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1

Increasing Your Mathematics and Science Content Knowledge.  

ERIC Educational Resources Information Center

This journal is intended for classroom teachers and provides a collection of essays and instructional materials organized around the theme of mathematics and science content knowledge. Articles include: (1) "Watching Ourselves Learn" (Annette Thorson); (2) "Search Smarter!" (Kimberly S. Roempler); (3) "Teacher Education Materials Project" (Joan…

Thorson, Annette, Ed.

2002-01-01

2

Mathematical Knowledge Management in HELM  

Microsoft Academic Search

The paper describes the general philosophy and the main architectural and technological solutions adopted in the HELM Project for the management of large repositories of mathematical knowledge. The leitmotiv is the extensive use of XML technology, and the exploitation of information in the “Web way”, that is without a central authority, with few basic rules, in a scalable, adaptable, and

Andrea Asperti; Luca Padovani; Claudio Sacerdoti Coen; Ferruccio Guidi; Irene Schena

2003-01-01

3

The effects of an intervention to increase liberal arts mathematics and science majors' knowledge of and attitudinal favorability toward the teaching profession  

NASA Astrophysics Data System (ADS)

In light of the persistent shortage of qualified mathematics and science teachers and the new teacher qualification provisions of the recently passed No Child Left Behind Act, This study tested the impact of an educational intervention designed to enhance interest in public school teaching careers among undergraduate students who were declared/intended majors in mathematics and/or natural science. Besides salary, research reveals content fear as the biggest roadblock to attracting mathematics and science teachers. Because of this, liberal arts majors in mathematics and science are a target pool of individuals to recruit into teaching. The researcher hypothesized that knowledge and attitudinal favorability would both increase after an intervention about teaching careers and that an increase in one variable would be associated with the other. Also, knowledge and attitudinal favorability would have a greater increase after a more intensive intervention than a less intensive intervention or no intervention. The researcher also hypothesized that if undergraduates were less decided in their career, lower classmen, and female, their attitudes toward the teaching profession would increase the most. One hundred eighty-nine college students, 73 males and 116 females, including 85 freshmen, 67 sophomores, 18 juniors and 19 seniors, at University A and University B were randomly assigned to a workshop, reading, or control group. The workshop group attended a workshop about the teaching profession. The reading group read articles with the same information presented in the workshop. The control group read unrelated articles. The findings from this study indicate that an intervention about teaching does significantly increase both knowledge and attitudinal favorability toward teaching (p < .01). A low significant correlation was found between knowledge and attitudinal favorability (p < .05). Findings also suggested that a more intensive intervention yields a higher increase in both knowledge and attitudinal favorability than a less intensive intervention (p < .01). Lastly, the level of career indecision, undergraduate class, and gender did not have a significant relationship with attitudinal favorability towards teaching. Based on these findings, the researcher made recommendations for future research and policy, in particular urging more communication between schools of education and liberal arts.

Klemballa, Carolyn

4

Pedagogical Content Knowledge and Content Knowledge of Secondary Mathematics Teachers  

ERIC Educational Resources Information Center

Drawing on the work of L. S. Shulman (1986), the authors present a conceptualization of the pedagogical content knowledge and content knowledge of secondary-level mathematics teachers. They describe the theory-based construction of tests to assess these knowledge categories and the implementation of these tests in a sample of German mathematics

Krauss, Stefan; Brunner, Martin; Kunter, Mareike; Baumert, Jurgen; Neubrand, Michael; Blum, Werner; Jordan, Alexander

2008-01-01

5

Developing Mathematical Content Knowledge for Teaching Elementary School Mathematics  

ERIC Educational Resources Information Center

In this paper the authors present three design principles they use to develop preservice teachers' mathematical content knowledge for teaching in their mathematics content and/or methods courses: (1) building on currently held conceptions, (2) modeling teaching for understanding, (3) focusing on connections between content knowledge and other…

Thanheiser, Eva; Browning, Christine A.; Moss, Meg; Watanabe, Tad; Garza-Kling, Gina

2010-01-01

6

Elementary Mathematics Teachers' Knowledge of Equity Pedagogy  

ERIC Educational Resources Information Center

Currently, mathematics instruction in U.S. classrooms is far from achieving equity for African American students. This qualitative study reports the results of eight successful elementary mathematics teachers' knowledge of equity pedagogy, specifically their knowledge of culturally relevant pedagogy, cultural competence, and critical…

Jackson, Christa

2013-01-01

7

Depth of Teachers' Knowledge: Frameworks for Teachers' Knowledge of Mathematics  

ERIC Educational Resources Information Center

This article describes seven teacher knowledge frameworks and relates these frameworks to the teaching and assessment of elementary teacher's mathematics knowledge. The frameworks classify teachers' knowledge and provide a vocabulary and common language through which knowledge can be discussed and assessed. These frameworks are categorized into…

Holmes, Vicki-Lynn

2012-01-01

8

Using Children's Mathematical Knowledge in Instruction  

Microsoft Academic Search

This article describes how knowledge of children's thinking in mathematics, derived by using a cognitive science research paradigm, was used by a first-grade teacher to make instructional decisions. Children in the classroom learned mathematics to a level that exceeds what is recommended by the NCTM Standards (NCTM, 1989). The study is situated in the Cognitively Guided Instruction (CGI) project chain

Elizabeth Fennema; Megan L. Franke; Thomas P. Carpenter; Deborah A. Carey

1993-01-01

9

Secondary Mathematics Teachers' Knowledge of Slope  

Microsoft Academic Search

This study, conducted in the United States, investigated secondary mathematics teachers' concept definitions, mathematical understanding, and pedagogical content knowledge of slope. Surveys were collected from 18 preservice and 21 inservice teachers; 8 teachers from each group were also interviewed. Geometric ratios dominated teachers' concept definitions of slope. Problems involving the recognition of parameters, the interpretation of graphs, and rate of

Sheryl Stump

1999-01-01

10

Cultural Aspects of Young Children's Mathematics Knowledge.  

ERIC Educational Resources Information Center

This literature review asserts that although findings indicate that children from a wide array of cultures and circumstances acquire similar mathematical understandings with little formal instruction, there is also substantial evidence that mathematical knowledge varies across social classes and cultural groups. The paper explores the literature…

Guberman, Steven R.

11

A History of Mathematics Course to Develop Prospective Secondary Mathematics Teachers' Knowledge for Teaching  

ERIC Educational Resources Information Center

The authors describe ways in which a history of mathematics course can help prospective teachers of mathematics develop knowledge they will need for teaching. The types of knowledge include content knowledge of mathematics, knowledge of mathematics for teaching, and pedagogical knowledge.

Huntley, Mary Ann; Flores, Alfinio

2010-01-01

12

DEGREES OF BELIEF AND KNOWLEDGE IN MATHEMATICS  

E-print Network

plays a crucial râ??ole. In philosophical contexts, mathematics is often used as an epistemological r to a moderately naturalistic position: we check the philosophi­ cal analysis of knowledge for coherence of correctness. To use Keith Devlin's polemic words: ''Surely, any math teacher can tell in ten minutes whether

Amsterdam, University of

13

Emergence of Mathematical Knowledge Structures. Introspection  

ERIC Educational Resources Information Center

In the study, a part of longitudinal research focused on the emergence of mathematical knowledge structures in a learner's mind is presented. It concentrates on the analysis of introspective data gained from the author's study of a non-standard arithmetic structure in terms of the model of abstraction in context (Hershkowitz, Schwarz and Dreyfus).…

Stehlikova, Nada

2003-01-01

14

Pre-service Mathematics Teachers' Knowledge of History of Mathematics and Their Attitudes and Beliefs Towards Using History of Mathematics in Mathematics Education  

NASA Astrophysics Data System (ADS)

This study examined pre-service mathematics teachers' knowledge of history of mathematics and their attitudes and beliefs towards using history of mathematics in mathematics education based on year level in teacher education program and gender. The sample included 1,593 freshman, sophomore, junior, and senior pre-service middle school (grades 4-8) mathematics teachers from nine universities in Turkey. Data were collected through Knowledge of History of Mathematics Test and Attitudes and Beliefs towards the Use of History of Mathematics in Mathematics Education Questionnaire. Results indicate that pre-service teachers have moderate knowledge of history of mathematics and positive attitudes and beliefs towards using history of mathematics. Their knowledge scores increase as the year level in teacher education program advanced. Males' knowledge scores are significantly higher than females' scores in the first 2 years. This situation reverses in the last 2 years, but it is not statistically significant. Pre-service teachers have more positive attitudes and availing beliefs towards using history of mathematics as they progress in their teacher education program. Females have greater attitudes and beliefs mean scores than males in each of the years. The results indicate that the teacher education program may have enhanced the pre-service teachers' knowledge of history of mathematics by related courses. However, the moderate knowledge scores indicate that there is a need for revision of these courses. The pre-service teachers' positive attitudes and beliefs towards using history of mathematics stress the importance of teacher education program in order to prepare them for implementing this alternative strategy in the future.

Alpaslan, Mustafa; I??ksal, Mine; Haser, Çi?dem

2013-10-01

15

Effects of Teachers’ Mathematical Knowledge for Teaching on Student Achievement  

Microsoft Academic Search

This study explored whether and how teachers’ mathematical knowledge for teaching contributes to gains in students’ mathematics achievement. The authors used a linear mixed-model methodology in which first and third graders’ mathematical achievement gains over a year were nested within teachers, who in turn were nested within schools. They found that teachers’ mathematical knowledge was significantly related to student achievement

Heather C. Hill; Brian Rowan; Deborah Loewenberg Ball

2005-01-01

16

Enhancing young children’s mathematical knowledge through a pre-kindergarten mathematics intervention  

Microsoft Academic Search

There is growing evidence that socioeconomic (SES)-related differences in mathematical knowledge begin in early childhood, because young children from economically disadvantaged families receive less support for mathematical development than their middle-class peers receive. A pre-kindergarten mathematics intervention, including a pre-kindergarten mathematics curriculum, was developed and implemented in public and private preschools serving low- and middle-income families. Mathematical knowledge of intervention

Prentice Starkey; Alice Klein; Ann Wakeley

2004-01-01

17

Preservice teachers’ knowledge of proof by mathematical induction  

Microsoft Academic Search

There is a growing effort to make proof central to all students’ mathematical experiences across all grades. Success in this goal depends highly on teachers’ knowledge\\u000a of proof, but limited research has examined this knowledge. This paper contributes to this domain of research by investigating\\u000a preservice elementary and secondary school mathematics teachers’ knowledge of proof by mathematical induction. This research

Gabriel J. Stylianides; Andreas J. Stylianides; George N. Philippou

2007-01-01

18

Problem Perception and Knowledge Structure in Expert and Novice Mathematical Problem Solvers.  

ERIC Educational Resources Information Center

Although it is commonly assumed that increases in mathematical knowledge and problem-solving skill alter one's understanding of mathematical problems, little research exists to support this assumption. The present study investigated the relationship between mathematical background and problem perception in two experiments. Experiment 1 employed…

Schoenfeld, Alan H.; Herrmann, Douglas J.

19

How Mathematical Knowledge for Teaching May Profit from the Study of History of Mathematics  

ERIC Educational Resources Information Center

In this theoretical article, we aim at theorizing the old statement that mathematics teachers might profit from studying the history of mathematics. We do this by drawing upon the theoretical framework of mathematical knowledge for teaching (MKT). A selection of international studies on the history and pedagogy of mathematics is used as starting…

Mosvold, Reidar; Jakobsen, Arne; Jankvist, Uffe Thomas

2014-01-01

20

Examining Mathematics Teacher Content Knowledge: Policy and Practice  

ERIC Educational Resources Information Center

This study examines mathematics teacher content knowledge in terms of state and national policymaker recommendations, college coursework and the Mathematics Texas Examination of Educator Standards (TExES) score. Results indicate differences between state and national policy recommendations and college degrees in mathematics. A statistically…

Esprivalo Harrell, Pamela; Eddy, Colleen McLean

2012-01-01

21

Contrasting Knowledge for Elementary and Secondary Mathematics Teaching  

ERIC Educational Resources Information Center

This paper describes and analyses two mathematics lessons, one with very young pupils, about subtraction, the other for lower secondary school pupils, about gradients [slopes] and graphs. The focus of the analysis is on teacher knowledge, and on the fundamental mathematical and mathematics-pedagogical prerequisites that underpin teaching these…

Rowland, Tim

2012-01-01

22

Sean vs. Cantor: Using Mathematical Knowledge in "Experience of Disturbance"  

ERIC Educational Resources Information Center

Mathematical knowledge used in teaching has attracted the interest of many researchers, but was mainly explored considering teaching at the elementary school level. This paper attends to mathematical knowledge used in teaching at the University level. We present a story about a student suggesting reconsideration of Cantor's diagonal method and the…

Zazkis, Rina; Mamolo, Ami

2009-01-01

23

The Microevolution of Mathematical Knowledge: The Case of Randomness.  

ERIC Educational Resources Information Center

Explores the growth of mathematical knowledge and the relationship between abstraction and context. Builds on work to construct a viable model of the micro-evolution of mathematical knowledge in context whose central feature is the visibility of its mechanisms. Illustrates a case study of 10-11-year-old children's construction of meanings for…

Pratt, Dave; Noss, Richard

2002-01-01

24

Elementary Teachers' Mathematical Knowledge for Teaching Prerequisite Algebra Concepts  

ERIC Educational Resources Information Center

The current study investigated the effects of an undergraduate mathematics content course for pre-service elementary teachers. The participants' content knowledge was quantitatively measured using an instrument comprised of items from the Mathematical Knowledge for Teaching Measures (Hill, Schilling, & Ball, 2004). Using a one-group…

Welder, Rachael M.; Simonsen, Linda M.

2011-01-01

25

Building Mathematical Knowledge in an Authentic Mobile Phone Environment  

ERIC Educational Resources Information Center

Although many researchers have examined knowledge building in traditional settings and distance learning, few have examined middle school students' building of mathematical knowledge using mobile phones. The present study uses two well-known models of knowledge building to carry out the examination: the interactive analysis model of knowledge

Daher, Wajeeh

2010-01-01

26

How Mathematical Knowledge for Teaching May Profit from the Study of History of Mathematics  

NASA Astrophysics Data System (ADS)

In this theoretical article, we aim at theorizing the old statement that mathematics teachers might profit from studying the history of mathematics. We do this by drawing upon the theoretical framework of mathematical knowledge for teaching (MKT). A selection of international studies on the history and pedagogy of mathematics is used as starting points for discussing how the different domains of teachers' MKT—to a larger or smaller degree—can profit from the history of mathematics.

Mosvold, Reidar; Jakobsen, Arne; Jankvist, Uffe Thomas

2013-07-01

27

Impacting teacher mathematical knowledge and attitudes with grade?appropriate methods  

Microsoft Academic Search

Sixty?five fourth?grade, fifth?grade and sixth?grade teachers in the Midwestern United States participated in professional development opportunities designed to increase their mathematics content knowledge and pedagogical knowledge over a two?year series of workshops. Through the use of pre?tests and post?tests assessing content knowledge and pedagogical knowledge, the researchers show that teachers can increase both content and pedagogical knowledge through professional development

Elizabeth Jones; Eric M. Hampton; Elizabeth M. Brown; Marylin T. Leinenbach

2009-01-01

28

DEGREES OF BELIEF AND KNOWLEDGE IN MATHEMATICS  

E-print Network

mathematics feature? Mathematics is a deductive science in which the notion of proof plays a crucial r It is important to be clear about our methodology. We shall sub- scribe to a moderately naturalistic position: we, any math teacher can tell in ten minutes whether a solution to a math problem is right or wrong

Amsterdam, University of

29

Mathematical Ability Relies on Knowledge, Too  

ERIC Educational Resources Information Center

Recent "reform" curricula both ignore the absence of supporting data and completely misunderstand the role of problem solving in cognition. If, the argument goes, teachers are not really teaching people mathematics but rather are teaching them some form of general problem solving, then mathematical content can be reduced in importance. According…

Sweller, John; Clark, Richard E.; Kirschner, Paul A.

2011-01-01

30

An Investigation of Relationships between Students' Mathematical Problem-Posing Abilities and Their Mathematical Content Knowledge  

ERIC Educational Resources Information Center

The importance of students' problem-posing abilities in mathematics has been emphasized in the K-12 curricula in the USA and China. There are claims that problem-posing activities are helpful in developing creative approaches to mathematics. At the same time, there are also claims that students' mathematical content knowledge could be highly…

Van Harpen, Xianwei Y.; Presmeg, Norma C.

2013-01-01

31

Isaac Newton Institute for Mathematical Sciences Knowledge Transfer Network for Industrial Mathematics  

E-print Network

Isaac Newton Institute for Mathematical Sciences and Knowledge Transfer Network for Industrial Mathematics Open for Business: Turbulence in Fluids Monday 17 November 2008 to be held at the Isaac Newton Wallace (Director, Isaac Newton Institute) Dr Robert Leese (Director, KTN for Industrial Mathematics) 4

32

Expertise in Mathematics Instruction: Subject Matter Knowledge.  

ERIC Educational Resources Information Center

The organization and content of subject matter knowledge of arithmetic teachers was explored. Experienced and beginning fourth grade teachers were observed. They were evaluated on their lessons to teach fractions. Implications of their knowledge differences were discussed. (DWH)

Leinhardt, Gaea; Smith, Donald A.

1985-01-01

33

Interaction between Knowledge and Contexts on Understanding Abstract Mathematical Concepts.  

ERIC Educational Resources Information Center

Investigated effects of sparse versus real contexts on understanding abstract mathematical concepts regarding the interpretation of linear graphs. Results of four experiments showed that a sparse context facilitated understanding of abstract concepts more than real contexts. Activation of abstract logic-mathematical knowledge structures was…

Mevarech, Zemira R.; Stern, Elsbeth

1997-01-01

34

The Transition from Informal to Formal Mathematical Knowledge: Mediation by Numeral Knowledge  

ERIC Educational Resources Information Center

The purpose of the present study was to determine if numeral knowledge--the ability to identify Arabic numerals and connect Arabic numerals to their respective quantities--mediates the relation between informal and formal mathematical knowledge. A total of 206 3- to 5-year-old preschool children were assessed on 6 informal mathematics tasks and 2…

Purpura, David J.; Baroody, Arthur J.; Lonigan, Christopher J.

2013-01-01

35

"Concreteness Fading" Promotes Transfer of Mathematical Knowledge  

ERIC Educational Resources Information Center

Recent studies have suggested that educators should avoid concrete instantiations when the goal is to promote transfer. However, concrete instantiations may benefit transfer in the long run, particularly if they are "faded" into more abstract instantiations. Undergraduates were randomly assigned to learn a mathematical concept in one of three…

McNeil, Nicole M.; Fyfe, Emily R.

2012-01-01

36

Preservice Teachers' Subject Matter Knowledge of Mathematics  

ERIC Educational Resources Information Center

Sixty four preservice teachers taking a mathematics methods class for middle schools were given 3 math problems: multiply a three digit number by a two digit number; divide a whole number by a fraction; and compare the volume of two cylinders made in different ways from the same rectangular sheet. They were to a) solve them, explaining their…

Menon, Ramakrishnan

2009-01-01

37

Pre-Service Mathematics Teachers' Knowledge of History of Mathematics and Their Attitudes and Beliefs towards Using History of Mathematics in Mathematics Education  

ERIC Educational Resources Information Center

This study examined pre-service mathematics teachers' knowledge of history of mathematics and their attitudes and beliefs towards using history of mathematics in mathematics education based on year level in teacher education program and gender. The sample included 1,593 freshman, sophomore, junior, and senior pre-service middle school (grades…

Alpaslan, Mustafa; Isiksal, Mine; Haser, Çigdem

2014-01-01

38

Exploring the Mathematical Knowledge Needed for Teaching Teachers  

ERIC Educational Resources Information Center

The purpose of this study is to explore the knowledge demands of teacher educators as they teach disciplinary content to preservice elementary teachers, specifically in mathematics, and to understand how such knowledge is different from that used by K-12 teachers. Drawing from a database including teaching and learning artifacts from five…

Castro Superfine, Alison; Li, Wenjuan

2014-01-01

39

CONSTRUCTING PEDAGOGICAL KNOWLEDGE OF PROBLEM SOLVING: PRESERVICE MATHEMATICS TEACHERS  

Microsoft Academic Search

The paper reports a study of the knowledge preservice secondary school mathematics teachers (PSSMT) hold of problem solving and the role of a reflective-inquiry approach in creating self-awareness of, and in enhancing, this knowledge. The approach included solving problems, narratives, flow charts and observations. The finding shows that the participants were able to construct a deeper understanding of problem solving.

Olive Chapman

40

Mathematical Knowledge and School Work: A Case Study of the Teaching of Developing Mathematical Processes.  

ERIC Educational Resources Information Center

This study considered the meaning that was given to knowing/doing mathematics in classrooms comprising the observational study conducted by the Wisconsin Center for Education Research during 1978-81. The study interprets the work of teachers and students, and considers what constitutes appropriate mathematical knowledge for children to learn. A…

Stephens, Walter Maxwell

41

The Relationship between Mathematical Knowledge of Numbers and Operations and Mathematics Beliefs of Prospective Teachers  

ERIC Educational Resources Information Center

This study surveyed 82 preservice elementary teachers using items from an instrument designed to predict student achievement based on a teacher's mathematics knowledge for teaching (MKT) in numbers and operations concepts. Additional mathematics beliefs items asked participants to rate their level of agreement with math myths and math anxiety…

Stiegelmeyer, Cindy

2012-01-01

42

Processes and Pathways: How Do Mathematics and Science Partnerships Measure and Promote Growth in Teacher Content Knowledge?  

ERIC Educational Resources Information Center

Intense focus on student achievement results in mathematics and science has brought about claims that K-12 teachers should be better prepared to teach basic concepts in these disciplines. The focus on teachers' mathematics and science content knowledge has been met by efforts to increase teacher knowledge through funded national initiatives…

Moyer-Packenham, Patricia S.; Westenskow, Arla

2012-01-01

43

Learning and Teaching Engineering Mathematics for the Knowledge Society  

ERIC Educational Resources Information Center

This paper addresses the issue of teaching and learning engineering mathematics in order to support a future of life-long learning in the knowledge society, based on a form of understanding that goes beyond facts, theorems and algorithms. Drawing on three research studies, the importance is shown of students' experience of reflection on study,…

Booth, S.

2008-01-01

44

FACILITATING PEER INTERACTIONS IN LEARNING MATHEMATICS: TEACHERS' PRACTICAL KNOWLEDGE  

Microsoft Academic Search

This paper reports on teachers' practical knowledge (PK) about peer interactions (PI) in learning mathematics. The focus is on high school teachers who consistently engaged students PI in their teaching. Data consisted of interviews and classroom observations. Findings indicate that these teachers have PK of students' roles in PI and learning activities and teacher's behaviors to support PI that creates

Olive Chapman

2004-01-01

45

Prospective Secondary Mathematics Teachers' Pedagogical Knowledge for Teaching the Estimation of Length Measurements  

ERIC Educational Resources Information Center

Prospective secondary mathematics teachers' pedagogical knowledge for teaching the estimation of length measurements was investigated by examining their personal benchmarks for measurement estimation. Benchmarks for measurement estimation are the meaningful representations of units that serve to increase one's understanding of…

Subramaniam, Karthigeyan

2014-01-01

46

The Effective Mathematics Department: Adding Value and Increasing Participation?  

ERIC Educational Resources Information Center

Given the commonly accepted view that having a mathematically well-educated populace is strategically important, there is considerable international interest in raising attainment, and increasing participation, in post-compulsory mathematics education. In this article, multilevel models are developed with the use of datasets from the UK Department…

Noyes, Andrew

2013-01-01

47

What's Past Is Prologue: Relations between Early Mathematics Knowledge and High School Achievement  

ERIC Educational Resources Information Center

Although previous research has established the association between early-grade mathematics knowledge and later mathematics achievement, few studies have measured mathematical skills prior to school entry, and few have investigated the predictive power of early gains in mathematics ability. The current paper relates mathematical skills measured at…

Watts, Tyler W.; Duncan, Greg J.; Siegler, Robert S.; Davis-Kean, Pamela E.

2014-01-01

48

The mathematical knowledge of physics graduates: Primary data and conclusions  

NASA Astrophysics Data System (ADS)

Systematic observations were made of the mathematical knowledge of physics students from the U.S. and other countries during their first years of graduate study at Ohio University. It was found that all were deficient in general and in ``modern'' mathematical concepts, and in problem-solving skills. Sizable fractions of them did not even possess adequate concepts of ``derivative,'' ``integration,'' and ``truth.'' Nearly all were limited to some familiarity with rather elementary calculus, and with equally elementary differential and linear equations, but they showed some ability and a pronounced willingness to perform manipulations. Roughly, they regarded mathematics as mechanical method, not as constructive thinking. In view of the significantly higher levels of mathematical fluency demanded by contemporary advances in physics and in computer usage, none of these students was adequately prepared for future-oriented study, or for research and employment in physics and related areas at the close of the 20th century. It is intended to discuss the likely causes of this state of affairs elsewhere with a view toward remedial actions.

Breitenberger, Ernst

1992-04-01

49

An assessment of middle grades preservice teachers' mathematics knowledge for teaching  

E-print Network

knowledge? (Sherin, 2002, p. 123). The NCTM (2000) emphasized teachers need different kinds of knowledge, such as knowledge of specific content, curricular goals, the challenges students face in learning these ideas, assessment, and pedagogical knowledge... the study was held, the state standards where the items were chosen, and the National Council of Teachers of Mathematics? (NCTM) Principles and Standards for School Mathematics (2000). In addition to formalizing the definition of mathematics knowledge...

Mohr, Margaret Joan

2009-06-02

50

Promoting Equity in Mathematics Teacher Preparation: A Framework for Advancing Teacher Learning of Children's Multiple Mathematics Knowledge Bases  

ERIC Educational Resources Information Center

Research repeatedly documents that teachers are underprepared to teach mathematics effectively in diverse classrooms. A critical aspect of learning to be an effective mathematics teacher for diverse learners is developing knowledge, dispositions, and practices that support building on children's mathematical thinking, as well as their cultural,…

Turner, Erin E.; Drake, Corey; McDuffie, Amy Roth; Aguirre, Julia; Bartell, Tonya Gau; Foote, Mary Q.

2012-01-01

51

Examining Mathematics Teacher Content Knowledge Using Policy, State Certification Tests and Transcripts  

ERIC Educational Resources Information Center

This study examined mathematics teacher content knowledge in terms of policy maker recommendations, college coursework and teacher certification mathematics test scores. Transcript analysis indicated poor alignment of national policy maker recommendations for mathematics teachers and college degrees in mathematics. Teacher certification test…

Harrell, Pamela Esprivalo; Eddy, Colleen McLean

2011-01-01

52

A Study of Prospective Mathematics Teachers' Knowledge Development and Beliefs Changes for Teaching Fraction Division  

E-print Network

The purpose of this study is to examine prospective mathematics teachers' knowledge development and beliefs changes for teaching fraction division through the undergraduate mathematics method course to the field practice. Further, it reveals...

Chen, Xi

2011-08-08

53

Profound Understanding of Emergent Mathematics: Broadening the Construct of Teachers' Disciplinary Knowledge  

ERIC Educational Resources Information Center

We discuss the teachers' disciplinary knowledge of mathematics in this article, arguing two main points as we report on a 2-year study involving 22 practicing teachers. First we argue that teachers' knowledge of mathematics might be productively construed as a complex evolving form, a significant dimension of which is tacit knowledge. Second,…

Davis, Brent; Renert, Moshe

2013-01-01

54

Indonesian Primary Teachers' Mathematical Knowledge for Teaching Geometry: Implications for Educational Policy and Teacher Preparation Programs  

ERIC Educational Resources Information Center

This study examines Indonesian primary teachers' mathematical knowledge for teaching geometry and what factors contribute to this knowledge. A translated and adapted version of the Learning Mathematics for Teaching measures and the Indonesian Educational Survey were used to gather information on teachers' knowledge for teaching geometry and their…

Ng, Dicky

2011-01-01

55

Increasing Minorities' Mathematics Preparedness: The College Readiness Program.  

ERIC Educational Resources Information Center

Black and Hispanic students have historically been underrepresented at state universities in relationship to the percentage of the population of these minorities in the state at large. With the increase of requirements from two to three years of high school mathematics, there is real concern that this underrepresentation will continue to worsen.…

Duren, Phillip E.; Kelly, Margaret

56

Mathematics as an Im/Pure Knowledge System: Symbiosis, (W)Holism and Synergy in Mathematics Education  

ERIC Educational Resources Information Center

The problem of culturally decontextualised mathematics education faced by Nepali students, teachers and teacher educators has often been oriented by the view of the nature of "mathematics as a body of pure knowledge," which gives rise to an exclusive emphasis on an ideology of singularity, epistemology of objectivism, language of universality and…

Luitel, Bal Chandra

2013-01-01

57

Dissociations in mathematical knowledge: case studies in Down's syndrome and Williams syndrome.  

PubMed

A study is reported of mathematical vocabulary and factual mathematical knowledge in PQ, a 22 year old with Down's syndrome (DS) who has a verbal mental age (MA) of 9 years 2 months and ST, a 15 year old with Williams syndrome (WS) who has a verbal MA of 9 years 6 months, matched to typically developing controls. The number of mathematical words contained within PQ's lexical stores was significantly reduced as reflected by performance on lexical decision. PQ was also impaired at both naming from descriptions and describing mathematical words. These results contrast with normal lexical decision and item descriptions for concrete words reported recently for PQ (Robinson and Temple, 2010). PQ's recall of mathematical facts was also impaired, whilst his recall of general knowledge facts was normal. This performance in DS indicates a deficit in both lexical representation and semantic knowledge for mathematical words and mathematical facts. In contrast, ST, the teenager with WS had good accuracy on lexical decision, naming and generating definitions for mathematical words. This contrasted with the atypical performance with concrete words recently reported for ST (Robinson and Temple, 2009). Knowledge of addition facts and general knowledge facts was also unimpaired for ST, though knowledge of multiplication facts was weak. Together the cases form a double dissociation and provide support for the distinct representation of mathematical and concrete items within the lexical-semantic system during development. The dissociations between mathematical and general factual knowledge also indicate that different types of factual knowledge may be selectively impaired during development. There is further support for a modular structure within which mathematical vocabulary and mathematical knowledge have distinct representations. This supports the case for the independent representation of factual and language-based knowledge within the semantic system during development. PMID:22208902

Robinson, Sally J; Temple, Christine M

2013-02-01

58

Infusing Mathematics Content into a Methods Course: Impacting Content Knowledge for Teaching  

ERIC Educational Resources Information Center

This study compared content knowledge for teaching mathematics differences between elementary pre-service teachers in a traditional versus an experimental mathematics methods course. The experimental course replaced 20 minutes of traditional methods, each class, with an intervention of elementary mathematics content. The difference between groups…

Burton, Megan; Daane, C. J.; Giesen, Judy

2008-01-01

59

Designing an assessment tool to describe students' mathematical knowledge  

Microsoft Academic Search

Educational reforms in most parts of the world advocate a curriculum where students can achieve higher-order understanding in mathematics similar to the National Council of Teachers of Mathematics (NCTM) Standards-based Curricula. When these reforms are implemented in the classroom, teachers often begin identifying students that had previously not been identified as successful in mathematics and who are able to perform

2004-01-01

60

The Pedagogical Content Knowledge of Middle School, Mathematics Teachers in China and the U.S.  

