Friday, April 04, 2008

What time is it?

It's time for some more math jokes! And I'm also feeling kinda childish today (Yeah! What else is new?) so let's have a coupla math/elephant and math/grape jokes. Hold on to your hats; here we go!

Q. Whaddaya get when you cross an elephant with a mouse?
A. Elephant mouse sine theta.

Q. Whaddaya get when you cross an elephant with a mountain climber?
A. You can't. A mountaineer is a scaler. (Scalar, get it? Man! Those math dues are a crackup.)

Q. Whaddaya get when you cross a mountaineer with a mosquito?
A. You can't cross a scalar with a vector. (Wow! A math plus medical joke! Now, that's some kinda cool!)

Q. What's purple and commutes?
A. An abelian grape.

Q. What's purple, commutes, and has a limited number of worshippers?
A. A finitely venerated abelian grape.

3 comments:

  1. Okay. I, like, so did not get a single one of these. (Maybe that's why I was a PSAT National Merit Scholarship finalist who totally choked on the SAT. Yes, it was the math. (No scholarship for you, honey, do not pass go, do not collect, etc.)

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  2. Ah, I understand. I often complain about every aspect of my prep school experience *except* the fact that they pried open my poor, young skull and crammed in a thorough Trivium-style education, combined with lots of preparation for college. For example, I probably took the SATs a half dozen times before the one to establish National Merit standing. By that time, it didn't seem all that difficult to break 1500 out of the 1600 total. I have no idea what the scoring is like now. That was more than 40 years ago. I was very happy to have a N. M. scholarship to college instead of having to rely on one for gymnastics. If you get hurt, an athletic scholarship ain't worth shit.

    However, it took me about a decade after I left school before I could *enjoy* learning things again. That's true for both the liberal arts and math. When you come to it for pleasure, math is really interesting and fun. See my earlier three-part math rant on this blog for my opinion of "math" as taught in school.

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  3. Frank, thank you so much for paying my blog a bit of attention, I appreciate your comments. And the fact that there is some one else out there whose mind seems to run along the same track as mine (although much funnier.) I got through your math rant 1 & 2 and am resting my brain before starting 3. I thought you might also enjoy a bit of an earlier post I wrote that echoes some of your math rant points... (and yes, part of that revelation came when I learned about *e*! -- I mean of course *really* learned about it, not just moving it around on paper.)

    "This more natural approach (as I see it) is intentional. I’ve always felt that my own mathematical instruction was lacking in that I learned to manipulate equations (and did it well up through trigonometry,) but had little understanding beyond that. It’s not a perfect analogy, but I think of it like being able to put together a grammatical sentence solely by using the rules of language, seeing how it works, but not understanding the meaning behind it. I was angry when I began to realize this, of how long I spent juggling symbols around just to juggle them, when my brain could have been making the deeper connections. I feel like it was like a monkey being trained to do tricks, just going through the motions. Ridiculous. So that was the main reason I wanted to take a more organic approach with the kids, in the hopes that it would help them to develop an intuitive sense for it, which I believe is important as far as its ultimate usefulness to them, as well as for sheer enjoyment."

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