yeah, CS doesn’t work without algebra, if you don’t know algebra you’re going to have no idea how big o notation works and you will never ever pass an interview. There’s way more stuff you won’t be able to do, but that’s super basic and something I have never not been asked in a technical interview.
Fallacies are not about ethics. If someone uses a fallacy, their reasoning is wrongfor example: the sky is blue because of unicorns on mars.
While its true that the sky is blue, the reason given is false. This is a fallacy(not a formal one though).
a formal fallacy would be like a strawman argument. If you say that the sky is blue, and then argue against you as if you said that 2+2=/=4, then i am not addressing your argument, and i am not using proper reasoning skills.
You are confused on fallacies. If someone uses a fallacy, their end point may be correct, but the way they got there is wrong. Another example:
“how many apples are in the basket?” with the answer being 6.
if the person decides to count by twos and has three 2’s, they would get six, and their reasoning is fine. But if they somehow get the numbers wrong, and come out with 6 anyway (for example 2+3+4) their reasoning is wrong.
Fallacies matter, and it has nothing to do with being nice or not
I blame the tv. Too many kids have role models that got famous by sucking a lot of dick on camera.
Playing on emotions is even considered a logical fallacy…
Some would disagree, but playing on people’s emotions is intended to distract an audience form rational thought, and is therefore unethical… most to all logical fallacies fall in the unethical realm…
Logical fallacies are not that cut and dry beyond that point… I’m glad that I’m not trying to become a philosopher lol…
I believe teaching is a big factor, at least with my own experience
I was troubled by math for basically my whole academic career. I discovered that I didn’t have much of an aptitude for it when I hit geometry. It was all a struggle from there. I never had to repeat a math class in Jr high & high school, but I did just enough to get by. This bite me hard in the ass went it came to college. I avoided any math class that I could. I even revolved my major on the level of math classes that were required.
Eventually I had to take calculus (which was a far as I needed to go in my major). Fortunately, the professor taught it a way that I never experience before. She happened to be the first woman to graduate form the prestigious CalTech (they finally let women enroll 1970!). She just taught in a way that made complete sense! I couldn’t believe that I finally understood what the hell was going on. I actually began to frickin’ enjoy calculus while taking her class.
Have you ever written a program before? it IS algebra… i said earlier that I never took algebra in highschool, but i’ve been writing software since I was 14. Due to this, I was able to do well in algebra because they are the same damn thing when you break it down.
Computer science is math, and its quite intensive math. Watch some CS lectures on youtube and youll quickly see this
Also, lol @ certifications. Im certified in Microsoft Access, and Windows. That means jack shit. A+ Certifications are seen as good, but nobody who hires gives a shit about it unless you feel like being a help desk slave.
If you’re trying to distract people, they are useful. But that doesnt change my point. Logical fallacies are incorrect reasoning. You seem to think right and wrong are purely subjective and are determined by popular opinion. This doesnt make sense, it doesnt matter how many people think 2+2=5, it doesnt matter how distracted people are. Its 4, period.
I want to know the physical implications of the Gaussian integral.
My great great grand pappy didn’t take no algebra, and he is the founder of KFC.
I find the notion of teaching more computer science while teaching less algebra hilarious. However, the real problem with this topic is how the question is posed in literally the most inflammatory way possible. The title of the article is quite honestly ridiculous; but the truth is, it is intended to refer to a very specific subject: the piece of the United States’ public school curriculum referred to as “algebra”. It’s not saying to discard the teaching of the concept “y = mx”, it’s asking whether the current “algebra” curriculum should be overhauled. As a result, the perception of the entire article is completely messed up. Frankly, I raged at the very title until I came to this realization.
I will say that I do not know what constitutes the “algebra” curriculum. Frankly, coming from the Canadian school system, I find it strange that math would be split into algebra and geometry. The fundamentals of mathematics are deeply and elegantly connected, and teaching them in a divided way undermines the rich interconnection between them that could actually enable students to learn the material better.
