OgaTatsu_NAC There was a junior high school student who rolled the dice 10,000 times during his junior high summer vacation to find out if the probability really approaches 1/6 on every roll. I wonder if he was taught what the âlaw of large numbersâ is. Then you wouldnât understand how a sample survey could be done at all.
genkurokiStatistics On rolling the dice 10,000 times to see if the probability of any one roll approaches 1/6, âLaw of Large Numbers.â âHow does a sample survey work?â âYou donât have to pitch 10,000 times.â and I thought everyone should be more picky about making statements that are suspected of not understanding the basics.
nishio People whose job is to educate junior high school students are supplied with âjunior high school students who donât know what they knowâ every year, and they spend a lot of time communicating with them. When a student who is better than the teacher appears once in a while, they start to have cognitive dissonance and start to say funny things. nishio Since this is a structural problem and funny middle school teachers will continue to occur, it might be better to promote the idea on the part of students that âteachers sometimes say funny things, too, so if what you did was not evaluated by a nearby teacher, you should not think that what you did was not worthwhile and look for someone else to evaluate it. It might be better to promote the idea that âteachers sometimes say funny things, so even if what you did was not evaluated by a nearby teacher, you should not think what you did was worthless, but should look for someone else to evaluate itâ on the part of the students! nishio Well, independently of that, it is a loss for society when talented middle school students are crushed by teachers who say strange things, so I thought it would be a good idea to criticize teachers when they say strange things. I thought it would be a good idea to criticize teachers when they say strange things, because it is an act to improve society.
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PhlebotomeH Well, this is not limited to educating middle school students, but essentially the same thing can and does happen with undergraduate and graduate students. I think itâs actually happening.
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tanakenjapan So if I show off what Iâve studied extra hard at cram school or something, Iâll get angry like Iâm avenging my parents.
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coralplanet Adult bugging with poor performance is really not good because it nips it in the bud.
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Iâd even like to see someone other than myself who is willing to learn and try, and Iâd like to be mature enough to pull back when someone else comes along.
kaitou_ryaku The very first physics experiment that first-year science students at the University of Tokyo are required to do in their first physics class. âThe whole class rolls the dice around to make sure the result is 1/6.â It was. Iâm not being shallow, like itâs obvious that the law of large numbers makes it closer to 1/6, so thereâs no point in looking it up.
sakura_osamu Iâve always wondered if the dice are actually not perfectly 1/6 because the center of gravity is slightly off because the number of holes in the dice is different on each side. I have always wondered if the dice are actually not perfectly equal to 1/6. I talked to a statistician about that before, and he said that there is a paper (unconfirmed) that actually did it and looked into it. If so, this 3rd graderâs question is as good as an expertâs!
domoboku I saw a post where a math teacher ridiculed a middle school student who experimented with 10,000 rolls because the probability of each dice coming up is 1/6, but the eighth grader made a hypothesis and experimented I would like to see the research that confirmed that âthe probability of getting each eye is not 1/6, and that there is a large variation, especially with dice with dimplesâ widely known. PDF
kaityo256 Student experiments in college, why do we have to do experiments where we know the outcome is obvious, is an interesting topic. I think the answer differs from teacher to teacher, but for me it is âbecause I want them to acquire a raw sense of numbersâ. kaityo256 For elasticity, âIs this material in MPa or GPa?â; for optical excitation, âHow long is the laser wavelength to cause this phenomenon? How much is the current?â for electromagnetism, âHow many trials does it take to get this level of accuracy?â for the law of large numbers, etc. I want students to acquire a sense of numbers that is difficult to acquire from books. kaityo256 For example, with electromagnetism, you know amperage and watts, but itâs hard to get a sense from a textbook of how dangerous it is. For current, 50mA is huge, or for lasers, 0.5W to class 4, etc. I want students to learn that sense through safety measures in experiments. kaityo256 I believe that professional education in the sciences is about âacquiring a sense of numbers,â and for example, in my field of study, classical MD, one can acquire a sense of whether 1 million atoms are too many or too few. For example, in the case of classical MD, which is my specialty, whether one million atoms is too many or too few, or whether the temperature of 1.0 in the LJ unit meter is high or low, I believe that one acquires a sense of these things through continuous daily calculations.
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