So I've been exposed to R / SAS / SPSS for several weeks in this stats computation course now, and I reckon R to probably be the most useful pursuing further beyond the course (being completely free definitely helps).

Honestly though, is SAS and SPSS still in hot demand by companies as tools for stats/data work? Seems like Python and R are the more prominent options nowadays.

#SetTheory test Q that I definitely botched:

How do you create a seq of pairwise disjoint subsets \(C_n\) so their union is \(\mathbb{Q}\), and each \(\langle C_n, < \rangle\) is dense & without endpoints?

Wow, the statistical concept of #variance turned 100 years old this July. That's so young in the mathematical history scale! It's hard for me to imagine statistics without variance.

@btcprox I don't know for sure, but it could have to do with the japanese puzzle publisher Nikoli. Wiki says Kakuro and Hashiwokakero are theirs.

https://en.wikipedia.org/wiki/Nikoli_(publisher)

Some madlad actually transcribed the whole of Calculus Made Easy - with help from the Project Gutenberg PDF - into HTML

"One such study, recently published in the European Journal of Social #Psychology, failed to find evidence that stereotype threat significantly impaired #womenβs inhibitory control and #math performance.

... βThe βanswersβ appear to be more complex than I had originally hoped, however. My #research has found mixed evidence for the theory of #stereotype threat, and large-scale replication studies have sparked controversy over the robustness of this phenomenon.β"

#SetTheory shenanigans: slowly digesting the idea of chains & antichains in partial orders, and the idea behind Dilworth's Theorem characterizing a finite partial order's "width" as the minimum number of disjoint chains partitioning it

I've just noticed that Jeff Miller, who maintains a list of earliest known uses of various mathematical symbols, also has a list of "ambiguously defined mathematical terms at the high school level" - http://jeff560.tripod.com/ambiguities.html

Yes, of course 'whole number' is there.

Minor observation: all the lecturers I've encountered so far who've made reference to #LaTeX, always pronounce it as "latex" like the rubber, rather than "lay-teck" or "lah-teck"

Maybe they either genuinely don't know about the origins and the letter Chi involved, or they got tired of having to clarify themselves to the former group

Any others here who like studying maths but *not* any of the sciences?

May seem weirdly paradoxical given that many sciences require some good grasp of maths to strengthen their models and more precisely describe phenomena, but I couldn't keep up in pre-uni school that well (I've done physics, chemistry, biology). Not sure why. Something might have stopped me from properly retaining the extra non-mathematical systems in my head. π€·ββοΈ

Just wondering, do educators find it much harder to teach certain levels of #maths to blind students, especially those born without sight? Some topics I know could be comprehended completely in abstract terms, but some other topics I understand lean on visual aids quite a bit (diagrams/plots). How might #teachers overcome that, especially at higher levels?

From a #SetTheory test I had a few days ago, a question that stumped us lot (before solutions were given):

Given

\[U = \{A:\: A\text{ is a set} \wedge A \approx \mathbb{N} \}, \]

how do you show that U is not a set?