Ask MetaFilter questions tagged with math
http://ask.metafilter.com/tags/math
Questions tagged with 'math' at Ask MetaFilter.Wed, 21 Sep 2016 08:49:13 -0800Wed, 21 Sep 2016 08:49:13 -0800en-ushttp://blogs.law.harvard.edu/tech/rss60Too Many Strata To Sample
http://ask.metafilter.com/300748/Too%2DMany%2DStrata%2DTo%2DSample
I have multiple independent variables that I want to stratify my sampling across, but the result would be way more strata than I can sample. Is there a way to stratify across different character states for each independent variable without creating strata for the interactions of each? Example inside. In my example I have independent variables Color (red, orange, yellow, green, blue, purple), Shape (square, round, sinusoidal), Size (small medium large), and Flavor (apple, banana, grape). If I tried to stratify my sampling across each of these I would get 162 strata. My population is only about 1,000 individuals though! I can’t pull 30 samples each from 162 strata. In fact, there may not even <em>be</em> any large square blue grapes (for example).<br>
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I don’t really care about the effect of the possible interaction between the terms though. Can I design a sampling regime that would make sure I get a randomly selected 30 of each color, 30 of each shape, 30 of each size, and 30 of each flavor, but not try to get 30 of each combination of color, shape, size, and flavor?<br>
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Why is this a bad idea? Or if it’s not, is there an established way of designing such a sampling regime?tag:ask.metafilter.com,2016:site.300748Wed, 21 Sep 2016 08:49:13 -0800agentofselectionResources for helping young student with idiosyncratic math issue?
http://ask.metafilter.com/300371/Resources%2Dfor%2Dhelping%2Dyoung%2Dstudent%2Dwith%2Didiosyncratic%2Dmath%2Dissue
I"m tutoring a 12 year old girl in math and she displays an idiosyncratic learning disability / learning style. (Specific issue was in learning to calculate the area of a rectangle, an example was used of a rectangle with area of 48 and she didn't understand why all rectangles don't have areas of 48.)
Could someone offer suggestions for this specific student, or, more generally, a resource where I might be likely to find others who might have run across similar students?tag:ask.metafilter.com,2016:site.300371Mon, 12 Sep 2016 04:28:16 -0800Jon44Can you figure out the probability of a specific outcome?
http://ask.metafilter.com/300348/Can%2Dyou%2Dfigure%2Dout%2Dthe%2Dprobability%2Dof%2Da%2Dspecific%2Doutcome
I work in a field where we think about possibly dangerous people. If Mr. X is a poor driver and has a 5% chance of running a red light in the next month, can you know the probability of him running a red light at a specific intersection? Can you know a range of probabilities for that specific intersection? What if it's the intersection that he drives through most often? I think this likely has an easy answer but none of us can clearly explain it so we keep talking about it.tag:ask.metafilter.com,2016:site.300348Sun, 11 Sep 2016 11:30:32 -0800kerfMath Facts
http://ask.metafilter.com/299965/Math%2DFacts
Beyond multiplication tables, what sort of mathematical knowledge is useful to have memorized?