ERIC Educational Resources Information Center

This study compared the pedagogical content knowledge of mathematics in U.S. and Chinese middle schools. The results of this comparative study indicated that mathematics teachers' pedagogical content knowledge in the two countries differs markedly, which has a deep impact on teaching practice. The Chinese teachers emphasized developing procedural…

An, Shuhua; Kulm, Gerald; Wu, Zhonghe

2004-01-01

61

First Year Pre-Service Teachers' Mathematical Content Knowledge: Methods of Solution for a Ratio Question  

ERIC Educational Resources Information Center

In this article, pre-service teachers' mathematics content knowledge is explored through the analysis of two items about ratio from a Mathematical Competency, Skills and Knowledge Test. Pre-service teachers' thinking strategies, common errors and misconceptions in their responses are presented and discussed. Of particular interest was the range…

Livy, Sharyn; Vale, Colleen

2011-01-01

62

The Nature and Predictors of Elementary Teachers' Mathematical Knowledge for Teaching  

ERIC Educational Resources Information Center

This article explores elementary school teachers' mathematical knowledge for teaching and the relationship between such knowledge and teacher characteristics. The Learning Mathematics for Teaching project administered a multiple-choice assessment covering topics in number and operation to a nationally representative sample of teachers (n = 625)…

Hill, Heather C.

2010-01-01

63

Bridging Funds of Distributed Knowledge: Creating Zones of Practices in Mathematics.  

ERIC Educational Resources Information Center

Describes longitudinal research on the funds of knowledge of diverse populations, illustrating how community knowledge can be tapped to strengthen the academic experiences of Hispanic youth. Investigates the mathematics potential of Hispanic households, describing how women participating in a sewing circle use and model sophisticated mathematical

Gonzalez, Norma; Andrade, Rosi; Civil, Marta; Moll, Luis

2001-01-01

64

A Framework for Examining Mathematics Teacher Knowledge as Used in Error Analysis  

ERIC Educational Resources Information Center

Error analysis is a basic and important task for mathematics teachers. Unfortunately, in the present literature there is a lack of detailed understanding about teacher knowledge as used in it. Based on a synthesis of the literature in error analysis, a framework for prescribing and assessing mathematics teacher knowledge in error analysis was…

Peng, Aihui; Luo, Zengru

2009-01-01

65

Orienteering in knowledge spaces: the hyperbolic geometry of Wikipedia Mathematics.  

PubMed

In this paper we show how the coupling of the notion of a network with directions with the adaptation of the four-point probe from materials testing gives rise to a natural geometry on such networks. This four-point probe geometry shares many of the properties of hyperbolic geometry wherein the network directions take the place of the sphere at infinity, enabling a navigation of the network in terms of pairs of directions: the geodesic through a pair of points is oriented from one direction to another direction, the pair of which are uniquely determined. We illustrate this in the interesting example of the pages of Wikipedia devoted to Mathematics, or "The MathWiki." The applicability of these ideas extends beyond Wikipedia to provide a natural framework for visual search and to prescribe a natural mode of navigation for any kind of "knowledge space" in which higher order concepts aggregate various instances of information. Other examples would include genre or author organization of cultural objects such as books, movies, documents or even merchandise in an online store. PMID:23844017

Leibon, Gregory; Rockmore, Daniel N

2013-01-01

66

Knowledge Dissemination and use in Science and mathematics education- A Literature Review  

NSF Publications Database

This report reviews the research on knowledge use in science and mathematics education and highlights approaches and strategies for dissemination which might be particularly useful to the National Science Foundation. In particular, the influence of constructivist perspectives in knowledge use and education on the dissemination of knowledge are highlighted. Prior research in knowledge use suggests that failures to institutionalize knowledge are attributable to what is known as "knowledge ...

67

Construction of Mathematical Knowledge Using Graphic Calculators (CAS) in the Mathematics Classroom  

ERIC Educational Resources Information Center

Mathematics education researchers are asking themselves about why technology has impacted heavily on the social environment and not in the mathematics classroom. The use of technology in the mathematics classroom has not had the expected impact, as it has been its use in everyday life (i.e. cell phone). What about teachers' opinions? Mathematics

Hitt, Fernando

2011-01-01

68

Understanding the influence of two mathematics textbooks on prospective secondary teachers’ knowledge  

Microsoft Academic Search

This study examines the influence of reading and planning from two differently organized mathematics textbooks on prospective\\u000a high school mathematics teachers’ pedagogical content knowledge and content knowledge of exponential functions. The teachers\\u000a completed a pretest and two posttests. On the pretest, the teachers possessed an incomplete understanding of content and pedagogical\\u000a content knowledge related to exponential functions. The teachers’ understanding

Jon D. Davis

2009-01-01

69

Transfer of Mathematical Knowledge: The Portability of Generic Instantiations  

E-print Network

structure and, as a result, hinder transfer. At the same time, generic instantiations, such as traditional--mathematics; child development; communica- tion Mathematical concepts are often difficult to acquire. One approach structure, and superficial similarity of instances is irrelevant. Therefore, instances of the same concept

Heckler, Andrew F.

70

Mathematics Funds of Knowledge: "Sotmaute" and "Sermaute" Fish in a Torres Strait Islander Community  

ERIC Educational Resources Information Center

The purpose of this article is to describe a project with one Torres Strait Islander Community. It provides some insights into parents' funds of knowledge that are mathematical in nature, such as sorting shells and giving fish. The idea of funds of knowledge is based on the premise that people are competent and have knowledge that has been…

Ewing, Bronwyn

2012-01-01

71

Knowledge Management for Agent-Based Tutoring Systems Computer and Mathematical Science Department  

E-print Network

Knowledge Management for Agent-Based Tutoring Systems Ping Chen Computer and Mathematical Science: 281-283-3869 #12;KNOWLEDGE MANAGEMENT FOR AGENT-BASED TUTORING SYSTEMS ABSTRACT As the educational of the crucial issues for these educational systems as appropriate knowledge management is the key to more

Ding, Wei

72

mega: From Proof Planning towards Mathematical Knowledge Management  

Microsoft Academic Search

as driving forces of this movement. In Calculemus the viewpoint is bottom-up, starting from existing tech-niques and tools developed in the community. Mkm approaches the goal of revolutionizing computer-based mathematics in the new millennium by a complemen-tary top-down approach starting from existing, mainly pen and paper based mathematical practice down to sys-tem support. The mega project of J?org Siekmann at

Serge Autexier; Christoph Benzmuller

73

Strengthening the Conceptualization of Mathematics Pedagogical Content Knowledge for International Studies: A Taiwanese Perspective  

ERIC Educational Resources Information Center

This paper discusses different conceptual frameworks for measuring mathematics pedagogical content knowledge (MPCK) in international comparison studies. Two large-scale international comparative studies, "Mathematics Teaching in the Twenty-First Century" (MT21; Schmidt et al., 2011) and the "Teacher Education and Development Study…

Hsieh, Feng-Jui

2013-01-01

74

Investigating Level of Mathematics Knowledge for Students Attending Vocational Schools in Turkey  

ERIC Educational Resources Information Center

Students attend mathematics courses in Turkey for totally 11 years, throughout education life ranging from primary school to university, including eight years in primary education and three years in secondary education (four years based on new arrangement); however, level of mathematic knowledge of students is upsetting when they reach university…

Colakoglu, Nurdan

2013-01-01

75

Mathematical Knowledge for Teaching in Planning and Evaluating Instruction: What Can Preservice Teachers Learn?  

ERIC Educational Resources Information Center

The goal of this study is to uncover the successes and challenges that preservice teachers are likely to experience as they unpack lesson-level mathematical learning goals (i.e., identify the subconcepts and subskills that feed into target learning goals). Unpacking learning goals is a form of specialized mathematical knowledge for teaching, an…

Morris, Anne K.; Hiebert, James; Spitzer, Sandy M.

2009-01-01

76

Improving Geometric and Trigonometric Knowledge and Skill for High School Mathematics Teachers: A Professional Development Partnership  

ERIC Educational Resources Information Center

In the summer of 2009, a professional development partnership was established between the Peoria Public School District (PPSD), a local education agency (LEA), and Illinois State University (ISU) to improve geometric and trigonometric knowledge and skill for high school mathematics teachers as part of the Illinois Mathematics and Science…

Merrill, Chris; Devine, Kevin L.; Brown, Joshua W.; Brown, Ryan A.

2010-01-01

77

The Devalued Student: Misalignment of Current Mathematics Knowledge and Level of Instruction  

ERIC Educational Resources Information Center

Within this study, we investigated the association between 10th-grade students' mathematics performance and their feelings of instructional misalignment between their current mathematics knowledge and educator support. Data from the 2002 Education Longitudinal Study, which included a national sample of 750 public and private high schools in the…

LeMire, Steven D.; Melby, Marcella L.; Haskins, Anne M.; Williams, Tony

2012-01-01

78

Problem Perception and Knowledge Structure in Expert and Novice Mathematical Problem Solvers.  

ERIC Educational Resources Information Center

Experts' perceptions of mathematical problem structures were compared with students' perceptions before and after a course on mathematical problem solving. After the course the students perceived problem relatedness more like the experts, indicating that criteria for problem perception shift as a person's knowledge bases become more richly…

Schoenfeld, Alan H.; Herrmann, Douglas J.

1982-01-01

79

Online Asynchronous Collaboration in Mathematics Teacher Education and the Development of Mathematical Knowledge for Teaching  

ERIC Educational Resources Information Center

In this article the authors describe their efforts to support teachers' development of deep, connected understandings of school mathematics and to find ways to make use of the teachers' learning as a context for subsequent mathematical and pedagogical development. The authors detail the evolution of their model for Online Asynchronous…

Silverman, Jason; Clay, Ellen L.

2010-01-01

80

Pre-Service Teachers' Beliefs about Knowledge, Mathematics, and Science  

ERIC Educational Resources Information Center

This study examines the beliefs of K-8 preservice teachers during a content methods course. The goals of this course included exposing the preservice teachers to student-centered instructional methods for math and science and encouraging the development of lessons that would integrate mathematics and science. Prior research suggested that one must…

Cady, Jo Ann; Rearden, Kristin

2007-01-01

81

Middle School Mathematics Teachers' Pedagogical Content Knowledge Regarding Teaching Strategies on Quadrilaterals  

ERIC Educational Resources Information Center

Pedagogical content knowledge is consisted of two components: student knowledge and teaching strategies. Teaching strategies was defined under two sub-headings as strategies for specific topics and specific strategies for any topic. The purpose of this study was to examine the method with which quadrilaterals were taught by mathematics teachers…

Akkas, Elif Nur; Türnüklü, Elif

2014-01-01

82

Increasing burn prevention knowledge: web-based versus classroom education.  

PubMed

Increasing burn prevention (BP) knowledge in nurse practitioners leads to better care for patients who suffer a burn injury. Web-based and classroom-based approaches to increasing an individual's knowledge, in general and specifically to BP knowledge, is currently an area of interest for researchers. As a result, the purpose of this study was to test and evaluate the influence two methods (classroom and Web-based) has on BP knowledge; and whether a difference existed between teaching modalities. Generalized mixed-effects modeling techniques were used to test for differences in scores across three time points: 1) baseline, 2) immediately after viewing the educational module online (recall), and 3) at least 2 weeks after viewing the educational module (retention); and between the groups. There was no difference in scores between online vs classroom education method (P = .894); therefore, a pooled analysis was performed (n=54). Mean scores on the BP knowledge exam increased over time (P = .003) (regardless of educational method), establishing that the education module significantly increases BP knowledge in nurse practitioners over time. Mean score before receiving the education module was 75.6%; the mean score was 81.9% immediately after the module; and 85.6% 2 weeks after receiving the education module. Either method can be used to educate and train health care providers in BP, which may provide health care providers with useful and cost-effective ways in which to improve BP knowledge and the quality of care for patients who suffer a burn injury. PMID:25100539

Lehna, Carlee; Myers, John

2014-01-01

83

WORKING WITH LEARNERS' MATHEMATICS: EXPLORING A KEY ELEMENT OF MATHEMATICAL KNOWLEDGE FOR TEACHING  

Microsoft Academic Search

This paper explores an element of mathematics for teaching (MfT), specifically 'interpreting and judging students' mathematical productions'. The research reported draws from a wider study that includes an examination of MfT produced across teacher education sites in South Africa. We show that this element of MfT is privileged across sites, evidence that it is valued in teacher education practice. Its

Jill Adler; Zain Davis; Diane Parker; Lyn Webb; Lynn Webb; Nelson Mandela

84

Rich and purposeful mathematical knowledge of mothers and children in a Torres Strait Islander community.  

PubMed

This paper focuses on a pilot study that explored the situated mathematical knowledge of mothers and children in one Torres Strait Islander community in Australia. The community encouraged parental involvement in their children's learning and schooling. The study explored parents' understandings of mathematics and how their children came to learn about it on the island. A funds of knowledge approach was used in the study. This approach is based on the premise that people are competent and have knowledge that has been historically and culturally accumulated into a body of knowledge and skills essential for their functioning and well-being (TIP 31:132, 1992). The participants, three adults and one child are featured in this paper. Three separate events are described with epiphanic or illuminative moments analysed to ascertain the features that enabled an understanding of the nature of the mathematical events. The study found that Indigenous ways of knowing of mathematics were deeply embedded in rich cultural practices that were tied to the community. This finding has implications for teachers of children in the early years. Where school mathematics is often presented as disembodied and isolated facts with children seeing little relevance, learning a different perspective of mathematics that is tied to the resources and practices of children's lives and facilitated through social relationships, may go a long way towards improving the engagement of children and their parents in learning and schooling. PMID:24505557

Ewing, Bronwyn

2014-01-01

85

The Increasing Dominance of Teams in Production of Knowledge  

NSDL National Science Digital Library

This article explores published literature to demonstrate the dominance of teams over solo authors in the production of knowledge.Teams of two or more people are increasingly producing more of the research, and the research they generate is more highly cited, in a wide variety of endeavors from science to the arts.

Wuchty, Stefan

2009-01-26

86

DEVELOPING NEW STATISTICAL CONTENT KNOWLEDGE WITH SECONDARY SCHOOL MATHEMATICS TEACHERS  

Microsoft Academic Search

This paper describes a pilot study exploring the acquisition of new statistical content knowledge by teachers, which is now needed as a result of curriculum change. The teachers involved in the study formed a professional learning community where their learning needs with respect to changes in the statistics curriculum were identified and workshops presented to help meet these needs. In

Pip Arnold

87

Active learning increases student performance in science, engineering, and mathematics.  

PubMed

To test the hypothesis that lecturing maximizes learning and course performance, we metaanalyzed 225 studies that reported data on examination scores or failure rates when comparing student performance in undergraduate science, technology, engineering, and mathematics (STEM) courses under traditional lecturing versus active learning. The effect sizes indicate that on average, student performance on examinations and concept inventories increased by 0.47 SDs under active learning (n = 158 studies), and that the odds ratio for failing was 1.95 under traditional lecturing (n = 67 studies). These results indicate that average examination scores improved by about 6% in active learning sections, and that students in classes with traditional lecturing were 1.5 times more likely to fail than were students in classes with active learning. Heterogeneity analyses indicated that both results hold across the STEM disciplines, that active learning increases scores on concept inventories more than on course examinations, and that active learning appears effective across all class sizes--although the greatest effects are in small (n ? 50) classes. Trim and fill analyses and fail-safe n calculations suggest that the results are not due to publication bias. The results also appear robust to variation in the methodological rigor of the included studies, based on the quality of controls over student quality and instructor identity. This is the largest and most comprehensive metaanalysis of undergraduate STEM education published to date. The results raise questions about the continued use of traditional lecturing as a control in research studies, and support active learning as the preferred, empirically validated teaching practice in regular classrooms. PMID:24821756

Freeman, Scott; Eddy, Sarah L; McDonough, Miles; Smith, Michelle K; Okoroafor, Nnadozie; Jordt, Hannah; Wenderoth, Mary Pat

2014-06-10

88

TEDS-M 2008 User Guide for the International Database. Supplement 4: TEDS-M Released Mathematics and Mathematics Pedagogy Knowledge Assessment Items  

ERIC Educational Resources Information Center

The goal for selecting the released set of test items was to have approximately 25% of each of the full item sets for mathematics content knowledge (MCK) and mathematics pedagogical content knowledge (MPCK) that would represent the full range of difficulty, content, and item format used in the TEDS-M study. The initial step in the selection was to…

Brese, Falk, Ed.

2012-01-01

89

Indigenous Mathematical Knowledge at South African Cultural Villages: Opportunities for Integration in Mathematics Classrooms  

E-print Network

more educational purposes than just tourist centres. A mathematical analysis of the various artefacts to showcase various indigenous activities appropriately in their historical and socio-cultural background decorations at the Lesedi cultural village explained below. A brief analysis of most of the artefacts

Spagnolo, Filippo

90

Increasing Enrollment in Higher-Level Mathematics Classes through the Affective Domain.  

ERIC Educational Resources Information Center

Presents 10 teaching strategies that give attention to affective variables in mathematics classrooms to increase the likelihood that high school students will continue to enroll in higher level mathematics courses. Strategies focus on frustration, vocabulary use, anxiety, confidence, cooperative learning, creativity, remediation, mathematical

Blum-Anderson, Judy

1992-01-01

91

Increasing Fourth-Grade Students' Proficiency at Solving Mathematical Word Problems  

ERIC Educational Resources Information Center

The purpose of the study was to identify effective pedagogical strategies to increase 4th grade students' mathematics problem-solving skills. Numerous researchers have looked at mathematics problem solving; however, there is a scarcity of data relating to 4th grade mathematics problem solving proficiency. Fourth grade students at the…

Norford, Jennifer A.

2012-01-01

92

The Influence of Mathematics Teachers' Knowledge in Technology, Pedagogy and Content (TPACK) on their Teaching Effectiveness in Saudi Public Schools  

E-print Network

influences what curriculum should be taught, how it can be taught (National Council of Teachers of Mathematics [NCTM], 2000), and what knowledge and experience teachers need in order to teach mathematics with the implementation of technology (the Association...). In fact, two large mathematics professional organizations in the United States (National Council of Teachers of Mathematics [NCTM], 2000; the Association of Mathematics Teacher Educators [AMTE], 2006) recognize the integral role of digital technologies...

Alshehri, Khaled Abdullah

2012-12-31

93

Assessing EC-4 preservice teachers' mathematics knowledge for teaching fractions concepts  

E-print Network

from class. A final thank you is owed to the faculty, staff, and students of Olmos Elementary School in San Antonio, who inspired me to become a better teacher. vii TABLE OF CONTENTS Page ABSTRACT... their own schooling and that learned in college-level elementary mathematics courses to the best ways to transmit knowledge to students. The purpose of this study was to determine the depth of elementary preservice teachers’ knowledge of fractions...

Wright, Kimberly Boddie

2008-10-10

94

Technological pedagogical content knowledge and teaching practice of mathematics trainee teachers  

NASA Astrophysics Data System (ADS)

This study aims to identify the level of technological pedagogical content knowledge (TPCK) of mathematics trainee teachers at Universiti Pendidikan Sultan Idris (UPSI) and explore their teaching practices during practical training at school. The study was conducted in two phases using a mix-method research. In the first phase, a survey method using a questionnaire was carried out on 156 trainee teachers of Bachelor of Mathematics Education (AT14) and Bachelor of Science (Mathematics) with Education (AT48). The instrument used was a questionnaire that measures the level of content knowledge, pedagogy, technology and TPCK of mathematics. Data were analyzed using descriptive statistics, namely the mean. While in the second phase, the interview method involved four trainee teachers were performed. The instrument used was the semi-structured interview protocol to assess the trainee teacher's TPCK integration in their teaching practice. Data were analyzed using the content analysis. The findings showed that the level of knowledge of TPCK among trainee teachers was moderate with overall mean score of 3.60. This level did not show significant differences between the two programs with mean scores of 3.601 for the AT14 group and 3.603 for the AT48 group. However, there was a difference for gender classification such that the female trainees had mean score of 3.58 and male trainees with mean score of 3.72. Although students' TPCK level was moderate, the level of content knowledge (CK), technological knowledge (TK) and pedagogical knowledge (PK), showed a higher level with overall mean scores of 3.75, 3.87 and 3.84 respectively. The findings also showed that in terms of content knowledge, trainee teacher's learning mathematics background was good, but the knowledge of mathematics was limited in the curriculum, philosophy and application aspect. In terms of pedagogical content knowledge, all respondents tend to use lecture and discussion methods in teaching Trigonometry topic in almost the entire teaching and learning sessions. In terms of using technology in teaching and learning process, all respondents were more likely to use PowerPoint presentation as well as assisted by the use of a scientific calculator. The use of PowerPoint was limited in explaining the title and its content and the calculators were used during practice sessions. The four trainee teachers were still at the recognizing and acceptance levels of TPCK integration during their teaching practice. This study indicates that UPSI trainee teachers should be given exposure in the use of information and communication technology and trained to provide alternative teaching strategies in more creative ways if there are obstacles when integrating technology in teaching and learning process.

Tajudin, Nor'ain Mohd.; Kadir, Noor Zarinawaty Abd.

2014-07-01

95

Does Strategy Knowledge Influence Working Memory in Children with Mathematical Disabilities?  

ERIC Educational Resources Information Center

A study investigated the relationship between working memory (WM), declarative strategy knowledge, and math achievement in 111 children with and without mathematical disabilities (MD). Results found verbal and visual-spatial WM, stable verbal strategy choices, and expert strategy choices related to visual-spatial processing all contributed…

Keeler, Marsha L.; Swanson, H. Lee

2001-01-01

96

Developing Mathematical Knowledge for Teaching in a Methods Course: The Case of Function  

ERIC Educational Resources Information Center

This study describes teacher learning in a teaching experiment consisting of a content-focused methods course involving the mathematical knowledge for teaching function. Prospective and practicing teachers in the course showed growth in their ability to define function, to provide examples of functions and link them to the definition, in the…

Steele, Michael D.; Hillen, Amy F.; Smith, Margaret S.

2013-01-01

97

Rethinking about the Pedagogy for Pedagogical Content Knowledge in the Context of Mathematics Teaching  

ERIC Educational Resources Information Center

This study reconsiders the notion of pedagogy for pedagogical content knowledge (PCK) in the context of teaching mathematics. The perspectives of critical pedagogy are employed for this reconsideration, stressing the operation of historical, social, ideological, political, institutional and cultural forces in the production of pedagogical…

Ozmantar, Mehmet Fatih

2011-01-01

98

ˇVamos a Jugar Counters! Learning Mathematics Through Funds of Knowledge, Play, and the Third Space  

Microsoft Academic Search

Drawing on Cultural Historical Activity Theory (CHAT), funds of knowledge, and third space, this article presents a model for practitioners and researchers to think about how Latina\\/o, bilingual children develop explicit mathematics strategies through multilingual and multigenerational interactions. Using data collected through fieldwork in an urban afterschool club, this article illustrates how nonschool activities that draw on children's funds of

Aria Razfar

2012-01-01

99

Teachers' Understanding of Mathematical Cognition in Childhood: Towards a Shift in Pedagogical Content Knowledge?  

ERIC Educational Resources Information Center

This article about the discourse of pedagogy as related to child cognition in mathematics addresses the issue of what constitutes the main disciplinary content and the pedagogical content knowledge (PCK) of foundation-phase teachers. I argue that, unless child cognition itself is the primary disciplinary content of foundation-phase teacher's…

Henning, Elizabeth

2013-01-01

100

Developing Mathematics Teacher Knowledge: The Paradidactic Infrastructure of "Open Lesson" in Japan  

ERIC Educational Resources Information Center

In this paper, we first present a theoretical approach to study mathematics teacher knowledge and the conditions for developing it, which is firmly rooted in a systemic approach to didactic phenomena at large, namely the anthropological theory of the didactic. Then, a case of open lesson is presented and analysed, using this theoretical approach,…

Miyakawa, Takeshi; Winslow, Carl

2013-01-01

101

Emergences and Affordances as Opportunities to Develop Teachers' Mathematical Content Knowledge  

ERIC Educational Resources Information Center

Teachers' mathematical content knowledge has been under scrutiny for some time. This development is in the wake of learners' unsatisfactory performance in national examinations and international achievement tests. A widely held belief is that one, if not the most important, of the efforts to improve and enhance the performance and…

Julie, Cyril

2014-01-01

102

Utilising Year Three NAPLAN Results to Improve Queensland Teachers' Mathematical Pedagogical Content Knowledge  

ERIC Educational Resources Information Center

Poor results in Queensland Year Three NAPLAN Numeracy tests have provided a focus to critically review the classroom practices of lower primary mathematics teachers. This paper outlines how pedagogical content knowledge can be strengthened by emphasising conceptual understanding, by utilising dynamic classroom discourse, by an awareness of…

van Klinken, Eduarda

2010-01-01

103

Content Knowledge, Attitudes, and Self-Efficacy in the Mathematics New York City Teaching Fellows (NYCTF) Program  

ERIC Educational Resources Information Center

The purpose of this study was to understand the mathematical content knowledge new teachers have both before and after taking a mathematics methods course in the NYCTF program. Further, the purpose was to understand the attitudes toward mathematics and concepts of self-efficacy that Teaching Fellows had over the course of the semester. The sample…

Evans, Brian R.

2011-01-01

104

Characteristics and Impact of the Further Mathematics Knowledge Networks: Analysis of an English Professional Development Initiative on the Teaching of Advanced Mathematics  

ERIC Educational Resources Information Center

Reports from 13 Further Mathematics Knowledge Networks supported by the National Centre for Excellence in the Teaching of Mathematics [NCETM] are analysed. After summarizing basic characteristics of the networks regarding leadership, composition and pattern of activity, each of the following aspects is examined in greater depth: Developmental aims…

Ruthven, Kenneth

2014-01-01

105

Widening and Increasing Post-16 Mathematics Participation: Pathways, Pedagogies and Politics  

ERIC Educational Resources Information Center

This paper explores the potential impact of a national pilot initiative in England aimed at increasing and widening participation in advanced mathematical study through the creation of a new qualification for 16- to 18-year-olds. This proposed qualification pathway--"Use of Mathematics"--sits in parallel with long-established, traditional advanced…

Noyes, Andrew; Wake, Geoff; Drake, Pat

2011-01-01

106

Limited knowledge of fraction representations differentiates middle school students with mathematics learning disability (dyscalculia) versus low mathematics achievement.  

PubMed

Fractions pose significant challenges for many children, but for some children those challenges persist into high school. Here we administered a fractions magnitude comparison test to 122 children, from Grades 4 to 8, to test whether their knowledge of fractions typically learned early in the sequence of formal math instruction (e.g., fractions equivalent to one-half, fraction pairs with common denominators) differentiates those with mathematics learning disability (MLD) versus low achievement (LA) or typical achievement (TA) in mathematics and whether long-term learning trajectories of this knowledge also differentiate these groups. We confirmed that although fourth graders with TA (n=93) were more accurate in evaluating "one-half" fractions than in evaluating "non-half" fractions (until they reached ceiling performance levels on both types of fractions), children with MLD (n=11) did not show a one-half advantage until Grade 7 and did not reach ceiling performance even by Grade 8. Both the MLD and LA groups had early difficulties with fractions, but by Grade 5 the LA group approached performance levels of the TA group and deviated from the MLD group. All groups showed a visual model advantage over Arabic number representation of fractions, but this advantage was short-lived for the TA group (because ceiling level was achieved across formats), whereas it was slightly more persistent for the LA group and persisted through Grade 8 for children with MLD. Thus, difficulties with fractions persist through Grade 8 for many students, but the nature and trajectories of those difficulties vary across children with math difficulties (MLD or LA). PMID:23587941

Mazzocco, Michčle M M; Myers, Gwen F; Lewis, Katherine E; Hanich, Laurie B; Murphy, Melissa M

2013-06-01

107

Increased Iris-lens Contact Following Spontaneous Blinking: Mathematical Modeling  

PubMed Central

The purpose of this work was to study in silico how iris root rotation due to spontaneous blinking alters the iris contour. An axisymmetric finite-element model of the anterior segment was developed that included changes in the iris contour and the aqueous humor flow. The model geometry was based on average values of ocular dimensions. Blinking was modeled by rotating the iris root posteriorly and returning it back to the anterior. Simulations with maximum rotations of 2°, 4°, 6°, and 8° were performed. The iris-lens contact distance and the pressure difference between the posterior and anterior chambers were calculated. When the peak iris root rotation was 2°, the maximum iris-lens contact increased gradually from 0.28 to 0.34 mm within eight blinks. When the iris root was rotated 6° and 8°, the pressure difference between the posterior and anterior chambers dropped from a positive value (1.23 Pa) to negative values (?0.86 and ?1.93 Pa) indicating the presence of reverse pupillary block. Apparent iris-lens contact increased with steady blinking, and the increase became more pronounced as posterior rotation increased. We conclude that repeated iris root rotation caused by blinking could maintain the iris in a posterior position under normal circumstances, which would then lead to the clinically-observed anterior drift of the iris when blinking is prevented. PMID:22819357

Amini, Rouzbeh; Jouzdani, Sara

2012-01-01

108

A fuzzy mathematics model for radioactive waste characterization by process knowledge  

SciTech Connect

Fuzzy mathematics and fuzzy logic are means for making decisions that can integrate complicated combinations of hard and soft factors and produce mathematically validated results that can be independently verified. In this particular application, several sources of information regarding the waste stream have been compiled, including facility operating records, other waste generated from the facility in the past, laboratory analysis results, and interviews with facility personnel. A fuzzy mathematics model is used to interrelate these various sources of information and arrive at a defensible estimate of the contaminant concentration in the final waste product. The model accounts for the separate process knowledge-based contaminant concentrations by providing a weighted averaging technique to incorporate information from the various sources. Reliability estimates are provided for each of the component pieces of information and combined using the model into an estimate that provides a near-probabilistic value for contaminant concentration. The speadsheet accounts for the estimated uncertainty in the concentration on the basis of {open_quotes}reliability curves,{close_quotes} which are derived from personal process knowledge as well as limited independent measurements.

Smith, M.; Stevens, S. [Science Applications International Corporation, Oak Ridge, TN (United States); Elam, K. [Martin Marietta Energy Systems, Inc., Oak Ridge, TN (United States); Vrba, J.

