My thesis feels like trying to explain a hypercube (a 4 (or more) dimensional extrusion of a cube). You can draw a projection into 2D space but it doesn't really mean much
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Oh dear... just when I thought you had things under control.
Ever since that Maths for Comp Sci lecture in 1st year when we did the hypercube in 2-d I've been wanting to build one. You can make a cube out of matchsticks: Make a square (2D), and then make another one orthogonal but pointing in the same direction on each edge. You can reasonably portray a cube in 2D even though it is 3D. But you can't do it in 1D, so I propose that you can't imply more than one extra dimension at a time. So it stands to reason that now you have your 3D cube, you can make a representation of the hypercube that is a bit more realistic. But I still haven't work out how to do it!!! :)
In somewhat related news, Mum sent me a book on philosoophy and maths for our anniversary (my mother has an unusual approach to anniversary gifts). I think often that I'd like to be a maths lecturer more than a teacher (but in the circumstances, year 12 is the best I'll ever hope for I suspect). That said, I think the thing I would like to teach the very most would be, well, basically puzzles. We'll call it Mathematical Philosophy 201 if you like so it looks proper, but really, I just want to teach a unit that is about fun and problem solving skills, that actually makes you THINK. That would rock
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Didn't you end up getting your remaining funding for what you're doing now or something?
Anyway, in terms of teaching puzzles... I guess it was never a paying job for those who did it, but something like the Friday night maths was essentially that. But if you do teach, even if you teach other things, that would be the kind of thing to get involved in to remain actually inspired a bit beyond regular teaching.
Gov't funding is somewhere between a nightmare and a joke. I understand that the gov't only wants to spend so much money on each potential student. On the other hand it's a bit annoying just how tight the restrictions are
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Ever since that Maths for Comp Sci lecture in 1st year when we did the hypercube in 2-d I've been wanting to build one. You can make a cube out of matchsticks: Make a square (2D), and then make another one orthogonal but pointing in the same direction on each edge. You can reasonably portray a cube in 2D even though it is 3D. But you can't do it in 1D, so I propose that you can't imply more than one extra dimension at a time. So it stands to reason that now you have your 3D cube, you can make a representation of the hypercube that is a bit more realistic. But I still haven't work out how to do it!!! :)
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Anyway, in terms of teaching puzzles... I guess it was never a paying job for those who did it, but something like the Friday night maths was essentially that. But if you do teach, even if you teach other things, that would be the kind of thing to get involved in to remain actually inspired a bit beyond regular teaching.
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