Also, what alternative methods have been of help for you? I've been working my way through Khan Academy sans calculator, so tips and tricks for solving without getting into ridiculous numbers would be helpful. For instance, factoring numbers when solving division problems and canceling out. <br>
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I know that understanding is more important than just rote memorization, but surely there are some things worth knowing. Not pi, I assume, but maybe conversions, squares, primes? <br>
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'Foreign' practices are of considerable interest to me as well, learning lattice multiplication and Austrian subtraction has done me a lot of good. I tend towards the messier side, so anything that makes it harder to make foolish errors is appreciated.tag:ask.metafilter.com,2016:site.299965Thu, 01 Sep 2016 11:22:01 -0800TriflingThe Boozy Educational Series
http://ask.metafilter.com/299704/The%2DBoozy%2DEducational%2DSeries
I want to learn, from the beginning, with no pressure and a drink in hand. Help me come up with a boozy math/science online course curriculum. I didn't do particularly well in math and science throughout grade school, high school, and college. I got through the courses somehow but never had a passion for them, and I was always convinced they were beyond my capacity. It was a combination of passion-ruining parental pressure and teachers who never gave me a reason to care, I guess. It was only after schooling that I realized this stuff was super interesting and worth knowing. <br>
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So, I want to give myself another shot at this education, from basically the beginning, going on (hopefully) through relatively advanced college material. I want it to be super low-key and low pressure, even if the material gets difficult - I should be able to have a drink or two and just follow along for the sake of learning, as if I were watching Netflix or something. Maybe I won't pick up on everything, but I should be able to work through a problem per session and basically understand how it works. It's okay if I have to occasionally rewatch material I didn't get the first time.<br>
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Can you help me brainstorm a list of online courses that would be well-suited to this sort of "booze and learning" series? I want to start with really basic fundamentals, so for math, maybe we begin with arithmetic, then algebra, and then keep going, up to, say, differential equations and proof-based courses. Any free service will do - Coursera, Khan Academy, Youtube, not sure what's out there. If possible, the instructor should emphasize fascinating problems and keep giving me reasons to stay engaged. I know that can be a high bar when some of the material is going to be dry, though, so consider it optional.tag:ask.metafilter.com,2016:site.299704Thu, 25 Aug 2016 15:47:44 -0800najuHow much math should most college students be able to learn?
http://ask.metafilter.com/299681/How%2Dmuch%2Dmath%2Dshould%2Dmost%2Dcollege%2Dstudents%2Dbe%2Dable%2Dto%2Dlearn
I have read quite a few articles that state that there's no such thing as being bad at math, that often it is just the case that you haven't had a specific subject explained to you in a way that made sense to you, or that you just have to work harder at it. That resonates with me, but clearly there's a limit to that and I wonder what that limit is. I know that theoretical math at the university level is one of the hardest subjects and that even people who are the best in their class in high school often have trouble with that. So, I wonder if there is any consensus about what a level of math is that most college students could reach, given enough motivation and good explanations. I'm interested in both experiences from math teachers/people who took higher level math classes in college, and articles that are written about this.<br>
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I'm in Europe so general explanations would be preferred because I have no clue what Americans learn in which classes. I'm assuming college students, so people who have the IQ/skills to go to college, but not necessarily people who had advanced math classes in high school.tag:ask.metafilter.com,2016:site.299681Thu, 25 Aug 2016 02:02:12 -0800blubI was told there would be no math.
http://ask.metafilter.com/299519/I%2Dwas%2Dtold%2Dthere%2Dwould%2Dbe%2Dno%2Dmath
I've crossed a bunch of plants with one another, and now have a bunch of berries on those plants. Each berry can contain way more seeds than I have room to pot up and grow out individually, so I'm trying to find the point of diminishing returns, where potting up additional seedlings stops giving me new and interesting results, but my math background is inadequate. A previous cross has given me thirteen distinguishable colorations. I imagine this isn't typical, but it's all the information I have so let's roll with that. <br>
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In the previous cross, out of 75 seedlings, result A has occurred 22 times, B 15 times, C 7 times, D 5 times, E 5 times, F 4 times, G 3 times, H 3 times, I 3 times, J 3 times, K 2 times, L 2 times, and M 1 time. <br>
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Assuming these results to be typical, how would I:<br>
• calculate the number of unique outcomes likely to result from potting up <i>n</i> seedlings<br>
• calculate the number of seedlings to pot up in order to have an x% chance of result Y?tag:ask.metafilter.com,2016:site.299519Sun, 21 Aug 2016 10:22:30 -0800Spathe Cadetinexpensive pathways for math greats?
http://ask.metafilter.com/299208/inexpensive%2Dpathways%2Dfor%2Dmath%2Dgreats
My older one is great at math, worried about UK student debt, and wants to have the university experience. Are there distance or residential sub-£18,000 math degrees anywhere that offer a level of student experience akin to the tutorial opportunity and entertainment a student in university might have, or companies or organisations geared to these experiences?tag:ask.metafilter.com,2016:site.299208Sat, 13 Aug 2016 07:10:51 -0800parmanparmanDo you have a vigor? A vigor for rigor?