Algebra at its very core is taking a problem, breaking it down into well-defined components, and understanding how they are related in a very precise fashion. Given a solid understanding of that, people can break down all kinds of problems and create good estimates of related rates, returns on investment, how to implement/organize things, basic optimization, etc. No, it is not the only avenue to that, but it helps a lot. Do I expect students to be learning real, grown-ass algebra like combinatorics or topology? No. That’s for actual math majors, and people who follow through a full math major are far from the norm. But if you do not understand the difference between “y = 4x” and “y = x^2” you are going to be at the mercy of people who do. Any student given time and experience with the 4 basic operations will stumble upon basic algebra by themselves, but let’s make sure that they actually really get it; the fundamentals of it have simply too much utility.
By whom?
What makes a logical fallacy a logical fallacy is, quite obviously, logic. Specifically, problems in the logical relationships between the various statements that are supposed to lead to the conclusion.
Aristotle wrote that a complete argument includes components of sound logic, strength of character, and emotion.*
(*This is not an argument from authority, as Aristotle is a credible source on the matter.)
Aristotle also came up with the idea that distracting the audience from an issue is considered a logical fallacy, the red herring…
Emotions effect logical judgment…shrugs…
The red herring refers simply to a clue that appears to be relevant but only misleads. It does not necessitate that the clue have anything to do with emotions.
And Aristotle did not coin the term. If I remember right, it’s relatively new.
In no sense whatever does this mean that playing on emotion, full stop, is a fallacy. Emotion can be used fallaciously, just as logic can.
In the grand scheme of thing it really is just about equal parts parents, teachers, other kids. Depending on the situation one variable may be more of a factor than the other, but I think it averages out where they’re all equally weighted. It can’t be expected that every set of parents (if they are a set which may have its own set of problems) will be great. It can’t be expected that every teacher be out of some Oscar winning feel good movie where every kid in class is just magically inspired because he shits glitter.
The thing that some folks around here may not understand is that those “other kids” don’t even have to be “problem children” in the classroom. The hot guy/girl that the student likes may frown on nerds. The student’s friends can be underachievers/slackers that don’t understand why the kid always wants to study, and tries to get them to hang out with them. Hell the other students can be in the classroom, but just be slow. The teacher may have to slow down so these kids can keep up which ends up making the better kids lose in the subject.
When working as a volunteer for a local planetarium one of the people I worked with handed out surveys to a set of kids that had a synopsis of an upcoming show that they were thinking about using. The kids were sitting down and reading them when the mother came, snatched up the kids and furiously handed back the paper. She said “C’mon kids we don’t have time for that.” She then looked at the volunteer and said, “we don’t read in this family”
How do you expect the code to get into the computer? Good fucking luck understanding how to code damn near ANYTHING without Algebra. Congratulations though. Thinking that computer programming can be reliably understood, and that said programmer will actually be worth a damn without Algebra is one of the dumbest things to come out of this thread.
Flux, the amount of “flow” going through a 3d surface.
This is the root of the confusion. You dont know what logic is. Emotion is purely motivational, logic is a system.
http://en.wikipedia.org/wiki/Logic
Good luck in your CS’s algorithms class is all I have to say!
I think introductory algebra should at least be seen as a necessity. For majors like computer science and engineering, then obviously you are going to need more algebraic levels. But, generally speaking, the more math you know the better off you will fare.
One problem I’ve identified over the years is how algebra is being taught. When I was high school, I was taught to solve equations from left to right. But when I got to college, my professor was teaching algebra from right to left. It’s always helpful to find a teacher that you are familiar with so that you understand his teaching methods. I went through a JC taking only ONE math teacher, the same guy each level. People are always switching teachers like crazy, and I never understood why because I always hear compliants like “oh that’s not how my last prof showed me” and blah blah.
Now, in combination to how algebra is being taught in college, a student that leaves high school is generally not prepared nor equipped to succeed in math. This is particularly true if the student came from a urban school where teachers are already fed up with students not giving a damn about their education–people can call me a liar all they want, I grew up in a urban environment attending a urban school and everything. I didn’t see it, I’VE LIVED IT! This is seen as yet another problem, and why students are scoring so low on placement exams from the math category. Placement exams in general host a lot of word problems that the student will not be able to comprehend more than likely. In fact, when I took mine I only got 51%
I don’t like math just as much as the next guy, but we generally use everyday math on an everyday basis.