The PLATO system for so-called "programmed instruction" was available in the 1970s, IIRC. Meanwhile, math pedagogy, AFAIK, tends to more rigorous reference to "scope and sequence". These seem compatible even without AI, and if only to better identify gaps.
> 1. Algebra-based "just apply the formula" d=vt, y=v_0*t+gt^2/2.
Referring to an algebra-based physics class?
Now also move the notion "include the units and they must work out" back to intro algebra classes, and kids could have a superpower in solving word problems.
> really strange for someone to ace "honors physics" to then fail qualifications for intro calculus
Famously, there can be "plug in the numbers" physics. Zero conceptual understanding required, And then all you need to know about fractions is to "divide" that entry on the calculator.
For example, in a PSSC high-school physics course, I remember adding four or five terms when analyzing a calorimetry experiment, with no awareness of adding compatible (same units) energy-related terms.
In some ways a high-school student might be better served in a conceptual physics course, if competently taught.
So the DSN has some properties of cooperative multitasking ... what could go wrong?
> “When Artemis comes online, everybody else moves out of the way, and it’s an impact to all the science missions, even the flagship science missions," Dodd said.
> What makes CubeSats appealing to NASA and research scientists is what makes them unappealing to the Deep Space Network, Dodd said. ... "When your DSN is oversubscribed, I don't think it's a good use to put throwaway missions on the same set of antennas.
> you explicitly can’t leave a stack of exams and let students pick them, because it exposes students to others’ scores. Another rule is that you can’t associate a students exam with their student ID
As a comparison, at my Uni in the 1970s individual grades were posted along with corresponding social security numbers.
> those that only follow a cookie standard or accelerated curriculum are relatively unprepared for careers in mathematics
Culture-dependent? I recall the story from France of the second-grader who, asked what 2x3 equals, replied "3x2", knowing only that multiplication was commutative.
> the story from France of the second-grader who, asked what 2x3 equals, replied "3x2", knowing only that multiplication was commutative.
This is a classic joke making fun of the issues with French education based on the Bourbaki [1] school of mathematics, see [2] for more discussion. Different issues than the USA, but also bad in my opinion.
[2] is excellent satire because I honestly can’t tell if it is a parody of physicists with a contempt for mathematics (e.g. Feynman), or if the author truly believes it.
It's not satirical. It's a very well known opinion piece by one of the most famous former Soviet mathematicians.
FWIW, I understand where he's coming from but I fundamentally disagree (not in the least because for me, computer science applications of mathematics are much more interesting than physics ones, and these can be incredibly abstract).
> Detaching any science (or other knowledge-gathering-activity) from reality may well turn it into teology :/
The problem I have with that argument is how historically unsupported it is. Some of the most abstract branches of mathematics, completely devoid of any real world connection, have become insanely useful later on.
Nobody thought that number theory had any value before cryptography showed that it did.
And it was Hilbert's push to put mathematics on an abstract and axiomatic foundation that led the way to discovering what "computation" is (and what its limits are) and therefore to the birth of computer science.
Did you get that phrase backwards? It's hard for me to see how [2] could be interpreted as being about "physicists with a contempt for mathematics"; it's actually about mathematicians with a contempt for physics.
Vladimir Arnold was a well-known pure mathematician with a deep interest in physics. If you read his math books (many of them are good), he constantly uses examples from physics to explain math concepts.
I understand this as a recommendation related to maintaining a consistent writing habit. Also, stopping in the middle of a thought provides a place to resume.
