Timeline for Does some published texbook take a particular approach (described here) to the transition from discrete to continuous probability distributions?
Current License: CC BY-SA 4.0
12 events
| when toggle format | what | by | license | comment | |
|---|---|---|---|---|---|
| Feb 26 at 10:05 | history | reopened |
Hollis Williams Sam Sanders Mikhail Katz kodlu Carlo Beenakker |
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| Feb 24 at 18:12 | review | Reopen votes | |||
| Feb 26 at 10:11 | |||||
| Feb 23 at 14:36 | history | closed |
LSpice Andy Putman Hollis Williams David White Sam Hopkins |
Not suitable for this site | |
| Feb 20 at 8:57 | comment | added | Mikhail Katz | @LSpice: "the running sentiment of that argument is tallied in the votes." Exactly. | |
| Feb 19 at 16:36 | comment | added | Andy Putman | I downvoted it (and voted to close) because I don't think it is on-topic for MO. | |
| Feb 19 at 10:43 | answer | added | Mikhail Katz | timeline score: 5 | |
| Feb 18 at 23:49 | review | Close votes | |||
| Feb 22 at 23:09 | |||||
| Feb 18 at 23:40 | comment | added | LSpice | @RHahn, re, I did not downvote, but, while not everyone agrees about what is on topic here, there are some (myself included) who feel that this is not—even if some MESE users also regard it as inappropriate. (I couldn't speak to why; I'd welcome it there.) Of course, there is a space for reasonable argument on this, but, in part, the running sentiment of that argument is tallied in the votes. | |
| Feb 18 at 23:26 | comment | added | R Hahn | Why the downvotes? | |
| Feb 18 at 23:04 | comment | added | Michael Hardy | @SamHopkins : You don't need to go into the probability assigned to a point in order to understand the meaning of the probability of having to wait more than an hour until the next arrival. I suspect that "What is the probability that the time until the next arrival will be more than an hour?" can be understood by most students before than course begins. | |
| Feb 18 at 23:00 | comment | added | Sam Hopkins | Not an answer to your question, but I think there's a good reason textbooks would try to develop the theory of continuous distributions first before delving into examples: these can be very confusing for students. In particular, the fact that "what's the probability that my random variable equals $x$" is zero for any real number $x$, but "what's the probability that my random variable is between $x$-0.05 and $x$+0.05" is nonzero for some $x$ is very hard for students to grasp at first, based on my experience. | |
| Feb 18 at 22:49 | history | asked | Michael Hardy | CC BY-SA 4.0 |