[Edu-sig] False alarms?

[Wes Turner]

- [ ] Develop URIs for K12CS framework, Common Core, Khan Academy concepts

  - [ ] Encourage educational CreativeWork creators to include schema.org
markup in their HTML:

  - schema.org/about
  - schema.org/educationalAlignment .url @id
  - https://schema.org/educationalFramework

- [ ] Develop mappings between concept/curriculum/#head-ing URIs

- [ ] Integrate math and science with K12 CS Framework
- [ ] Integrate Common Core Math with K12 CS Framework
- [ ] Integrate Common Core Language Arts with K12 CS Framework
  - interactive presentations ("stories")

- [ ] Create a schema.org/Course composed of paths and traversals of
CreativeWork(s) and Event(s)

- [ ] Create nbgrader Jupyter notebooks with/for Khan Academy Math and
Science SAT prep lessons
  - [ ] Create edX course w/ jupyter-edx-grader-xblock

## sympy
```bash
# conda install -y anaconda  # sympy
conda install -y sympy
```

### sage
```bash
conda config --add channels conda-forge && conda update --all
conda create -n notebooks sage sympy notebook
```

## SAT prep
https://www.khanacademy.org/test-prep/sat

- ./math
- ./reading-and-writing
- [ ] science?


## Jupyter, sage, sympy, applied maths
- https://github.com/jupyter/docker-stacks
- https://github.com/sagemathinc/cocalc-docker
- https://github.com/Kaggle/docker-python/blob/master/Dockerfile
- https://github.com/ibleducation/jupyter-edx-grader-xblock

https://k12cs.org/framework-statements-by-concept/

On Thursday, July 12, 2018, A Jorge Garcia via Edu-sig <edu-sig at python.org>
wrote:

> True, but scipy and maxima are built into SAGE.
>
> Sent from BlueMail <http://www.bluemail.me/r?b=13187>
> On Jul 12, 2018, at 12:18 PM, Sergio Rojas <sergio_r at mail.com> wrote:
>>
>>
>> Hola Jorge,
>>
>> Thanks for pointing out your blog, Jorge.
>>
>> I have explored Sage as a much madure open source alternative
>> to Mathematica than Sympy (the other one I like is Maxima). It
>> is really great as you have shown in your blog for calculus in several
>> variables.
>>
>> An issue for me, though, is that it is an stand alone system and
>> apparently it is not callable
>> from a Python session (I have found no way of doing so as we can do
>> with SymPy). Like that it is like using Maxima on its own.
>>
>> Salut,
>>
>> Sergio
>>
>>
>> a python session
>> *Sent:* Wednesday, July 11, 2018 at 9:59 AM
>> *From:* "A Jorge Garcia" <calcpage at aol.com>
>> *To:* "kirby urner" <kirby.urner at gmail.com>
>> *Cc:* "Sergio Rojas" <sergio_r at mail.com>, "A Jorge Garcia via Edu-sig" <
>> edu-sig at python.org>
>> *Subject:* Re: [Edu-sig] False alarms?
>> FYI, I dumped Graphing Calculators completely in my Multivariable
>> Calculus class that I'm teaching right now during summer session at the
>> local community college.
>>
>> I'm using SageCell, have a look, http://shadowfaxrant.blogspot.com and
>> http://www.youtube.com/calcpage2009
>>
>> HTH,
>> AJG
>> Sent from BlueMail <http://www.bluemail.me/r?b=13187>
>> On Jul 10, 2018, at 9:40 AM, kirby urner < kirby.urner at gmail.com> wrote:
>>>
>>> Hi Sergio --
>>>
>>> Per this article, with so many states and no national curriculum (I
>>> don't advocate for one), it's tough to generalize about US schools:
>>>
>>> https://www.theatlantic.com/education/archive/2018/07/
>>> americas-schools/564413/
>>>
>>> Now, to generalize :-D
>>>
>>> The mathematics classroom was rarely also a computer lab.  If the school
>>> has a computer lab, that's usually a separate facility and they learn
>>> business applications and typing, rarely much programming, until rather
>>> recently.
>>>
>>> Today, schools likely have Chromebooks in large charging cabinets on
>>> rollers.  Fewer schools give out Chromebooks to each student but that's the
>>> trend, perhaps from 6th or 7th grade up.
>>>
>>> The mathematics curriculum has never integrated any programming as
>>> there's still that sense that programming takes years to learn and would be
>>> a huge detour.  Those of us more familiar with the state of the art don't
>>> see it that way.
>>>
>>> You're right that Mathematica paved the way for a small subculture and
>>> I-Python, Sage, Jupyter Notebooks, SymPy do feature in some US schools, but
>>> very few.
>>>
>>> Rather than integrate mathematics and learning to code, the strong
>>> belief is we need to keep math and computer science separated, which means
>>> teaching a lot of things twice, given the Venn Diagram shows large overlap.
>>>
>>> Your book, which I've been reading, takes the more integrated approach
>>> that I favor.
>>>
>>> Math teachers are in a tough position I think, as a lot of the mathy
>>> content that students find most attractive is being placed in another
>>> subject area.
>>>
>>> I have my opinions about all this, as a former high school math teacher
>>> turned applications programmer and teacher-trainer.
>>>
>>> https://medium.com/@kirbyurner/the-plight-of-high-school-math-teachers-
>>> c0faf0a6efe6
>>>
>>> Finding a lot of computer science teachers in a hurry is the name of the
>>> game right now, and lots of educators are selling on ramp teacher training
>>> programs.  That's becoming a big business.
>>>
>>> I expect many with a math teaching background are currently migrating to
>>> computer science, so in some sense my desire for better integration is
>>> being fulfilled.  Some of this on ramp programs teach a language called
>>> Pyret, which we're told is the better way to go.
>>>
>>> Kirby
>>>
>>>
>>>
>>>
>>> On Tue, Jul 10, 2018 at 5:13 AM, Sergio Rojas <sergio_r at mail.com>
>>> wrote:
>>>>
>>>>
>>>> >  here's a blog post raising the alarm
>>>> > that Python (among others) is "completely incompatible with
>>>> mathematics".
>>>> >
>>>> >
>>>> > https://blogs.ams.org/matheducation/2017/01/09/
>>>> integrating-computer-science-in-math-the-potential-is-
>>>> great-but-so-are-the-risks/
>>>>
>>>>
>>>>
>>>> I get lost reading the referred blog post. I was
>>>> under the impression that the ideas presented in the
>>>> post were already fully discussed back in the 90's,
>>>> when Mathematica was getting its way into the
>>>> classroom at US schools. That things like "x = x + x"
>>>> were already familiar to teachers.
>>>>
>>>> In fact, I was thinking of an open source alternative to Mathematica
>>>> when writing the book on Prealgebra via Python Programming
>>>> ( https://www.researchgate.net/publication/325473565), with the
>>>> advantage that Python can be used for intensive computing task as
>>>> well as for symbolic (algebraic) computations (like mathematica)
>>>> via SymPy.
>>>>
>>>> I was under the idea that the Mathematica team has already shaped and
>>>> polished the road. I can see that I was wrong. It is still very, very
>>>> rough (much more than the first draft of my book).
>>>>
>>>> Sergio
>>>>
>>>>
>>>
>>>
>>>
>>> ------------------------------
>>>
>>> Edu-sig mailing list
>>> Edu-sig at python.org
>>> https://mail.python.org/mailman/listinfo/edu-sig
>>
>>
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