my 3rd grade teacher saying a number can't be subtracted something larger than itself >__> They're called negative numbers, people. I swear, I was bored in elementary school all the time. Such interesting stuff I'm noticing, that more and more people seem to be advanced in their math studies, yet there's also many that are just normal or behind. I do wonder if legislatures for education should consider 'raising the bar'. Maybe the standard should be that advanced math studies should begin in 7th grade. It doesn't require too much compression of pre-algebraic mathematics, since it's a simple 10 year to 8 year compression. And I am confident that people should be perfectly capable of understanding advanced mathematics at a young age. So let Algebra and Geometry be things of 7th and 8th grade, and we have ourselves Advanced Algebra, Pre-calculus/Trigonometry, Calculus I, and Calculus II before college. Would it be a good idea to have that be the norm? |
My province outright lowered the bar. :/ Lots of idiots in standard schooling here.
(A lot of forum users are computer nerds who are more likely to be interested in math so you're gonna get a biased sample in this club. :P) |
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Username: Pokemon Trainer Touko
Overall Education Level: Year 8 Mathematics Education Level: I study in Hong Kong so we have a different system. I might be the youngest here but I can beat year elevens :3 I've tried multivariate calculus and it wasn't that hard =] Do you think you can be asked for help in your level or lower?: I guess so :D I wish I were a _______ so I could lay tangent to your curves: Derivative Please don't smash me with super hard stuff- I'm only 12 ~~ |
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I know for certain that everyone in this club, if they had been given the opportunity, would be like the prodigies I mentioned. That's the beauty of maths; if I want to, I can learn anything I want as early as I want, unless it develops on some other branches (like calculus and trig). The "dreadful" bit is that some ARE allowed to do higher level work much earlier than others who could, but aren't allowed. Take the example of ShinyMeowth and Pokemon Trainer Touko, they were allowed to do calculus and such at a young age, and we're feeling bad XD Quote:
Obviously, mathematics and literacy are INCREDIBLY important for getting jobs, correct? If you can't read/write or do arithmetic, then, well, you're screwed. But when you reach the age of, say, 14-15 at school, what you learn isn't really all that important for the average worker. Why do I need to learn to analyse a book, or learn quadratics? I don't. I think that all the really important things should really be pushed until Year 9 (which is the final year, in England, that all subjects are compulsory). After that, it should really be optional. Of course, others would disagree. Quote:
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Skipping
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Joining~
Username: Nurse Barbra Overall Education Level: 3rd year (9th grade in american terms) Mathematics Education Level:I do the new irish project maths sylubus, more wordy and complex equations, its about the equalivent of 12th grade maths,I know alot of the equations such as the distance between 2 points [^1/2{(a1+a1)^2+(b1+b2)^2}] , Do you think you can be asked for help in your level or lower?: Sure I wish I were a _______ so I could lay tangent to your curves: n Angle of 35* or more~ |
members
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I am not impressed with the lack of productivity in the recent week.
Now to talk about why exactly you like math, or what you like about it and when did it get you so interested? Is there anything specific that had you hooked? |
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Why exactly I like math? I don't really know why. It's just... fun, I guess. Like my lecturer said once, "When you get to prove the trigonometric equations, it felt fun, isn't it? Just like orgasm." The best part is when you get an answer to a question that's been bugging you for days. Anything specific... I know someone is going to answer pi Speaking of that, I'd really to learn more about the history behind constants like pi, e, etc. But the syllabus is just more centered around "How do you apply this to this" etc. Anywayy.. Today entered the chapter derivative in graphing and application. The concavity part is still easy, but I have a feeling that the graph-sketching part is not going to be that simple. |
yeaaahh mathssss.
Username: Ninja Caterpie; NC, En-say Overall Education Level: Year 9 Mathematics Education Level (Or most recent/advanced math subject): eh idg this. Do you think you can be asked for help in your level or lower? Yes. Possibly a bit higher, too. Life = The Universe = Everything = 42/3 = 14. |
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...well, I like maths,
but right now in year 9 I am having some trouble with motion problems. can anyone help with this? I don't want to put the question because I want to try learn it myself, but does anyone know what I mean by motion problems? |
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okay, here's an example;
A motor cyclist makes a trip of 500km. If he had increased his speed by 10km/h, he could have covered 600km in the same time. What was his original speed? |
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Hint: Spoiler:
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