F.O.I.L.

Engineering for one


I'm an engineer and have had to solve all manner of equations. Of course in these days of easy computing, it is easier to burn some CPU milliseconds for most of them.

Interesting. What are you working on when the need comes up?

I just graduated with a BS in math. Though I never have to foil anything in my job (as software engineer), the concept of putting things together (FOIL) and taking them apart (factoring) was often needed in my higher math classes. I guess I find all mathematical concepts useful in an abstract sense.

when knowledge becomes 'relevant', it is time to close all schools!

[the current curricuulum aimed at 'success' in consumerism 101, misses more than a few points.]

Useful how though?

I can understand engineers, and certain other professions needing to know and understand higher math, but what percentage of people does that end up being? 2%? 5%?

Contrast that with a course in business math. Understanding percentages, how taxes work, how to balance a check book, how the stock market works, etc.

A course of this design is not required in the NYS curricilum, but algebra, trig, geometry is.

I have found that much of the higher math I was forced to learn has no practical everyday function, whereas the math I need to know, I was never taught.

Maybe that's because your grades were too good. In my somewhat limited experience I find that there are two parallel tracks for students. College prep and other. If you did well in math, it's likely that you learned algebra, trig and geometry as a preparation for the Calculus sequence you would be required to take in college. If your teachers/advisors/whoever believe it's not likely you will go to college, then you take courses like Consumer Math where you can learn the things you mention.

But in general I agree with you. I think that we should be teaching all students in high school business math and the fundamentals of the tax system.

Bear in mind that the goal of our schools is to educate the students - not merely give them vocational training. Most people don't have a practical application for history either.

History is good to know though. So is English, art, music, science, etc...

Math is also important to know, don't get me wrong. I have used lots of algebra and geometry, but little trig and no calculus.

But, in NYS, to receive a regents diploma you must go through "sequential math" and I find that much of it has no possible practicallity outside a few math centrist professions.

That level of math would be better suited for students at college level.

Meanwhile, we are creating graduates who can't balance a checkbook, figure out a 15% tip, or have a clue how interest rates on credit cards work.

lol. Speaking of sequential math, I'm predicting a 75% chance of another "Lenny Conundrum" topic inundation.

Why does anyone need to know anything?

Does anyone other than a English teacher or writer need to know what a preposition is? Does anyone other than a librarian need to know who Shakespeare is?

Have you ever used your knowledge of George Washington in your profession or even your understanding of the Constitution (assuming you are not a politician).

I tend to think that education has intrinsic knowledge.

If you tell me your desired profession, I can tell you the two or three areas of knowledge you need. I guess you can pretty much ignore anything else.

I think the alternative... giving citizesn a basic grasp of all of the areas of knowledge that are core to our society... is a good thing.

You should know how find the product of two sums.

All sorts of problems, especially in control theory. Here is a "simple" one that came up in real life. I am making rods one meter in length. Our process produces a small amount of curvature in the rod measured my finding the deflection in the center of the rod from vertical. The deflection is usually very small, measured in tenths of a millimeter. I need to start making two meter rods instead of one meter. Assuming similar curvature on the longer length, how much should I expect the deflection to rise?

Re: In Biology there's this thing called the Fibonacci numbe


Completely agree with this. Not to mention, how do you ever know at the time that you are learning something whether it will be useful in the conventional sense.