shows you how computer algorithms can be represented visually, leading to better understanding of how the algorithms work:
"Have you ever implemented an algorithm based on formal description? It can be hard! Being able to see what your code is doing can boost productivity. Visualization does not supplant the need for tests, but tests are useful primarily for detecting failure and not explaining it. Visualization can also discover unexpected behavior in your implementation, even when the output looks correct."
posted by quiet earth
on Jun 26, 2014 -
Scott Aaronson on building a 'PageRank' for (eigen)morality and (eigen)trust
- "Now, would those with axes to grind try to subvert such a system the instant it went online? Certainly. For example, I assume that millions of people would rate Conservapedia as a more trustworthy source than Wikipedia—and would rate other people who had done so as, themselves, trustworthy sources, while rating as untrustworthy anyone who called Conservapedia untrustworthy. So there would arise a parallel world of trust and consensus and 'expertise', mutually-reinforcing yet nearly disjoint from the world of the real. But here's the thing: anyone would be able to see, with the click of a mouse, the extent to which this parallel world had diverged from the real one
." [more inside]
posted by kliuless
on Jun 23, 2014 -
The Altgeld Math Models
. Below you will find around 170 of the models that were photographed in March 2005 when the third floor model cases had to be emptied and moved. The models were carefully moved into the undergraduate lounge and arranged in a miniature "model museum" for two weeks, where each was carefully photographed and is now available for your enjoyment below. [more inside]
posted by obscurator
on Jun 3, 2014 -
Who or what broke my kids?
"The basic premise of the activity is that students must sort cards including probability statements, terms such as unlikely and probable, pictorial representations, and fraction, decimal, and percent probabilities and place them on a number line based on their theoretical probability. I thought it would be an interactive way to gauge student understanding. Instead it turned into a ten minute nightmare where I was asked no less than 52 times if their answers were “right”. I took it well until I was asked for the 53rd time and then I lost it. We stopped class right there and proceeded to have a ten minute discussion on who broke them."
posted by escabeche
on Jun 1, 2014 -
The Teaching of Arithmetic: The Story of an experiment. In the fall of 1929 I made up my mind to try the experiment of abandoning all formal instruction in arithmetic below the seventh grade and concentrating on teaching the children to read, to reason, and to recite - my new Three R's. And by reciting I did not mean giving back, verbatim, the words of the teacher or of the textbook. I meant speaking the English language. I picked out five rooms - three third grades, one combining the third and fourth grades, and one fifth grade. I asked the teachers if they would be willing to try the experiment.
posted by Wolfdog
on Mar 8, 2014 -
Each month, the Notices of the American Math Society runs a column called "What is...." which aims to explain an advanced mathematical concept in two pages, at a level accessible to a good undergrad math major. Armin Straub, a postdoc at Illinois, has collected them all in one place
. [more inside]
posted by escabeche
on Feb 26, 2014 -
"He calls this the Tao of Hawkeye. You can’t just have a database around Hawkeye, right? Not if you really want to understand Hawkeye over time. Because Hawkeye isn’t just Hawkeye. He’s also Ronin and Goliath and Clint Barton. Sometimes he’s dead. Oh, and by the way: he started as a villain. Who remembers that?
-- Back in the eighties people like Mark Gruenwald and Peter Sanderson guarded Marvel Comics' continuity. These days Peter Olson tries to do the same for a much bigger Marvel using science and math
posted by MartinWisse
on Nov 4, 2013 -