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When standard notations can be used to denote multiple common concepts, those concepts should be added to the Core list.
- For example, two vertical bars can surround an argument to mean “absolute-value”, “cardinality”, or “determinant” in K12 materials.
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When a common concept has known special requirements for accessible readouts, it should be added to the Core list.
- For example, “power” and “divide” have known special handling in AT, based on the values of their arguments.
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The initial scope extends to materials in K12 STEM education.
- While mathematics is naturally the main focus, all other STEM fields are also in scope, namely biology, chemistry, computer science, earth sciences, economics, engineering and physics.
- Concepts beyond K12 lie outside of the initial Core list. For example, when two vertical bars surround an argument to mean a group-theoretic “order”, that Open concept will not be included in Core, unless the overall Core scope is increased to K14.
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Naming. Each Core list concept is recorded via its English encyclopedic name. In cases of multiple known names, we strive to make a practical choice.
- For example, we would prefer “power” to “exponentiation”, although that creates a tension with the use of “power” in physics.
That choice is motivated by “power” being the more common name in present-day communication, as well as by mathematical uses of “power” being more widespread than the physics concept.
- Similarly, we may prefer “gcd” to “greatest-common-divisor” due to brevity, while still adding an informal note clearly stating the connection between the two.
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The conditions enumerated here also extend to adding property names for kinds of objects.
- For example, marking an
<mtable> holding multiple equations with intent=":system-of-equations",
marking a unit expression, such as meters-per-second, with intent=":unit",
or marking the water molecule <mrow><msub><mi>H</mi><mn>2</mn></msub><mi>O</mi></mrow> with intent=":chemical-formula".