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Mathematics Concept & Skill Development Lecture Series: Webvideo consolidation of site lessons and lesson ideas in preparation. Price to be determined. Bright Students: Top universities want you. While many have high fees: many will lower them, many will provide funds, many have more scholarships than students. Postage is cheap. Apply and ask how much help is available. Caution: some programs are rewarding. Others lead nowhere. After acceptance, it may be easy or not to switch. For students of reason in society, science and technology: Pattern Based Reason describes origins, benefits and limits of rule- and pattern-based thought and actions. Not all is certain. We may strive for objectivity, but not reach it. Postscripts offer a story-telling view of learning: [ A ] [ B ] [ C ] [ D ] to suggest how we share theories and practices. Site's Best LessonsFor Logic
These online chapters may amuse while leading to greater precision and comprehension in reading and
writing at home, in school, at work and in mathematics. For Arithmetic
Deciml Place Value - funny ways to read multidigit decimals forwards and
backwards in groups of 3 or 6, US-CDN, UK-German and Metric SI style. For Algebra
What is
a Variable? - this entertaining oral & geometric view
may be before and besides more formal definitions - is the view mathematically
correct? |
www.whyslopes.com >> Volume 2 Three Skills For Algebra >> Chapter 6 Change of Language Next: [ Chapter 7 Prep for Calculus Arithmetic Exercises.] Previous: [Chapter 5 Islands-and-Divisions-of-Knowledge.] [1] [2] [3] [4] [5] [6] [7][8] [9] [10] [11] [12] [13] [14] [15] [16] [17] [18] [19] [20] [21] [22] [23] [24] [25] [26] [27] [28] [29] [30] [31] [32] [33] [34] [35] [36] [37] [38] [39] [40] [41] [42] Chapter 6, A (technical) Language ChangeImplication rules can be stated in several ways. We need to recognize them. One-Way Implication RulesIn the chapter Implication Rules , we met the rule When Aunt Jane visits her nephew Tom's home, Tom goes out to play Rules like this can be said in different ways. This gives variety and choice in the way in which we write rules. The form of a rule does not matter, if we understand exactly what it says. The above one-way rule can also be rewritten (or restated, again without changing its meaning) using the words IF and THEN as follows. IF Aunt Jane visits her nephew Tom's home THEN Tom goes out to play. The word IF introduces a condition, namely Aunt Jane's visit to her nephew Tom's home. The word THEN introduces the consequence, what should occur, when the condition is satisfied. Here the consequence is Tom goes out to play. Since the original rule can be rewritten in the IF condition THEN consequence form, we say the original rule and the if-then form are conditional statements.
Another way of writing the above one-way Aunt Jane and nephew Tom rule (with no change in meaning) is given by: Aunt Jane's visit to her nephew Tom's home IMPLIES Tom goes out to play. The words forces or makes may be used instead of the word implies. We could also use the word suggests, but in everyday use, a suggestion is optionally obeyed or followed while a rule (when it is correct) should or must be obeyed or followed. In talking about rules, we use the words implies, forces or makes for those rules we expect will be obeyed, or more precisely will never be disobeyed in the circumstances at hand. The explicit identification of such circumstances is exhaustive unless the circumstances in question are understood from a context, an obvious one, we hope.