1994-12-31

109

Mathematics Learning Difficulties in Primary Education: Teachers' Professional Knowledge and the Use of Commercially Available Learning Packages  

ERIC Educational Resources Information Center

The present study builds on teachers' professional knowledge about mathematics learning difficulties. Based on the input of 918 primary school teachers, an attempt is made to develop an overview of difficult curriculum topics in primary school mathematics. The research approach builds on new conceptions about the professional identity of teachers…

Van Steenbrugge, H.; Valcke, M.; Desoete, A.

2010-01-01

110

Teacher Knowledge That Supports Student Processes in Learning Mathematics: A Study at All-Female Middle Schools in Saudi Arabia  

ERIC Educational Resources Information Center

Teachers in Saudi Arabia are attempting to advance their teaching in mathematics to address specific reforms by the Ministry of Education. Saudi teachers must improve their students' thinking through engagement in problem solving. This qualitative study investigated how teachers use knowledge of student mathematical learning and how they…

Alsaeed, Maha Saad

2012-01-01

111

Exploring the Relationship between Teachers Prominence in Online Collaboration and the Development of Mathematical Content Knowledge for Teaching  

ERIC Educational Resources Information Center

We report on our efforts to support teachers' development of mathematical knowledge for teaching through online professional development focusing on authentic engagement in collaborative mathematical problem solving. In particular, this paper seeks to explore and understand the relationship between teachers' participation in professional…

Silverman, Jason

2012-01-01

112

Using Video Analysis to Support Prospective K-8 Teachers' Noticing of Students' Multiple Mathematical Knowledge Bases  

ERIC Educational Resources Information Center

As part of a larger research project aimed at transforming preK-8 mathematics teacher preparation, the purpose of this study was to examine the extent to which prospective teachers notice children's competencies related to children's mathematical thinking, and children's community, cultural, and linguistic funds of knowledge or what…

Roth McDuffie, Amy; Foote, Mary Q.; Bolson, Catherine; Turner, Erin E.; Aguirre, Julia M.; Bartell, Tonya Gau; Drake, Corey; Land, Tonia

2014-01-01

113

Food-based Science Curriculum Increases 4th Graders Multidisciplinary Science Knowledge  

PubMed Central

Health professionals and policymakers are asking educators to place more emphasis on food and nutrition education. Integrating these topics into science curricula using hand-on, food-based activities may strengthen students’ understanding of science concepts. The Food, Math, and Science Teaching Enhancement Resource (FoodMASTER) Initiative is a compilation of programs aimed at using food as a tool to teach mathematics and science. Previous studies have shown that students experiencing the FoodMASTER curriculum were very excited about the activities, became increasingly interested in the subject matter of food, and were able to conduct scientific observations. The purpose of this study was to: 1) assess 4th graders food-related multidisciplinary science knowledge, and 2) compare gains in food-related science knowledge after implementation of an integrated, food-based curriculum. During the 2009–2010 school year, FoodMASTER researchers implemented a hands-on, food-based intermediate curriculum in eighteen 4th grade classrooms in Ohio (n=9) and North Carolina (n=9). Sixteen classrooms in Ohio (n=8) and North Carolina (n=8), following their standard science curricula, served as comparison classrooms. Students completed a researcher-developed science knowledge exam, consisting of 13 multiple-choice questions administered pre- and post-test. Only subjects with pre- and post-test scores were entered into the sample (Intervention n=343; Control n=237). No significant differences were observed between groups at pre-test. At post-test, the intervention group scored (9.95±2.00) significantly higher (p=.000) than the control group (8.84±2.37) on a 13-point scale. These findings suggest the FoodMASTER intermediate curriculum is more effective than a standard science curriculum in increasing students’ multidisciplinary science knowledge related to food. PMID:25152539

Hovland, Jana A.; Carraway-Stage, Virginia G.; Cela, Artenida; Collins, Caitlin; Diaz, Sebastian R.; Collins, Angelo; Duffrin, Melani W.

2013-01-01

114

Impact of a Required Pharmaceutical Calculations Course on Mathematics Ability and Knowledge Retention  

PubMed Central

Objective. To assess doctor of pharmacy (PharmD) students’ mathematics ability by content area before and after completing a required pharmaceutical calculations course and to analyze changes in scores. Methods. A mathematics skills assessment was administered to 2 cohorts of pharmacy students (class of 2013 and 2014) before and after completing a pharmaceutical calculations course. The posttest was administered to the second cohort 6 months after completing the course to assess knowledge retention. Results. Both cohorts performed significantly better on the posttest (cohort 1, 13% higher scores; cohort 2, 15.9% higher scores). Significant improvement on posttest scores was observed in 6 of the 10 content areas for cohorts 1 and 2. Both cohorts scored lower in percentage calculations on the posttest than on the pretest. Conclusions. A required, 1-credit-hour pharmaceutical calculations course improved PharmD students’ overall ability to perform fundamental and application-based calculations. PMID:23966727

Buring, Shauna M.; Papas, Elizabeth

2013-01-01

115

Characterizing the Use of Mathematical Knowledge in Boundary-Crossing Situations at Work  

Microsoft Academic Search

The first aim of this article is to present a characterization of the techno-mathematical literacies needed for effective practice in modern, technology-rich workplaces that are both highly automated and increasingly focused on flexible response to customer needs. The second aim is to introduce an epistemological dimension to activity theory, specifically to the notions of boundary object and boundary crossing. We

Phillip Kent; Richard Noss; David Guile; Celia Hoyles; Arthur Bakker

2007-01-01

116

Characterizing the Use of Mathematical Knowledge in Boundary-Crossing Situations at Work  

ERIC Educational Resources Information Center

The first aim of this article is to present a characterization of the techno-mathematical literacies needed for effective practice in modern, technology-rich workplaces that are both highly automated and increasingly focused on flexible response to customer needs. The second aim is to introduce an epistemological dimension to activity theory,…

Kent, Phillip; Noss, Richard; Guile, David; Hoyles, Celia; Bakker, Arthur

2007-01-01

117

Increasing the Knowledge of Stratification in Shallow Coastal Environments  

NASA Astrophysics Data System (ADS)

A testbed has been established using Corpus Christi Bay as an environmental field facility to study the phenomenon of hypoxia that has been observed to develop at certain periods during the year. Stratification affects vertical turbulent mixing of heat, momentum and mass (or constituents) within the water column, in turn influencing the transport of material. The mixing threshold is dependent on the value of the Richardson Number, Ri with inhibition due to stratification occurring at low values (< 0.25) and complete vertical mixing occurring at high values (> 0.25) of Ri. Corpus Christi Bay with average depth of ~3 m is the largest among a system of five bays has been known to stratify due to inflows of hypersaline water (up to 50 psu) from adjoining bays, the Laguna Madre and Oso Bay. Laguna Madre is separated from the Gulf of Mexico by a barrier island and becomes hypersaline because of the imbalance between inflow of freshwater and bay evaporation. Hypersalinity also occurs in Oso Bay due to anthropogenic forcing from a power plant that draws 400 MGD of cooling water from the upper Laguna Madre, discharging waste water into Oso Bay. Several wastewater treatment plants also discharge directly into Oso Bay or its tributary streams. The objective of this study is to develop a methodology for prescribing a set of parameters required for modeling and characterization of hypoxia in this shallow wind-driven bay. The extent to which Ri is dependent on external forcing at the surface boundary was measured using our fully instrumented sensor platforms. Each sensor platform includes sensors for synchronic near-surface meteorological (wind velocity, barometric pressure, air temperature) and water column oceanographic (current, water temperature, conductivity, particle size distribution, particulate concentration, dissolved oxygen, nutrient) variables. These were measured using fixed and mobile vertical profiling sensor platforms. A 2D hydrodynamic model was initially developed for the bay and results indicate that water mass is conserved through a strong vortex spawning from the ~ 20 m deep ship channel that runs east-west along the northernmost portion of the bay. HF radar "observations" however does not indicate this vortical structure suggesting that water conservation is maintained through vertical eddies, captured by 3D current measurements using Acoustic Doppler profilers. This is an example of where advanced sensors indicate needs for more advanced modeling, leading us toward the development of 3D hydrodynamic model for the bay. The geomorphology of the bay (shallow with respect to the deep ship channel) poses a challenge in this model development. Knowledge of stratification in this system of bays has been increased through this study. Measurements taken using the instrument suite deployed by our research facility was coupled with (observed and predicted) hydrodynamic and meteorological data, providing new insight into stratification in Corpus Christi Bay. The bay was observed as cycling through quiescent and well-mixed periods under strong wind influence with the onset of hypoxia during the summer months (June through August). Quiescent periods, when combined with tidal cycling and inland horizontal gradient propagation (from adjoining water bodies as described) lead to conditions favorable to stratification.

Ojo, T.; Bonner, J.; Hodges, B.; Maidment, D.; Montagna, P.; Minsker, B.

2006-12-01

118

Bridging CAGD knowledge into CAD/CG applications: Mathematical theories as stepping stones of innovations  

NASA Astrophysics Data System (ADS)

Computer Aided Geometric Design (CAGD) which surpasses the underlying theories of Computer Aided Design (CAD) and Computer Graphics (CG) has been taught in a number of Malaysian universities under the umbrella of Mathematical Sciences' faculty/department. On the other hand, CAD/CG is taught either under the Engineering or Computer Science Faculty. Even though CAGD researchers/educators/students (denoted as contributors) have been enriching this field of study by means of article/journal publication, many fail to convert the idea into constructive innovation due to the gap that occurs between CAGD contributors and practitioners (engineers/product/designers/architects/artists). This paper addresses this issue by advocating a number of technologies that can be used to transform CAGD contributors into innovators where immediate impact in terms of practical application can be experienced by the CAD/CG practitioners. The underlying principle of solving this issue is twofold. First would be to expose the CAGD contributors on ways to turn mathematical ideas into plug-ins and second is to impart relevant CAGD theories to CAD/CG to practitioners. Both cases are discussed in detail and the final section shows examples to illustrate the importance of turning mathematical knowledge into innovations.

Gobithaasan, R. U.; Miura, Kenjiro T.; Hassan, Mohamad Nor

2014-07-01

119

The Introduction of Native Knowledge in Mathematic-Teaching in Ethnic Elementary and Secondary Schools--Based on the Theory of "Cultural Discontinuities"  

ERIC Educational Resources Information Center

Ethnic students will face the problem of "cultural discontinuities" when they learn school mathematics. "Cultural discontinuity" is the main obstacle when they learn school mathematics. Teachers should put up the bridge for introducing ethnic mathematical knowledge into school mathematics teaching. The concrete tactics are: widening ethnic…

Zhao, Yan-jun

2011-01-01

120

The building of pre-service primary teachers’ knowledge of mathematics teaching: interaction and online video case studies  

Microsoft Academic Search

This study explores how preservice primary teachers became engaged in meaning-making mathematics teaching when participating\\u000a in online discussions within learning environments integrating video-clips of mathematics teaching. We identified different\\u000a modes of participation in the online discussions and different levels of knowledge-building. The data can be explained by\\u000a the type of task set in the learning environments and by a gradually

Salvador Llinares; Julia Valls

2009-01-01

121

The relationship between beginning college chemistry achievement and prior knowledge, number of college mathematics courses completed, GPA of college mathematics courses completed, levels of Piagetian intellectual development, mathematics ACT score, science ACT score, and composite ACT score  

NASA Astrophysics Data System (ADS)

This study was designed to investigate the relationship between achievement in Chem 33 (a third semester general chemistry course) and the following predictor variables: prior knowledge (Chem 32 grade), level of Piagetian intellectual development, number of college mathematics courses previously completed, grades received in prior college mathematics courses, science ACT scores, mathematics ACT scores, and composite ACT scores. During the winter semester of the 1994--1995 school year, the students who were enrolled in two sections of Chem 33, taught by the same professor, were given the TOLT test. In addition, their student records were examined in order to determine the grade they received in Chem 32, the number of mathematics courses Completed in college, the GPA for the mathematics courses completed in college, the science ACT score, mathematics ACT score, and the composite ACT score. A Pearson Correlation was performed on these variables to determine to what extent they were able to predict the student's achievement, measured by the grade in Chem 33. What was found in respect to achievement in Chem 33 was: prior knowledge was r = 0.67, GPA of mathematics courses completed in college was r = 0.58, mathematics ACT was r = 0.50, composite ACT was r = 0.40, and TOLT was r = 0.33. A stepwise multiple regression was also performed to see what interactions could be found between the variables themselves. There was no single predictor variable that adequately serves as a dominant predictor variable for success in Chem 33. It can be concluded that the Chem 32 grade (prior knowledge) coupled with the GPA of the college mathematics courses completed in college as well as the mathematics ACT score are the best predictors for achievement in Chem 33.

Barthel, Margaret Gorjanc

122

A Plan for CSUN Equity Increases Carol Shubin, Professor of Mathematics  

E-print Network

Association February 6, 2013 CSUN faculty have experienced many years without raises. Faculty workload has of positive recognition of the faculty's increased work effort under difficult work conditions. Workload and Professor, Mathematics Ivor Weiner, Associate Professor Special Education and VP, CSUN California Faculty

Shubin, Carol

123

What Counts Is How the Game Is Scored: One Way to Increase Achievement in Learning Mathematics.  

ERIC Educational Resources Information Center

Studies the extent to which the effectiveness of instructional gaming in learning specific mathematical ideas can be increased by incorporating devices that channel learners' attention upon those ideas. In particular, the effect of channeling attention by changing the method of scoring is explored. (Author/CMV)

Allen, Layman E.; And Others

1978-01-01

124

The hidden strand of mathematical proficiency : defining and assessing for productive disposition in elementary school teachers' mathematical content knowledge  

E-print Network

and education research is between intrinsic and extrinsic motivation:motivation and fun interchangeably, mainly because those outside of the mathematics educationeducation researchers are interested in academic intrinsic motivation,

Siegfried, John (Zig) Michael; Siegfried, John (Zig) Michael

2012-01-01

125

Increasing hepatitis C knowledge among homeless adults: results of a community-based, interdisciplinary intervention.  

PubMed

Homeless adults have high rates of hepatitis C virus infection (HCV) and low levels of HCV knowledge. This study reports results of an interdisciplinary, community-based intervention using stakeholder cooperation, case management, risk factor identification, and modification of dysfunctional psychosocial factors to increase HCV knowledge among homeless adults (N?=?747). Data are from a randomized quasi-experimental study, with the major goal of evaluating the effectiveness of a Nurse Case Managed Intervention compared to a Standard Intervention, encouraging completion of a three-series hepatitis A/hepatitis B vaccination program. Increased HCV knowledge was measured with an 18-item questionnaire discerning risk factors for HCV and common misconceptions about individuals with HCV. A significant increase in HCV knowledge resulted regardless of intervention format. Receiving the Nurse Case Managed Intervention predicted greatest gain in HCV knowledge (p?increasing HCV knowledge. PMID:23616250

Tyler, Darlene; Nyamathi, Adeline; Stein, Judith A; Koniak-Griffin, Deborah; Hodge, Felicia; Gelberg, Lillian

2014-01-01

126

Minimalism as a Guiding Principle: Linking Mathematical Learning to Everyday Knowledge  

ERIC Educational Resources Information Center

Studies report that students often fail to consider familiar aspects of reality in solving mathematical word problems. This study explored how different features of mathematical problems influence the way that undergraduate students employ realistic considerations in mathematical problem solving. Incorporating familiar contents in the word…

Inoue, Noriyuki

2008-01-01

127

Increasing Knowledge Increasing Knowledge 29  

E-print Network

are beginning to look at effluent as a supplement to fresh water supplies, understanding how it affects of water quality and supply that continue to arise not only in Arizona but across the U.S. and around understanding of the watersheds and water supplies that support our communities. Sharing this underlying

Fay, Noah

128

Mathematics.  

ERIC Educational Resources Information Center

The product of a Special Studies Institute, this teacher developed resource guide for the emotionally handicapped (K-6) presents 37 activities designed to develop mathematics concepts and skills utilizing the urban out-of-doors. Focus is on experiencing math models, patterns, problems, and relationships found in an urban environment. Activities…

Costellano, Janet; Scaffa, Matthew

129

Prospective Mathematics Teachers‘ Knowledge for Teaching Algebra in China and the U.S  

E-print Network

; National Council of Teachers of Mathematics [NCTM], 2009; NMAP, 2008). Although many studies have focused on ____________ This dissertation follows the style of Journal for Research in Mathematics Education. 2 students? learning of algebra ( e... reform (Katz, 2007; Kieran, 2004, 2007; NCTM, 2000, 2009). As described previously, there are salient differences between the U.S. and Chinese mathematics teacher preparation programs at secondary schools in terms of their emphasis of subject matter...

Huang, Rongjin

2012-02-14

130

Increasing knowledge of neurodevelopmental disorders in a group of adolescent mothers  

Microsoft Academic Search

Description: The goal of this project was to increase teen mothers' knowledge of neurodevelopmental disorders and the services provided locally to assist both children and families. We hope that such knowledge will help young mothers become effective advocates for their children. To achieve these goals, we presented information about neurodevelopmental disorders and services to a group of young mothers as

Nicole McCray; Brooke Spangler

131

Ethnic Differences in Knowledge and Attitudes about BRCA1 Testing in Women at Increased Risk.  

ERIC Educational Resources Information Center

Knowledge about the inheritance of breast cancer and attitudes about genetic testing for breast-ovarian cancer susceptibility in women at increased risk were studied in Caucasian and African-American women (N=407). Participants had at least one first-degree relative with cancer. Differences in knowledge and attitudes toward risk may be attributed…

Hughes, Chanita; Gomez-Caminero, Andres; Benkendorf, Judith; Kerner, Jon; Isaacs, Claudine; Barter, James; Lerman, Caryn

1997-01-01

132

Limited Knowledge of Fraction Representations Differentiates Middle School Students with Mathematics Learning Disability (Dyscalculia) versus Low Mathematics Achievement  

ERIC Educational Resources Information Center

Fractions pose significant challenges for many children, but for some children those challenges persist into high school. Here we administered a fractions magnitude comparison test to 122 children, from Grades 4 to 8, to test whether their knowledge of fractions typically learned early in the sequence of formal math instruction (e.g., fractions…

Mazzocco, Michele M. M.; Myers, Gwen F.; Lewis, Katherine E.; Hanich, Laurie B.; Murphy, Melissa M.

2013-01-01

133

The Influence of Attention on Mathematical Knowledge of Teachers and Lecturers: A Comparison  

ERIC Educational Resources Information Center

This article reports on some findings from the project "Analysing the Transition from Secondary to Tertiary Education in Mathematics". One of the key variables in the school to university transition is the teacher/lecturer, and here, we deal with the data analysing secondary teachers' and tertiary lecturers' responses to four mathematics

Klymchuk, Sergiy; Thomas, Michael O. J.

2011-01-01

134

Bilingual Students Articulation and Gesticulation of Mathematical Knowledge during Problem Solving  

ERIC Educational Resources Information Center

This research focuses on eliciting bilingual students' problem-solving reasoning by providing mathematical tasks designed to involve the students in the action described in the problem by making connections to contexts familiar to them. Results showed these tasks allowed children to articulate their mathematical reasoning through gestures and…

Dominguez, Higinio

2005-01-01

135

Leadership for School Numeracy: How School Leaders' Knowledge and Attitudes Impact Student Mathematics Achievement  

ERIC Educational Resources Information Center

Although most high schools espouse school-wide literacy initiatives, few schools place equal emphasis on numeracy, or quantitative literacy. This lack of attention to quantitative skills is ironic in light of documented deficiencies in student mathematics achievement. While significant research exists regarding best practices for mathematics

Walker-Glenn, Michelle Lynn

2010-01-01

136

The role of task format, mathematics knowledge, and creative thinking on the arithmetic problem posing of prospective elementary school teachers  

Microsoft Academic Search

A Test of Arithmetic Problem Posing was developed by the authors to examine the arithmetic problem-posing behaviours of sixty-three\\u000a prospective elementary school teachers. Results of analysis were then used to examine task format (i.e., the presence or absence\\u000a of specific numerical information) on subjects’ problem posing and the relationship between subjects’ problem posing and their\\u000a mathematics knowledge and verbal creativity.

Shukkwan S. Leung; Edward A. Silver

1997-01-01

137

GRAPHING CALCULATOR STRATEGY IN TEACHING AND LEARNING OF MATHEMATICS: EFFECTS ON CONCEPTUAL AND PROCEDURAL KNOWLEDGE PERFORMANCE AND INSTRUCTIONAL EFFICIENCY  

Microsoft Academic Search

Two series of quasi-experimental study with non-equivalent control group post-test only design were conducted to investigate the effects of using graphic calculators in mathematics teaching and learning specifically in the Straight Line topic, on Form Four(16 year-old) Malaysian secondary school students' conceptual and procedural knowledge performance and 3-D instructional efficiency index. Experiment in Phase I was conducted to provide an

Perak Darul Ridzuan; Rohani Ahmad Tarmizi; Wan Zah Wan Ali; Selangor Darul Ehsan

138

Building a Knowledge Base for Teacher Education: An Experience in K-8 Mathematics Teacher Preparation  

ERIC Educational Resources Information Center

Consistent with the theme of this issue, we describe the details of one continuing effort to build knowledge for teacher education. We argue that building a useful knowledge base requires attention to the processes used to generate, record, and vet knowledge. By using 4 features of knowledge-building systems we identified in the introductory…

Hiebert, James; Morris, Anne K.

2009-01-01

139

Ethics instruction increases graduate students' responsible conduct of research knowledge but not moral reasoning.  

PubMed

The purpose of this study was to assess the short-term effectiveness of ethics courses in enhancing responsible conduct of research (RCR) knowledge and moral judgment among graduate students in health-related disciplines. Forty-eight graduate students completed a questionnaire about research experience, knowledge and judgments about appropriate research practices, and a standardized test of moral judgment at the beginning and end of a semester-long ethics course. Knowledge about RCR but not moral judgment increased significantly in some areas. The results are discussed in terms of implications for RCR instruction and of future research designed to improve RCR instruction. PMID:19757232

Schmaling, Karen B; Blume, Arthur W

2009-01-01

140

Teachers' Mathematical Knowledge, Cognitive Activation in the Classroom, and Student Progress  

ERIC Educational Resources Information Center

In both the United States and Europe, concerns have been raised about whether preservice and in-service training succeeds in equipping teachers with the professional knowledge they need to deliver consistently high-quality instruction. This article investigates the significance of teachers' content knowledge and pedagogical content knowledge for…

Baumert, Jurgen; Kunter, Mareike; Blum, Werner; Brunner, Martin; Voss, Thamar; Jordan, Alexander; Klusmann, Uta; Krauss, Stefan; Neubrand, Michael; Tsai, Yi-Miau

2010-01-01

141

An analysis of the changes in ability and knowledge of students taking A-level physics and mathematics over a 35 year period  

NASA Astrophysics Data System (ADS)

New undergraduate students arriving to study physics at the University of Bristol from 1975 onwards have all taken the same test of their knowledge and understanding of physics and mathematics. Many of the questions test knowledge of material that has been in the A-level syllabus for maths or physics throughout this period. The ability of incoming students to answer these questions declined significantly in the 1990s with average scores falling from around 75% up to 1990 to below 50% after 2000 against a background of increasing A-level grades of the entrants to the programme. It is suggested that changes in teaching and examination methods have caused students to be less able to carry out multi-stage calculations and that the introduction of modular examinations may have encouraged a culture where students tend to forget material learnt in previous modules.

Barham, Peter J.

2012-03-01

142

Supporting novice elementary mathematics teachers’ induction in professional communities and providing innovative forms of pedagogical content knowledge development through information and communication technology  

Microsoft Academic Search

This paper reports on the needs identified as important to 27 novice elementary mathematics teachers and examines how Connect-ME, an online mathematics community, provides these supports. Qualitative data were collected using two focus groups and 16 telephone interviews. Findings validate the need for alternative teacher professional development (TPD) models and the value of professional communities and knowledge acquired through technology-facilitated

Nancy Dalgarno; Lynda Colgan

2007-01-01

143

Measuring Technological and Content Knowledge of Undergraduate Primary Teachers in Mathematics  

NASA Astrophysics Data System (ADS)

Twenty-five final-year undergraduate students of primary education who were attending a course on mathematics education participated in a research project during the 2009 spring semester. A repeated measures experimental design was used. Quantitative data on students' computer attitudes, self-efficacy in ICT, attitudes toward educational software, and self-efficacy in maths were collected. Data analysis showed a statistically non-significant improvement on participants' computer attitudes and self-efficacy in ICT and ES, but a significant improvement of self-efficacy in mathematics.

Doukakis, Spyros; Chionidou-Moskofoglou, Maria; Mangina-Phelan, Eleni; Roussos, Petros

144

Mathematical Mathematical  

E-print Network

2. Basic Notions of Mathematical Logic 2­1 Part 2: Basic Notions of Mathematical Logic References://www.ida.liu.se/â?ťulfni/lpp] Stefan Brass: Datenbanken I UniversitË? at Halle, 2004 2. Basic Notions of Mathematical Logic 2: Datenbanken I UniversitË? at Halle, 2004 2. Basic Notions of Mathematical Logic 2­3 Overview 1. Introduction

Brass, Stefan

145

Conceptual Visibility and Virtual Dynamics in Technology-Scaffolded Learning Environments for Conceptual Knowledge of Mathematics  

ERIC Educational Resources Information Center

This article adds to the growing body of research surrounding the use of virtual manipulatives for mathematics learning. The study reported herein used five different virtual manipulatives from four different websites, all within a sixth grade unit on proportional thinking. While many studies have reported on student achievement when using virtual…

McLeod, Julie; Vasinda, Sheri; Dondlinger, Mary Jo

2012-01-01

146

Factors Supporting College Mathematics Sucess: Orientation, Voice, and Technological Pedagogical Content Knowledge  

E-print Network

making unique contributions to my mathematical and research education. Thank you Dr. Mary Margaret Capraro for encouraging me to keep moving in a forward direction, even if only a bit at a time, providing me with benchmark deadlines and proofreading... ?????????????????????.???..?... LIST OF FIGURES ????????????????????????.?? CHAPTER I INTRODUCTION ?????????????????..??....... Student Success Quest ????????????????????..?.. Article 1 ?????????????..????????.??...???.. Article 2 ?????????????????.?????????..? Article...

Alpert, Anna Pat

2013-08-09

147

Bridging Mathematical Knowledge from Different Cultures: Proposals for an Intercultural and Interdisciplinary Curriculum  

ERIC Educational Resources Information Center

Teaching mathematics in a multicultural scholastic context is a current research theme in countries where the phenomenon of immigration is becoming important. There is a project being carried out in some southern European countries which aims to identify the needs of maths teachers in the lower secondary schools. The theoretical framework of the…

Favilli, Franco; Oliveras, M. Luisa; Cesar, Margarida

2003-01-01

148

Knowledge of Mathematical Equivalence in Children with Specific Language Impairment: Insights from Gesture and Speech  

ERIC Educational Resources Information Center

Purpose: This study investigated understanding of mathematical equivalence in children with and without specific language impairment (SLI). Method: A total of 34 children (ages 8;1 [years;months] to 11;7), including 9 with expressive SLI (E-SLI), 8 with expressive and receptive SLI (ER-SLI), and 17 age-matched typically developing (TD) children…

Mainela-Arnold, Elina; Alibali, Martha W.; Ryan, Kristin; Evans, Julia L.

2011-01-01

149

Using Online Error Analysis Items to Support Preservice Teachers' Pedagogical Content Knowledge in Mathematics  

ERIC Educational Resources Information Center

This article describes how a free, web-based intelligent tutoring system, (ASSISTment), was used to create online error analysis items for preservice elementary and secondary mathematics teachers. The online error analysis items challenged preservice teachers to analyze, diagnose, and provide targeted instructional remediation intended to help…

McGuire, Patrick

2013-01-01

150

A Review of Mathematical Knowledge Jacques Carette and William M. Farmer  

E-print Network

about, etc. In this paper, we review the literature of MKM and gather various metadata from these papers. After offering some definitions surrounding MKM, we analyze the metadata we have gathered from-Verlag. Published in J. Carette, L. Dixon, C. Sacerdoti Coen, and S. M. Watt, eds., Intelligent Computer Mathematics

Farmer, William M.

151

Increases in knowledge following a course of sex education for people with intellectual disabilities.  

PubMed

Although sex education programmes are thought to be useful in teaching people with intellectual disabilities, there is very little evidence that the material taught is retained by clients. This paper reports data which has been collected routinely on a sex education programme. Forty-six subjects were assessed on their level of sexual knowledge in seven areas: parts of the body, masturbation, male puberty, female puberty, intercourse, pregnancy and childbirth, and birth control and venereal disease. They were retested after a 9-month sex education programme and tested again at a 3-month follow-up. A control group of 14 subjects were tested on two occasions, 4 months apart. There were significant and substantial increases in sexual knowledge on all areas for the experimental group. The control group showed no corresponding increases in knowledge. PMID:1477490

Lindsay, W R; Bellshaw, E; Culross, G; Staines, C; Michie, A

1992-12-01

152

Nuclear Engineering & Radiation Health Physics Program Outcomes Ability to apply knowledge of mathematics, science, and engineering  

E-print Network

Nuclear Engineering & Radiation Health Physics Program Outcomes · Ability to apply knowledge for engineering practice · Ability to apply knowledge of atomic and nuclear physics to nuclear and radiological to nuclear and radiation processes · Ability to measure nuclear and radiation processes · Ability to work

Tullos, Desiree

153

Increasing Access to Evidence-Based Practices and Knowledge and Attitudes: A Pilot Study  

ERIC Educational Resources Information Center

Objective: This pilot study examined the effect of increasing field instructors access to information about evidence-based practices (EBPs) on their level of knowledge and attitudes about EBPs. Method: Eighteen field instructors received training and access to a library with extensive online journals. Half were randomly selected to also receive a…

Leathers, Sonya J.; Strand, Tonya C.

2013-01-01

154

Tropical forest responses to increasing atmospheric CO2: current knowledge and opportunities for future research  

E-print Network

, accepted 21 March 2013, published online 16 May 2013 Introduction The rise in atmospheric CO2 concentrationTropical forest responses to increasing atmospheric CO2: current knowledge and opportunities, France. H Corresponding author. Email: lcernusak@gmail.com Abstract. Elevated atmospheric CO2

Bermingham, Eldredge

155

This resource has been prepared to help staff and students in raising awareness, increasing knowledge  

E-print Network

, increasing knowledge and to assist their work at MMU. The resource has been prepared according to the Faith. The fundamentals of the religion were then further developed by a continuous line of nine gurus (teachers) who others, such as the Kirpan (sword) and Katcha (shorts) will be worn under the clothes. Men wear a turban

156

Knowledge-Based Techniques to Increase the Flexibility of Workflow Management  

Microsoft Academic Search

This paper describes how knowledge-based techniques can be used to overcome problems of workflow management in engineering applications. Using explicit process and product models as a basis for a workflow interpreter allows to alternate planning and execution steps, resulting in an increased flexibility of project coordination and enactment. To gain the full advantages of this flexibility, change processes have to

Barbara Dellen; Frank Maurer; Gerhard Pews

1997-01-01

157

How Do Students Learn to Apply their Mathematical Knowledge to Interpret Graphs in Physics?  