http://ask.metafilter.com/299046/Do%2Dyou%2Dhave%2Da%2Dvigor%2DA%2Dvigor%2Dfor%2Drigor
A colleague mentioned a college course he took on rigorously proving commonly handwaved aspects of math. Help me find books or a syllabus relating to this! Much like <a href="https://www.youtube.com/watch?v=ZDOI0cq6GZM">Lyle Lanley's salesmanship</a>, my mathematical education has a bunch of handwaving (e. g. how the fundamental theorem of calculus is usually presented). A colleague mentioned once that he took a very satisfying course (don't know if it was undergrad or not) that consisted entirely of taking foundational mathematical concepts that are presented with a bunch of flimflam and rigorously proving/defining them.<br>
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I want to reconstruct as much of that course, or something like it, as possible.<br>
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Do you know of any books dedicated to that or publicly available syllabi covering courses like that? Help me actually know things that I just pretend to know.<br>
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(Presented in the science & nature category rather than the more accurate philosophy & religion in the hopes of casting a wide net.)tag:ask.metafilter.com,2016:site.299046Mon, 08 Aug 2016 11:34:22 -0800The GafferI have excel and a sense that this is possible
http://ask.metafilter.com/299021/I%2Dhave%2Dexcel%2Dand%2Da%2Dsense%2Dthat%2Dthis%2Dis%2Dpossible
So imagine I have a population of like 100,000 people. And I have goals for them to achieve for which they get money. Now I want to calculate what my budget might be. To keep it simple lets say I have 5 goals. I imagine 80% of the people will achieve 1 goal, and some lesser percentage will achieve 2, and a virtually none will achieve all 5. <br>
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Each goal might be worth $50<br>
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How can I set up an excel sheet to simulate this world where I can play with the variables? My biggest confusion is where 1 person achieves more than one goal.tag:ask.metafilter.com,2016:site.299021Sun, 07 Aug 2016 22:39:13 -0800jander03Help with Excel formula to compare 1 column of numbers to other columns.
http://ask.metafilter.com/298334/Help%2Dwith%2DExcel%2Dformula%2Dto%2Dcompare%2D1%2Dcolumn%2Dof%2Dnumbers%2Dto%2Dother%2Dcolumns
I have an excel sheet with 4 columns of numbers. The first column is a recent donation amount. The other three columns were the prompts of donation amounts, (the Reach, the Target, and the Anchor). Is there an excel formula that can compare these four columns? I would like to use a formula to compare the donation amount to the three other columns and output results that would say the donation was, Above Reach, Equals Reach, Between R and T, Equals Target, Between T and A, Equals Anchor, and Below Anchor. Is there an easy way to do this?tag:ask.metafilter.com,2016:site.298334Tue, 19 Jul 2016 07:37:54 -0800andoatnpExcel Formula to Weight Ratings By Number of Ratings?
