LarsH
Reputation
400
Next privilege 500 Rep.
Access review queues
 Mar14 comment Why do 4 circles cover the surface of a sphere? A "plate" here just means a very short cylinder, right? Mar14 comment Surface area of quarter of a Sphere What did you use to make the diagram? Jan7 comment Is arrow notation for vectors “not mathematically mature”? Maybe not the only question, but I agree that clarity is much more important than projecting a professional image. Jan7 comment Is arrow notation for vectors “not mathematically mature”? While this answer is true, I don't think it's an answer to the question asked. Dec8 awarded Caucus Nov25 comment The number of the circles which are tangent to two circles and to a line Are the two circles allowed to be tangent to the line? (I don't know if that changes the answer.) Jul2 awarded Curious May27 comment What is mathematical research like? @DisplayName, can you explain why the mathematician has hope of finding the cat? As opposed to, say, a physicist, an engineer, or an animal trainer. I'm not seeing it. The mathematician is well-versed in logic and proofs, but this won't help find the cat in the complete absence of empirical data. I think we're straying from the original point, but since I don't understand the original point it's hard to get back there. Maybe the search for the meaning of this quote is like a search for a cat that doesn't exist. Feb18 revised What is wrong with this equations? attempting to improve wording Feb18 suggested approved edit on What is wrong with this equations? Feb18 comment What is wrong with this equations? Technically, I think you could argue that the implication could hold if $a$ happened to be equal to $b$, even when $x = 0$. How about this wording... (I'll edit the answer... rollback if you want.) Feb18 comment Logic puzzle: Which octopus is telling the truth? @AviD: by definition, a hint is a statement giving information that could already be inferred from information already given. So, how can any hint not be "irrelevant" in this way? In other words, I don't see how nbubis' statement is less "relevant", or less "additional", than Ross's. Feb18 comment Logic puzzle: Which octopus is telling the truth? This answer might ought to be labeled as a "what-if" scenario, as opposed to "the answer", so as not to confuse the unwary... Feb18 comment Logic puzzle: Which octopus is telling the truth? @AviD: why is nbubis' statement irrelevant? Just because the same information can be inferred by a different path? Feb4 comment How many number of buses that the car encounter? I guess we assume that the car goes from B to A, and the buses go from A to B? Jan9 comment Software for drawing geometry diagrams That link is not very relevant... it's about drawing software in general, not about geometry diagram drawing software. Jan8 comment Pedagogy: How to cure students of the “law of universal linearity”? @JordanGray: Interesting analogy. Could we then exploit that analogy to figure out appropriate pedagogy? In child development, AFAIU, the stage where children learn to apply patterns and apply them everywhere ("I eated my cereal") is considered a necessary and normal step on the way to learning where to apply each pattern. Maybe the answer to the OP's question then is like the answer to what to do if a 10-yr-old keeps saying "eated" and doesn't notice or care that it's incorrect? I don't know if that takes us anywhere helpful. Jan8 comment Pedagogy: How to cure students of the “law of universal linearity”? I hope you're not saying that students should be taught not to guess, or not to develop their intuition. Rather, they need to know that their guesses need to be held humbly, and subjected to formal scrutiny when needed. I think all productive mathematicians take advantage of intuition; otherwise they'd be little better than computers. The trick is learning when formal scrutiny is needed, and when it's not. Jan8 comment Pedagogy: How to cure students of the “law of universal linearity”? I was taught algebra in the US, and was taught by rules followed by examples. I would be very surprised if it were taught by examples without an explanation of the rules, though certainly one doesn't get as deep into fundamental arithmetic in 7th grade as in college. But despite being taught explicit rules, we all know that intuition is much faster and easier, so if a formal rule seems fairly intuitive, it's very tempting to pay little attention to the rule and stick with intuition. It takes pain (seeing examples where your intuition goes WRONG) to cure that habit. Dec21 awarded Popular Question