Talk:Mathematical markup language
 | This article is rated Start-class on Wikipedia's content assessment scale. It is of interest to the following WikiProjects: | ||||||||||
| |||||||||||
Internet shorthand notation edit
Internet shorthand notation redirects to this article. What is it? --Abdull (talk) 15:33, 17 September 2010 (UTC)
Implication? edit
Article history shows "19:13, 5 July 2008 78.150.175.71 (talk) (4,325 bytes) (=> to >=. It's a better example, => implies hashes in some programming languages.) (undo)" But AFAIK (i.e. I have never seen it), >= does not mean implies anyway. You would want =>, ->, |-, or |= (depending on whether you mean ⇒, →, ⊢, or ⊧), wouldn't you? So I suggest changing it to <=, since I believe this does not have the hash ambiguity but can mean "≤ (less than or equal to)" or can mean "⇐ (is implied by, necessitates that)"--i.e. does not introduce an additional equivocation. -- just michelle 50.46.203.134 (talk) 07:47, 11 July 2011 (UTC)
Mathematical markup languages and computers used in school education. edit
Computers, smartphones and tablets are becoming widely used for writing maths, including for children. Graphic calculators are becoming common for secondary age children.
Mathematics has a large sequential component to it, bit also needs to be able to have other layout options.
This is handled in mathematical layout languages. However, these have been developed for mathematically mature adults to write maths for publication.
There are quite a few interactive mathematical tools aimed at younger and less mathematically competent people.
Exams in the UK are starting to allow or encourage computers in exams like GCSE.
Currently mathematics isn’t one of the subjects computers are allowed to be used for. Graphic calculators are sometimes allowed.
Are there any standards being developed to make writing maths easy for young people using computers, smartphones, or tablets.
A comparison of such tools and any initiatives to help standardise the underlying key computing infrastructure could be valuable for the wider use of maths by young people.
A section on this topic would be helpful here prior to a more fully developed page discussing such technologies with comparisons between different approaches. CuriousMarkE (talk) 23:52, 4 January 2024 (UTC)