http://ask.metafilter.com/297820/Excel%2DFormula%2Dto%2DWeight%2DRatings%2DBy%2DNumber%2Dof%2DRatings
How do I write an Excel formula to weight a rating by the number of ratings, so that a 4 with tens of thousands of ratings weighs more than a 5 with three ratings? I have a list of books with rating and number of ratings. For example, a line of data might be, in columns A, B and C, respectively: "Firestarter, 4.8, 42573" or "Funny Anemones, 5.0, 3".<br>
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I'd like to sort these by rating, but sort them in a way where a higher number of ratings makes a rating more valuable. For example, a five-star rating from two ratings would mean a lot less than a four-star rating from a thousand ratings.<br>
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<a href="http://math.stackexchange.com/a/942965">The closest answer I could find via Google was this</a>, but the math in that answer is above my understanding, so that I don't know how to translate it into a formula.tag:ask.metafilter.com,2016:site.297820Tue, 05 Jul 2016 09:14:51 -0800WCityMikeSearching for a math learning book for children
http://ask.metafilter.com/297807/Searching%2Dfor%2Da%2Dmath%2Dlearning%2Dbook%2Dfor%2Dchildren
Sometime within the last two years, I read a positive review of a mathematics book for children of at least kindergarten age that introduced math concepts using the number line as a conceptual focus. I'd appreciate any help in trying to identify this book. The phrase "number line" may have been part of its title, however I don't think it is <em>Hopping on the Number Line</em> by Nancy Allen. I seem to recall there may have been some dynamic activity involving said number line, like breaking it or smashing it or some other colorful (but apparently not colorful enough!) imagery. I suspect there may have been an emphasis on visualization.<br>
If this doesn't ring any bells, I would also appreciate any recommendations on math learning books for young (kindergarten to early school-age) learners with a strong focus on visualizing numbers and their properties.tag:ask.metafilter.com,2016:site.297807Tue, 05 Jul 2016 03:47:53 -0800SvejkMathematical patterns
http://ask.metafilter.com/297242/Mathematical%2Dpatterns
Does this math pattern have a name? How can I find more like it? My son, 9 years old, loves math. Last year, he told me that he was thinking about math while lying in bed one night before sleep – you know, as you do!-- and this pattern had occurred to him:<br>
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n^2 + (n+n-1) = (n+1)^2 <br>
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(He described it to me in 9-year-old words, not an equation, for what it’s worth.) And then, the other day, he told me that he’d figured this out:<br>
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n^2-1 = (n-1)*(n+1)<br>
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This kind of blows me away, because my brain just doesn’t work that way and I have to sit down and really think this stuff through—but it comes effortlessly to him.<br>
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So, two questions:<br>
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1. Do either of those patterns have a name? I know about, like, the Fibonacci Sequence and I think it would tickle him to know that he’s stumbled onto Someone’s Theorem or whatever.<br>
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2. What are some resources that can encourage / expand this kind of thinking? Obviously this is not my thing so I’m having trouble even finding the words to describe what I’m after. Remember that he’s just a little kid, so he’d probably lose interest if it’s dry and complicated. He just really digs the way that numbers are so orderly.tag:ask.metafilter.com,2016:site.297242Mon, 20 Jun 2016 18:35:31 -0800oceanmorningAt-Home Summer Math Program for Reluctant Teenager?
http://ask.metafilter.com/297088/At%2DHome%2DSummer%2DMath%2DProgram%2Dfor%2DReluctant%2DTeenager
We have a 15 year old (entering 10th grade) staying with us for the summer, who needs significant help with math. He worked pretty hard this past semester to bring his math grade up to a C - and I don't want him to lose that knowledge.
What can we do to work on his math skills this summer? Open to all ideas - books, online tutorials, games.tag:ask.metafilter.com,2016:site.297088Thu, 16 Jun 2016 06:56:15 -0800wearyaswaterMath education resources
http://ask.metafilter.com/297035/Math%2Deducation%2Dresources
I am aiming to create extracurricular programming for people of all ages (but I'm particularly focused on teens and adults) to illuminate the neat areas of math that aren't covered in school. (Graph theory, mobius strips, pascal's triangle, things like that.) However, I don't have a very official background in mathematics myself.
1) What resources can I use to teach myself about math in those areas, or math leading up to those areas?
2) What resources are out there for kids/teens/adults to increase their math awareness? Re: 1, I've been reading various books (texts on graph theory, etc.), using MIT OCW courses (Discrete math, multivariable calc, and linear algebra). Recommendations for specific math books are appreciated. I find Robin J. Wilson's Graph Theory textbook to be readable. Many other texts rely on familiarity with terms that I have not heard before. I would especially appreciate some sort of math glossary, or texts that, while they go deeply into the math, define their terms early on. Popular math books have been a good start, but I want to go deeper into the math.<br>
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Re 2: I've visited the Museum of Mathematics and love what they're doing.tag:ask.metafilter.com,2016:site.297035Tue, 14 Jun 2016 22:07:04 -0800azalea_chantHow much will it cost to run window air conditioner all year in PA?
