Yes… there’s still some proofs in high school geometry, I believe, but no real explanation of what a proof is and why you should care, so I suspect it’s totally forgotten at the end of the year
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Well… depends on where you are going with it, doesn’t it? Some understanding of prob&stats could be useful for most people, and most people probably could learn it.
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Whereas trig is pretty much only useful for engineers. So, even if trig is more powerful in some sense, making it a de facto prerequisite for stats doesn’t seem right
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Unfortunately
@edmundharbord is a private account so I can’t see the context for thisThanks. Twitter will use this to make your timeline better. UndoUndo
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Unfortunately I’m really the wrong person to ask this!
Thanks. Twitter will use this to make your timeline better. UndoUndo
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See I am an outlier here, but I use trig-like computational geometry almost daily. Mostly linear algebra style because that is sane in 3D, but I still use "sine=opposite/hypotenuse" monthly.
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Like most parts of school curriculum, parts of math are oddly stylized and divergent from actual practice. Geometry is good example. Only class where you do formal proof, major part of math, but format is weird, prob hybrid of medieval scholastic and 1800's textbook.
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the important meta-question of "how can knowledge be appropriately packaged/paired with wisdom?" which has mostly completely eluded American educational institutions
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related, is there a minimum age requirement for wisdom acquisition? is 15 too young?
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