Yo !
> :-) You're right -- I guess after 10 years, I'm starting to seriously lose my
> patience.
I believe that we should be allowed to lose our patience after 10
years. 6 months seems to be a lot already.
> Gregory Bard did a lot this year in that direction though, with his book.
>
>
> Paul Zimmerman did
Paul Zimmerman "and 10 other guys" :-P
> a huge amount in that direction with the French book he edited on Sage for
> undergrad teaching (which was a huge project).
Hmmmmm... Well, the thing is that I am not sure most university teachers care a
lot about the amount of money spent on Maple/Mathematica licenses. Just trying
to ask around how much it costs convinced me that nobody knew.
We will not be convincing if we just come and tell them "come use Sage, it's
almost like Maple !". If it does not make teaching easier for them, we will be
in trouble.
I forgot all I knew of Maple and Matlab. I believe that what we do best (besides
having a 'real' programming language: Python) is create objects that represent
the mathematical notions students use. What about beginning like that ? Looking
at a math book, and make sure that all definitions correspond to some
mathematical object, or a property of such an object ?
Can we even define a function between two sets and ask
"is_bijection/is_surjection", or "is_increasing" or "is_continuous" or
"is_differentiable" ? Can we take the preimage of some set and see if it is
connected ? Can we list saddle points ?
Nathann
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