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TagLegacy code

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The code is on a laptop on a wooden table in front of the window  in the dark with a view of the lights of the night city, color lighting in the room, home decor

Know When to Hold ’em, Know When to Fold ’em

Taking control of the rewrite reflex

Computer programmers are a pretty predictable bunch. Every time they approach legacy code, the gut reaction is “let’s rewrite this from scratch.” The reaction is understandable for many reasons.  First of all, code written by someone else (or even yourself a long time ago) is hard to understand. Even good documentation can’t cover every detail you need to know, and there is nothing that helps you understand the problem better than writing the code yourself. Second, as time goes on, and you think about a problem, you always come up with better (or at least different) approaches. You might realize that some aspect of your code could be factored out. You might think that rearranging the code would make it…

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Educated school kid lifting world globe chalk doodle drawing on green chalkboard for education concept

To Fix Math Education, See It as a Program That Needs an Update

As a computer programmer, I’ve seen this problem in my work: The basic idea is still sound but “fixes” have made it too complex

In this series we are looking at ways that math education can be reformed. In contrast to some other math reform efforts, we are not trying to fundamentally rewrite what math education is doing but to simply admit that we can do better and see where that takes us. (See Part 1, Part 2, and Part 3.) Here in Part 4, let’s look at specific content issues that, I will argue, we could improve when we do a curriculum revision. Mathematics is an old subject. We have inherited quite a bit of mathematical thought. We must educate future generations so as to make sure that this hard-won knowledge is not lost. But one of the biggest impediments to our task…