http://ask.metafilter.com/296853/How%2Dmuch%2Dwill%2Dit%2Dcost%2Dto%2Drun%2Dwindow%2Dair%2Dconditioner%2Dall%2Dyear%2Din%2DPA
I am considering moving into an apartment where I cannot adjust my own heat, although management takes care to make sure everybody's happy in that department. But due to my health probs, I still may need to run the window air conditioner a LOT, most of the year. The air conditioner is appropriately sized - 8,000 BTU for 350 square feet (it's a small efficiency apartment.) I figured I may have to run it about 16 hours a day, most days of the year. I am assuming management will keep the heat 74 degrees in the day and 67 at night, and I prefer it 72 degrees max in the day and 65 max at nite.<br>
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(It is radiator heating. We are not allowed to touch the valves but can call management. I don't want to open windows because humidity/icy gales.)tag:ask.metafilter.com,2016:site.296853Fri, 10 Jun 2016 07:56:20 -0800serena15221Turns out I really like math...
http://ask.metafilter.com/296499/Turns%2Dout%2DI%2Dreally%2Dlike%2Dmath
How can I continue to study it? I'm a junior-and-a-half in college, earning a concurrent B.A. and M.A. in Computer Science. I started in physics at a different school, then transferred to my current school, and picked up the CS major while I was here. (As a transfer, I had to stick around for an extra year to fulfill all my prereqs anyway, and got enough financial aid/scholarships to take all the classes I needed.)<br>
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Something I didn't realize at my first school or until now (as I get close to graduation) is that I REALLY like math. Not the applied math that I mostly did at my very practical, untheoretical first school as a physics student, but the more abstract, proof-based math that I do at my new school. (New school is a top 5 school where everything is very theoretical.) I really really have fun in my math classes, and my only regret is that I didn't realize how much I liked it until now, because if I could go back 2-3 years, I would have majored in math here. I'm actually getting kind of depressed to wind down to graduation, because I want to take more math! <br>
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I especially liked my theoretical CS courses involving math-- advanced algorithms in particular was my favorite class. (So, discrete math.)<br>
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I know doing a PhD in math would be a totally different ballgame, and I have no idea if that's something I'd like to do. But I'd like to... find out? Is there a way to keep studying math? Should I try to get another bachelor's degree? (I'm thinking no but if it were free, I totally would.) Should I keep graduate school for math/computer science in the back of my mind? Would I do much math as a CS PhD?<br>
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My GPA is not incredible but pretty good (4.0 at first school, 3.5 average at first in second school due to poor study skills that I pulled up to a 3.7-3.8). I test well, so I think I could do well on the GRE. Don't have any research, but I have one year left to look for a project or a professor to work with. (I spent most of my time hunting down internships and "professionalizing" my resume which has made me appreciate academia more.) I wouldn't say I'm a math prodigy by any means-- I actually didn't think I was a math/science person until college, after a very bad public education-- but I feel pretty at home at the moment.<br>
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I do have a major fear of participating in class (though this has gotten better this year) and talking face-to-face with professors, which has always made me feel like I would really suck at graduate school. I guess it's something I'd like to overcome, but if my success depends on it, that's a bit scary for me.<br>
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I do well in my current math classes. I've been top of the class a few times, more frequently somewhere between the top and the upper quartile now that I'm around very talented people.tag:ask.metafilter.com,2016:site.296499Thu, 02 Jun 2016 00:56:51 -0800AnonymousCareer in IT and Computer Programming with zero knowledge?
