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Math professor Martin Weissman is rethinking how his university teaches calculus. Over the summer, the professor from the University of California at Santa Cruz, spent a week at Harvard to learn how to redesign the mathematics for life sciences courses his institution offers. CAMBRIDGE, Mass. The solution?
He’s writing a paper, he says, basically to clarify the Second Law, (or, as he calls it, “the second fundamental theorem”—rather confidently asserting that he will “prove this theorem”): Part of the issue he’s trying to address is how the calculus is done: The partial derivative symbol ∂ had been introduced in the late 1700s.
It seemed as if there was a vast new domain that had suddenly been made accessible to scientific exploration. And in it I could see so much great science that could be done, and so many wonderful opportunities for so many people. I myself was still only 25 years old. But with this new power came a sobering realization.
It didn’t help that his knowledge of physics was at best spotty (and, for example, I don’t think he ever really learned calculus). Project MAC After he left III in 1968, Ed’s next stop would be MIT, and specifically Project MAC (the “Multiple Access Computer” Project). Tom Toffoli agreed to talk, but didn’t show up.)
As a high school student, Winnie had a passion for both math and the socialsciences. Her teachers pushed her into the “easier” path of socialsciences rather than encourage her interest in STEM subjects. And throughout my sort of high school experience, I’d been, you know, passionate about socialsciences.
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