They all suggested doing what the box instructions said specifically Not to do. Eventually I stumbled across the one person that knew what to do and I was done within five minutes of getting him on the phone. I am thankful that batch of upgrades is done, but dread the next time when it will be a different problem. ]]>

All the best for your WUSS presentations!

]]>Great job!

Bill

]]>I completely agree with you. In my graduate program, all stat classes had a 3 hour lecture and 3 hour lab where we learned to program using SAS. When I started teaching, the labs had been done away with and some how we were supposed to teach the same amount in 3 hours that we used to teach in 6, with a T.A. , “because the students are working full time” – which meant they learned less. I started teaching programming in my classes when I realized that I wouldn’t hire the graduates from programs where I taught because they couldn’t work with real data. ]]>

For example many pupils understand the concept of slope, but have huge difficulties with stepping on to derivative – because the concept of a function is too abstract an object for them. The challenge in teaching math is in my opinion the switch from dealing with possibly unknown numbers (problems of the form ‘find x such that x*x+5*x=1′) to thinking in symbolic language. Kids with uneasyness in abstract thinking will find coding difficult and vice versa. ]]>