Comment on Quick quick quick

HikingVet@lemmy.ca ⁨2⁩ ⁨years⁩ ago

• Stamets@lemmy.world ⁨2⁩ ⁨years⁩ ago

  So I was taught PEDMAS as a kid instead and it took me an embarrassingly long time to realize what the B stood for…

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  • yamapikariya@lemmyfi.com ⁨2⁩ ⁨years⁩ ago

    Barenthesis

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    • Stamets@lemmy.world ⁨2⁩ ⁨years⁩ ago

      Exactly!

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  • HikingVet@lemmy.ca ⁨2⁩ ⁨years⁩ ago

    Lol.

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• andros_rex@lemmy.world ⁨2⁩ ⁨years⁩ ago

  I like GEMDAS personally. “Group” is best, it includes parenthesis and brackets, as well as things under radicals. I find that PEMDAS/BEMDAS causes problems later in math.

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  • SmartmanApps@programming.dev ⁨1⁩ ⁨year⁩ ago

    But then you would have to define what a “Group” is as well, adding yet another definition needing to be remembered. Terms are actually defined, and cover the first 2 steps, and then the rest are operators (binary then unary).

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    • andros_rex@lemmy.world ⁨1⁩ ⁨year⁩ ago

      In my specific context I’m usually tutoring and not introducing the concepts - they’ve all learn PEMDAS and changing one letter is much easier. I suggest “groups” because they absolutely struggle with manipulating expressions inside radicals. I usually pair it with a short discussion of the purpose of notation.

      I appreciate your mention of the importance of teaching the difference between operators and terms. My pedagogical background is in the sciences and I’m much better at doing math than teaching it 😅

      I would like if math classes (in my area) did more explicitly teach the difference between terms and operators. I say “you can’t divide out the log” pretty much every day.

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      • SmartmanApps@programming.dev ⁨1⁩ ⁨year⁩ ago

        P.S. feel free to read through and use my thread on order of operations.

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      • SmartmanApps@programming.dev ⁨1⁩ ⁨year⁩ ago

        inside radicals

        I had to look up what that meant (should’ve done that the first time - sorry) - have never heard that before, must be a local terminology.

        So, square roots (or other roots) can be expressed as an exponent - e.g. the square root of 2 is the same as 2 to the power ½ - so that’s covered by “E”, exponents! (or I for Index, or O for to the Order of, depending on your area)

        I appreciate your mention of the importance of teaching the difference between operators and terms

        Thank you.

        My pedagogical background is in the sciences and I’m much better at doing math than teaching it

        Oh god, welcome to why I have so many people argue with me, a Maths teacher, about it. There’s a whole bunch of Youtubes and blogs out there by Physics majors. I’m like “OMG, why are you trusting someone with a Physics major over someone with a Maths major - god help me”.

        I would like if math classes (in my area) did more explicitly teach the difference between terms and operators

        So what area are you in? A country will do. You said PEMDAS so I’m guessing the U.S.? I’ve heard via Youtubes/blogs that indeed there is more confusion with what is taught there, but I ended up Googling for U.S. textbooks, and found the same thing being taught in the textbook, so I’m not sure where this “that’s not what they teach in the U.S.” is coming from (why I was Googling for U.S. textbooks in the first place). Is the standard of teachers there actually worse than elsewhere? Or is it perhaps (possibly more likely) that there’s just more U.S. people posting, therefore more people who’ve forgotten the actual rules, and are just (as I’ve seen many times) they’re just blaming it on what they were taught (which I’ve usually found isn’t true at all).

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