NSDL National Science Digital Library

This article describes a laboratory-based program in physics designed to help students build effective links between the mathematical equations used to solve problems in mechanics and the real world of moving objects. The program is based on a study conducted among senior college students, which illustrated out the value of laboratory work in science education for development of thinking skills and positive attitudes (Contains 14 references).

Woolnough, Jim

2006-09-14

158

An Analysis of the Changes in Ability and Knowledge of Students Taking A-Level Physics and Mathematics over a 35 Year Period  

ERIC Educational Resources Information Center

New undergraduate students arriving to study physics at the University of Bristol from 1975 onwards have all taken the same test of their knowledge and understanding of physics and mathematics. Many of the questions test knowledge of material that has been in the A-level syllabus for maths or physics throughout this period. The ability of incoming…

Barham, Peter J.

2012-01-01

159

Using CD-ROM technology to increase folic acid knowledge among physician assistant students.  

PubMed

The purpose of this study was to examine the effectiveness of incorporating CD-ROM technology to increase the knowledge of folic acid among physician assistant students. Participants included 76 first-year physician assistant students enrolled in a Women's Health course. A pretest and posttest was used to evaluate the knowledge gain after viewing the CD-ROM over a 2-week period. Of the 76 students in the course, 73 completed the pretest and the post-test. Posttest scores were significantly better than pretest scores (t = -11.83; p < or = 0.001), with means 68.63% and 46.18%. Knowledge scores increased by 22.45% from pre-test to posttest. Student evaluation results suggested that the CD-ROM (1) provided folic acid information in a clear and effective manner, (2) adequately covered the folic acid information, (3) increased student awareness and knowledge about folic acid, and (4) may promote early commitment by students to recommend daily folic acid intake to their patients. PMID:15503753

Morgan, Christine; Klein, Diane Austrin; Selbst, Melissa

2004-01-01

160

Mathematical Resilience  

ERIC Educational Resources Information Center

The term "mathematical resilience" is used to describe a learner's stance towards mathematics that enables pupils to continue learning despite finding setbacks and challenges in their mathematical learning journey. There are ways of working in mathematics that increase mathematical resilience and conversely there are ways of working that decrease…

Johnston-Wilder, Sue; Lee, Clare

2010-01-01

161

Increasing the Intelligence of Virtual Sales Assistants through Knowledge Modeling Techniques  

Microsoft Academic Search

Shopping agents are web-based applications that help consumers to find appropriate products in the context of e-commerce. In this paper we argue about the utility of advanced model-based techniques that recently have been proposed in the fields of Artificial Intelligence and Knowledge Engineering, in order to increase the level of support provided by this type of applications. We illustrate this

Martin Molina

2001-01-01

162

The Impact of Sequencing and Prior Knowledge on Learning Mathematics through Spreadsheet Applications  

ERIC Educational Resources Information Center

According to cognitive load theory, instruction needs to be designed in a manner that facilitates the acquisition of knowledge in long-term memory while reducing unnecessary demands on working memory. When technology is used to deliver instruction, the sequence in which students learn to use the technology and learn the relevant subject matter may…

Clarke, Tracey; Ayres, Paul; Sweller, John

2005-01-01

163

An Alternative Time for Telling: When Conceptual Instruction Prior to Problem Solving Improves Mathematical Knowledge  

ERIC Educational Resources Information Center

Background: The sequencing of learning materials greatly influences the knowledge that learners construct. Recently, learning theorists have focused on the sequencing of instruction in relation to solving related problems. The general consensus suggests explicit instruction should be provided; however, when to provide instruction remains unclear.…

Fyfe, Emily R.; DeCaro, Marci S.; Rittle-Johnson, Bethany

2014-01-01

164

Teacher leadership in mathematics and science: Subject content knowledge and the improvement of instruction  

Microsoft Academic Search

This study explores the role of teacher leader subject content knowledge in the promotion of professional development and instructional reform. Consistent with a distributed leadership perspective, many have asserted that the promotion of school effectiveness can be enhanced through the application of teacher leadership (Frost & Durrant, 2003; Harris, 2002a; Sherrill, 1999; Silva, Gimbert, & Nolan, 2000; York-Barr & Duke,

Christopher M. Manno

2006-01-01

165

Learning a Mathematical Concept from Comparing Examples: The Importance of Variation and Prior Knowledge  

ERIC Educational Resources Information Center

In experiment 1, novice fourth-grade students (N = 92) who compared multiple examples that separately varied each critical aspect and then simultaneously varied all critical aspects developed better conceptual knowledge about the "altitude of a triangle" than students who compared multiple examples that did not separately vary each critical aspect…

Guo, Jian-peng; Pang, Ming Fai

2011-01-01

166

Public Awareness of Colorectal Cancer Screening: Knowledge, Attitudes, and Interventions for Increasing Screening Uptake  

PubMed Central

Colorectal cancer ranks as one of the most incidental and death malignancies worldwide. Colorectal cancer screening has proven its benefit in terms of incidence and mortality reduction in randomized controlled trials. In fact, it has been recommended by medical organizations either in average-risk or family-risk populations. Success of a screening campaign highly depends on how compliant the target population is. Several factors influence colorectal cancer screening uptake including sociodemographics, provider and healthcare system factors, and psychosocial factors. Awareness of the target population of colorectal cancer and screening is crucial in order to increase screening participation rates. Knowledge about this disease and its prevention has been used across studies as a measurement of public awareness. Some studies found a positive relationship between knowledge about colorectal cancer, risk perception, and attitudes (perceived benefits and barriers against screening) and willingness to participate in a colorectal cancer screening campaign. The mentioned factors are modifiable and therefore susceptible of intervention. In fact, interventional studies focused on average-risk population have tried to increase colorectal cancer screening uptake by improving public knowledge and modifying attitudes. In the present paper, we reviewed the factors impacting adherence to colorectal cancer screening and interventions targeting participants for increasing screening uptake. PMID:24729896

Gimeno Garcia, Antonio Z.; Hernandez Alvarez Buylla, Noemi; Nicolas-Perez, David; Quintero, Enrique

2014-01-01

167

Impacts of Farmers' Knowledge Increase on Farm Profit and Watershed Water Quality  

NASA Astrophysics Data System (ADS)

This study explores the impact that an increase in real-time data might have on farmers' nitrogen management, on-farm profit, and watershed water quality in the Midwestern US. In this study, an agent-based model (ABM) is used to simulate farmers' decisions about nitrogen application rate and timing in corn fields. SWAT (soil-water assessment tool) is used to generate a database that characterizes the response of corn yields to nitrogen fertilizer application and the dynamics of nitrogen loss under different scenarios of rainfall events. The database simulates a scenario where farmers would receive real-time feedback about the fate and impact of nitrogen applied to their fields from in-situ sensors. The ability to transform these data into optimal actions is simulated at multiple levels for farmer agents. In a baseline scenario, the farmer agent is only aware of the yield potential of the land field and single values of N rates for achieving the yield potential and is not aware of N loss from farm fields. Knowledge increase is represented by greater accuracy in predicting rainfall events, and the increase of the number of discrete points in a field-specific quadratic curve that captures crop yield response to various levels of nitrogen perceived by farmer agents. In addition, agents perceive N loss from farm fields at increased temporal resolutions. Correspondingly, agents make adjustments to the rate of N application for crops and the timing of fertilizer application given the rainfall events predictions. Farmers' decisions simulated by the ABM are input into SWAT to model nitrogen concentration in impacted streams. Farm profit statistics and watershed-level nitrogen loads are compared among different scenarios of knowledge increase. The hypothesis that the increase of farmers' knowledge benefits both farm profits and watershed water quality is tested through the comparison.

Ding, D.; Bennett, D. A.

2013-12-01

168

A Comparison of Secondary Principals' Use of Data Systems to Increase Student Achievement in Mathematics as Measured by Standardized Assessments  

ERIC Educational Resources Information Center

The pressure to meet the demands of "No Child Left Behind" (NCLB) Act coupled with poor results by secondary students on national assessments in mathematics have forced school principals to develop skill sets in the use of data in efforts to increase student performance on standardized assessments. The effective use of data by school principals…

Williams, Joshua

2011-01-01

169

SPECIAL EDUCATION TEACHER KNOWLEDGE OF LITERACY: AN ANALYSIS OF TWO PREPARATION PROGRAMS' EFFECTIVENESS IN INCREASING SUBJECT-MATTER KNOWLEDGE AND PEDAGOGICAL CONTENT KNOWLEDGE OF READING COMPREHENSION  

E-print Network

knowledge. Determining what a teacher knows about a specific subject like reading does not elucidate how they think about the content or use specific pedagogy to teach that content effectively; that is what defines pedagogical content knowledge. Primarily... of knowledge (see Figure 1). This undeveloped theoretical basis for teacher knowledge requires one to consider alternative theories of how teachers make sense of what they are teaching and how they think about delivering instruction. One potential theoretical...

James, Susanne Marie

2011-07-21

170

Beyond Cognitive Increase: Investigating the Influence of Computer Programming on Perception and Application of Mathematical Skills  

ERIC Educational Resources Information Center

This study aimed to provide first-hand accounts of the perceived long-term effects of learning computer programming on a learner's approach to mathematics. These phenomenological accounts, garnered from individual interviews of seven different programmers, illustrate four specific areas of interest: (1) programming provides context for many…

Rich, Peter J.; Bly, Neil; Leatham, Keith R.

2014-01-01

171

Forecast: Changing Mathematics Curriculum and Increasing Pressure for Higher-Level Thinking Skills.  

ERIC Educational Resources Information Center

Presents a unit developed by the 1991 Oregon Mathematics Teachers of Middle School project in which students investigate the average temperature, precipitation, and snowfall in their town using spreadsheets and graphing packages. Students compare the averages over a period of 30 years to a particular year. (MDH)

Niess, Margaret L.

1993-01-01

172

Community and Videos: An Action Plan to Increase Success Rates in California Community College Developmental Mathematics  

ERIC Educational Resources Information Center

Success rates in California community college developmental mathematics courses have hovered around 50% for decades. These gatekeeper courses have prevented many students from earning college degrees. Since community college is the starting point for the majority of California's potential college graduates and the majority of these students…

Long, Gary W.

2010-01-01

173

Evaluation of a Fotonovela to Increase Depression Knowledge and Reduce Stigma Among Hispanic Adults  

PubMed Central

Fotonovelas—small booklets that portray a dramatic story using photographs and captions—represent a powerful health education tool for low-literacy and ethnic minority audiences. This study evaluated the effectiveness of a depression fotonovela in increasing depression knowledge, decreasing stigma, increasing self-efficacy to recognize depression, and increasing intentions to seek treatment, relative to a text pamphlet. Hispanic adults attending a community adult school (N = 157, 47.5 % female, mean age = 35.8 years, 84 % immigrants, 63 % with less than high school education) were randomly assigned to read the fotonovela or a low-literacy text pamphlet about depression. They completed surveys before reading the material, immediately after reading the material, and 1 month later. The fotonovela and text pamphlet both produced significant improvements in depression knowledge and self-efficacy to identify depression, but the fotonovela produced significantly larger reductions in antidepressant stigma and mental health care stigma. The fotonovela also was more likely to be passed on to family or friends after the study, potentially increasing its reach throughout the community. Results indicate that fotonovelas can be useful for improving health literacy among underserved populations, which could reduce health disparities. PMID:22485012

Cabassa, Leopoldo J.; Molina, Gregory B.; Contreras, Sandra; Baron, Melvin

2013-01-01

174

Increase in medical knowledge during the final year of undergraduate medical education in Germany  

PubMed Central

Aims: In Germany, the final year of undergraduate medical education (‘practice year’) consists of three 16-week clinical attachments, two of which are internal medicine and surgery. Students can choose a specific specialty for their third 16-week attachment. Practice year students do not receive specific teaching to prepare them for the National Licensing Examination. It is unknown whether knowledge levels increase during this year. This study aimed at assessing knowledge at the beginning and the end of the final year of medical school. Methods: Three hundred pre-selected United States Medical Licensing Examination type items from ten medical disciplines were reviewed by ten recent medical graduates from the Netherlands and Germany. The resulting test included 150 items and was taken by 77 and 79 final year medical students from Göttingen and Hamburg at the beginning and the end of their practice year, respectively. Results: Cronbach’s ? of the pre- and post-test was 0.75 and 0.68, respectively. Mean percent scores in the pre- and post-test were 63.9±6.9 and 69.4±5.7, respectively (p<0.001; effect size calculated as Cohen’s d: 0.87). In individual students, post-test scores were particularly high for items related to their specific chosen specialty. Conclusion: The knowledge test used in this study provides a suitable external tool to assess progress of undergraduate medical students in their knowledge during the practice year. The pre-test may be used to guide individual learning behaviour during this final year of undergraduate education. PMID:24062813

Raupach, Tobias; Vogel, Daniela; Schiekirka, Sarah; Keijsers, Carolina; Ten Cate, Olle; Harendza, Sigrid

2013-01-01

175

Knowledge.  

ERIC Educational Resources Information Center

This theme issue on knowledge includes annotated listings of Web sites, CD-ROMs and computer software, videos, books, and additional resources that deal with knowledge and differences between how animals and humans learn. Sidebars discuss animal intelligence, learning proper behavior, and getting news from the Internet. (LRW)

Online-Offline, 1999

1999-01-01

176

How Does a Co-Learner Delivery Model in Professional Development Affect Teachers' Self-Efficacy in Teaching Mathematics and Specialized Mathematics Knowledge for Teaching?  

ERIC Educational Resources Information Center

The National Mathematics Advisory Panel, established under the Bush Administration, was created to improve teaching and learning of mathematics in the United States. One component of the study was focused on teachers and professional development opportunities. They found that the majority of professional development studies available were mostly…

Ribeiro, John J.

2009-01-01

177

Increasing sexual risk behaviour among Dutch men who have sex with men: mathematical models versus prospective cohort data.  

PubMed

Changes in risk behaviour among men who have sex with men (MSM) in the Netherlands were estimated by fitting a mathematical model to annual HIV and AIDS diagnoses in the period 1980-2009 and, independently, from rates of unprotected anal intercourse in a prospective cohort study in Amsterdam. The agreement between the two approaches was very good, confirming that in terms of incidence, increasing risk behaviour between MSM is offsetting benefits offered by enhanced testing and treatment. PMID:22781219

van Sighem, Ard; Jansen, Iralice; Bezemer, Daniela; De Wolf, Frank; Prins, Maria; Stolte, Ineke; Fraser, Christophe

2012-09-10

178

Is Constructivist Learning Environment Really Effective on Learning and Long-Term Knowledge Retention in Mathematics? Example of the Infinity Concept  

ERIC Educational Resources Information Center

This study investigates the long-term effects of instructing Cantor set theory using constructivist learning approach on student knowledge retention. The participants included 60 first-year secondary mathematics pre-service teachers. Students were divided into two classes one of which was taught via traditional lecture (n = 30) and the other was…

Narli, Serkan

2011-01-01

179

An Instrument for Assessing Primary Students' Knowledge of Information Graphics in Mathematics  

ERIC Educational Resources Information Center

Information graphics have become increasingly important in representing, organising and analysing information in a technological age. In classroom contexts, information graphics are typically associated with graphs, maps and number lines. However, all students need to become competent with the broad range of graphics that they will encounter in…

Diezmann, Carmel M.; Lowrie, Tom J.

2009-01-01

180

Increasing Aspiring Principals' Readiness to Serve: Knowledge and Skill Application Laboratories  

ERIC Educational Resources Information Center

Most leadership programs emphasize knowledge over skills, being skillful over how to be skillful, knowledge about skills over skill application, and ad hoc and hard-to-assess field activities over focused and observable skill practice. "Knowledge and skill application laboratories" provide opportunities to experiment with--and receive…

Eiseman, Jeffrey W.; Militello, Matthew

2008-01-01

181

An investigation of how preservice teachers ability to professionally notice children's mathematical thinking relates to their own mathematical knowledge for teaching  

E-print Network

understanding through providing students with opportunities to problem solve, draw conclusions, justify answers, communicate with peers, and make connections to the real world and other content areas. Due to the robust nature of mathematics, it is critical...

Flake, Mari Wheeler

2014-05-31

182

Remedial Mathematics for Quantum Chemistry  

ERIC Educational Resources Information Center

Proper mathematical skills are important for every science course and mathematics-intensive chemistry courses rely on a sound mathematical pre-knowledge. In the first-year quantum chemistry course at this university, it was noticed that many students lack basic mathematical knowledge. To tackle the mathematics problem, a remedial mathematics

Koopman, Lodewijk; Brouwer, Natasa; Heck, Andre; Buma, Wybren Jan

2008-01-01

183

Increasing Academic Motivation and Cognition in Reading, Writing, and Mathematics: Meaning-Making Strategies  

ERIC Educational Resources Information Center

The overlap of cognitive principles and inherently motivational strategies used to increase memory retention can be seen in reading, writing, and math. These are just of the few principles and corresponding strategies described in this report that can be used to increase academic motivation as well as increased cognition -- strategies that are…

Winstead, Lisa

2004-01-01

184

Mathematics Tyler Jarvis, Chair  

E-print Network

Mathematics Tyler Jarvis, Chair 290 TMCB, (801) 422-2061 College of Physical and Mathematical in the Department of Mathematics is open enrollment. The Discipline Mathematics is a means of dealing with order of any educated person. Mathematics is not just a body of knowledge, but a process of analysis, reasoning

Hart, Gus

185

Students as Mathematics Consultants  

ERIC Educational Resources Information Center

If students are going to develop reasoning and thinking skills, use their mathematical knowledge, and recognize the relevance of mathematics in their lives, they need to experience mathematics in meaningful ways. Only then will their mathematical skills be transferrable to all other parts of their lives. To promote such flexible mathematical

Jensen, Jennifer L.

2013-01-01

186

The Impact of Problem-Based Learning Curricula and Teachers' Mathematical Knowledge for Teaching on the Mathematical Development of Second Grade Students  

ERIC Educational Resources Information Center

The results from the 2007 Trends in International Mathematics and Science Study (TIMSS) revealed that the scores of fourth grade students in the 90th percentile showed no measurable change from the results of the first TIMSS assessment in 1995. Contrarily, the scores of the lowest performing fourth graders showed statistically significant…

Trinter, Christine P.

2011-01-01

187

Teaching Students What They Already Know? The (Mis)Alignment between Mathematics Instructional Content and Student Knowledge in Kindergarten  

ERIC Educational Resources Information Center

Kindergarten mathematics skills are important for subsequent achievement, yet mathematics is underemphasized in kindergarten classrooms. Using nationally representative data, this study explored the relationship between students' school-entry math skills, classroom content coverage, and end-of-kindergarten math achievement. Although the vast…

Engel, Mimi; Claessens, Amy; Finch, Maida A.

2013-01-01

188

Teaching Students What They Already Know? The Misalignment between Mathematics Instructional Content and Student Knowledge in Kindergarten  

ERIC Educational Resources Information Center

This study describes children's early math skills and the kindergarten mathematics content to which they are exposed. The authors focus specifically on teacher survey responses to items about content coverage that align most closely with the content covered on the ECLS-K kindergarten mathematics achievement test. They examine the influence…

Engel, Mimi; Claessens, Amy; Finch, Maida

2011-01-01

189

From Preschool Teachers' Professional Development to Children's Knowledge: Comparing Sets  

ERIC Educational Resources Information Center

Recently, there have been increased calls for enhancing preschool children's mathematics knowledge along with increasing calls for preparing preschool teachers to meet the demands of new preschool mathematics curricula. This article describes the professional development program Starting Right: Mathematics in Preschools. Focusing on four episodes…

Tirosh, Dina; Tsamir, Pessia; Levenson, Esther; Tabach, Michal

2011-01-01

190

AFT's Thinking Mathematics Program. Item Number 39-0462  

ERIC Educational Resources Information Center

This brochure highlights key concepts of the American Federation of Teachers (AFT) "Thinking Mathematics" courses. Citing adherence to No Child left Behind Act (NCLB) mandates, these courses are: (1) based on scientific research about how children learn mathematics; (2) designed to increase teacher mathematical knowledge; (3) provide a sustained,…

American Federation of Teachers, 2003

2003-01-01

191

Does knowledge about sexually transmitted infections increase the likelihood of consistent condom use?  

Microsoft Academic Search

Background. We aimed to assess the association between knowledge about sexually transmitted infections (STIs) and consistent condom use among university students controlling for selected socio-demographic factors.Method. An anonymous questionnaire survey was carried out among 720 undergraduate students (76% women) at the University of Tirana, Albania, in October–November 2002. The questionnaire included socio-demographic data, 10 multiple-choice test questions on knowledge about

Genc Burazeri; Enver Roshi; Nertila Tavanxhi

2004-01-01

192

Knowledge brokerage - potential for increased capacities and shared power in impact assessment  

SciTech Connect

Constructive and collaborative planning theory has exposed the perceived limitations of public participation in impact assessment. At strategic levels of assessment the established norm can be misleading and practice is illusive. For example, debates on SEA effectiveness recognize insufficiencies, but are often based on questionable premises. The authors of this paper argue that public participation in strategic assessment requires new forms of information and engagement, consistent with the complexity of the issues at these levels and that strategic assessments can act as knowledge brokerage instruments with the potential to generate more participative environments and attitudes. The paper explores barriers and limitations, as well as the role of knowledge brokerage in stimulating the engagement of the public, through learning-oriented processes and responsibility sharing in more participative models of governance. The paper concludes with a discussion on building and inter-change of knowledge, towards creative solutions to identified problems, stimulating learning processes, largely beyond simple information transfer mechanisms through consultative processes. The paper argues fundamentally for the need to conceive strategic assessments as learning platforms and design knowledge brokerage opportunities explicitly as a means to enhance learning processes and power sharing in IA. - Highlights: Black-Right-Pointing-Pointer Debates on SEA recognize insufficiencies on public participation Black-Right-Pointing-Pointer We propose new forms of engagement consistent with complex situations at strategic levels of decision-making Black-Right-Pointing-Pointer Constructive and collaborative planning theories help explain how different actors acquire knowledge and the value of knowledge exchange Black-Right-Pointing-Pointer Strategic assessments can act as knowledge brokerage instruments Black-Right-Pointing-Pointer The paper argues for strategic assessments as learning platforms as a means to enhance learning processes and power sharing in IA.

Rosario Partidario, Maria, E-mail: mrp@civil.ist.utl.pt [Instituto Superior Tecnico, Lisbon, Portugal, Av. Rovisco Pais, 1049-001 LISBOA (Portugal); Sheate, William R., E-mail: w.sheate@imperial.ac.uk [Centre for Environmental Policy, Imperial College London, South Kensington Campus, London SW7 2AZ (United Kingdom); Collingwood Environmental Planning Ltd, London, 1E, The Chandlery, 50 Westminster Bridge Road, London SE1 7QY (United Kingdom)

2013-02-15

193

Knowledge and Accuracy of Perceived Personal Risk in Underserved Women Who are at Increased Risk of Breast Cancer  

Microsoft Academic Search

The state of knowledge and personal risk perception among women who are underserved or racial minorities at increased risk\\u000a of breast cancer (BC) who may be eligible for chemoprevention is limited. The BC knowledge and accuracy of perceived personal\\u000a risk of a cross-sectional study population of such women residing in the greater Houston Texas area were assessed. The majority\\u000a had

Mfon S. Cyrus-David

2010-01-01

194

A mathematical model of long-term renal sympathetic nerve activity inhibition during an increase in sodium intake.  

PubMed

It is well known that renal nerves directly affect renal vascular resistance, tubular sodium reabsorption, and renin secretion. Inhibition of renal sympathetic nerve activity (RSNA) decreases renal vascular resistance, tubular sodium reabsorption, and renin secretion, leading to an increase in sodium excretion. Although several studies show that inhibition of RSNA promotes sodium excretion during an acute blood volume expansion, there is limited research relating to the importance of RSNA inhibition that contributes to sodium homeostasis during a long-term increase in sodium intake. Therefore, to dissect the underlying mechanisms of sodium excretion, a mathematical model of a cardiovascular system consisting of two kidneys, each with an independent RSNA, was developed. Simulations were performed to determine the responses of RSNA and sodium excretion to an increased sodium intake. In these simulations, RSNA in the left kidney was fixed at its normal steady-state value, while RSNA in the contralateral kidney was allowed to change normally in response to the increased sodium intake. The results demonstrate that the fixed-RSNA kidney excretes less sodium than the intact-RSNA collateral kidney. Because each kidney is exposed to the same arterial pressure and circulatory hormones, the impaired sodium excretion in the absence of RSNA inhibition supports the hypothesis that RSNA inhibition contributes to natriuresis in response to a long-term increase in sodium intake. PMID:24285363

Karaaslan, Fatih; Denizhan, Yagmur; Hester, Robert

2014-02-15

195

Usable AI Requires Commonsense Knowledge Artificial Intelligence techniques are increasingly being  

E-print Network

.7 Natural Language, H.5.2, Interfaces. Copyright 2008 Henry Lieberman, Massachusetts Institute of Technology Intelligence. Henry Lieberman Media Laboratory Massachusetts Institute of Technology Cambridge, MA 02139 USA facts a second, and that most of this knowledge is acquired by the teens, these databases represent

Lieberman, Henry

196

Increasing Levels of Cognitive Interactions in Preservice Teachers Using Materials Created To Develop the Knowledge Base.  

ERIC Educational Resources Information Center

This paper presents data from an ongoing project in several teacher education classes that required students to use reflective analyses in evaluating the implications of knowledge and selecting practices for use in their own future classrooms. The methodology looked at changing one aspect of the learning process--the quality of the responses…

Newman, Kathryn A.

197

Sentences with core knowledge violations increase the size of N400 among paranormal believers.  

PubMed

A major problem in research on paranormal beliefs is that the concept of "paranormality" remains to be adequately defined. The aim of this study was to empirically justify the following definition: paranormal beliefs are beliefs in physical, biological, or psychological phenomena that contain core ontological attributes of one of the other two categories [e.g., a stone (physical) having thoughts (psychological)]. We hypothesized that individuals who believe in paranormal phenomena are slower in understanding whether sentences with core knowledge violations are literally true than skeptics, and that this difference would be reflected by a more negative N400. Ten believers and 10 skeptics (six men, age range 23-49) participated in the study. Event-related potentials (N400) were recorded as the participants read 210 three-word Finnish sentences, of which 70 were normal ("The house has a history"), 70 were anomalies ("The house writes its history") and 70 included violations of core knowledge ("The house knows its history"). The participants were presented with a question that contextualized the sentences: "Is this sentence literally true?" While the N400 effects were similar for normal and anomalous sentences among the believers and the skeptics, a more negative N400 effect was found among the believers than among the skeptics for sentences with core knowledge violations. The results support the new definition of "paranormality", because participants who believed in paranormal phenomena appeared to find it more difficult to construct a reasonable interpretation of the sentences with core knowledge violations than the skeptics did as indicated by the N400. PMID:18640667

Lindeman, Marjaana; Cederström, Sebastian; Simola, Petteri; Simula, Anni; Ollikainen, Sara; Riekki, Tapani

2008-01-01

198

Does political knowledge increase turnout? Evidence from the 1997 British general election  

Microsoft Academic Search

A number of recent formal models predict a positive effect of political knowledge on turnout. Both information acquisition\\u000a and turnout, however, are likely to be determined by a similar set of variables, rendering hard the identification of a causal\\u000a link in empirical investigations. Available empirical regularities should therefore be interpreted as mere correlations. I\\u000a address this problem by using an

Valentino Larcinese

2007-01-01

199

Increasing Parent Involvement Knowledge and Strategies at the Preservice Level: The Power in Using a Systematic Professional Development Approach  

ERIC Educational Resources Information Center

This study describes various strategies used by a university educator to integrate parent involvement curriculum into pre-existing teacher preparation courses. This curriculum infusion was not only effective in increasing preservice teacher knowledge but also in raising course instructors' level of awareness about the importance and necessity of…

Ferrara, Margaret M.

2009-01-01

200

Harnessing Visual Media in Environmental Education: Increasing Knowledge of Orangutan Conservation Issues and Facilitating Sustainable Behaviour through Video Presentations  

ERIC Educational Resources Information Center

Many animals are currently facing extinction. Conservation education which highlights the impacts of our behaviour on other species survival is crucial. This study provides evidence for the use of visual media to increase knowledge, attitudes and conservation behaviours regarding the highly endangered orangutan. University students (n = 126) were…

Pearson, Elissa; Dorrian, Jillian; Litchfield, Carla

2011-01-01

201

How to Inform: Comparing Written and Video Education Interventions to Increase Human Papillomavirus Knowledge and Vaccination Intentions in Young Adults  

Microsoft Academic Search

Objective: To compare the efficacy of two Human Papillomavirus (HPV) educational interventions on increasing HPV knowledge and vaccination intentions in college students. Participants: Male (n = 60) and female (n = 140) undergraduates (Mage = 20.4, SD = 2.3) recruited from a university in Montreal Canada, from October 2009-March 2010. Methods: Using theory based interventions, participants were randomly assigned to

Andrea Krawczyk; Elsa Lau; Samara Perez; Vanessa Delisle; Rhonda Amsel; Zeev Rosberger

2012-01-01

202

Evaluation of the Incubators in the Classroom Program: Does It Increase Fourth Grade Students' and Teachers' Knowledge about Agricultural Professions?  

ERIC Educational Resources Information Center

Agricultural literacy materials on incubators in the classroom were used by 373 Indiana fourth graders and 19 teachers. Comparison of the treatment group's pretest/postest results with those of controls (363 students, 20 teachers) showed the materials increased student and teacher knowledge of agricultural professions; students were significantly…

Meunier, Ryan A.; Talbert, B. Allen; Latour, Mickey A.

