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A math guy looks at scales

#46
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#51
Exactly how does that have anything to do with scales?

At least describe what notes might be included or excluded from whatever the pie chart.

Almost any reasonable chart will at least attempt to provide a "legend" to help the non math folks. Does the "dot" signify something?

Is the first chart on the far right attempting to show pentatonic????
Dirk
 
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#52
re: common core and snark, I once read an article lambasting common core math, and realized while reading it that the math they were so offended by is exactly how you make change as a cashier without a calculator (back in the day...) By adding rather than subtracting, counting back up to the value of the currency the customer gave you. You'll almost never make an error that way, and will be able to do it almost instantly.

In other words, common core can be very old school, and functional. Most middle-aged + people who never had to make to change would miss that, and protest against the very same technique their contemporaries used. (maybe, just maybe, we should leave teaching math to the math teachers....kick out the government, and kick out the non-teacher opinion mob as well)

Seeing patterns visually from numbers is quite interesting, and it's illuminating to see a pattern that was under your nose the whole time, and you never saw!
 
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#56
bearfoot said:
re: common core and snark, I once read an article lambasting common core math, and realized while reading it that the math they were so offended by is exactly how you make change as a cashier without a calculator (back in the day...) By adding rather than subtracting, counting back up to the value of the currency the customer gave you. You'll almost never make an error that way, and will be able to do it almost instantly.

In other words, common core can be very old school, and functional. Most middle-aged + people who never had to make to change would miss that, and protest against the very same technique their contemporaries used. (maybe, just maybe, we should leave teaching math to the math teachers....kick out the government, and kick out the non-teacher opinion mob as well)

Seeing patterns visually from numbers is quite interesting, and it's illuminating to see a pattern that was under your nose the whole time, and you never saw!
Click to expand...
I taught math for twenty years. Common core is a great idea, we need a consistent curriculum and standards. This is especially important to students who move. While I agree with your premise that government is too involved in education, we can’t kick them out. Federal and state governments need to yield to educators when it comes to curriculum and standards. All that being said, NYS really botched the rollout of common core, along with many other states. They implemented a new set of assessments and tied them to teacher ratings prior to working out all of the bugs. This resulted in parents boycotting test and a few years of bad data, undermining the whole system. Politicians should stick to what they do best (raise money and lie) and leave education to educators. /hijack
 
#57
this is fun, but not that enlightening/new to me as i already 'visualize' ('conceptualize' is a better term for me) scales that way. a circumplex model is a fine way to 'see' what's going on with scales vs. manuscript, however....and probably easier to teach/learn than notes/manuscript. :thumbsup:

FWIW: piano 'familiarity' helps to 'conceptualize' that circumplex, IMO/IME.
 
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#58
Spent said:
I taught math for twenty years. Common core is a great idea, we need a consistent curriculum and standards. This is especially important to students who move. While I agree with your premise that government is too involved in education, we can’t kick them out. Federal and state governments need to yield to educators when it comes to curriculum and standards. All that being said, NYS really botched the rollout of common core, along with many other states. They implemented a new set of assessments and tied them to teacher ratings prior to working out all of the bugs. This resulted in parents boycotting test and a few years of bad data, undermining the whole system. Politicians should stick to what they do best (raise money and lie) and leave education to educators. /hijack
Click to expand...
Are you aware of what NYS did in special education as well? In typical authoritarian, unfeeling fashion, they cut funding to special education when mentally ******** students did not meet test score standards arbitrarily set by people who have never set foot in a special needs classroom. They are expecting math standards to be met by students whose actual goal is to learn how to brush their teeth, and may never learn to read due to brain damage.

I agree, let the politicos raise the money. But once raised, it always becomes an authoritarian curmudgeon, instantly forgetting where that money came from in the first place. Maybe we don't need them after all.

For instance, in the field I work in, human services, our State Overlords will take back (zero exaggeration here) millions of dollars from special needs programs because a few people didn't put their job title on a daily note. (no, it wasn't me!) They will then extrapolate from that and assume a % that have no job title on them, and that is the justification for eviscerating special needs programs, all the while patting themselves on the back. No one is even asserting the service wasn't provided. They are literally fighting corruption with corruption, lining their pockets with money slated for special needs programs.

I no longer have any respect for state authorities where these matters are concerned. They are, in my opinion, worse than thieves.

/hijack=hijack+1
 
#60
The math works for me ;) oh yes
image.jpeg
image.jpeg
 
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