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Son's teacher needs to go back to school
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Great thread, thanks OP.
Sambucus, is this you?
Love the animals: God has given them the rudiments of thought and joy untroubled. Do not trouble their joy, don't harrass them, don't deprive them of their happiness.0 -
Sorry mate, I'd be hard pressed in a discussion, say with my mates up the club, to distinguish those situations where something is greater than 30 from those situations where 30 is less than that self same thing.Re: The highlighted quote:
No, no, no, no, no...something is greater than 30, NOT 30 is less than something!!!
If you could oblige with an everyday example which might help ....Hi, we’ve had to remove your signature. If you’re not sure why please read the forum rules or email the forum team if you’re still unsure - MSE ForumTeam0 -
welshgirl78 wrote: »I know I shouldn't be doing this, I know I should walk away, I know I am digging an even deeper hole here
but...
Mathematically...
IT'S THE SAME!
And there lies the problem...
Perhaps in a very basic equation, it makes no difference, other than the wording being used.
When you get more complex, it can have a huge bearing on how it is processed.
If you teach the basics right, then the complex becomes easier to deal with...
So > is greater than
< is less than
and stick to it in everything you do, then you don't have any issues further down the line...If it looks like a duck, and quacks like a duck, we have at least to consider the possibility that we have a small aquatic bird of the family anatidae on our hands
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thistledome wrote: »Great thread, thanks OP.
Sambucus, is this you?
At least we agree that everyone else is wrong.
If you haven't got it - please don't flaunt it. TIA.0 -
DVardysShadow wrote: »Sorry mate, I'd be hard pressed in a discussion, say with my mates up the club, to distinguish those situations where something is greater than 30 from those situations where 30 is less than that self same thing.
If you could oblige with an everyday example which might help ....
But we aren't talking about a conversation over a pint.
We are talking about how it should be taught to children. So they grasp the principles of such a basic function.
There's a BIG difference...If it looks like a duck, and quacks like a duck, we have at least to consider the possibility that we have a small aquatic bird of the family anatidae on our hands
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You are agreeing that the proposition that everyone else is wrong is less than all other propositions?Sambucus_Nigra wrote: »At least we agree that everyone else is wrong.Hi, we’ve had to remove your signature. If you’re not sure why please read the forum rules or email the forum team if you’re still unsure - MSE ForumTeam0 -
Why set your sights so low? Children should be taught this stuff so that they can confidently sort out these issues over a pint.But we aren't talking about a conversation over a pint.
We are talking about how it should be taught to children. So they grasp the principles of such a basic function.
There's a BIG difference...Hi, we’ve had to remove your signature. If you’re not sure why please read the forum rules or email the forum team if you’re still unsure - MSE ForumTeam0 -
DVardysShadow wrote: »Why set your sights so low? Children should be taught this stuff so that they can confidently sort out these issues over a pint.
I'd rather they could do basic maths (without using a calculator) and are able to get a job where they can earn enough to go drinking If it looks like a duck, and quacks like a duck, we have at least to consider the possibility that we have a small aquatic bird of the family anatidae on our hands
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I think that most problems here - including the original post - stem from using < and > in naked or semi naked form.So
> is greater than
< is less than
and stick to it in everything you do, then you don't have any issues further down the line...
If the original problem had the set defined in the form value>30, rather than the semi naked form >30 I doubt the homework problem would have arisen.
And if you write your bolded statement above as
x>y means x is greater than y
y<x means y is less than x
I think most problems go away.
As for Welshgirl saying < and > are the same, she has a point I can agree with. < and > are different ways of expressing ordering within an ordered set. Now with an ordered set, there is clearly only one ordering which determines the outcome of both < and >. Given an ordering of A and B using < [ie A<B], it is entirely trivial to determine the ordering of A and B using > [ie B>A].
In other words, there is a single and unique fully defined relationship of ordering, but there are 2 notational ways of representing it using > and <Hi, we’ve had to remove your signature. If you’re not sure why please read the forum rules or email the forum team if you’re still unsure - MSE ForumTeam0
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