MHB I think this Aperiodical post is rather interesting

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    Interesting
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The discussion highlights critiques of Khan Academy's approach to math education, particularly in the context of U.S. standards. Participants express concerns about the overall quality of math education in the U.S. and find value in the insights presented in the second video of the series. The conversation also speculates on how Khan Academy might differ if it were developed in Japan, suggesting cultural influences on educational methods. The critiques emphasize the need for improvement in math teaching practices. Overall, the thread reflects a critical examination of Khan Academy's effectiveness in addressing educational shortcomings.
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I've felt for a long time that math education in the US is unacceptably bad. Some goods points in this video for sure. This is the video to which CB is referring I believe.

[video=youtube;CHoXRvGTtAQ]What if Khan Academy was made in Japan?[/video]
 
Thread 'Video on imaginary numbers and some queries'

Thread 'Video on imaginary numbers and some queries'

Hi, I was watching the following video. I found some points confusing. Could you please help me to understand the gaps? Thanks, in advance! Question 1: Around 4:22, the video says the following. So for those mathematicians, negative numbers didn't exist. You could subtract, that is find the difference between two positive quantities, but you couldn't have a negative answer or negative coefficients. Mathematicians were so averse to negative numbers that there was no single quadratic...
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Suppose ,instead of the usual x,y coordinate system with an I basis vector along the x -axis and a corresponding j basis vector along the y-axis we instead have a different pair of basis vectors ,call them e and f along their respective axes. I have seen that this is an important subject in maths My question is what physical applications does such a model apply to? I am asking here because I have devoted quite a lot of time in the past to understanding convectors and the dual...
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