2003-01-01

203

IDEA Student Center's Goals: Increase K-14 student knowledge and awareness of engineering through holistic outreach programs that  

E-print Network

, retention and graduation rate of diverse undergraduate and graduate engineering students. · Leverage our undergraduate/graduate engineering student preparedness for academia/industry through the engagement of researchIDEA Student Center's Goals: · Increase K-14 student knowledge and awareness of engineering through

Fainman, Yeshaiahu

204

How to Inform: Comparing Written and Video Education Interventions to Increase Human Papillomavirus Knowledge and Vaccination Intentions in Young Adults  

ERIC Educational Resources Information Center

Objective: To compare the efficacy of 2 human papillomavirus (HPV) educational interventions on increasing HPV knowledge and vaccination intentions in college students. Participants: Male (n = 60) and female (n = 140) undergraduates (M[subscript age] = 20.4, SD = 2.3) recruited from a university in Montreal, Quebec, Canada, from October 2009 to…

Krawczyk, Andrea; Lau, Elsa; Perez, Samara; Delisle, Vanessa; Amsel, Rhonda; Rosberger, Zeev

2012-01-01

205

Teacher-Student Interaction in Joint Word Problem Solving. The Role of Situational and Mathematical Knowledge in Mainstream Classrooms  

ERIC Educational Resources Information Center

Word problem solving involves the construction of two different mental representations, namely, mathematical and situational. Although educational research in word problem solving has documented different kinds of instruction at these levels, less is known about how both representational levels are evoked during word problem solving in day-to-day…

Rosales, Javier; Vicente, Santiago; Chamoso, Jose M.; Munez, David; Orrantia, Josetxu

2012-01-01

206

A domain-knowledge-inspired mathematical framework for the description and classification of H&E stained histopathology images  

Microsoft Academic Search

We present the current state of our work on a mathematical framework for identification and delineation of histopathology images-local histograms and occlusion models. Local histograms are histograms computed over defined spatial neighborhoods whose purpose is to characterize an image locally. This unit of description is augmented by our occlusion models that describe a methodology for image formation. In the context

Melody L. Massar; Ramamurthy Bhagavatula; John A. Ozolek; Carlos A. Castro; Matthew Fickus; Jelena Kovacevic

2011-01-01

207

Item characteristic curves estimated without knowledge of their mathematical form—a confrontation of Birnbaum's logistic model  

Microsoft Academic Search

Item characteristic curves are estimated without restrictive assumptions about their mathematical form. The resulting curves are compared with estimates obtained under the assumption that all curves are of logistic form. Surprising agreement is found between the curves obtained by the two unrelated methods.

Frederic M. Lord

1970-01-01

208

Understanding Mathematics and Science Matters. Studies in Mathematical Thinking and Learning Series  

ERIC Educational Resources Information Center

The research reported in this book provides reliable evidence on and knowledge about mathematics and science instruction that emphasizes student understanding--instruction consistent with the needs of students who will be citizens in an increasingly demanding technological world. The National Center for Improving Student Learning in Mathematics

Romberg, Thomas A., Ed.; Carpenter, Thomas P., Ed.; Dremock, Fae, Ed.

2005-01-01

209

Students' Satisfaction with an Undergraduate Primary Education Teaching Practicum Design on Developing Technological, Pedagogical and Mathematical Knowledge  

NASA Astrophysics Data System (ADS)

During the 2008-2009 spring semester, 25 fourth-year undergraduate primary teachers attended the compulsory course "Teaching Mathematics-Practicum Phase". The course was organised so as to incorporate ICT and special mathematical scenarios in the teaching approaches of undergraduate primary teachers. This article presents course satisfaction of participants as found in the research study. A set of powerful ordinal regression methods has been applied on a survey database. The most important results focus on the determination of the course's weak and strong points, according to the MUSA methodology. The results show a high satisfaction level from the course. The global satisfaction level reaches 98% whereas partial (per criterion) satisfaction levels range from 90% to 97%, the lowest rate corresponding to the theoretical component of the course. The findings raise a number of research questions regarding ICT integration in undergraduate primary teachers' teaching practice.

Doukakis, Spyros; Koilias, Christos; Chionidou-Moskofoglou, Maria

210

Increasing the Knowledge of Heavy Metal Contents and Sources in Agricultural Soils of the European Mediterranean Region  

Microsoft Academic Search

This paper contributes to increase the knowledge of the contents and sources of heavy metals (Cd, Co, Cr, Cu, Fe, Mn, Ni,\\u000a Pb and Zn) to agricultural soils in Castellón province (Spain), a representative area of the European Mediterranean region.\\u000a The surface horizons of 77 agricultural soils under vegetable crops were sampled and heavy metals were analysed by atomic\\u000a absorption

M. Peris; L. Recatalá; C. Micó; R. Sánchez; J. Sánchez

2008-01-01

211

Increasing Knowledge Flows by Linking Innovation and Health - the Case of SAAVI  

Microsoft Academic Search

Biotechnology and genomic innovation are seen as increasingly important for achieving public health goals in Africa. In particular, vaccines based on advances in genomic technology are deemed vital in the fight against HIV\\/AIDS. Public-Private Partnerships (PPPs) provide a collaborative mechanism to ensure these vaccines are developed when the private sector lacks incentives to develop these products. These partnerships provide new

REBECCA HANLIN

2006-01-01

212

Anegada Workshop Problem and Objective Trees v4 Nov 05 Knowledge is increased of  

E-print Network

the causes Law relating to management of natural resources are more stringent and better enforced Tourism system likely to increase over time but well structured (enough and no more) Tourism development turtles, Flamingoes Salt ponds, dunes, Ag/forest Bad condition Unknown conditionGood condition Mixed

Exeter, University of

213

Development Knowledge Can Increase Manufacturing Capability and Facilitate Quality by Design  

Microsoft Academic Search

The pharmaceutical industry works hard to develop, manufacture, and bring to market new drugs— and to comply with regulatory requirements to demonstrate that the drugs are safe and effective. A new approach to drug development could increase efficiencies, provide regulatory relief and flexibility, and offer important business benefits throughout the product’ sl ife cycle. This article explores the processes used

Russ Somma

2007-01-01

214

Evaluation of orbits with incomplete knowledge of the mathematical expectancy and the matrix of covariation of errors  

NASA Technical Reports Server (NTRS)

The problem of selecting the optimal algorithm of filtration and the optimal composition of the measurements is examined assuming that the precise values of the mathematical expectancy and the matrix of covariation of errors are unknown. It is demonstrated that the optimal algorithm of filtration may be utilized for making some parameters more precise (for example, the parameters of the gravitational fields) after preliminary determination of the elements of the orbit by a simpler method of processing (for example, the method of least squares).

Bakhshiyan, B. T.; Nazirov, R. R.; Elyasberg, P. E.

1980-01-01

215

Assessment of herbal medicinal products: Challenges, and opportunities to increase the knowledge base for safety assessment  

SciTech Connect

Although herbal medicinal products (HMP) have been perceived by the public as relatively low risk, there has been more recognition of the potential risks associated with this type of product as the use of HMPs increases. Potential harm can occur via inherent toxicity of herbs, as well as from contamination, adulteration, plant misidentification, and interactions with other herbal products or pharmaceutical drugs. Regulatory safety assessment for HMPs relies on both the assessment of cases of adverse reactions and the review of published toxicity information. However, the conduct of such an integrated investigation has many challenges in terms of the quantity and quality of information. Adverse reactions are under-reported, product quality may be less than ideal, herbs have a complex composition and there is lack of information on the toxicity of medicinal herbs or their constituents. Nevertheless, opportunities exist to capitalise on newer information to increase the current body of scientific evidence. Novel sources of information are reviewed, such as the use of poison control data to augment adverse reaction information from national pharmacovigilance databases, and the use of more recent toxicological assessment techniques such as predictive toxicology and omics. The integration of all available information can reduce the uncertainty in decision making with respect to herbal medicinal products. The example of Aristolochia and aristolochic acids is used to highlight the challenges related to safety assessment, and the opportunities that exist to more accurately elucidate the toxicity of herbal medicines.

Jordan, Scott A., E-mail: scott.jordan@hc-sc.gc.c [Marketed Biologicals, Biotechnology and Natural Health Products Bureau, Marketed Health Products Directorate, Health Canada, 200 Tunney's Pasture Driveway, Postal Locator 0701 A, Ottawa, Ontario, K1A 0K9 (Canada); Cunningham, David G. [Marketed Biologicals, Biotechnology and Natural Health Products Bureau, Marketed Health Products Directorate, Health Canada, 200 Tunney's Pasture Driveway, Postal Locator 0701 A, Ottawa, Ontario, K1A 0K9 (Canada); Marles, Robin J. [Bureau of Clinical Trials and Health Sciences, Natural Health Products Directorate, Health Canada (Canada)

2010-03-01

216

Teachers' Subject Matter Knowledge as a Teacher Qualification: A Synthesis of the Quantitative Literature on Students' Mathematics Achievement  

ERIC Educational Resources Information Center

The aim of this paper is to examine a variety of features of research that might account for mixed findings of the relationship between teachers' subject matter knowledge and student achievement based on meta-analytic technique. Of several variables that might contribute to inconsistencies and variations in study findings, three features of…

Ahn, Soyeon; Choi, Jinyoung

2004-01-01

217

Mathematical learning models that depend on prior knowledge and instructional strategies David E. Pritchard and Young-Jin Lee  

E-print Network

--predictions of student's knowledge vs amount of instruction-- that are based on assumptions motivated by various theories instructional time based on clear assumptions that are motivated by various learning theories, then to find with learning theory discussions. We hope that this work will provide a way to determine what type of learning

Bao, Lei

218

Mathematical Literacy and Standardized Mathematical Assessments  

ERIC Educational Resources Information Center

Mathematical literacy is an important skill that is gaining the attention of mathematics educators. Students are increasingly challenged on standardized assessments to read, create, use, and comprehend numerous mathematical representations as a way of demonstrating mathematical literacy. Test items assessing algebra concepts from the Texas…

Matteson, Shirley M.

2006-01-01

219

A domain-knowledge-inspired mathematical framework for the description and classification of H&E stained histopathology images  

NASA Astrophysics Data System (ADS)

We present the current state of our work on a mathematical framework for identification and delineation of histopathology images-local histograms and occlusion models. Local histograms are histograms computed over defined spatial neighborhoods whose purpose is to characterize an image locally. This unit of description is augmented by our occlusion models that describe a methodology for image formation. In the context of this image formation model, the power of local histograms with respect to appropriate families of images will be shown through various proved statements about expected performance. We conclude by presenting a preliminary study to demonstrate the power of the framework in the context of histopathology image classification tasks that, while differing greatly in application, both originate from what is considered an appropriate class of images for this framework.

Massar, Melody L.; Bhagavatula, Ramamurthy; Ozolek, John A.; Castro, Carlos A.; Fickus, Matthew; Kovacevic, Jelena

2011-09-01

220

Scripting Collaborative Problem Solving with the Cognitive Tutor Algebra: A Way to Promote Learning in Mathematics  

Microsoft Academic Search

Interest in developing improved instructional methods for mathematics has increased since TIMSS and PISA. In our project, we introduce a new way to promote knowledge acquisition in mathematics: we enhanced the Cognitive Tutor Algebra, an intelligent tutoring system for learning mathematics in high school that only has been used for individual learning so far, to a collaborative learning setting. Although

Nikol Rummel; Dejana Diziol; Hans Spada; Bruce M. McLaren

221

Issues in Teaching Mathematics.  

ERIC Educational Resources Information Center

This book aims to provide the reader with background knowledge and understanding of major contemporary issues facing mathematics teachers in Great Britain. Much of the book is devoted to discussing issues related to curriculum construction and change. The chapters are: (1) "The Aims of Teaching Mathematics" (A. Orton); (2) "Mathematics Education…

Orton, Anthony, Ed.; Wain, Geoffrey, Ed.

222

An Increase in Medical Student Knowledge of Radiation Oncology: A Pre-Post Examination Analysis of the Oncology Education Initiative  

SciTech Connect

Purpose: The Oncology Education Initiative was created to advance oncology and radiation oncology education by integrating structured didactics into the existing core radiology clerkship. We set out to determine whether the addition of structured didactics could lead to a significant increase in overall medical student knowledge about radiation oncology. Methods and Materials: We conducted a pre- and posttest examining concepts in general radiation oncology, breast cancer, and prostate cancer. The 15-question, multiple-choice exam was administered before and after a 1.5-hour didactic lecture by an attending physician in radiation oncology. Individual question changes, overall student changes, and overall categorical changes were analyzed. All hypothesis tests were two-tailed (significance level 0.05). Results: Of the 153 fourth-year students, 137 (90%) took the pre- and posttest and were present for the didactic lecture. The average test grade improved from 59% to 70% (p = 0.011). Improvement was seen in all questions except clinical vignettes involving correct identification of TNM staging. Statistically significant improvement (p {<=} 0.03) was seen in the questions regarding acute and late side effects of radiation, brachytherapy for prostate cancer, delivery of radiation treatment, and management of early-stage breast cancer. Conclusions: Addition of didactics in radiation oncology significantly improves medical students' knowledge of the topic. Despite perceived difficulty in teaching radiation oncology and the assumption that it is beyond the scope of reasonable knowledge for medical students, we have shown that even with one dedicated lecture, students can learn and absorb general principles regarding radiation oncology.

Hirsch, Ariel E. [Department of Radiation Oncology, Boston University Medical Center, Boston, MA (United States); Department of Radiation Oncology, Boston University School of Medicine, Boston, MA (United States); Department of Radiation Oncology, Harvard Medical School, Boston, MA (United States)], E-mail: Ariel.hirsch@bmc.org; Mulleady Bishop, Pauline [Department of Radiology, Boston University Medical Center, and Boston University School of Medicine, Boston, MA (United States); Dad, Luqman [Department of Radiation Oncology, Roswell Park Cancer Institute, Buffalo, NY (United States); Singh, Deeptej [Department of Medicine, Tufts University School of Medicine, Boston, MA (United States); Slanetz, Priscilla J. [Department of Radiation Oncology, Harvard Medical School, Boston, MA (United States); Department of Radiology, Beth Israel Deaconess Medical Center, Boston, MA (Israel)

2009-03-15

223

399Mathematics Mathematics  

E-print Network

399Mathematics Mathematics Kaprielian Hall 108 (213) 740-2400 FAX: (213) 740-2424 Email: mathinfo of Mathematics: Eric M. Friedlander, Ph.D. Professors: Kenneth Alexander, Ph.D.; Richard Arratia, Ph.D.; Peter The Department of Mathematics has designed its major to give students an under- standing of the several areas

Rohs, Remo

224

BachelorofScience/BachelorofEducation Mathematics/MathematicsEducation  

E-print Network

.uleth.ca/ross/ppgs/ppg.html Department of Mathematics and Computer Science What is Mathematics? Carl F. Gauss (1777-1855) described his place is her due." Gauss is rated alongside Newton and Archimedes as one of the greatest mathematicians disciplines require more Mathematics from their majors; the demand for mathematical knowledge is accelerating

Seldin, Jonathan P.

225

Celebrating Mathematics All Year 'Round  

ERIC Educational Resources Information Center

Celebrating mathematics should be a yearlong event in which students in mathematics classes of all levels engage in mathematics activities and competitions that will encourage growth in mathematical knowledge, enthusiasm for the subject, and collaboration among students of different abilities and backgrounds. Pi Day and Pi Week festivities--a good…

Daire, Sandra Arguelles

2010-01-01

226

A Comparison of the Effectiveness of a Game Informed Online Learning Activity and Face to Face Teaching in Increasing Knowledge about Managing Aggression in Health Settings  

ERIC Educational Resources Information Center

The present study compared the impact of face to face teaching with a short online game informed learning activity on health participants' knowledge about, and confidence in, managing aggressive situations. Both forms of teaching resulted in a significant increase in participants' knowledge and confidence. Face to face training led to…

McKenzie, Karen

2013-01-01

227

History of Mathematics: Illuminating Understanding of School Mathematics Concepts for Prospective Mathematics Teachers  

ERIC Educational Resources Information Center

The use of the history of mathematics in teaching has long been considered a tool for enriching students' mathematical learning. However, in the USA few, if any, research efforts have investigated how the study of history of mathematics contributes to a person's mathematical knowledge for teaching. In this article, I present the results of…

Clark, Kathleen Michelle

2012-01-01

228

The London Mathematical Society is the UK's learned society for the promotion and extension of mathematical knowledge. Founded in 1865 its principal activities are organising meetings and conferences, publishing journals and books, providing financial  

E-print Network

Mathematical Society is concerned about the loss of women from mathematics, particularly at the higher levels. The Society recognises the need to give active consideration to ensuring that men and women are treated; (e) expect that the organisers of conferences and activities who are seeking grants from the Society

Mitchener, Paul

229

SMB: Society for Mathematical Biology  

NSDL National Science Digital Library

The Society for Mathematical Biology (SMB) is an international society devoted to increasing communication between the mathematical and biological communities through holding conferences and publishing journals.

230

Short-term data collection projects: A means to increase teacher content knowledge and bring authentic research experiences into the classroom  

NASA Astrophysics Data System (ADS)

Short-term field research projects were embedded into a two-week, Mathematics and Science Partnership-funded, teacher institute devoted to increasing content knowledge about the physical basis of climate change. Teams of four teachers were encouraged to ask any research question related to weather or climate, and create a data collection method that they thought might help answer their question. They were provided with a range of measurement devices, from simple immersible thermometers to light sensors, probeware, and carbon dioxide concentration sensors. Teams were expected to design data collection sites in a middle-school setting, present site designs to their peers, collect data, present initial results, and participate in peer-review about site design and data collected. Teachers were encouraged to generate research questions that could be replicated with their students at their schools. Design complexity ranged widely with some teachers deliberately choosing to model sites their students might design and others making full use of more sophisticated technology. On the third day of the institute, each group presented their research question and setup for data collection in poster format. Large gaps in understanding about testable questions and effective data collection methods were apparent. Instead of addressing errors as groups presented, facilitators encouraged participants to explore each groups’ presentation and make comments using post-it notes. Participants were then encouraged to respond to the comments and consider modifying their questions, site designs, or data collection methods. Teams gathered data up to three times daily and were fully responsible for choosing means of data organization; by the second week most were using and becoming familiar with Microsoft Excel. Final presentations were in Microsoft PowerPoint. Teams were expected to graphically report data, present possible interpretations, and discuss any problems related to their initial questions or methods. All teams reported problems with their work and identified improvements for future research. Teachers reported that the field component was very helpful to their understanding of the process of science and to deepening their content knowledge about climate change research. Additionally they reported that they were much more likely to include short-term research projects in their own classrooms as a result of this experience. Short-term data collection experiences such as these can serve to: - Encourage teachers to provide students with the opportunity to develop their own questions, and design methods to answer those questions; - Expose teachers to common pitfalls in data collection methods so that teachers can later guide students as students encounter similar problems; - Familiarize teachers with widely available technology used to record and present data; - Refine teacher understanding of research and improve likelihood of success on longer research projects; - Enable teachers to look at data sets more critically and in more depth; - Better understand how to construct, read, and interpret data tables and graphs; and - Increase depth of understanding of science content.

Gaboardi, M.; Parker, W.; Rodriguez, D.

2010-12-01

231

Learning Mathematics while Black  

ERIC Educational Resources Information Center

While research by scholars has contributed greatly to an emerging knowledge base on Black children and mathematics, there continues to be a dire need for insightful research that de-centers longstanding accounts that have contributed to the construction of Black children as mathematically illiterate and as less than ideal learners relative to…

Martin, Danny Bernard

2012-01-01

232

An increase in HPV-related knowledge and vaccination intent among parental and non-parental caregivers of adolescent girls, age 9-17 years, in Appalachian Pennsylvania.  

PubMed

A theory and community-based educational intervention was designed to increase HPV-related knowledge and intent to vaccinate adolescent girls, against human papillomavirus (HPV) in Appalachia, a region with high cervical cancer incidence and mortality. An HPV educational session was conducted with immediate pre-/post-test questionnaires and 1-month follow-up telephone interview. McNemar tests and paired t tests evaluated change in individual knowledge variables and change in overall knowledge and intent to vaccinate against HPV, respectively. Of 117 attendees, 38 (32.5%) were parents of vaccine-eligible daughters and 79 (67.5%) non-parental caregivers. HPV-related knowledge increased for all participants (p?increased among parents (p?=?0.002). Of nine (23.7%) parents who completed the follow-up interview, 100% reported the intervention as helpful and 44.4% reported that they started vaccination. Our education intervention was associated with increased HPV-related knowledge and intent to vaccinate girls in Appalachia against HPV. PMID:22131065

Spleen, Angela M; Kluhsman, Brenda C; Clark, Allison D; Dignan, Mark B; Lengerich, Eugene J

2012-06-01

233

Mentoring Increases Connectedness and Knowledge: A Cross-Sectional Evaluation of Two Programs in Child and Adolescent Psychiatry  

ERIC Educational Resources Information Center

Objective: The authors assess changes in knowledge and feeling connected to the field of child and adolescent psychiatry (CAP) after participation in a brief mentoring program held at two CAP conferences. Methods: Similar mentorship programs were implemented at two CAP conferences, one national (N=119 participants), one international (N=53). The…

Horner, Michelle S.; Miller, Susan Milam; Rettew, David C.; Althoff, Robert; Ehmann, Mary; Hudziak, James J.; Martin, Andres

2008-01-01

234

Online Course Increases Nutrition Professionals' Knowledge, Skills, and Self-Efficacy in Using an Ecological Approach to Prevent Childhood Obesity  

ERIC Educational Resources Information Center

Objective: To assess the impact of an online continuing education course on the knowledge, skills, and self-efficacy of nutrition professionals to use an ecological approach to prevent childhood obesity. Design: Quasi-experimental design using intervention and delayed intervention comparison groups with pre/post-course assessments. Setting: Online…

Stark, Christina M.; Graham-Kiefer, Meredith L.; Devine, Carol M.; Dollahite, Jamie S.; Olson, Christine M.

2011-01-01

235

Mathematics Competition  

E-print Network

Canadian Mathematics Competition An activity of the Centre for Education in Mathematics participation de: c 2007 Waterloo Mathematics Foundation #12;Competition Organization Organisation du Concours Centre for Education in Mathematics and Computing Faculty and Staff / Personnel du Concours canadien de

Le Roy, Robert J.

236

Mathematics Competition  

E-print Network

Canadian Mathematics Competition An activity of the Centre for Education in Mathematics.M.C. Supporter: Avec la participation de : Canadian Institute of Actuaries c 2005 Waterloo Mathematics Foundation #12;Competition Organization Organisation du Concours Canadian Mathematics Competition Faculty

Le Roy, Robert J.

237

Mathematics Competition  

E-print Network

Canadian Mathematics Competition An activity of the Centre for Education in Mathematics Sybase iAnywhere Solutions c 2005 Waterloo Mathematics Foundation #12;Competition Organization Organisation du Concours Canadian Mathematics Competition Faculty and Staff / Personnel du Concours canadien de

Le Roy, Robert J.

238

Mathematics Competition  

E-print Network

Canadian Mathematics Competition An activity of the Centre for Education in Mathematics 2009 Centre for Education in Mathematics and Computing #12;Competition Organization Organisation du Concours Centre for Education in Mathematics and Computing Faculty and Staff / Personnel du Centre d

Le Roy, Robert J.

239

Mathematics Competition  

E-print Network

Canadian Mathematics Competition An activity of the Centre for Education in Mathematics: c 2009 Centre for Education in Mathematics and Computing #12;Competition Organization Organisation du Concours Centre for Education in Mathematics and Computing Faculty and Staff / Personnel du Centre

Le Roy, Robert J.

240

Mathematics Competition  

E-print Network

Canadian Mathematics Competition An activity of the Centre for Education in Mathematics 2010 Centre for Education in Mathematics and Computing #12;Competition Organization Organisation du Concours Centre for Education in Mathematics and Computing Faculty and Staff / Personnel du Centre d

Le Roy, Robert J.

241

ENGage: The use of space and pixel art for increasing primary school children's interest in science, technology, engineering and mathematics  

NASA Astrophysics Data System (ADS)

The Faculty of Engineering at The University of Nottingham, UK, has developed interdisciplinary, hands-on workshops for primary schools that introduce space technology, its relevance to everyday life and the importance of science, technology, engineering and maths. The workshop activities for 7-11 year olds highlight the roles that space and satellite technology play in observing and monitoring the Earth's biosphere as well as being vital to communications in the modern digital world. The programme also provides links to 'how science works', the environment and citizenship and uses pixel art through the medium of digital photography to demonstrate the importance of maths in a novel and unconventional manner. The interactive programme of activities provides learners with an opportunity to meet 'real' scientists and engineers, with one of the key messages from the day being that anyone can become involved in science and engineering whatever their ability or subject of interest. The methodology introduces the role of scientists and engineers using space technology themes, but it could easily be adapted for use with any inspirational topic. Analysis of learners' perceptions of science, technology, engineering and maths before and after participating in ENGage showed very positive and significant changes in their attitudes to these subjects and an increase in the number of children thinking they would be interested and capable in pursuing a career in science and engineering. This paper provides an overview of the activities, the methodology, the evaluation process and results.

Roberts, Simon J.

2014-01-01

242

Policy efforts used to develop awareness aimed at increased students' scientific literacy and career choices in mathematics, science and engineering  

NASA Astrophysics Data System (ADS)

The lack of an adequate supply of human resources in science and engineering has been well documented. Efforts from a number of agencies, such as the National Science Foundation, have been implemented to alleviate this national problem. However, it is unclear what concerted efforts state agencies are taking to increase the number of African American students' scientific literacy, and career choices in science and engineering. The purpose of this study was to select a talent pool of African American students who are academically able to pursue a career in a math-based major. The selection of this talent pool lead to the recommendation of an encouragement process model to be used by the Tennessee Board of Regents (TBR) system to encourage the selectees of this talent pool to enter math-based programs at TBR universities. An integrated literature review was conducted. This review includes perspectives on national, state, and local educational policy decisions which affect educational purposes, institutional governance and secondary-postsecondary linkages. Existing TBR system data were analyzed and tabulated. This tabulated data along with the recommended model will be offered to the TBR system for possible adoption. The results of these data support the methodological notion that there are an appreciable number of potential TBR system African American students academically able to enter math related majors who, however, may be reluctant to choose a career direction in a math-based career field. Implications of this study and suggestions for further research are discussed. On an applied level, the study might suggest to other states ways in which to deal with similar problems.

Whitfield, Frank Albert

243

A Review of Selected Microcomputer Software Packages with Lessons for Teaching Mathematics Grades 8-12. Volume 3. A Curriculum Development Project of the Project To Increase Mastery of Mathematics and Science (PIMMS).  

ERIC Educational Resources Information Center

The purpose of this project is to help teachers of mathematics use the computer to aid the teaching and learning of many mathematical concepts in a meaningful way. To this end, commercially available software packages are described which are versatile, cost effective, and easy to use. A review and several lessons, each including homework…

Cetorelli, Nancy; And Others

244

Pure Mathematics in Australia  

ERIC Educational Resources Information Center

Reports a survey concerned with the future of mathematics in Australia which identified the number of "experts" in particular areas of mathematics who are working in Australia. Findings show increased research work in the past five years but conclusions indicate that many mathematical areas continue to be neglected. (JT)

Bloom, W. R.; And Others

1975-01-01

245

Mathematics in the Early Years.  

ERIC Educational Resources Information Center

Noting that young children are capable of surprisingly complex forms of mathematical thinking and learning, this book presents a collection of articles depicting children discovering mathematical ideas, teachers fostering students' informal mathematical knowledge, adults asking questions and listening to answers, and researchers examining…

Copley, Juanita V., Ed.

246

Is a Little Knowledge a Good Thing? College Students Gain Knowledge, but Knowledge Increase Does not Equal Attitude Change Regarding Same-Sex Sexual Orientation and Gender Reassignment Surgery in Sexuality Courses  

Microsoft Academic Search

The gains in knowledge and changes of attitudes of students in undergraduate sexuality courses in two different academic disciplines were compared to those of their peers without college sexuality education in a variety of other psychology courses. All students had similar scores on tests of sexual anatomy, behavior, and health at the start of the semester, but the students enrolled

Ramona M. Noland; Martha A. Bass; Rosanne S. Keathley; Rowland Miller

2009-01-01

247

Evaluation of the Incubators in the Classroom Program: Does It Increase Fourth Grade Students' Knowledge of Agriculture-Related Science Concepts?  

ERIC Educational Resources Information Center

In seven Indiana schools, fourth graders received hands-on instruction with incubators; seven schools were controls, with a total of 736 students and 39 teachers participating. The treatment group increased agriculture-related science knowledge. Students from communities smaller than 5,000 scored better than those in larger communities. (Contains…

Meunier, Ryan A.; Talbert, B. Allen; Latour, Mickey A.

2002-01-01

248

Development and Use of a Test Instrument to Measure Biology Teachers' Content Knowledge (CK) and Pedagogical Content Knowledge (PCK)  

ERIC Educational Resources Information Center

Research on teachers' professionalism and professional development has increased in the last two decades. A main focus of this line of research has been the cognitive component of teacher professionalism, i.e., professional knowledge. Most of the previous studies on teacher knowledge--such as the Learning Mathematics for Teaching (LMT) (Hill et…

Juttner, Melanie; Boone, Williame; Park, Soonhye; Neuhaus, Birgit J.

2013-01-01

249

Knowledge | Replication Knowledg owledge | Replication Knowledge | R  

E-print Network

Knowledge | Replication Knowledg owledge | Replication Knowledge | R wledge | ReplicationKnowledge | Re dge | ReplicationKnowledge | Repl e | ReplicationKnowledge | Replica | ReplicationKnowledge | Replicatio Replication Knowledge | Replication ication Knowledge | Replication ationKnowledge | Replication

Shull, Kenneth R.

250

Negatively-Marked MCQ Assessments That Reward Partial Knowledge Do Not Introduce Gender Bias Yet Increase Student Performance and Satisfaction and Reduce Anxiety  

PubMed Central

Multiple-choice question (MCQ) examinations are increasingly used as the assessment method of theoretical knowledge in large class-size modules in many life science degrees. MCQ-tests can be used to objectively measure factual knowledge, ability and high-level learning outcomes, but may also introduce gender bias in performance dependent on topic, instruction, scoring and difficulty. The ‘Single Answer’ (SA) test is often used in which students choose one correct answer, in which they are unable to demonstrate partial knowledge. Negatively marking eliminates the chance element of guessing but may be considered unfair. Elimination testing (ET) is an alternative form of MCQ, which discriminates between all levels of knowledge, while rewarding demonstration of partial knowledge. Comparisons of performance and gender bias in negatively marked SA and ET tests have not yet been performed in the life sciences. Our results show that life science students were significantly advantaged by answering the MCQ test in elimination format compared to single answer format under negative marking conditions by rewarding partial knowledge of topics. Importantly, we found no significant difference in performance between genders in either cohort for either MCQ test under negative marking conditions. Surveys showed that students generally preferred ET-style MCQ testing over SA-style testing. Students reported feeling more relaxed taking ET MCQ and more stressed when sitting SA tests, while disagreeing with being distracted by thinking about best tactics for scoring high. Students agreed ET testing improved their critical thinking skills. We conclude that appropriately-designed MCQ tests do not systematically discriminate between genders. We recommend careful consideration in choosing the type of MCQ test, and propose to apply negative scoring conditions to each test type to avoid the introduction of gender bias. The student experience could be improved through the incorporation of the elimination answering methods in MCQ tests via rewarding partial and full knowledge. PMID:23437081

Bond, A. Elizabeth; Bodger, Owen; Skibinski, David O. F.; Jones, D. Hugh; Restall, Colin J.; Dudley, Edward; van Keulen, Geertje

2013-01-01

251

Using an ACTIVE teaching format versus a standard lecture format for increasing resident interaction and knowledge achievement during noon conference: a prospective, controlled study  

PubMed Central

Background The traditional lecture is used by many residency programs to fulfill the mandate for regular didactic sessions, despite limited evidence to demonstrate its effectiveness. Active teaching strategies have shown promise in improving medical knowledge but have been challenging to implement within the constraints of residency training. We developed and evaluated an innovative structured format for interactive teaching within the residency noon conference. Methods We developed an ACTIVE teaching format structured around the following steps: assemble (A) into groups, convey (C) learning objectives, teach (T) background information, inquire (I) through cases and questions, verify (V) understanding, and explain (E) answer choices and educate on the learning points. We conducted a prospective, controlled study of the ACTIVE teaching format versus the standard lecture format, comparing resident satisfaction, immediate knowledge achievement and long-term knowledge retention. We qualitatively assessed participating faculty members’ perspectives on the faculty development efforts and the feasibility of teaching using the ACTIVE format. Results Sixty-nine internal medicine residents participated in the study. Overall, there was an improvement in perceived engagement using the ACTIVE teaching format (4.78 vs. 3.80, P?increase in stress or decrement in break time. There was an improvement in initial knowledge achievement with the ACTIVE teaching format (overall absolute score increase of 11%, P?=?0.04) and a trend toward improvement in long-term knowledge retention. Faculty members felt adequately prepared to use the ACTIVE teaching format, and enjoyed teaching with the ACTIVE teaching format more than the standard lecture. Conclusions A structured ACTIVE teaching format improved resident engagement and initial knowledge, and required minimal resources. The ACTIVE teaching format offers an exciting alternative to the standard lecture for resident noon conference and is easy to implement. PMID:24985781

2014-01-01

252

Preserving Knowledge  

ERIC Educational Resources Information Center

Every year, teachers leave the profession and take valuable experience and knowledge with them. An increasing retirement rate makes schools vulnerable to a significant loss of knowledge. This article describes how implementing a knowledge management process will ensure that valuable assets are captured and shared. (Contains 3 online resources.)