Two-Way Implication RulesIn the previous chapter Implication Rules, we met the rule
Tom goes out to play This is an example of a two-way rule. Two-way rules can also be said or presented in different ways. Again the form of a rule does not matter, provided we recognize exactly what is meant. The above rule also can be rewritten (or restated, again without changing its meaning) in the if-and-only-if form:
Aunt Jane visits her nephew Tom's home This form suggests we call such rules biconditional statements. The prefix bi- here signals two ways. Whenever the condition (or situation) Aunt Jane visits her nephew Tom's home occurs, the other condition (or situation) Tom goes out to play must also occur, and vice-versa, if this rule is to be never-disobeyed. You may prefer to say if and only if instead of when and only when. For instance, I might say or suggest to you: I will do that for you if and only if you do this for me. Alternatively, I might say or suggest to you: I will do that for you when and only when you do this for me. Tone provides the only difference between the two suggestions. Both of these suggestions represent a two-way obligation to which we might agree. Confusion or disappointment or false expectations may happen when suggestions such as these are not explicitly accepted or rejected. Two-Way or Two One-Way RulesThe two-way Aunt Jane and nephew Tom rule above is rewritten (with no change in meaning) as Aunt Jane visits her nephew Tom's home implies Tom goes out to play, In this form, the two-way rule is seen to be the same as two one-way implication rules, each going in the opposite direction. Equivalent Conditions (or Situations)Two situations or conditions A and B, each of which must happen whenever the other does, are said to be equivalent to each other. So when a first situation is equivalent to a second, each situation implies and is implied by the other. Conditional versus BiconditionalOne-way and two-way implications are called conditional and biconditional statements (or rules), respectively. The Abbreviation IffThe terms and phrases
can all be used instead of each other. They are interchangeable. No matter what term or phrase is used to indicate a two-way implication, the difference between one-way and two-way needs to be remembered. Otherwise, statements, definitions and assertions will be read incorrectly. Selby A, Volume 1A, Pattern Based Reason, 1996. www.whyslopes.com >> Volume 2 Three Skills For Algebra >> Chapter 6 Change of Language Next: [ Chapter 7 Prep for Calculus Arithmetic Exercises.] Previous: [Chapter 5 Islands-and-Divisions-of-Knowledge.] [1] [2] [3] [4] [5] [6] [7][8] [9] [10] [11] [12] [13] [14] [15] [16] [17] [18] [19] [20] [21] [22] [23] [24] [25] [26] [27] [28] [29] [30] [31] [32] [33] [34] [35] [36] [37] [38] [39] [40] [41] [42] |
Road Safety Messages for All: When walking on a road, when is it safer to be on the side allowing one to see oncoming traffic? Site Reviews1996 - Magellan, the McKinley Internet Directory: Mathphobics, this site may ease your fears of the subject, perhaps even help you enjoy it. The tone of the little lessons and "appetizers" on math and logic is unintimidating, sometimes funny and very clear. There are a number of different angles offered, and you do not need to follow any linear lesson plan. Just pick and peck. The site also offers some reflections on teaching, so that teachers can not only use the site as part of their lesson, but also learn from it. 2000 - Waterboro Public Library, home schooling section:
CRITICAL THINKING AND LOGIC ... Articles and sections on topics such as
how (and why) to learn mathematics in school; pattern-based reason;
finding a number; solving linear equations; painless theorem proving;
algebra and beyond; and complex numbers, trigonometry, and vectors. Also
section on helping your child learn ... . Lots more!
2001 - Math Forum News Letter 14,
... new sections on Complex Numbers and the Distributive Law
for Complex Numbers offer a short way to reach and explain:
trigonometry, the Pythagorean theorem,trig formulas for dot- and
cross-products, the cosine law,a converse to the Pythagorean Theorem
2002 - NSDL Scout Report for Mathematics, Engineering, Technology -- Volume 1, Number 8
Math resources for both students and teachers are given on this site,
spanning the general topics of arithmetic, logic, algebra, calculus,
complex numbers, and Euclidean geometry. Lessons and how-tos with clear
descriptions of many important concepts provide a good foundation for
high school and college level mathematics. There are sample problems that
can help students prepare for exams, or teachers can make their own
assignments based on the problems. Everything presented on the site is
not only educational, but interesting as well. There is certainly plenty
of material; however, it is somewhat poorly organized. This does not take
away from the quality of the information, though.
2005 - The NSDL Scout Report for Mathematics Engineering and Technology -- Volume 4, Number 4
... section Solving Linear Equations ... offers lesson ideas for
teaching linear equations in high school or college. The approach uses
stick diagrams to solve linear equations because they "provide a concrete
or visual context for many of the rules or patterns for solving
equations, a context that may develop equation solving skills and
confidence." The idea is to build up student confidence in problem
solving before presenting any formal algebraic statement of the rule and
patterns for solving equations. ...
For Geometry
Maps + Plans Use - Measurement use maps, plans and diagrams drawn
to scale. For Calculus
Why study slopes - this fall 1983 calculus appetizer shone in many
classes at the start of calculus. It could also be given after the intro of slopes
to introduce function maxima and minima at the ends of closed intervals. |