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Comment Re:Mischaracterization of problem (Score 1) 231

Yes and no. There are certainly some benefits to repeated practice in developing the speed and accuracy of computations. The problem is that some people may never master these low-level computations due to undiagnosed cognitive disabilities (i.e. discalculia or problems with working memory) and this content is being used as a gate-keeper to higher-level mathematics which the person could potentially master with appropriate support. Different types of mathematical activities use different areas of the brain. Assigning more arithmetic practice to someone with a cognitive disability isn't going to magically make the problem go away, so why not focus on the math skills they *can* learn instead?

Comment Re:and where is exactly the problem? (Score 5, Insightful) 915

According to the article, the tweet in question was a reference to the Prophet Muhammud. In some parts of the word, disavowing the religion of the majority (apostasy) can be punishable by death. Interpol's compliance in this act violates the Universal Declaration of Human Rights, which Interpol itself is tasked with upholding by its constitution.

Comment Green Party (yeah, really) (Score 1) 792

I think it's important to note that the Green Party platform supports transitioning government agencies to Open Source Software, supports Net Neutrality and opposes Software Patents. Those are three key "geek" issues to me which both the Democrats and Republicans choose to ignore. Read the Green Party 2010 Platform and decide for yourself.

Comment Re:What World Does He Live On? (Score 1) 1153

The problem isn't that math isn't important. The problem is that the math being taught isn't important.

Totally agree.

With calculators and computers, nobody needs to know math itself.

Totally disagree. There's definitely a base level of mathematical understanding that is necessary to use calculators and computers. For example, students need to know that entering "1 + 3 / 4 - 2" into the calculator is not the same as "(1 + 3)/(4 - 2)".

Personally, I think computational mathematics is one of the important areas where the "traditional curriculum" is currently lacking. It's like the curriculum is trapped in the early 1900s and hasn't acknowledged the way computers have transformed society. In this technology rich era, students need to become educated computer users.

Accordingly, the focus of mathematics education needs to shift from "memorizing formulas" to "thinking algorithmically". Not only will this benefit the students going into further STEM studies, but other subject areas as well. Even something as simple as "baking a cake" can be thought of as an algorithm.

Comment Teach Scheme, Reach Java (Score 1) 462

You may be interested in the Teach Scheme! project. The idea is to teach the programming fundamentals with Scheme where the syntax is simple and use those experiences as a scaffold for more complex languages. The project offers both a LGPL Scheme interpreter, Racket, and an online textbook, How to Design Programs. Follow up with How to Design Worlds, and students could be making games in no time! An intro course to game design might give that touch of creativity you were looking for.

Comment Make it yourself, or don't bother (Score 4, Informative) 250

Is there even a market, let alone a convention, for selling game concepts?

Nope. Quite frankly, the only way its going to get made is if you do it yourself. I'd suggest using an established engine to cut development time/cost to a minimum and going with a digital distribution service like Steam to bring the product to market.

The trouble with being poor is that it takes up all your time.