Taintor, Spence

2008-01-01

253

Mathematics Underground  

ERIC Educational Resources Information Center

Mathematical modeling of groundwater flow is a topic at the intersection of mathematics and geohydrology and is rarely encountered in undergraduate mathematics. However, this subject is full of interesting and meaningful examples of truly "applied" mathematics accessible to undergraduates, from the pre-calculus to advanced mathematics levels. This…

Luther, Kenneth H.

2012-01-01

254

Mathematics Scholarships  

E-print Network

Mathematics Scholarships Complete Scholarship Name Application Deadline Date Contact Name Contact of Mathematics to an outstanding undergraduate mathematics major who has demonstrated excellence in mathematics is selected by the Undergraduate Advisory Council in the Department of Mathematics. No N/A Douglas B. Meade

Almor, Amit

255

Early predictors of high school mathematics achievement.  

PubMed

Identifying the types of mathematics content knowledge that are most predictive of students' long-term learning is essential for improving both theories of mathematical development and mathematics education. To identify these types of knowledge, we examined long-term predictors of high school students' knowledge of algebra and overall mathematics achievement. Analyses of large, nationally representative, longitudinal data sets from the United States and the United Kingdom revealed that elementary school students' knowledge of fractions and of division uniquely predicts those students' knowledge of algebra and overall mathematics achievement in high school, 5 or 6 years later, even after statistically controlling for other types of mathematical knowledge, general intellectual ability, working memory, and family income and education. Implications of these findings for understanding and improving mathematics learning are discussed. PMID:22700332

Siegler, Robert S; Duncan, Greg J; Davis-Kean, Pamela E; Duckworth, Kathryn; Claessens, Amy; Engel, Mimi; Susperreguy, Maria Ines; Chen, Meichu

2012-07-01

256

Knowing Mathematics to Be a Teacher  

ERIC Educational Resources Information Center

The limited mathematical knowledge of preservice primary teachers is an international concern. The areas of mathematical difficulties have been well documented, which has led to many universities instituting testing regimes to ensure that preservice teachers have appropriate knowledge of primary school mathematics. In our study, the preservice…

Meaney, Tamsin; Lange, Troels

2012-01-01

257

Using the Attribute Hierarchy Method to Make Diagnostic Inferences about Examinees' Knowledge and Skills in Mathematics: An Operational Implementation of Cognitive Diagnostic Assessment  

ERIC Educational Resources Information Center

The purpose of this study is to apply the attribute hierarchy method in an operational diagnostic mathematics program at Grades 3 and 6 to promote cognitive inferences about students' problem-solving skills. The attribute hierarchy method is a psychometric procedure for classifying examinees' test item responses into a set of structured attribute…

Gierl, Mark J.; Alves, Cecilia; Majeau, Renate Taylor

2010-01-01

258

FacultyofElectrical Engineering,Mathematics  

E-print Network

in a fraction of a second. Master's programme The TU Delft Master of Science programme in Applied Mathematics to problems in science and engineering. In a world very much dominated by technology, applied mathematicsFacultyofElectrical Engineering,Mathematics andComputerScience Thorough knowledge of mathematics

Langendoen, Koen

259

Cognitive Correlates of Performance in Advanced Mathematics  

ERIC Educational Resources Information Center

Background: Much research has been devoted to understanding cognitive correlates of elementary mathematics performance, but little such research has been done for advanced mathematics (e.g., modern algebra, statistics, and mathematical logic).Aims: To promote mathematical knowledge among college students, it is necessary to understand what factors…

Wei, Wei; Yuan, Hongbo; Chen, Chuansheng; Zhou, Xinlin

2012-01-01

260

"WHY MATHEMATICS?" YOU MIGHT ASK Michael Harris,  

E-print Network

, concluded his address entitled "History of Mathematics: Why and How?" with these words: "Thus my original question `Why mathematical history?' finally reduces itself to the question `Why mathematics?', which knowledge was already well established by the second century, when Ptolemy wrote7 "Only mathematics, if one

Harris, Michael - Institut de Mathématiques de Jussieu, Université Paris 7

261

Just Be It! Healthy and Fit Increases Fifth Graders' Fruit and Vegetable Intake, Physical Activity, and Nutrition Knowledge  

ERIC Educational Resources Information Center

Just Be It! Healthy and Fit reduces the risk factors for childhood obesity for fifth graders using hands-on field trips, in-class lessons, and parent outreach efforts. Pre-test and post-test scores from the year-long classroom instruction showed a statistically significant increase in fruit and vegetable intake, physical activity, and nutrition…

DelCampo, Diana; Baca, Jacqueline S.; Jimenez, Desaree; Sanchez, Paula Roybal; DelCampo, Robert

2011-01-01

262

Student-Directed Transition Planning: Increasing Student Knowledge and Self-Efficacy in the Transition Planning Process  

ERIC Educational Resources Information Center

This study examined the effectiveness of a new school to adult life transition planning lesson package titled "Student-Directed Transition Planning". The "Student-Directed Transition Planning" lessons teach transition terms and concepts to provide a means to increase self-determination skills and student participation in transition IEP…

Woods, Lee L.; Sylvester, Lorraine; Martin, James E.

2010-01-01

263

Is Welsh right for me? If you enjoy speaking the Welsh language and want to increase your knowledge about  

E-print Network

university will provide information about how their degrees work in their prospectus and on their websiteWelsh Is Welsh right for me? If you enjoy speaking the Welsh language and want to increase your in order to get the best out of this degree. You will be asked for an A-level in Welsh. The skills you can

Harman, Neal.A.

264

Sisters in Science: Confronting Equity in Science and Mathematics Education  

NASA Astrophysics Data System (ADS)

The Sisters in Science (SIS) program seeks to increase elementary school girls' interest and achievement in science and mathematics, create a more positive learning climate for minority school girls and their families on academic and community/social levels, and increase the knowledge base and understanding of parents with respect to their influence in promoting girls' interest and achievement in science and mathematics. This article reports on how 577 fourth grade girls changed their interest and achievement in science and mathematics during their involvement in year 1 of the program. Findings show that the girls started the program with positive attitudes and perceptions of science and about science career possibilities. The girls significantly (p < 0.001) increased their science and mathematics skill levels after having participated in the program. It could be stated that the girls' achievement scores on the skills test increased significantly because the girls' attitudes and perceptions were positive before program implementation.

Hammrich, Penny L.; Richardson, Greer M.; Livingston, Beverly D.

265

Developmental Mathematics Collection  

NSDL National Science Digital Library

The Developmental Mathematics Collection (DMC) contains resources for the community college educator who teaches basic arithmetic through intermediate algebra. Educators will find student activities, topic teaching plans, innovative curricula and course sequences, as well as research syntheses on pedagogy and learning. The site hopes to create a Knowledge Exchange Network for Developmental Mathematics by creating linkages and collaborations across colleges within California's large urban regions.

2011-02-17

266

Doug Clements: Early Mathematics  

NSDL National Science Digital Library

This collection of 5 video "snap shots" features Dr. Doug Clements speaking on mathematics in early childhood. Topics include Learning Trajectories, Intentional Play-Based Learning, Intentional Instruction, Integrated Concrete Concepts, and Early Math Learning. He addresses content knowledge necessary for teaching and the development of children's mathematical understanding. Each video is between 2 and 9 minutes long and may be viewed online or downloaded.

2012-09-14

267

Use of Social Media and Web 2.0 Technologies to Increase Knowledge and Skills of British Columbia Nurses  

PubMed Central

Health professionals’ use of social media and Web 2.0 technologies are emerging as a new area of research. We present the experiences of a province-wide network in Canada that was developed using such technologies as a means to increase nurses’ capacity in nursing health services research. Our network is based on a model of electronic communities of practice (eCoPs). Network evaluation affirms that nurses do respond to social media, as membership has grown to over 1,400 members in two years. Approaches used for network development and implementation are discussed, and the network’s eHealth eCoP is presented as a case of network activities and directions. PMID:24199067

Frisch, Noreen C.; Borycki, Elizabeth M.; Mickelson, Grace; Atherton, Pat; Novak-Lauscher, Helen; Hooker, Daniel; Ho, Kendall

2012-01-01

268

Use of social media and web 2.0 technologies to increase knowledge and skills of british columbia nurses.  

PubMed

Health professionals' use of social media and Web 2.0 technologies are emerging as a new area of research. We present the experiences of a province-wide network in Canada that was developed using such technologies as a means to increase nurses' capacity in nursing health services research. Our network is based on a model of electronic communities of practice (eCoPs). Network evaluation affirms that nurses do respond to social media, as membership has grown to over 1,400 members in two years. Approaches used for network development and implementation are discussed, and the network's eHealth eCoP is presented as a case of network activities and directions. PMID:24199067

Frisch, Noreen C; Borycki, Elizabeth M; Mickelson, Grace; Atherton, Pat; Novak-Lauscher, Helen; Hooker, Daniel; Ho, Kendall

2012-01-01

269

cial Mathematics Instruction Special Mathematics Instruction Special Mathematics Instruction S hematics Instruction Special Mathematics Instruction Special Mathematics Instruction Special M  

E-print Network

SMI cial Mathematics Instruction Special Mathematics Instruction Special Mathematics Instruction S hematics Instruction Special Mathematics Instruction Special Mathematics Instruction Special M ruction Special Mathematics Instruction Special Mathematics Instruction Special Mathematics In cial Mathematics

Vaswani, Namrata

270

Mathematics Competition  

E-print Network

Canadian Mathematics Competition An activity of the Centre for Education in Mathematics´ee ­ Sec. V) Avec la contribution de: Avec la participation de: c 2009 Centre for Education in Mathematics and Computing #12;Competition Organization Organisation du Concours Centre for Education in Mathematics

Le Roy, Robert J.

271

Mathematics Competition  

E-print Network

Canadian Mathematics Competition An activity of The Centre for Education in Mathematics the Awards Le CENTRE d'�DUCATION en MATH�MATIQUES et en INFORMATIQUE The CENTRE for EDUCATION in MATHEMATICS des actuaires C.M.C. Supporters: Avec la participation de : © 2002 Waterloo Mathematics Foundation

Le Roy, Robert J.

272

Mathematics Competition  

E-print Network

Canadian Mathematics Competition An activity of the Centre for Education in Mathematics´ee ­ Sec. V) c 2010 Centre for Education in Mathematics and Computing #12;Competition Organization Organisation du Concours Centre for Education in Mathematics and Computing Faculty and Staff / Personnel du

Le Roy, Robert J.

273

Mathematics Competition  

E-print Network

Canadian Mathematics Competition An activity of the Centre for Education in Mathematics.M.C. Supporters: Avec la participation de : Canadian Institute of Actuaries Maplesoft c 2006 Waterloo Mathematics Foundation #12;Competition Organization Organisation du Concours Centre for Education in Mathematics

Le Roy, Robert J.

274

Mathematics Competition  

E-print Network

Canadian Mathematics Competition An activity of the Centre for Education in Mathematics.M.C. Sponsors Chartered Accountants C.M.C. Supporter c 2008 Centre for Education in Mathematics and Computing #12;Competition Organization Organisation du Concours Centre for Education in Mathematics

Le Roy, Robert J.

275

Mathematics Competition  

E-print Network

Canadian Mathematics Competition An activity of the Centre for Education in MathematicsAnywhere Solutions C.M.C. Supporters: Canadian Institute of Actuaries Maplesoft c 2006 Waterloo Mathematics Foundation #12;Competition Organization Organisation du Concours Centre for Education in Mathematics

Le Roy, Robert J.

276

Mathematics Competition  

E-print Network

Canadian Mathematics Competition An activity of the Centre for Education in Mathematics.M.C. Sponsors Chartered Accountants C.M.C. Supporter c 2007 Waterloo Mathematics Foundation #12;Competition Organization Organisation du Concours Centre for Education in Mathematics and Computing Faculty and Staff

Le Roy, Robert J.

277

Mathematics Competition  

E-print Network

Canadian Mathematics Competition An activity of The Centre for Education in Mathematics Mathematics Foundation Chartered Accountants Sybase Inc. (Waterloo) iAnywhere Solutions Comptables agréés C Commentaires Barry A. Ferguson Director The Gauss Contests are the first in a series of mathematics contests

Le Roy, Robert J.

278

Mathematics Competition  

E-print Network

Canadian Mathematics Competition An activity of The Centre for Education in Mathematics the Awards Le CENTRE d'�DUCATION en MATH�MATIQUES et en INFORMATIQUE The CENTRE for EDUCATION in MATHEMATICS participation de : © 2004 Waterloo Mathematics Foundation Chartered Accountants Sybase Inc. (Waterloo) i

Le Roy, Robert J.

279

Mathematics Competition  

E-print Network

Canadian Mathematics Competition An activity of the Centre for Education in MathematicsAnywhere Solutions C.M.C. Supporters: Canadian Institute of Actuaries Maplesoft c 2006Waterloo Mathematics Foundation #12;Competition Organization Organisation du Concours Centre for Education in Mathematics

Le Roy, Robert J.

280

Mathematics Competition  

E-print Network

Canadian Mathematics Competition An activity of The Centre for Education in Mathematics : © 2003 Waterloo Mathematics Foundation Concours Cayley (10 année ­ Sec. IV) Cayley Contest (Grade 10 in MATHEMATICS and COMPUTING Sybase Inc. (Waterloo) iAnywhere Solutions Great West Life and London Life London

Le Roy, Robert J.

281

Mathematics Competition  

E-print Network

Canadian Mathematics Competition An activity of The Centre for Education in Mathematics Institut canadien des actuaires C.M.C. Supporters: Avec la participation de : © 2002 Waterloo Mathematics'�DUCATION en MATH�MATIQUES et en INFORMATIQUE The CENTRE for EDUCATION in MATHEMATICS and COMPUTING Sybase Inc

Le Roy, Robert J.

282

Mathematics Competition  

E-print Network

Canadian Mathematics Competition An activity of the Centre for Education in Mathematics in Mathematics and Computing #12;Competition Organization Organisation du Concours Centre for Education in Mathematics and Computing Faculty and Staff / Personnel du Concours canadien de math´ematiques Ed Anderson

Le Roy, Robert J.

283

Mathematics Competition  

E-print Network

Canadian Mathematics Competition An activity of The Centre for Education in Mathematics.M.C. Supporters: Avec la participation de : © 2004 Waterloo Mathematics Foundation Concours Cayley (10 année ­ Sec for EDUCATION in MATHEMATICS and COMPUTING Sybase Inc. (Waterloo) iAnywhere Solutions Great West Life and London

Le Roy, Robert J.

284

Mathematics Competition  

E-print Network

Canadian Mathematics Competition An activity of the Centre for Education in Mathematics Results Euclid Contest 2010 R´esultats Concours Euclide c 2010 Centre for Education in Mathematics and Computing #12;Competition Organization Organisation du Concours Centre for Education in Mathematics

Le Roy, Robert J.

285

Mathematics Competition  

E-print Network

Canadian Mathematics Competition An activity of the Centre for Education in Mathematics Chartered Accountants Maplesoft C.M.C. Supporter c 2007 Waterloo Mathematics Foundation #12;Competition Organization Organisation du Concours Centre for Education in Mathematics and Computing Faculty and Staff

Le Roy, Robert J.

286

Mathematics Competition  

E-print Network

Canadian Mathematics Competition An activity of the Centre for Education in Mathematics 2007 Waterloo Mathematics Foundation #12;Competition Organization Organisation du Concours Centre for Education in Mathematics and Computing Faculty and Staff / Personnel du Centre d'´education en math

Le Roy, Robert J.

287

Mathematics Competition  

E-print Network

Canadian Mathematics Competition An activity of The Centre for Education in Mathematics the Awards Le CENTRE d'�DUCATION en MATH�MATIQUES et en INFORMATIQUE The CENTRE for EDUCATION in MATHEMATICS participation de : Sybase, Inc. (Waterloo) Sybase, inc (Waterloo) © 2001 Waterloo Mathematics Foundation

Le Roy, Robert J.

288

Mathematics Competition  

E-print Network

Canadian Mathematics Competition An activity of the Centre for Education in Mathematics in Mathematics and Computing #12;Competition Organization Organisation du Concours Centre for Education in Mathematics and Computing Faculty and Staff / Personnel du Centre d'´education en math´ematiques et

Le Roy, Robert J.

289

Mathematics Competition  

E-print Network

Canadian Mathematics Competition An activity of the Centre for Education in Mathematics Maplesoft c 2006Waterloo Mathematics Foundation #12;Competition Organization Organisation du Concours Centre for Education in Mathematics and Computing Faculty and Staff / Personnel du Centre d'´education en math

Le Roy, Robert J.

290

Mathematics Competition  

E-print Network

Canadian Mathematics Competition An activity of The Centre for Education in Mathematics MATH�MATIQUES et en INFORMATIQUE The CENTRE for EDUCATION in MATHEMATICS and COMPUTING Manulife Financial des actuaires C.M.C. Supporters: Avec la participation de : © 2003 Waterloo Mathematics Foundation

Le Roy, Robert J.

291

Mathematics Competition  

E-print Network

Canadian Mathematics Competition An activity of The Centre for Education in Mathematics participation de : © 2004 Waterloo Mathematics Foundation Chartered Accountants Sybase Inc. (Waterloo) i Director The Gauss Contests are the first in a series of mathematics contests administered by the CMC

Le Roy, Robert J.

292

Mathematics Competition  

E-print Network

Canadian Mathematics Competition An activity of the Centre for Education in Mathematics.M.C. Supporter c 2008 Centre for Education in Mathematics and Computing #12;Competition Organization Organisation du Concours Centre for Education in Mathematics and Computing Faculty and Staff / Personnel du Centre

Le Roy, Robert J.

293

Postgraduate Mathematical  

E-print Network

- 1 - Postgraduate Study in Mathematical Logic School of Mathematics, Statistics and Operations at Victoria University of Wellington, New Zealand, is home to one of the leading Mathematical Logic research groups in the world. Recent graduates in mathematical logic have won national and international prizes

Day, Adam R.

294

Mathematics Teacher TPACK Standards and Development Model  

ERIC Educational Resources Information Center

What knowledge is needed to teach mathematics with digital technologies? The overarching construct, called technology, pedagogy, and content knowledge (TPACK), has been proposed as the interconnection and intersection of technology, pedagogy, and content knowledge. Mathematics Teacher TPACK Standards offer guidelines for thinking about this…

Niess, Margaret L.; Ronau, Robert N.; Shafer, Kathryn G.; Driskell, Shannon O.; Harper, Suzanne R.; Johnston, Christopher; Browning, Christine; Ozgun-Koca, S. Asli; Kersaint, Gladis

2009-01-01

295

Mathematics Survey Project  

NSDL National Science Digital Library

The Mathematics Survey Project, initiated by Professor Jim Pitman of the Departments of Mathematics and Statistics at the University of California, Berkeley, aims to construct new ways to organize, communicate and archive mathematical knowledge online. The project is "a bold proposal which attempts to solve the problems of fragmentation and compartmentalization, and indirectly to reduce the cost of commercial journals, by promoting the value of openly accessible content." The proposal, which is described on this website, includes the formation of a large collection of open access journals in mathematics to be indexed by subject. Starting with a survey of the field of probability and stochastic processes, project supporters hope to develop a model for a system of surveys to cover every major branch of mathematics. Anyone who supports this project in principle is invited to add their name to the List of Supporters posted online. Also available from this website are links to Some Free Electronic Mathematics Journals, The Electronic Library of Mathematics, as well as Free and Gated Electronic Mathematics Journals. Links to related materials in support of the proposal are also available. Note that the links to the Committee on Electronic Information Communication (CEIC) were not working at the time of this report, but the link to its article on Best Practices from 2002 was working.

296

Learning Mathematics--Letting the Pupils Have Their Say  

ERIC Educational Resources Information Center

Pupil voice is an emerging force for change and improvement in many UK schools, but what is not fully understood is how best to access pupil voice within the specific context of secondary mathematics departments. This paper presents a research project designed to use pupils as co-researchers in increasing knowledge about how to improve learning in…

Lee, Clare; Johnston-Wilder, Sue

2013-01-01

297

UnCommon Knowledge: Projects That Help Middle-School-Age Youth Discover the Science and Mathematics in Everyday Life. Volume One: Hands-On Science Projects.  

ERIC Educational Resources Information Center

This guide contains hands-on science activities to connect middle-school students to the traditional knowledge of their grandparents and elders. Because girls often lose interest in science at the middle-school level, and because women in some communities (especially in rural areas) are seldom involved in work with an obvious science basis, the…

Carter, Carolyn S.; Keyes, Marian; Kusimo, Patricia S.; Lunsford, Crystal

298

Mathematics and Engineering Mathematics & Engineering Orientation  

E-print Network

Mathematics and Engineering Mathematics & Engineering Orientation Evening Thursday, January 20, 2011 WELCOME! #12;Mathematics and Engineering Mathematics& EngineeringOrientationProgram Thursday,January20, 2011 1. Program Presentation · Welcome · What is Mathematics & Engineering ? · Why Mathematics

Linder, Tamás

299

Using Incremental Rehearsal to Increase Fluency of Single-Digit Multiplication Facts with Children Identified as Learning Disabled in Mathematics Computation  

ERIC Educational Resources Information Center

Previous research suggested that Incremental Rehearsal (IR; Tucker, 1989) led to better retention than other drill practices models. However, little research exists in the literature regarding drill models for mathematics and no studies were found that used IR to practice multiplication facts. Therefore, the current study used IR as an…

Burns, Matthew K.

2005-01-01

300

Does the Ishango Bone Indicate Knowledge of the Base 12? An Interpretation of a Prehistoric Discovery, the First Mathematical Tool of Humankind  

E-print Network

In the early fifties, the Belgian Prof. J. de Heinzelin discovered a bone in the region of a fishermen village called Ishango, at one of the farthest sources of the Nile, on the border of Congo and Uganda. The Heinzelin's Ishango bone has notches that seem to form patterns, making it the first tool on which some logic reasoning seems to have been done. In this paper a new interpretation is proposed for these patterned notches, based on a detailed observation of their structure. It can be called the "slide rule"-reading, in contrast to former "arithmetic game" and "calendar" explanations. Additional circumstantial evidences are given to support the hypothesis that the Ishango bone is a primitive mathematical tool using the base 12 and sub-bases 3 and 4.

Pletser, Vladimir

2012-01-01

301

Significant increase in factual knowledge with web-assisted problem-based learning as part of an undergraduate cardio-respiratory curriculum  

PubMed Central

In recent years, increasing attention has been paid to web-based learning although the advantages of computer-aided instruction over traditional teaching formats still need to be confirmed. This study examined whether participation in an online module on the differential diagnosis of dyspnoea impacts on student performance in a multiple choice examination of factual knowledge in cardiology and pneumology. A virtual problem-based learning environment for medical students supervised by postgraduate teachers was created. Seventy-four out of 183 fourth-year medical students volunteered to use the online module while attending a 6-week cardio-respiratory curriculum in summer 2007. Of these, 40 were randomly selected to be included (intervention group); the remaining 34 served as an internal control group. Analysis of all written exams taken during the preceding term showed that both groups were comparable (86.4 ± 1.1 vs. 85.9 ± 1.1%; p = 0.751). Students in the intervention group scored significantly higher in the final course assessment than students allocated to the control group (84.8 ± 1.3 vs. 79.5 ± 1.4%; p = 0.006; effect size 0.67). Thus, additional problem-based learning with an online module as part of an undergraduate cardio-respiratory curriculum lead to higher students’ scores in an exam testing factual knowledge. Whether using this teaching format increases overall student motivation to engage in the learning process needs to be further investigated. PMID:19774475

Münscher, C.; Pukrop, T.; Anders, S.; Harendza, S.

2009-01-01

302

Significant increase in factual knowledge with web-assisted problem-based learning as part of an undergraduate cardio-respiratory curriculum.  

PubMed

In recent years, increasing attention has been paid to web-based learning although the advantages of computer-aided instruction over traditional teaching formats still need to be confirmed. This study examined whether participation in an online module on the differential diagnosis of dyspnoea impacts on student performance in a multiple choice examination of factual knowledge in cardiology and pneumology. A virtual problem-based learning environment for medical students supervised by postgraduate teachers was created. Seventy-four out of 183 fourth-year medical students volunteered to use the online module while attending a 6-week cardio-respiratory curriculum in summer 2007. Of these, 40 were randomly selected to be included (intervention group); the remaining 34 served as an internal control group. Analysis of all written exams taken during the preceding term showed that both groups were comparable (86.4 ± 1.1 vs. 85.9 ± 1.1%; p = 0.751). Students in the intervention group scored significantly higher in the final course assessment than students allocated to the control group (84.8 ± 1.3 vs. 79.5 ± 1.4%; p = 0.006; effect size 0.67). Thus, additional problem-based learning with an online module as part of an undergraduate cardio-respiratory curriculum lead to higher students' scores in an exam testing factual knowledge. Whether using this teaching format increases overall student motivation to engage in the learning process needs to be further investigated. PMID:19774475

Raupach, T; Münscher, C; Pukrop, T; Anders, S; Harendza, S

2010-08-01

303

Broadcasting behavior change: a comparison of the effectiveness of paid and unpaid media to increase folic acid awareness, knowledge, and consumption among Hispanic women of childbearing age.  

PubMed

Awareness about folic acid's effectiveness in reducing the risk of certain birth defects has increased among women in the United States; however, few Hispanic women are consuming enough folic acid daily. A 1998 survey conducted by the Gallup Organization for the National March of Dimes Birth Defects Foundation found that English-speaking Hispanic women had lower folic acid awareness (53% vs. 72%) and lower daily consumption (29% vs. 33%) than non-Hispanic White women. In 1999, the Centers for Disease Control and Prevention (CDC) conducted baseline surveys with Spanish-speaking Hispanic women in selected U.S. markets to measure folic acid awareness, knowledge, and consumption. A Spanish-language public service announcement (PSA) volunteer campaign and a paid Spanish-language media and community education campaign were conducted in 2000 and 2002, respectively. Comparisons of postcampaign surveys indicate that the paid media campaign was significantly more effective than the PSA campaign in increasing folic acid awareness, knowledge, and consumption among Spanish-speaking Hispanic women. PMID:17003248

Flores, Alina L; Prue, Christine E; Daniel, Katherine Lyon

2007-04-01

304

Mathematical Letter Writing  

ERIC Educational Resources Information Center

Mathematical letter writing can be a mutually beneficial partnership between high schools and universities. Secondary school preservice teachers in methods courses require authentic experiences in focusing on students' mathematical thinking. High school students benefit from increased opportunities to engage in individualized tasks with personal…

Norton, Anderson; Rutledge, Zachary; Hall, Kareston; Norton, Rebecca

2009-01-01

305

Which Mathematics Should We Teach Engineering Students? An Empirically Grounded Case for a Broad Notion of Mathematical Thinking  

ERIC Educational Resources Information Center

While many engineering educators have proposed changes to the way that mathematics is taught to engineers, the focus has often been on mathematical content knowledge. Work from the mathematics education community suggests that it may be beneficial to consider a broader notion of mathematics: mathematical thinking. Schoenfeld identifies five…

Cardella, Monica E.

2008-01-01

306

Mathematical Charm in Chemistry Problems  

ERIC Educational Resources Information Center

Mathematical language and chemical knowledge are complementary to each other and only productive use of the two enables using numbers to gain solutions rather than just answers. It is believed to be important in the understanding of science that students feel free to speak mathematics and only a few of them are willing to connect and use their…

Meija, Juris

2004-01-01

307

Implementing the Mathematical Practice Standards  

NSDL National Science Digital Library

This website contains examples of the eight Mathematical Practice standards. Each example is referred to as an illustration and is intended to expand teacher knowledge of the practices. Each illustration contains a task, student dialogue about the task, information about grade level, standards, and the context for the dialogue; teacher reflection questions; a mathematical overview; and optional student materials.

2012-01-01

308

Radical Constructivism in Mathematics Education.  

ERIC Educational Resources Information Center

This book is a collection of essays forming a mosaic of theory, research, and practice directed at the task of spreading mathematical knowledge based on the learning theory of constructivism. The authors collectively address questions raised by the observation that current practice frequently generate in the student an aversion to mathematics.…

von Glasersfeld, Ernst, Ed.

309

Mathematics disorder  

MedlinePLUS

Mathematics disorder is a condition in which a child's math ability is far below normal for their ... Children who have mathematics disorder have trouble with simple ... disorder may appear with: Developmental coordination ...

310

Mathematical Geology.  

ERIC Educational Resources Information Center

Mathematical techniques used to solve geological problems are briefly discussed (including comments on use of geostatistics). Highlights of conferences/meetings and conference papers in mathematical geology are also provided. (JN)

Jones, Thomas A.

1983-01-01

311

NEEDLE TRADES, MATHEMATICS - I.  