http://ask.metafilter.com/296321/Career%2Din%2DIT%2Dand%2DComputer%2DProgramming%2Dwith%2Dzero%2Dknowledge
I'm fascinated with computers, robotics, and photography. Yet, there's something captivating about IT and Computer Programming. I'm almost finishing up my Social Science bachelor's degree (Sociology), which is pretty worthless from a marketable angle, little job offers. I would like to learn more about IT (Support Services for software) and Computer Programming as well, but I have no background in these two fields. Should I pursue a degree in either of these fields if I have no experience with math and computers? Furthermore, I would love to learn more about IT (Support Services) and Computer Programming, but I have poor math skills, in fact, algebra and division are difficult to do. What is IT and Computer Programming like in terms of mathematics? Are these difficult careers? I know that the two are a little different from Computer Science, which is more theoretical, similar to pure mathematics in a sense. Can someone who struggles at math pursue these kinds of careers? I'm willing to work extra hard to tackle the math bit, but I believe I might have a learning disability with math as well. I'm a gifted creative writer as well, but this isn't important when it comes to computers. I love to write essays, creative writing, think critically, be analytical, problem solve, which I think might help with this kind of career on some note. Does anyone have personal experiences with these careers, where math was a challenge? I originally wanted to be a Professor, Creative Writer, or a Research Librarian, but those jobs are difficult to live by, pay to pay, so to speak. I'd love to teach Philosophy, but the odds are slim, and road to a phD tenure and grad school is bloody tough, I have been told.<br>
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Are there excellent books for beginners on these topics and fields?<br>
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Any positive and constructive feedback would be most worthy and welcome -- it is good to look at both sides of the coin. Should I pursue this career route? Yes? No?tag:ask.metafilter.com,2016:site.296321Sat, 28 May 2016 15:12:06 -0800RearWindowShould we give daughter special education or let her be who she is?
http://ask.metafilter.com/296053/Should%2Dwe%2Dgive%2Ddaughter%2Dspecial%2Deducation%2Dor%2Dlet%2Dher%2Dbe%2Dwho%2Dshe%2Dis
We are troubled as to whether or not we should put our daughter in a math special education program. The school has said she needs it, but she is adamant that she does not want to be seen as different. She feels so strong about this, I feel like this is one of those turning points in life where I might make a huge mistake in what I do. My daughter is very gifted in music, has sung for hundreds of people in various venues, won awards, is in OPUS, has been in the theater and been selected as the favorite by the audience, plays musical instruments and won awards on those. She is also a public speaker. The reason I mention these, is to explain that she, as our daughter, has shown us who "she is" and the Mom in me says I should simply love her for who she is and not put such importance on school grades. I, myself, was an academic, so at first it was hard to see my daughter not get excellent grades in school. I would say she is a B student in other classes, but math is very hard for her. We have taken her to tutors, I've tried to help her, but she hates math and also is very challenged in it, when she does try. Sometimes she gets B's, sometimes C's, and sometimes, D's and F's.<br>
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Do I just not listen to her and put her in the special ed math class and tell her, "Look, sometimes you have to do things in life that you don't want. You need to pass the math class each year as you go through high school." OR do I just let go of the thing, stop trying to help her (which ends in arguments), not put her in that special class, and let her be who she wants to be, and if that is a performer of some kind, then so be it.<br>
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She is 13 so one of these days, before I know it, she will be out of the house and I want a relationship with my daughter. In the end, her happiness is what I want. I want her to feel good about herself and love her life.<br>
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Thanks.tag:ask.metafilter.com,2016:site.296053Sun, 22 May 2016 08:03:10 -0800lynnie-the-poohWhat are some mathematical or scientific principles of poker?
