A Quote by Rudolph A. Marcus

During my McGill years, I took a number of math courses, more than other students in chemistry. — © Rudolph A. Marcus
During my McGill years, I took a number of math courses, more than other students in chemistry.
There is number of different efforts around the country are to try to redesign the math pathway and the courses that students have to take to make it more applicable to the real world.
The number of students participating in A.P. has more than doubled in 10 years, and today almost 15,000 U.S. schools offer A.P. courses.
When I got to college, I planned to be a math major, and, in addition to signing up for some math courses, I decided to take some philosophy. Quite by chance, I took a philosophy of science course in which the entire semester was devoted to reading Locke's Essay. I was hooked. For the next few semesters, I took nothing but philosophy and math courses, and it wasn't long before I realised that it was the philosophy that really moved me.
We must be willing to pay inspiring math and science teachers, who have high paying alternatives in industry, more to teach and reward students who take more challenging courses in high school.
I thought about majoring in Math, Chemistry and English, but Math had the fewest requirements, so I went with it. I knew I wanted to teach, and Math was my field, so I studied Math.
In 1960, I enrolled in the chemical engineering program at UNAM, as this was then the closest way to become a physical chemist, taking math-oriented courses not available to chemistry majors.
None of the standard high school science courses made much of an impression on me, but I did enjoy the Advanced Placement Chemistry course I took in my senior year. This course had only eleven students and was taught by a rarity for our school, an exchange teacher from England, Mr. Leslie Sturges.
This much I'm sure of. Chances for winning = 1 - (# of math students playing)/ (# of math students cheering). That's a fraction.
I think we need more math majors who don't become mathematicians. More math major doctors, more math major high school teachers, more math major CEOs, more math major senators. But we won't get there unless we dump the stereotype that math is only worthwhile for kid geniuses.
In colleges, there are no gender separations in courses of study, and students can freely choose their majors. There are no male and female math classes. But women generally choose college courses that pay less in the labor market. Those are the choices that women themselves make. Those choices contribute to the pay gap.
Grades can matter, especially for those students and parents who live for the next round of applications to graduate or professional schools. But there's a problem with the grade emphasis. Math or science graduates earn more than students majoring in the humanities.
I had no idea when I went to college what I'd be doing. I took organic chemistry and did terribly, but I was good in English and art. I took many courses and participated in as many activities as I could. I learned a lot about every single thing.
I took a number of graphic courses, lithography and etching and wood engraving [at Art Institute]. And particularly as I got more and more into ceramics, I thought, life drawing doesn't have anything to do with ceramics.
There was a young fellow from Trinity, Who took the square root of infinity. But the number of digits, Gave him the fidgets; He dropped Math and took up Divinity.
You know, students who major in elementary education - they're going to be grade school teachers - they have the highest rates of math anxiety of any college major. And they bring that into the classroom. So you find students being introduced to math concepts by teachers who may have not only a lack of training but also a lack of enthusiasm about math.
I went to high school in Columbia. I met my first wife, Richards, whom I married while I was working on a B.S. in chemistry at Georgia Tech. She bore Louise, and I studied. I learned most of the useful technical things - math, physics, chemistry - that I now use during those four years.
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