ERIC Educational Resources Information Center

THE NEEDLE TRADES INDUSTRY CONSISTS OF THREE TYPES OF ESTABLISHMENTS -- THE REGULAR MANUFACTURERS, THE APPAREL JOBBERS, AND THE CONTRACTORS. THE FUNCTIONS INCLUDED COVER A WIDE SCOPE FROM BUYING OF RAW MATERIAL TO SELLING OF THE FINISHED APPAREL. THE PURPOSE OF THIS STUDY GUIDE IS TO FURNISH BASIC KNOWLEDGE IN MATHEMATICS AND DEVELOP SKILL IN…

COLICCHIO, ANTOINETTE J.

312

Mathematics in the Middle.  

ERIC Educational Resources Information Center

This book contains articles that help to further the process of reform in the middle grades, recognizing that the knowledge acquired during these years greatly affects how well the secondary school curriculum will attain its goals. Critical issues facing middle grade classes in particular and all mathematics classrooms in general are discussed.…

Leutzinger, Larry, Ed.

313

Mathematics Competition  

E-print Network

Canadian Mathematics Competition An activity of the Centre for Education in Mathematics�ee � Sec. V) Avec la contribution de: Avec la participation de: c 2009 Centre for Education in Mathematics and Computing #12;Competition Organization Organisation du Concours Centre for Education in Mathematics

Le Roy, Robert J.

314

Inside Mathematics  

NSDL National Science Digital Library

This multimedia website assists teachers, principals, and school district leadership by providing professional resources for educators. Inside Mathematics provides tested demonstration lessons presented to children and groups of observing teachers; guided tours of reflective mathematics practice; and mathematics teaching and learning tools and resources to support classroom teachers', math coaches', and administrators' daily practices.

2012-01-01

315

[Mathematics - astronomy - astrology special library].  

PubMed

About 1560 Elector August of Saxony created an unusual library--one distinguished within its period by both its specialization and location. Situated within the Kunstkammer this library was mostly dedicated to the mathematical sciences and related disciplines. It contained works by the most important authors on mathematics, astronomy, and astrology from the classical, medieval, and early modern periods. This essay traces the formation and composition of August's library, and examines its function: What kind of relationship existed between the library and the Kunstkammer? In what way did the library mirror the interests of the Elector, and to what extend does it permit inferences regarding the Elector's knowledge of mathematics? From the analysis August emerges not as a specialist with a deep understanding of mathematics, but as a particular aficionado of mathematical applications. As a practitioner and general follower of the mathematical arts he took part in a far-reaching intellectual network the center of which lay in the University of Wittenberg. Here, Melanchthon had effectively strengthened the importance of the mathematical disciplines within the university curriculum. He regarded mathematics as the foremost science, arguing that before all other disciplines its method enabled man to recognize the harmonic order of the world, and to discern divine providence. Thus, mathematics offered consoling stability and support in an often seemingly chaotic world torn by religious controversies. This kind of esteem for the mathematical sciences did not presuppose expert knowledge. Hence, the fact that August does not appear to have read the mathematical books he collected does not come as a contradiction. On the contrary, for August it sufficed to recognize the potential of the mathematical sciences, which he brought into life through the creation of a specialized library that developed a rhetoric of its own. The collection of his Kunstkammer library spoke of a harmonically ordered world while at the same time memorializing August as a lover of mathematics and an important figure within the group of mathematical experts and enthusiasts. PMID:21898978

Gluch, Sibylle

2011-01-01

316

Advanced techniques for the storage and use of very large, heterogeneous spatial databases. The representation of geographic knowledge: Toward a universal framework. [relations (mathematics)  

NASA Technical Reports Server (NTRS)

A new approach to building geographic data models that is based on the fundamental characteristics of the data is presented. An overall theoretical framework for representing geographic data is proposed. An example of utilizing this framework in a Geographic Information System (GIS) context by combining artificial intelligence techniques with recent developments in spatial data processing techniques is given. Elements of data representation discussed include hierarchical structure, separation of locational and conceptual views, and the ability to store knowledge at variable levels of completeness and precision.

Peuquet, Donna J.

1987-01-01

317

Mathematics and Engineering at Queen's University  

E-print Network

Mathematics and Engineering at Queen's University In response to the need in industrial research and development for engineers with a greater knowledge of applied mathematics and modelling techniques, Queen's Univer- sity offers a unique program in Mathematics and Engineering. This program, the only one of its

Linder, Tamás

318

Clinical Assessment in Mathematics: Learning the Craft.  

ERIC Educational Resources Information Center

Discusses a professional development program called Clinical Approaches to Mathematics Assessment. Argues for the advanced training of mathematics teachers who understand knowledge construction processes of students; can use clinical tools for evaluating a student's unique mathematical "fingerprint"; and can create or adapt problems, tasks, or…

Hunting, Robert P.; Doig, Brian A.

1997-01-01

319

1School of Mathematics School of Mathematics  

E-print Network

1School of Mathematics School of Mathematics `Studying Mathematics, the beautiful and intriguing of Mathematics Contents Contact details The Admissions Office School of Mathematics University of Birmingham@bham.ac.uk www.birmingham.ac.uk/mathematics Why study mathematics at Birmingham? 3 University mathematics

Birmingham, University of

320

What mathematics courses are there? Mathematics  

E-print Network

Essentials What mathematics courses are there? MMath Mathematics Mathematics with Economics Mathematics with Physics BSc Mathematics Mathematics with Economics Mathematics with Physics Foundation year for UK and EU students Mathematics degrees (with a foundation year) Foundation year for non-EU students

Sussex, University of

321

School Of Mathematics and Statistics Single Honours Mathematics  

E-print Network

1 School Of Mathematics and Statistics Single Honours Mathematics BSc Mathematics MMath Mathematics BSc Financial Mathematics MMath Mathematics with French Language MMath Mathematics with German Language MMath Mathematics with Spanish Language BSc Mathematics with Study in Europe MMath Mathematics

322

Developing Mathematical Literacy  

Microsoft Academic Search

Mathematical literacy has received increasing attention in many countries over the last few years. This is partly driven by concerns of employers\\u000a that too many students leave school unable to function mathematically at the level needed in the modern world of work. Further,\\u000a it is increasingly recognised that people can only tackle many of the challenges of modern life effectively

Lynn Arthur Steen; Ross Turner; Hugh Burkhardt

2007-01-01

323

Secondary Mathematics Teacher Certification Requirements Mathematics  

E-print Network

Secondary Mathematics Teacher Certification Requirements Mathematics Undergraduate Program:______________ Date:______________ Date:______________ Date:______________ MATHEMATICS CORE REQUIREMENTS MATH 151 Introduction to Mathematical Analysis I CMSC 201 Computer Science I MATHEMATICS EDUCATION CONCENTRATION

Maryland, Baltimore County, University of

324

Multimedia Mathematics Tutor: Matching Instruction to Student’s Learning  

E-print Network

Mathematics is an important subject for science and technological careers but many children still have difficulties and failures in mathematics learning. Therefore, educational design for effective learning and teaching environment is important in the prevention and remediation of mathematical learning difficulties. Since individuals differ in cognitive ability (intelligence), prior knowledge and the way they perceive and process information or learning styles, adapting instruction to these differences will facilitate learning and thus help increase learning gains especially for low and moderate achieving students. Information Technology, in the form of courseware can be used effectively to individualize instruction. We are developing a learning style inventory to identify student’s learning styles and propose a multimedia tutor that can adapt instruction to learner’s styles and ability level for secondary school mathematics. 1

Nor Azan; Mat Zin; Halimah Badioze Zaman; Shahrul Azman; Mohd Noah

325

Mathematical Patterning in Early Childhood Settings  

Microsoft Academic Search

This paper reports on an investigation of the nature and extent of teacher's knowledge of mathematical patterning and how this knowledge is applied in their daily planning and day- to-day interactions with children. Two case studies indicated that teachers acknowledged the salient role of mathematical patterning and were satisfied with their understanding of patterning processes. However observation of these teachers'

Jillian Waters

326

Chinese Mathematics  

NSDL National Science Digital Library

The School of Mathematics and Statistics at the University of St. Andrews Scotland offers this website on the history of Chinese Mathematics. Key features highlighted in the overview include: a discussion of the Chinese version of Pythagoras's theorem, a famous Chinese mathematics book commonly known as the Nine Chapters on the Mathematical Art, and the work of several Chinese mathematicians. Visitors to the website can also browse a chronological listing of several Chinese mathematicians and read about their careers. Other features of the website include a section summarizing each chapter from the Nine Chapters on the Mathematical Art, a section highlighting ten other mathematical classics, a review of the Chinese numeral system, and a collection of Chinese problems, which are extracted from various articles in their archive.

327

Mathematical Moments  

NSDL National Science Digital Library

Mathematical Moments is a program that encourages "appreciation and understanding of the role mathematics plays in science, nature, technology, and human culture." Created by the American Mathematical Society, it does not have a specific target audience, but rather is intended for anyone wanting to learn about the importance of math in practical applications. The program's Web site contains nearly 30 one-page brochures that demonstrate how math is used in areas such as aircraft design, Internet security, and iris recognition.

328

Maximizing Student Mathematical Learning in the Early Years  

NSDL National Science Digital Library

This 8-page monograph (pdf), based on current research in early mathematics education, discusses the importance of early mathematics and addresses how educators can build on the mathematical knowledge and experience that children bring to early primary classrooms. It emphasizes the importance of understanding the development and characteristics of the early mathematics learner, and of having a solid understanding of mathematics for teaching. The article offers tips for creating a mathematics-rich environment and includes an extensive list of references.

2011-09-01

329

Science Mathematics Engineering  

E-print Network

Science Mathematics Engineering . ­ p.1 #12;Science Mathematics Engineering Science, Computer `Science', . ­ p.1 #12;Science Mathematics Engineering Science, Computer `Science', Mathematics, . ­ p.1 #12;Science Mathematics Engineering Science, Computer `Science', Mathematics, and Software Development

Hamlet, Richard

330

Mathematics & Degree options  

E-print Network

132 Mathematics & Statistics Degree options MMath (Single Honours Degrees) Mathematics Applied Mathematics Pure Mathematics Statistics BSc or MA (Single Honours Degrees) Mathematics Statistics [If you wish (Joint Honours Degrees) Mathematics and one of: Biology Chemistry Computer Science Economics Geography

Brierley, Andrew

331

International Mathematics Education  

E-print Network

International Mathematics Education Masters Programme www.uni-bremen.de/international-mathematics-education Professional Development for Mathematics Teachers in International Schools International school mathematics in International Mathematics Education. The programme combines foci in mathematics, education and international

Hoffmeister, Thomas S.

332

Mathematical Creativity and Mathematics Education  

Microsoft Academic Search

\\u000a In this chapter, we address the notion of mathematical creativity by taking into account specific research findings from contemporary\\u000a literature. We do not attempt a summative review or a meta-synthesis of what is known, instead we focus on findings related\\u000a to what it means to solve a problem in mathematics, and unpack different constituent ideas in mathematical creativity, such\\u000a as

Bharath Sriraman; Narges Yaftian; Kyeong Hwa Lee

333

Experimental Mathematics and Mathematical Physics  

SciTech Connect

One of the most effective techniques of experimental mathematics is to compute mathematical entities such as integrals, series or limits to high precision, then attempt to recognize the resulting numerical values. Recently these techniques have been applied with great success to problems in mathematical physics. Notable among these applications are the identification of some key multi-dimensional integrals that arise in Ising theory, quantum field theory and in magnetic spin theory.

Bailey, David H.; Borwein, Jonathan M.; Broadhurst, David; Zudilin, Wadim

2009-06-26

334

Technical Mathematics.  

ERIC Educational Resources Information Center

This manuscript provides information and problems for teaching mathematics to vocational education students. Problems reflect applications of mathematical concepts to specific technical areas. The materials are organized into six chapters. Chapter 1 covers basic arithmetic, including fractions, decimals, ratio and proportions, percentages, and…

Flannery, Carol A.

335

Vaccination Mathematics  

E-print Network

Vaccination Strategies for Epidemic Models Douglas B. Meade Department of Mathematics University://www.math.sc.edu/~meade/ 27 May 1999 #12; May 1999 IMA Mathematical Biology Seminar 0 Vaccination Strategies for Epidemic and natural death -- no death from infection -- no vaccination Ref: Shulgin, Stone, and Agur, Bull Math Bio

Meade, Douglas B.

336

Mathematics Competition  

E-print Network

Canadian Mathematics Competition An activity of the Centre for Education in Mathematics. Therefore, since the distance from Q to R equals the distance from P to Q, then the F will rotate another base AB of length 12 - (-3) = 15 and height being the distance from C to the line segment AB, or 4

Le Roy, Robert J.

337

Mathematics Scrapbook  

ERIC Educational Resources Information Center

One section of this "scrapbook" section describes Pythagoras' belief in the connections between music and mathematics -- that everything in the universe was a series of harmonies and regulated by music. Another section explains why Phythagoras felt it important for women to be encouraged to learn mathematics. At least 28 women were involved in his…

Prochazka, Helen

2004-01-01

338

Mathematics Competition  

E-print Network

Canadian Mathematics Competition An activity of the Centre for Education in Mathematics response form, print your school name, city/town, and province in the box in the upper left corner. 5. Be certain that you code your name, age, sex, grade, and the Contest you are writing in the response form

Le Roy, Robert J.

339

Mathematics Competition  

E-print Network

Canadian Mathematics Competition An activity of the Centre for Education in Mathematics with a pencil, preferably HB. Fill in circles completely. 4. On your response form, print your school name, city/town, and province in the box in the upper left corner. 5. Be certain that you code your name, age, sex, grade

Le Roy, Robert J.

340

Mathematics Competition  

E-print Network

Canadian Mathematics Competition An activity of the Centre for Education in Mathematics. Fill in circles completely. 4. On your response form, print your school name, city/town, and province in the box in the upper left corner. 5. Be certain that you code your name, age, sex, grade, and the Contest

Le Roy, Robert J.

341

Increased Alpha (8-12 Hz) Activity during Slow Wave Sleep as a Marker for the Transition from Implicit Knowledge to Explicit Insight  

ERIC Educational Resources Information Center

The number reduction task (NRT) allows us to study the transition from implicit knowledge of hidden task regularities to explicit insight into these regularities. To identify sleep-associated neurophysiological indicators of this restructuring of knowledge representations, we measured frequency-specific power of EEG while participants slept during…

Yordanova, Juliana; Kolev, Vasil; Wagner, Ullrich; Born, Jan; Verleger, Rolf

2012-01-01

342

Assessing Understanding through Reading and Writing in Mathematics  

ERIC Educational Resources Information Center

The mathematics education community recognizes the integrality of reading and writing in learning and communicating mathematics knowledge. Unfortunately, many students have yet to significantly experience this integrality in their mathematics classrooms despite the power these tools offer teachers for assessing student knowledge. This paper…

Adu-Gyamfi, Kwaku; Bosse, Michael J.; Faulconer, Johna

2010-01-01

343

Two Gestalts for Mathematics: Logical vs. Computational  

Microsoft Academic Search

Many educators have campaigned to increase mathematical content in the curriculum guide- lines for Information Systems. Unfortunately, mathematical concepts are often presented in a manner that conflicts with the general mental framework, or gestalt, of most IS students. But fortunately there is more than one gestalt in mathematics. This paper attempts to characterize and measure two gestalts for mathematics--one based

Kirby McMaster; Brian Rague; Trevor McMaster; Ashley Blake

344

Evaluating the levels of problem solving abilities in mathematics  

Microsoft Academic Search

Currently, there is a general agreement among mathematics educators that students need to acquire problem solving skill, learn to communicate using mathematical knowledge and skills, develop mathematical thinking and reasoning, to see the interconnectedness between mathematics and other disciplines. Based on this perspective, this research looked into the levels of problem solving ability amongst selected Malaysian secondary school students. A

NOOR AZLAN AHMAD

345

Pre-K Mathematics. What Works Clearinghouse Intervention Report  

ERIC Educational Resources Information Center

"Pre-K Mathematics" is a supplemental curriculum designed to develop informal mathematical knowledge and skills in preschool children. Mathematical content is organized into seven units. Specific mathematical concepts and skills from each unit are taught in the classroom through teacher-guided, small-group activities with concrete manipulatives.…

What Works Clearinghouse, 2007

2007-01-01

346

Conceptions and Images of Mathematics Professors on Teaching Mathematics in School.  

ERIC Educational Resources Information Center

Clarifies what kind of mathematical beliefs are conveyed to student teachers during their studies. Interviews mathematics professors (n=7) from five Finnish universities who were responsible for mathematics teacher education. Professors estimated that teachers' basic knowledge was poor and old-fashioned, requiring improvement, and they emphasized…

Pehkonen, Erkki

1999-01-01

347

THE MEYERHOFF SCHOLARS PROGRAM: A STRENGTHS-BASED, INSTITUTION-WIDE APPROACH TO INCREASING DIVERSITY IN SCIENCE, TECHNOLOGY, ENGINEERING AND MATHEMATICS  

PubMed Central

The Meyerhoff Scholars Program at the University of Maryland, Baltimore County is widely viewed as a national model of a program that enhances the number of underrepresented minority students who pursue science, technology, engineering and mathematics (STEM) PhDs. The current article provides an overview of the program and the institution-wide change process that led to its development, as well as a summary of key outcome and process evaluation research findings. African American Meyerhoff students are five times more likely than comparison students to pursue a STEM PhD. Program components viewed by the students as most beneficial include financial scholarship, being a part of the Meyerhoff Program community, the Summer Bridge program, study groups, and summer research. Qualitative findings from interviews and focus groups demonstrate the importance of the Meyerhoff Program in creating a sense of belonging and a shared identity, encouraging professional development and emphasizing the importance of academic skills. Among Meyerhoff students, several pre-college and college factors have emerged as predictors of successful entrance into a PhD program in the STEM fields, including pre-college research excitement, pre-college intrinsic math/science motivation, number of summer research experiences during college, and college GPA. Limitations of the research to date are noted, and directions for future research are proposed. PMID:22976367

Maton, Kenneth I.; Pollard, Shauna A.; McDougall Weise, Tatiana V.; Hrabowski, Freeman A.

2012-01-01

348

London Mathematical Society Advancing Mathematics  

E-print Network

for the Society to maintain its position of influence and provide a solid base for dealing with future issuesAnnuAl Review 2011-2012 London Mathematical Society Advancing Mathematics #12;Cover image: 2012 LMS as President of the LMS, and I am coming to understand the range of the Society's roles and activities

Mottram, Nigel

349

Predicting Teacher NTE Scores in Mathematics and Science.  

ERIC Educational Resources Information Center

Estimates of the criterion-related validity for the National Teacher Examinations (NTE) in mathematics and science were determined empirically. Results suggest that the science tests are not as useful as the mathematics tests as indicators of subject knowledge. (GK)

Willson, Victor L.; Stoller, Jane E.

1981-01-01

350

Conditional inequalities : American pure and applied mathematics, 1940-1975  

E-print Network

This study investigates the status of mathematical knowledge in mid-century America. It is motivated by questions such as: when did mathematical theories become applicable to a wide range of fields from medicine to the ...

Steingart, Alma

2011-01-01

351

Aerodynamics and mathematics in National Socialist Germany and Fascist Italy: a comparison of research institutes.  

PubMed

The article is concerned with the mathematical sciences in National Socialist Germany and Fascist Italy, with special attention to research important to the war effort. It focuses on three institutional developments: the expansion of the Kaiser Wilhelm Institute for Fluid Dynamics in Göttingen, the foundation of the Reich Institute for Mathematics in Oberwolfach (Black Forest), and the work of the Istituto Nazionale per le Applicazioni del Calcolo in Rome. All three developments are embedded in the general political background, thus providing a basis for comparative conclusions about the conditions of the mathematical sciences and military-related research in Germany and Italy. It turns out that in both countries, the increasing demand for mathematical knowledge in modern warfare led to the establishment of "extra-university" national institutions specifically devoted to mathematical research. PMID:20503761

Epple, Moritz; Karachalios, Andreas; Remmert, Volker R

2005-01-01

352

International Mathematics Education  

E-print Network

International Mathematics Education Professional Development for Mathematics Teachers Education(November2012-February2013) Problem Solving and Problem Based Teaching in Mathematics Education(March-June2013) #12;International Mathematics Education - Professional Development for Mathematics Teachers

Hoffmeister, Thomas S.

353

Mathematics Department Millersville University  

E-print Network

1 Mathematics Department Millersville University Master of Education in Mathematics (M.Ed.) #12;2 MASTER OF EDUCATION DEGREE IN MATHEMATICS Contents 1. Introduction ......................................................................................................2 a. Millersville University b. The Mathematics Department c. The Field of Mathematics Education Two

Hardy, Christopher R.

354

MATHEMATICS: RETHINKING THE TRANSITION  

E-print Network

SENIOR SECONDARY MATHEMATICS: RETHINKING THE TRANSITION BILL BARTON THE UNIVERSITY OF AUCKLAND, NZ #12;THE ENVISIONING PROJECT · Mathematics education project of NZIMA (New Zealand Institute of Mathematics & Its Applications--the mathematics research funding body). · Brought together mathematics

Peters, Achim

355

A Tough Nut for Mathematical Knowledge Management  

E-print Network

out how different formalizations are related and in particular how it is possible to check that one checkerboard chal- lenge problem for proof procedures and compare some of its different formalizations. 1 checkerboard problem" to study the relationship between different problem formalizations. This problem

Kerber, Manfred

356

A Tough Nut for Mathematical Knowledge Management  

E-print Network

out how di#erent formalizations are related and in particular how it is possible to check that one checkerboard chal­ lenge problem for proof procedures and compare some of its di#erent formalizations. 1 checkerboard problem'' to study the relationship between di#erent problem formalizations. This problem

Kerber, Manfred

357

Mathematics as culture and knowledge Matilde Marcolli  

E-print Network

would eventually be observed and understood by any technological intelligence living on a planet bound evolved extraterres- trial intelligence would understand the notion of prime number, there is far less. The prominent position that this species of apes has acquired, compared to the other animal species

Marcolli, Matilde

358

School of Mathematical Sciences MSc Mathematics and MSc Mathematical Finance  

E-print Network

School of Mathematical Sciences MSc Mathematics and MSc Mathematical Finance WELCOME EVENT 4 Facilities (Matthew Harvey, Finance and Facilities Officer) 3. SMS IT Facilities and Logins (Sysman) 4 Mathematical Finance (room MTH 103) Introduction to the MSc Mathematical Finance (Prof. Alexander Gnedin

Wright, Francis

359

Mathematical Perspectives  

SciTech Connect

Progress for the past decade or so has been extraordinary. The solution of Fermat's Last Theorem [11] and of the Poincare Conjecture [1] have resolved two of the most outstanding challenges to mathematics. For both cases, deep and advanced theories and whole subfields of mathematics came into play and were developed further as part of the solutions. And still the future is wide open. Six of the original seven problems from the Clay Foundation challenge remain open, the 23 DARPA challenge problems are open. Entire new branches of mathematics have been developed, including financial mathematics and the connection between geometry and string theory, proposed to solve the problems of quantized gravity. New solutions of the Einstein equations, inspired by shock wave theory, suggest a cosmology model which fits accelerating expansion of the universe possibly eliminating assumptions of 'dark matter'. Intellectual challenges and opportunities for mathematics are greater than ever. The role of mathematics in society continues to grow; with this growth comes new opportunities and some growing pains; each will be analyzed here. We see a broadening of the intellectual and professional opportunities and responsibilities for mathematicians. These trends are also occuring across all of science. The response can be at the level of the professional societies, which can work to deepen their interactions, not only within the mathematical sciences, but also with other scientific societies. At a deeper level, the choices to be made will come from individual mathematicians. Here, of course, the individual choices will be varied, and we argue for respect and support for this diversity of responses. In such a manner, we hope to preserve the best of the present while welcoming the best of the new.

Glimm, J.

2009-10-14

360

Knowledge Management through Ontologies  

Microsoft Academic Search

Most enterprises agree that knowledge is an essential asset for success and survivalon a increasingly competitive and global market. This awareness is one of the mainreasons for the exponential growth of knowledge management in the past decade. Ourapproach to knowledge management is based on ontologies, and makes knowledge assetsintelligently accessible to people in organizations. Most company-vital knowledgeresides in the heads

V. Richard Benjamins; Dieter Fensel; Asunción Gómez-pérez

1998-01-01

361

Knowledge and the environment  

Microsoft Academic Search

Some recent analyses suggest that future increases in knowledge will, more or less automatically, alleviate or even eliminate future environmental problems. Here we examine this issue. First, we discuss whether a knowledge explosion is indeed occurring, addressing some of the problems with assessing knowledge-growth. We next consider whether growth in knowledge will help the environment; we ask whether future advances

Paul R. Ehrlich; Gary Wolff; Gretchen C. Daily; Jennifer B. Hughes; Scott Daily; Michael Dalton; Lawrence Goulder

1999-01-01

362

The Academic Merits of Modelling in Higher Mathematics Education: A Case Study  

ERIC Educational Resources Information Center

Modelling is an important subject in the Bachelor curriculum of Applied Mathematics at Eindhoven University of Technology in the Netherlands. Students not only learn how to apply their knowledge to solve mathematical problems posed in non-mathematical language, but also they learn to look actively for, or even construct, mathematical knowledge

Perrenet, Jacob; Adan, Ivo

2010-01-01

363

School Gardens: An Experiential Learning Approach for a Nutrition Education Program to Increase Fruit and Vegetable Knowledge, Preference, and Consumption among Second-Grade Students  

ERIC Educational Resources Information Center

Objective: To examine the effects of a school garden on children's fruit and vegetable knowledge, preference, and consumption. Design: Self-report questionnaires, interview-style taste and rate items, lunchroom observations. Setting: An elementary school. Participants: Second-grade students (n = 115). Intervention: Participants were assigned to…

Parmer, Sondra M.; Salisbury-Glennon, Jill; Shannon, David; Struempler, Barbara

2009-01-01

364

Early Predictors of Middle School Fraction Knowledge  

ERIC Educational Resources Information Center

Recent findings that earlier fraction knowledge predicts later mathematics achievement raise the question of what predicts later fraction knowledge. Analyses of longitudinal data indicated that whole number magnitude knowledge in first grade predicted knowledge of fraction magnitudes in middle school, controlling for whole number arithmetic…

Bailey, Drew H.; Siegler, Robert S.; Geary, David C.

2014-01-01

365

Mathematical Fiction  

NSDL National Science Digital Library

Alex Kasman, Associate Professor in the College of Charleston Department of Mathematics, has compiled this list of Mathematical Fiction. The books and stories listed here may be of interest to teachers or anyone wanting to read about mathematics from a literary perspective. The collection is organized so that visitors can browse by medium (which includes 22 entries that are categorized as "Available Free Online"), genre, motif, or topic. Some motifs include Evil Mathematicians, Female Mathematicians, Insanity, Math as Beautiful/Exciting/Useful, and Math as Cold/Dry/Useless. Some examples of topics listed include Algebra/Arithmetic/Number Theory, Mathematical Physics, and Probability/Statistics. The category with by far the most entries is Science Fiction with Not Science-Fiction, Fantasy or Horror coming in at a close second. Visitors can also search the entire database, view entries by Title or Author or Year, or check out the 30 most recently added or modified entries. Each entry is followed by a sentence or two describing the article or book and some include a website link to the article or to Amazon.com for ordering information. Proceeds from sales made through the website go to the College of Charleston Department of Mathematics. This site is also reviewed in the December 3, 2004_NSDL MET Report_.

366

Mathematical Imagery  

NSDL National Science Digital Library

The American Mathematical Society has a section of its website devoted to the connection between mathematics and art, entitled Mathematical Imagery, which contains images of artworks from almost two dozen art exhibits. Visitors will find a quote on the right side of the homepage by G.H. Hardy that describes mathematicians and their relation to artists, as such: "A mathematician, like a painter or poet, is a maker of patterns. If his patterns are more permanent than theirs, it is because they are made with ideas." Visitors will likely be impressed by the works of art from the 2011 Mathematical Art Exhibition in New Orleans at the Joint Mathematics Meetings. The piece entitled "Gaussian Wave Packet Sculpture" looks like mid-century modern furniture design. Visitors won't want to miss the piece entitled "MacDuff's Shield" which combines Shakespeare's Macbeth with the Mandelbrot set. Finally, visitors interested in seeing a piece that looks like a deconstructed watermelon, will want to check out "Flora #1 (time slice).

367

Summer Teacher Enhancement Institute for Science, Mathematics, and Technology Using the Problem-Based Learning Model  

NASA Technical Reports Server (NTRS)

The objectives of the Institute were: (a) increase participants' content knowledge about aeronautics, science, mathematics, and technology, (b) model and promote the use of scientific inquiry through problem-based learning, (c) investigate the use of instructional technologies and their applications to curricula, and (d) encourage the dissemination of TEI experiences to colleagues, students, and parents.

Petersen, Richard H.

1997-01-01

368

Mathematical Constants  

NSDL National Science Digital Library

This website features supplementary materials for a book called Mathematical Constants by Stephen Finch, a Clay Mathematics Institute Book Fellow. The book is a collection of stories about 136 mathematical constants that, according to one reviewer, "will startle us, intrigue us and nurture our quest of mysterious patterns amongst numbers and structures." On this website, the author has errata and addenda to the book as well as some sample essays on integer compositions, optimal stopping and Reuleaux triangles. Supplementary materials are organized by topic, which include Number Theory and Combinatorics, Geometry and Topology, Probability and Stochastic Processes, Real and Complex Analysis, and Inequalities and Approximation. The website also includes links to the book publisher and companies selling the book as well as some of the author's favorite websites.

369

Mathematical Imagery  

NSDL National Science Digital Library

Artists throughout the millennia have shown a strong affinity for creating works of art that incorporate patterns derived from areas of mathematical inquiry such as representations of infinity, symmetry, and tessellations. Recently, the American Mathematical Society created this website to let the general public view materials related to the relationship between mathematics and art, and it is quite a find. The site is divided into a number of areas, including those that contain articles on the subject written specifically for the site and links to galleries and museums that celebrate the connections between these two disciplines. Many of the articles are quite delightful, and they include pieces on the world of hyperbolic geometries (which are perhaps best known through the work of M.C. Escher) and the visualization of geometric principles through geometry.

370

Mathematics & Writing  

NSDL National Science Digital Library

The American Mathematical Association of Two-Year Colleges (AMATYC) has compiled a collection of mathematics resources related to various subjects and disciplines. âÂÂMath Across the Community College Curriculumâ is the title of the collection, which includes great math resources and applications for educators and students alike. Angi Caster and Erik Scott from Highline Community College created this resource focused on English and mathematics. A course overview provides a description of the goals, learning outcomes, and activities associated with the resource. Four activities are provided here for use in the classroom. The student projects presented here include âÂÂEssay Writing,â and âÂÂAnalyzing Statistics.â A sample essay topic and sample data are also provided to give you an idea of how to structure your own projects. These are great resources to incorporate in the classroom, and enhance the learning experiences of students.