http://ask.metafilter.com/295371/What%2Dare%2Dsome%2Dmathematical%2Dor%2Dscientific%2Dprinciples%2Dof%2Dpoker
I'm trying to get a list of things (equations, theories, etc) we know about poker or gambling in general in terms of scientific or mathematic principles. It can't just be game theory. it's got to be specific aspects of it. And I mean ANY aspects of it. Hot hands. Beginner's luck. Inside straights.tag:ask.metafilter.com,2016:site.295371Thu, 05 May 2016 07:40:30 -0800rileyray3000Remedial Maths for Grownups
http://ask.metafilter.com/295163/Remedial%2DMaths%2Dfor%2DGrownups
What are good (and preferably free) resources for self-teaching high school level mathematics? Snowflakes etc. below the fold. I have a complicated relationship with maths. As a young critter I was good with numbers, and until the end of 8th grade was near the top of my class, could complete most tasks asked of me in my head, and made it a hobby to find errors in the answer sections of textbooks. <br>
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When I hit 9th grade I had a clumsily managed transition skipping up into a 10th grade "accelerated" math class. I wasn't given bridging work, my teacher had no interest in helping me catch up on concepts I was unfamiliar with (and seemed to take an active dislike to me but that's another story), and being 14 I didn't have the wits to research my way out of the problem. I crashed and burned, and was made to repeat 10th grade maths the following year in the lowest skilled group ("veggie maths" we call it cruelly and colloquially here in Australia). Again, being 14 and not that emotionally developed, I got the impression my former facility with numbers was an illusion, I was dumb, and promptly gave up on STEM in general and went all-out on the arts.<br>
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FFWD to today, I'm moderately successful as a musician/artist/teacher/academic support tutor, and have proved to myself the dumbness thing was incorrect (yay self-esteem!), however I greatly regret, and have a bunch of insecurity around my loss of mathematics, and 20-ish years later I want it back goddammit. <br>
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Please help the ghost of 14 year old math-nerd me get back on the horse.<br>
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(If it's relevant my last experience of mathematics education was in the mid 1990s public high school system of Victoria, Australia)tag:ask.metafilter.com,2016:site.295163Sat, 30 Apr 2016 08:55:33 -0800threecheesetreesCounting 101 (and beyond)
http://ask.metafilter.com/294967/Counting%2D101%2Dand%2Dbeyond
Our three year old LOVES to say his letters and numbers. When he gets to Z, he triumphantly (and accurately) announces "and that's all the letters!" When he gets to 100 he proudly informs us, "that's all the numbers!" I've tried to tell him about 101, 102, etc., but he does not believe me. He would believe it if a YouTube video or app told him so. Any suggestions? (Yep, I know this is not a big deal. I just like watching the light bulb go on when he realizes just how big the world is.)tag:ask.metafilter.com,2016:site.294967Mon, 25 Apr 2016 13:49:19 -0800slmorriScience for 6-year-olds?
http://ask.metafilter.com/294482/Science%2Dfor%2D6%2Dyear%2Dolds
Can you recommend either a good homeschooling science curriculum for K-1st grade, and/or an experiments that work well for 6 year olds, and/or advice on devising an ongoing science course for kids that age? My son's science program at his kindergarten leaves a lot to be desired, and I don't think it's going to get better in the upper grades. I and a couple of other parents would like to supplement with essentially our own after-school science and math curriculum, at home. (We would do this together, taking turns hosting.)<br>
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Google gives me an overwhelming number of options for purchasing books. It also gives me a gazillion hits for "science experiments for kindergartners." I'm also hampered by the fact that my own science and math education was underwhelming, and I have no way of evaluating what's good or not. <br>
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I have a vague idea that they should be learning, at this stage: Simple biology (growing plants, finding out what happens if plants don't get enough light and water, bird-watching); simple chemistry experiments; simple mechanics/physics like building things and seeing how much weight different designs can hold.<br>
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But I have no idea where to start. Any suggestions?tag:ask.metafilter.com,2016:site.294482Tue, 12 Apr 2016 14:33:03 -0800piptiMath problem alert: NCAA Magic or Unsurprising?
http://ask.metafilter.com/294230/Math%2Dproblem%2Dalert%2DNCAA%2DMagic%2Dor%2DUnsurprising
We had a NCAA March Madness contest at work, where about 40 of us all filled out brackets on ESPN's site. One of us - the winner of our group - did very well and ended up ranked 6000th out of all 13 million ESPN brackets - top .05%. My question is, was this really statistically unlikely or, given that there were 40 of us, is it unsurprising one of us did that well (e.g., the birthday problem)? What mathematical tools would one use evaluate this question? Thanks!tag:ask.metafilter.com,2016:site.294230Wed, 06 Apr 2016 12:04:40 -0800slide