Jim Darby

I'm of the opinion that a calculator is useful for the basics (think the ones usable for GCSE). Anything more and it's time for jupyter-lab, numpy, scipy, sympy and their friends. In the real world who uses such a calculator?

I actually admire the style. Yes, I know we're not *supposed* to, but underneath it all there is a tacit acknowledgement of respect and, dare I say it, *trust*.

The pressure gauges are especially useful.

Strongly agree! I got my second degree in (mostly) maths and its learning. Turns out that at degree level they don't ask you what 6×7 is! That's what I have a laptop for. For professional work I have access to a mahooosive data centre.

I volunteer in a school but work in the high-tech industry. In industry when things don't work out we talk about “root cause analysis” a formal way of saying “fix the problem, not the symptoms”. This takes time but pays off in the long term. See, e.g., en.wikipedia.org/wiki/Five_w…

#insultoftheweek One student to another: “You're not a real person, you're an AI bot with no personality programmed to annoy”.

It was amazing! Thank you and the many others who helped create it.

Looks like all the tee-shirts are sold out (I only just spotted this). Any chance of a second batch being released?

It was great to watch him work. We also had an interesting discussion as to why we need to get rid of subtraction and division as well as another about fractional roots. Good times!

I didn't realise this was specific to teaching and thought it applied to all management roles. Turns out it does!

Yeap, had that one today. May I add a good night's sleep as well?

Now, the *real* geeks amongst us will recognise that this *isn't* 8 hole ASCII but something far more exciting. What is it and what does it say?

Much envy!

After careful consideration I've decided that I will not be part of that ad revenue. Furthermore, I will no longer be part of their Prime revenue either.

OK, that's a serious beast system. My guess is that it'd cost a fair amount but deliver handsomely.

“You can't hold it in your head until you've held it in your hand.” We can talk about concrete and manipulatives but it's how the learned interacts with them that's the key thing. Me? I can't keep from playing with things!

I believe that this is what one of my @OpenUniversity tutors meant when saying that Bruner's *enactive* from enactive, iconic, symbolic was much more than *concrete* from concrete, pictorial, abstract. Learners quite literally need to act it out.

It would be running in 1900 emulation mode then.

I saw that! What are you using a Pi to emulate? I used to use a 2960 at the University of Kent.

Aren't we heading towards Vygotsky’s zone of proximal development here? Or should I say “struggling towards”? 😁