157 karma · joined June 4, 2020
Can you give an example of insights derived from prediction markets? Who benefited from the insights, and how did they act on the insights?
2. Claiming the modern capitalism’s “cult of line go up” has anything to do with humans leaving caves is a stretch at best and intellectually dishonest at worst. Humans left caves out of a desire to create better lives. Stable shelter, better quality and variety food, tools to make life easier, clothing to protect us, etc. Plus probably some human desire for exploration. None of that is driving capitalists who insist “line must go up”.
We have more than enough to go around. We cannot grow infinitely. Greed is holding us back from caring for our entire human population.
TL;DR: This is a feature, not a bug
Previously, you could only add passes if the company supported it. So most airlines have Apple Wallet passes, but most gyms don’t. This update will allow you to create your own passes. Basically just storing the QR codes (and maybe some metadata?) in one easy-to-use place on your phone. I can imagine this being convenient for daily use so you don’t have to track a gym tag with a QR code and a library tag with a QR code, etc. Also nice for tickets to events.
I’m not saying cars shouldn’t ever exist. The ‘last mile problem’ is a thing, and proper self-driving cars could be good for part of that (especially after a train and bus if you have lots of stuff). But you want to sleep in a vehicle with lots of storage space while driving across the country? That’s called a train. Nothing new needed.
I do also love the idea, though. I think part of the limiting factor is that you can’t attach sensors or peripherals to it. Even with a hackable watch like in TFA, there’s only so much you could add without it getting bulky. And the screen is too small to do much with.
Is that level really too hard, or did you just fail to properly introduce a new ability? Is the story boring, or is the story taking away from the enjoyable gameplay?
Is he really? I’ve only heard of him because HN is obsessed with his “AI” takes. Is he really that popular outside of this bubble?
In some ways, I feel the hacker mindset embodies how I like to approach systems and problems. I like to dig in, get my hands dirty, and see how things work. In programming, this often means a lot of stack traces, breakpoints, and print statements. I’ve jumped into a lot of new areas and figured things out on my own.
But on the other hand, I often feel my hacker mindset isn’t nearly as well-developed as some people I meet. That’s probably a lot of imposter syndrome talking. But the things some people do are amazing, things I’d never even think to fathom, let alone attempt, let alone succeed at.
Slightly unrelated, but the point about tutorials starting with the “basics”, i.e., “making a character move and attack” is interesting. On the one hand, if you have a strong enough grasp on programming fundamentals, it should be pretty easy to take what you learn there and make a “dress-up game”. Heck, a basic dress-up game shouldn’t be any harder than a platformer.
But if you lack that fundamental knowledge and are only interested in games, you need to develop it somehow, and you don’t want to build ‘boring’ console apps; games should be a platform for learning programming. So I agree wholeheartedly with the author: we need more diversity in introductory game programming tutorials!
Of course, that brings us to another can of worms with programming education: Tutorial Hell. But beginners need to start somewhere, and that somewhere should motivate them to continue learning and exploring on their own.
Furthermore, what audience and level of mathematics education are we discussing? The goals (and hence appropriate metrics of success) are certainly different for high schoolers targeting non-STEM careers vs. engineering undergrads vs. math grad students. The authors reference "aspiring mathematicians" and "domain specific mathematical problem-solving skills", indicating they're arguing about education for math majors, or at least students in STEM fields. In that case, the argument is somewhat meaningless - who's arguing math majors shouldn't learn math-specific skills? But, as I understand it, the argument for general problem-solving skills is that students outside of math don't actually need many specific math skills. Instead, math is a vessel for teaching logic, reasoning, and problem-solving skills. Then again, this might not be the type of problem-solving the authors are referencing - as I said above, it's not very clear.
On a similar note, they cite evidence that studying worked examples is more effective than "general problem-solving strategies", citing an "improvement in subsequent problem-solving performance" without explaining how this performance is measured. If students are tested on specific problem types, of course they'll perform better when taught strategies for those specific problem types. But it's not clear that this is meaningful. For STEM majors, sure, solving specific problems is a skill worth cultivating. But for most students, solving specific problems isn't as important as learning logic, reasoning, and general problem-solving skills. In my anecdotal experience tutoring math, students tend to just memorize strategies for specific problem types instead of learning transferable logic and reasoning skills because that's what's tested. I'd be curious to see which method of learning facilitates better performance on a more general problem-solving test of some sort.
Now, I'm not an education researcher or an educator of any sort. But I am passionate about good STEM education, especially in math. I genuinely feel that math education fails most students, at least here in America. If I'm being generous, this article is a well-intentioned but poorly-executed argument for effective math education strategies. If I'm not being so generous, this article advocates for the status quo in math education that forces students to slog through years of math classes for little discernible benefit. Either way, it's a disappointing article with a poorly-explained thesis.