Caster, Angi; Scott, Erik

2008-05-14

371

Integrating science, mathematics, and environmental education: Resources and guidelines  

NASA Astrophysics Data System (ADS)

The integration of mathematics, science, and environmental education permits the students to gain from all three areas simultaneously. Science encompasses the art of questioning, investigating, hypothesizing, and discovering. Mathematics is the language that provides clarity, objectivity, and understanding. Many of the major contemporary issues involve societal issues stemming from advancements in science (Wiebe, Ecklund, & Hillen, 1986). Problem solving, creative mathematics and science thinking, core knowledge, decision making, and environmental training are all available in one time period in a properly conceived and directed activity. Teachers, too, are more interested when using methods and concepts more familiar to them. By increasing awareness and making a more effective use of classroom time we may get closer to producing the informed citizen needed for today’s world.

Lorson, Mark V.; Heimlich, Joe E.; Wagner, Sigrid

1993-06-01

372

Mathematical Snippets  

NSDL National Science Digital Library

This site, created by the Mathematics Department at Bellevue Community College in Bellevue, Washington, contains descriptions of six mathematical concepts: the Pythagorean Theorem, Archimedes' Tombstone, the Mobius Strip, the Koch Snowflake Curve, Plateau's Problem, and Counting to Infinity. Each snippet contains a very brief history and an explanation of the concept. Illustrations are used to convey the physical meaning and consequences of each concept. Plateau's Problem and Counting to Infinity contain links to web sites that provide additional information about persons or concepts mentioned in the snippet.

1997-01-01

373

MATHEMATICS Mathematics, one of the oldest and  

E-print Network

MATHEMATICS Mathematics, one of the oldest and most basic disciplines, continues to address, and the use of satellites for communication. There are two broad categories of mathematics: (1) pure, or theoretical, mathematics and (2) applied, or practical, mathematics. Pure mathematicians usually obtain the Ph

374

School of Mathematics `Studying Mathematics, the  

E-print Network

School of Mathematics `Studying Mathematics, the beautiful and intriguing language of the universe, opens doors' Dr Chris Good What difference will you make? #12;Contents Why study mathematics at Birmingham? 3 University mathematics: a breakdown 4­5 Programmes in the School of Mathematics 6 Years 1 and 2

Birmingham, University of

375

Didactics of Mathematics: An Epistemological Approach to Mathematics Education  

ERIC Educational Resources Information Center

I present some key ideas and examples of (mainly French) work in the didactics of mathematics with the aim of identifying the didactics approach to education in relation to more general approaches. In particular I discuss three crucial features of didactics: (1) its epistemological character, i.e. the central focus on specific knowledge in…

Winslow, Carl

2007-01-01

376

Demotion of Mathematics Meets Groundswell of Protest  

E-print Network

Not only can polls be "based largely on knowledge by hearsay and intuition, rather than hard ... enhances our ability to attract the very best people to our company. ... geometry and physics, cryptology, financial mathematics, and meteorology.

377

Service-Learning and Mathematics  

ERIC Educational Resources Information Center

Contemporary educational theory has given increased attention to service-learning as valuable pedagogy. Ever-changing technology progress and applications demand a quantitatively literate population, supporting the need for experiential activities in mathematics. This study addresses service-learning pedagogy in mathematics through a study of the…

Roemer, Cynthia Anne

2009-01-01

378

Learning Mathematics.  

ERIC Educational Resources Information Center

In 1990-91, 20 countries (Brazil, Canada, China, England, France, Hungary, Ireland, Israel, Italy, Jordan, Korea, Mozambique, Portugal, Scotland, Slovenia, Soviet Union, Spain, Switzerland, Taiwan, and the United States) surveyed the mathematics and science performance of 13-year-old students (and 14 countries also assessed 9-year-olds in the same…

Lapointe, Archie E.; And Others

379

Mathematical Modelling in the Early School Years  

ERIC Educational Resources Information Center

In this article we explore young children's development of mathematical knowledge and reasoning processes as they worked two modelling problems (the "Butter Beans Problem" and the "Airplane Problem"). The problems involve authentic situations that need to be interpreted and described in mathematical ways. Both problems include tables of data,…

English, Lyn D.; Watters, James J.

2005-01-01

380

Mathematical Literacy Teachers: Can Anyone Be One?  

ERIC Educational Resources Information Center

In this case study, Mathematical Literacy teachers were interviewed and observed in the classroom in order to provide insight into the way this subject, relatively new in South African schools, is handled. The focus of this research was the instructional practice of these teachers specifically in terms of their mathematical knowledge regarding the…

Botha, Hanlie; Maree, Jacobus; Stols, Gerrit

2014-01-01

381

Mathematical Situations of Play and Exploration  

ERIC Educational Resources Information Center

The mathematical situations of play and exploration introduced here have been developed as an empirical research instrument for the longitudinal study "erStMaL" (early Steps in Mathematics Learning). They are designed as situations that allow children and a guiding adult to construct situation-related knowledge in common dialogue…

Vogel, Rose

2013-01-01

382

Professional Development for Mid-level Mathematics.  

ERIC Educational Resources Information Center

The purpose of this investigation was to identify the changes in (n=8) inservice teachers' conceptions or knowledge structures of mathematics and subject specific pedagogy as the teachers participated in a two-year pilot professional development program and began teaching middle school mathematics. Data collection consisted of a questionnaire,…

Scholz, Janet M.

383

MATHEMATICAL ENGINEERING TECHNICAL REPORTS  

E-print Network

MORIHATA (communicated by Masato TAKEICHI) 2009­20 May 2009 DEPARTMENT OF MATHEMATICAL INFORMATICS GRADUATE ways, such as ways to reduce costs, increase benefits, and so on. For example, consider the following problem1 , which might be a typical situation that we would face of. We are working on processing

Yamamoto, Hirosuke

384

Few areas of primate evolution have experienced such a rapid and recent increase ill knowledge as the paleontology of New LYorld monkeys. As recently as 40 years ago. all  

E-print Network

knowledge as the paleontology of New LYorld monkeys. As recently as 40 years ago. all fossil platyrrhines continue to grow exponentially. In light of this dramatic increase in both new fossils and new research (remains of less than ten individuals) were usually placed in a sirlglc genus, Homunculus. Twenty years

Rosenberger, Alfred H.

385

LONDON MATHEMATICAL SOCIETY Strategic Objectives  

E-print Network

, European Maths Society, etc.), international affairs. [Committees: International Affairs, LMS­IMA Joint Working Group] 1C. Resources ­ Archives, Library, journal exchanges, De Morgan House facilities society for the advancement, dissemination and promotion of mathematical knowledge Objective 1: To work

Mottram, Nigel

386

Governing Equality: Mathematics for All?  

ERIC Educational Resources Information Center

With the notion of governmentality, this article considers how the equal sign (=) in the U.S. math curriculum organizes knowledge of equality and inscribes cultural rules for thinking, acting, and seeing in the world. Situating the discussion within contemporary math reforms aimed at teaching mathematics for all, I draw attention to how the…

Diaz, Jennifer D.

2013-01-01

387

An Ontology for Engineering Mathematics  

Microsoft Academic Search

We describe an ontology for mathematical modeling in engineering. The ontology includes conceptual foundations for scalar, vector, and tensor quantities, physical dimensions, units of measure, functions of quantities, and dimensionless quantities. The conceptualization builds on abstract algebra and measurement theory, but is designed explicitly for knowledge sharing purposes. The ontology is being used as a communication language among cooperating engineering

Thomas R. Gruber; Gregory R. Olsen

1994-01-01

388

Mathematical Software Digital Library of Mathematical Functions  

E-print Network

65 Mathematical Software Digital Library of Mathematical Functions Daniel Lozier Qiming Wang (NIST to the dramatic rise of computational power. The first objective of the Digital Library of Mathematical Functions

Perkins, Richard A.

389

Constructivism, mathematics and mathematics education  

Microsoft Academic Search

Learning theories such as behaviourism, Piagetian theories and cognitive psychology, have been dominant influences in education this century. This article discusses and supports the recent claim that Constructivism is an alternative paradigm, that has rich and significant consequences for mathematics education. In the United States there is a growing body of published research that claims to demonstrate the distinct nature

Stephen Lerman

1989-01-01

390

On Mathematical Problem Posing.  

ERIC Educational Resources Information Center

Discusses problem posing as a feature of creative activity or exceptional mathematical ability, inquiry-oriented instruction, mathematical activity, improving students' problem solving, a window into students' mathematical understanding, and improving students' disposition toward mathematics. (Contains 70 references.) (MKR)

Silver, Edward A.

1994-01-01

391

Mathematics Illuminated  

NSDL National Science Digital Library

Bringing mathematics to life is an admirable yet difficult task. New approaches to teaching the subject are always welcome, and that is precisely the focus of this very fine series produced by Oregon Public Broadcasting. This 13-part multimedia learning resource is offered as part of the Annenberg Media website, and it covers everything from the study of prime numbers to the beauty of symmetry. Visitors can view each one of the 13 half-hour programs, and the titles include "How Big is Infinity?", "Other Dimensions", and "Game Theory". That's not all, as visitors can also click over to the Mathematics Illuminated supplementary website which includes interactive features, a glossary, and other materials for educators.

392

The role of authentic astronomy in the classroom: does participating in authentic astronomy activities increase knowledge and improve attitude towards science?  

NASA Astrophysics Data System (ADS)

This paper examines the impact of authentic science activities on student knowledge and attitudes. It uses optical astronomy as a core research theme. Modern, relatively cheap automated telescopes and imaging software has made transient object searches a valuable addition to research based searches conducted by professional astronomers. It is an exciting field of modern research where discoveries can have real life implications, such as discovering potentially hazardous near Earth asteroids. This has provided an opportunity to use transient object searches as a tool for authentic science in the classroom. My research followed the attitude of students aged eleven to seventeen in Australian schools, as they use research grade telescopes to study known asteroids and search for ones yet to be discovered.

Heary, Auriol; Coward, David; Blair, David; Venville, Grady

2012-07-01

393

Protocol of a cluster randomized trial of an educational intervention to increase knowledge of living donor kidney transplant among potential transplant candidates  

PubMed Central

Background The best treatment option for end-stage renal disease is usually a transplant, preferably a live donor kidney transplant (LDKT). The most effective ways to educate kidney transplant candidates about the risks, benefits, and process of LDKT remain unknown. Methods/design We report the protocol of the Enhancing Living Donor Kidney Transplant Education (ELITE) Study, a cluster randomized trial of an educational intervention to be implemented during initial transplant evaluation at a large, suburban U.S. transplant center. Five hundred potential transplant candidates are cluster randomized (by date of visit) to receive either: (1) standard-of-care (“usual”) transplant education, or (2) intensive education that is based upon the Explore Transplant series of educational materials. Intensive transplant education includes viewing an educational video about LDKT, receiving print education, and meeting with a transplant educator. The primary outcome consists of knowledge of the benefits, risks, and process of LDKT, assessed one week after the transplant evaluation. As a secondary outcome, knowledge and understanding of LDKT are assessed 3 months after the evaluation. Additional secondary outcomes, assessed one week and 3 months after the evaluation, include readiness, self-efficacy, and decisional balance regarding transplant and LDKT, with differences assessed by race. Although the unit of randomization is the date of the transplant evaluation visit, the unit of analysis will be the individual potential transplant candidate. Discussion The ELITE Study will help to determine how education in a transplant center can best be designed to help Black and non-Black patients learn about the option of LDKT. Trial registration Clinicaltrials.gov number NCT01261910 PMID:24245948

2013-01-01

394

study programs in mathematics  

E-print Network

study programs in m mathematics #12;#12;3 CONTENTS 5 Introduction 7 Mathematics at the University of Ljubljana 9 Department of Mathematics information page Academic study program in Mathematics Academic study program in Financial Mathematics Single cycle master's study program in Mathematics education

Â?umer, Slobodan

395

Dilemma in Teaching Mathematics  

ERIC Educational Resources Information Center

The challenge in mathematics education is finding the best way to teach mathematics. When students learn the reasoning and proving in mathematics, they will be proficient in mathematics. Students must know mathematics before they can apply it. Symbolism and logic is the key to both the learning of mathematics and its effective application to…

Md Kamaruddin, Nafisah Kamariah; Md Amin, Zulkarnain

2012-01-01

396

ENHANCING CORE MATHEMATICS COURSES  

Microsoft Academic Search

The Departments of Mathematics and Statistics at Grand Valley State University are engaged in a project to address the mathematical preparation of all its majors, including prospective elementary and secondary mathematics teachers. In this article, we describe how the mathematics and mathematics education faculty in our mathematics department formed a partnership and worked together to change two (Modern Algebra and

Esther Billings; Steven Schlicker; Karen Novotny; Akalu Tefera

2004-01-01

397

Philosophy, mathematics and education  

Microsoft Academic Search

The central concern of the philosophy of mathematics is to give an account of the nature of mathematics. Views of the nature of mathematics are particularly important in the teaching of mathematics, where they can strongly influence the mathematics curriculum as taught to pupils. However, the distinction must be drawn between stated beliefs as to the nature of mathematics and

Paul Ernest

1989-01-01

398

Bringing Digital Multimedia in Mathematics Education  

Microsoft Academic Search

The increased interest for developing new representation techniques and tools for proving and demonstrating basic mathematical propositions and concepts is the forefront of educational research worldwide in the area of e-learning for mathematics. Although many novel ideas have been proposed for illustrating basic mathematical (i.e. geometrical) concepts, currently there is a lack of effective methods to dynamically reproduce an alternative

Ioannis Deliyiannis; Andreas Floros; Panayiotis Vlamos; Michael Arvanitis

2008-01-01

399

Exit Interviews: Undergraduates Who Leave Mathematics behind  

ERIC Educational Resources Information Center

It is increasingly being recognised that a significant number of able students who embark on a mathematics degree become disenchanted and move away from mathematics after graduating. This paper reports on the experiences of four such learners, exploring their mathematical trajectories against ideas in current literature. Through a consideration of…

Ward-Penny, Robert; Johnston-Wilder, Sue; Lee, Clare

2011-01-01

400

An Ideology Critique of the Use-Value of Mathematics  

ERIC Educational Resources Information Center

The idea that mathematics is needed for our mundane everyday activities has raised the question of how people deal with mathematics outside the school walls. Much has been written in mathematics education research about the possibility of transferring knowledge from and into school. Whereas the majority of this literature commends the possibility…

Pais, Alexandre

2013-01-01

401

Leadership Implications for Professional Development to Address Mathematics Education  

ERIC Educational Resources Information Center

There are several factors that have prompted the call for reform in mathematics education (National Council of Teachers of Mathematics [NCTM], 2007). National and international assessments have produced evidence that, on average, students in the United States lack mathematical knowledge and skills (U.S. Department of Education, 2008, n.d.). In…

Morgan, Heloise Ursula Hayden

2010-01-01

402

The Microevolution of Mathematical Representations in Children's Activity.  

ERIC Educational Resources Information Center

Discusses children's design of mathematical representations on paper. Suggests that the design of displays during problem solving shapes one's mathematical activity and sense making in crucial ways, and that knowledge of mathematical representations is not simply recalled and applied to problem solving, but also emerges out of one's interactions…

Meira, Luciano

1995-01-01

403

Understanding students' poor performance on mathematical problem solving in physics  

E-print Network

does not help them learn to apply these mathematical resources appropriately; instead, it robs them introductory, algebra-based physics students perform poorly on mathematical problem solving tasks in physics. Additionally, we present an instructional strategy that can help students employ the mathematical knowledge

404

Using NonTraditional Activities to Enhance Mathematical Connections  

Microsoft Academic Search

In this action research study of my classroom of seventh grade mathematics, I investigated the use of non-traditional activities to enhance mathematical connections. The types of nontraditional activities used were hands-on activities, written explanations, and oral communication that required students to apply a new mathematical concept to either prior knowledge or a realworld application. I discovered that the use of

Sandy Dean

2008-01-01

405

Mathematical foundations of biomechanics.  

PubMed

The aim of biomechanics is the analysis of the structure and function of humans, animals, and plants by means of the methods of mechanics. Its foundations are in particular embedded in mathematics, physics, and informatics. Due to the inherent multidisciplinary character deriving from its aim, biomechanics has numerous connections and overlapping areas with biology, biochemistry, physiology, and pathophysiology, along with clinical medicine, so its range is enormously wide. This treatise is mainly meant to serve as an introduction and overview for readers and students who intend to acquire a basic understanding of the mathematical principles and mechanics that constitute the foundation of biomechanics; accordingly, its contents are limited to basic theoretical principles of general validity and long-range significance. Selected examples are included that are representative for the problems treated in biomechanics. Although ultimate mathematical generality is not in the foreground, an attempt is made to derive the theory from basic principles. A concise and systematic formulation is thereby intended with the aim that the reader is provided with a working knowledge. It is assumed that he or she is familiar with the principles of calculus, vector analysis, and linear algebra. PMID:21303323

Niederer, Peter F

2010-01-01

406

Towards knowledge networking  

Microsoft Academic Search

In this article we describe an integrated view on knowledge management and networking being a very powerful combination for the future of knowledge management. We start by giving an overview of the increasing importance of networks in the modern economy. Subsequently, we conceptualize a network perspective on knowledge management. Therefore we first give a theoretical foundation on networks, and secondly

Andreas Seufert; Georg von Krogh; Andrea Bach

1999-01-01

407

Mathematical niche theory Mathematical niche theory  

E-print Network

Mathematical niche theory Mathematical niche theory G´eza Mesz´ena1 Gy¨orgy Barab´as2 KalleUniversity of Turku MMEE 2011, Groningen #12;Mathematical niche theory Outline 1 Introduction 2 Core theory 3 Ways of niche segragation 4 Controversies #12;Mathematical niche theory Introduction Why are there so

Meszéna, Géza

408

MATHEMATICS 615 Mathematical Methods for Physics  

E-print Network

Methods for Scientists and Engineers. 4. G. B. Birkhoff and G. Rota, Ordinary Differential Equations. 5MATHEMATICS 615 Mathematical Methods for Physics LECTURE. MWF 12:20-1:10, MT206 DAN BARBASCH. tel Analysis. 2. G.B. Arfken, Mathematical Methods of Physics. 3. Bender and Orszag, Advanced Mathematical

Barbasch, Dan

409

Mathematizing Darwin.  

PubMed

Ernst Mayr called the first part of the evolutionary synthesis the 'Fisherian synthesis' on account of the dominant role played by R.A. Fisher in forging a mathematical theory of natural selection together with J.B.S. Haldane and Sewall Wright in the decade 1922-1932. It is here argued that Fisher's contribution relied on a close reading of Darwin's work to a much greater extent than did the contributions of Haldane and Wright, that it was synthetic in contrast to their analytic approach and that it was greatly influenced by his friendship with the Darwin family, particularly with Charles's son Leonard. PMID:21423339

Edwards, A W F

2011-03-01

410

Illustrative Mathematics  

NSDL National Science Digital Library

This website's initiative is to provide guidance to all invested parties in the implementation of the Common Core State Standards by illustrating the range and types of mathematical work that students experience in grades K-8. The website intends to create sets of tasks that, when taken together, illustrate a particular standard. Eventually, the goal is to have sets of tasks for each standard that: 1) Illuminate the central meaning of the standard and also show connections with other standards, 2) Clarify what is familiar about the standard and what is new with the Common Core, 3) Include both teaching and assessment tasks and 4) Reflect the full range of difficulty expected.

2012-01-01

411

Stair Types and Mathematics, Carpentry: 901896.  

ERIC Educational Resources Information Center

The curriculum guide outlines a course for grades 11 and 12 designed to provide instruction in the layout and construction of various types of stairs. Students completing the course will be expected to have skills and knowledge of building construction plans, concrete forms, walls, roofs and doors, in addition to a basic knowledge of mathematics

Dade County Public Schools, Miami, FL.

412

The Effects of Modern Mathematics Computer Games on Mathematics Achievement and Class Motivation  

ERIC Educational Resources Information Center

This study examined the effects of a computer game on students' mathematics achievement and motivation, and the role of prior mathematics knowledge, computer skill, and English language skill on their achievement and motivation as they played the game. A total of 193 students and 10 teachers participated in this study. The teachers were randomly…

Kebritchi, Mansureh; Hirumi, Atsusi; Bai, Haiyan

2010-01-01

413

Mathematical Modelling: A Path to Political Reflection in the Mathematics Class  

ERIC Educational Resources Information Center

This paper describes the construction of pedagogical environments in mathematics classes, centred on mathematical modelling and denominated "investigative scenarios", which stimulate students to investigation, to formulation of problems and to political reflection, as well as the sharing of acquired knowledge with other persons in the community.…

Jacobini, Otavio Roberto; Wodewotzki, Maria Lucia L.

2006-01-01

414

Learning Mathematics or Losing Money--Betting as a Topic for Mathematical Education  

ERIC Educational Resources Information Center

No risk, no fun--betting on sports events costs the gamblers a lot of money and brings excellent profits to those who offer the bets. Among the people who bet on a regular basis, the proportion of young adults is frighteningly high. We now suggest a concept (as part of a basic mathematics course) for acquiring the necessary mathematical knowledge

Siller, Hans-Stefan; MaaB, Jurgen

2012-01-01

415

From Architectural Knowledge to Requirements Knowledge Management  

Microsoft Academic Search

Knowledge management has been playing an increasingly prominent role in soft- ware engineering in both academic and industrial perspectives. Meanwhile, the software architecture community has recently witnessed a paradigm shift towards managing architectural knowledge (AK), and consolidated research results have been achieved. Within the software development lifecycle, requirements engineer- ing (RE) and architecting are two closely related activities, and so

Peng Liang

416

Mathematics & MMath (Single Honours Degrees)  

E-print Network

124 Mathematics & Statistics MMath (Single Honours Degrees) Mathematics Applied Mathematics Pure Mathematics Statistics BSc or MA (Single Honours Degrees) Mathematics Statistics BSc (Joint Honours Degrees) Mathematics and one of: Biology Chemistry Computer Science Economics Geography Statistics and one of: Biology

Brierley, Andrew

417

Advancing Knowledge and the Knowledge Economy  

NSDL National Science Digital Library

The attention paid to the burgeoning "knowledge economy" continues to grow, particularly within the halls of higher education, the federal government, and in the private sector. This past January, the National Science Foundation (in collaboration with other institutions) convened a conference designed "to broaden and deepen common understanding of how difficult-to-measure knowledge resources drive an increasing virtualized economy and to assess prospects for advancing and regenerating knowledge infrastructure, institutions, and policies." While the conference itself is finished, users interested in these themes will appreciate this site, which offers some material about these various issues, along with material on the program itself and the work presented there. After examining these background materials, visitors will want to peruse the draft papers presented at the conference, which deal with networks of knowledge, measuring knowledge, and knowledge clusters.

418

Mapping of suitable zones for manual drilling as a possible solution to increase access to drinking water in Africa through integration of systematized GIS data and local knowledge  

NASA Astrophysics Data System (ADS)

In several African countries water supply is still largely a huge problem. In order to achieve MDG for water supply, UNICEF is promoting manual drilling in Africa. Manual drilling refers to those techniques of drilling boreholes for groundwater exploitation using human or animal power (not mechanized equipment). These techniques are well known in countries with large alluvial deposits (India, Nepal, Bangladesh, etc). They are cheaper than mechanized boreholes, easy to implement as the equipment is locally done, able to provide clean water if correctly applied. But manual drilling is feasible only where suitable hydrogeological conditions are met: - the shallow geological layers are not too hard (soft sediments or rocks having limited resistance) and have good permeability; - the depth where it is possible to find exploitable water is limited (in this study we assumed no deeper than 25 m). For this reason mapping of suitable zone for manual drilling has been the first step in UNICEF program already completed in 15 countries. this paper explains the general methodology for the identification of suitable zones at country level The methodology is based in the integration of different information (maps, reports, database) already existing in each country, together with interview of local technicians with direct experience in various regions and limited direct field data collection. General suitability for manual drilling (although adapted to specific condition in each country) is based on the combination of three main parameters: the geological suitability, the suitability according to water depth and the morphological suitability: - Geological suitability is related to the hardness and permeability of the shallow layers of rock formations. It has been obtained through a GIS procedure of simplification and reclassification of geological maps, estimating hardness and permeability of main rock and overlaying weathered layer on the basis of stratigraphic borehole logs, presence of hand dug well and perception of local geologists; - Suitability according to water depth is related to the depth where exploitable water strikes can be found. it has been estimated through analysis of the spa tial distribution of water level obtained by national inventories of water points and direct experience of drillers; - Geomorphological suitability refers to the existence of a surface morphology that facilitates the accumulation of unconsolidated materials. It has been obtained from SRTM digital elevation model, estimating slope and topographic position index The general suitability has been obtained through the combination of geological and water depth suitability using 2-dimensional tables for the whole country. Morphological suitability has been finally integrated for a more detailed analysis in those areas with hilly topography. The final results provide an important support for the definition of those areas where promotion of manual drilling is a suitable strategy and the choice of specific techniques to apply. Furthermore this study has put in evidence the high value of keeping well organized geographic database for the implementation of correct development strategy in Africa, and in the mean time has given an example of integration of systematized data and traditional knowledge

Fussi, Fabio; Alvino, Roberta; Caruba, Massimo; Galimberti, Luca; Marzan, Ignacio; Tarrason y Cerda', David; Sabatini, Daniela

2013-04-01

419

Mathematics Department Millersville University  

E-print Network

Mathematics Department Millersville University Bachelor's Degrees in Mathematics (B.S., B.A., B.S.E.) #12;Page 2 DEPARTMENT OF MATHEMATICS MILLERSVILLE UNIVERSITY 2011 STUDENT HANDBOOK FOR MATHEMATICS MAJORS AND MINORS Contents Page WELCOME TO THE MATHEMATICS DEPARTMENT

Hardy, Christopher R.

420

Faculty of Science: MATHEMATICS  

E-print Network

Faculty of Science: MATHEMATICS Possible Careers Accounting Financial Officer Teacher.mathstat.dal.ca Professional Associations Canadian Mathematic Society - www.camel.math.ca Society for Industrial and Applied Mathematics - www.siam.org Mathematical Association of America - www.maa.org American Mathematical Society

Brownstone, Rob

421

Reading Mathematics is Different  

NSDL National Science Digital Library

This publication will discuss why reading mathematics is challenging for many students and what teachers can do. We will examine how mathematics symbols, vocabulary, and content presentation can create roadblocks to studentsâ mathematics understanding. Learn how to address studentsâ difficulties by approaching mathematics as a language and to use specific strategies to improve mathematics learning.

2009-01-01

422

Mathematical Optimization  

NSDL National Science Digital Library

Some of the most fundamental problems in engineering, science, and mathematics would take the most powerful computer in the world several lifetimes to find an optimal solution. However, near-optimal solutions to many of these problems have been discovered thanks to various methods of mathematical optimization. This Topic in Depth looks at some optimization techniques and the areas to which they have been applied.Argonne National Laboratory hosts an online guide (1) to some of the most well known optimization problems and algorithms. People who are new to the subject can find a wealth of introductory material in the Optimization Tree section, and several applications are illustrated with interactive demonstrations in the Case Studies section. Optimization has roots in operations research, and this tutorial (2) covers many topics within OR. A fun applet requires the user to place as many queens on a chess board as possible without any two being in direct line-of-sight, and an accompanying discussion shows how linear programming can be used to solve this problem; this is one of many resources contained within the tutorial. Two chemical engineering professors at Carnegie Mellon University are the authors of Retrospective on Optimization (3), a fairly comprehensive paper chronicling the history of optimization problems and the development of solution methods. The 51-page document is divided into two main parts; the first outlines some of the most significant advances in the field, and the second looks ahead toward key areas of research needed to evolve optimization further. Highway planning and development is the focus of this paper (4), which proposes using, among other things, genetic algorithms to optimize highway alignment. The authors state that this technique could be used to avoid delays and added costs due to changing plans later in the construction process. Another use of genetic algorithms in optimization is highlighted in this document from the German Aerospace Center (5). The document describes how a novel method for robot design, which involves formulating mathematical representations of robotic constraints and kinematics. These figures can then be used as parameters in a genetic algorithm that would optimize component placement while maintaining the desired functionality. A joint effort between architecture and mechanical engineering researchers at the University of Michigan (6) applied geometrical and topological optimization techniques to building floorplan layout. In the course of their research, they developed an optimization tool that is briefly described and can be downloaded from a Web site given in the paper. The Mathematical Programming Glossary (7) contains short discussions of hundreds of terms related to optimization theory. Each entry includes a clear definition and hyperlinks to other terms, and some of the entries are accompanied by a more in-depth supplement. One of the best sources for current research papers and reports is Optimization Online (8). This repository receives numerous submissions each month, and papers can be browsed by data added or category.

Leske, Cavin.

423

Mathematics Careers  

NSDL National Science Digital Library

What can one do with a math degree? Quite a bit as it turns out, and this excellent website from the Mathematical Association of America (MAA) provides a wide set of resources for those persons interested in the subject. This site contains information developed by math majors at Brigham Young University, a set of MAA Math classified ads, and career profiles. In the "Career Profiles" area, visitors can read up on profiles of math majors (current and former) who are working in fields such as academia, actuarial science, and the military. There's also a great feature here called "When Will I Use Math?" that contains first hand interviews with people who are using math at places like Google and other corporations. Overall, this site will be interesting to math educators, and college-level math majors thinking about what the future might bring.

424

UNF graduates of the B.A.E program in Mathematics Education will demonstrate mastery of content knowledge and teaching skills through proficiency on course embedded assessments, activities, and critical task assessments in core, major, and clinical experi  

E-print Network

. Critical Thinking Skills · Helps students develop concepts through a variety of methods. · Pose critical knowledge and teaching skills through proficiency on course embedded assessments, activities, and critical include: 1. Assignments and formal assessments to demonstrate knowledge. 2. Completion of critical tasks

Asaithambi, Asai

425

Ologs: A Categorical Framework for Knowledge Representation  

E-print Network

In this paper we introduce the olog, or ontology log, a category-theoretic model for knowledge representation (KR). Grounded in formal mathematics, ologs can be rigorously formulated and cross-compared in ways that other ...

Spivak, David I.

426

Could it be asthma? Using social marketing strategies to increase parent and caregiver knowledge of asthma symptoms in children in a rural community.  

PubMed

Many parents and caregivers do not recognize the symptoms of asthma in children, and consequently children may not receive the appropriate diagnosis and treatment for this potentially fatal disease. This article describes how Steps to a HealthierNY used social marketing strategies to design a media campaign called "Could It Be Asthma?" to educate parents and caregivers about the symptoms of asthma. The campaign used television advertising, brochures, and posters to educate parents and caregivers in rural Jefferson County, New York, about asthma symptoms. The campaign ran in March and April 2005. A follow-up survey was conducted among 756 parents and caregivers in collaboration with four local pediatricians' offices. Results showed that approximately 60% of participants were familiar with "Could It Be Asthma?" Of those participants, approximately 68% indicated that the ads had a positive impact and 46% indicated that they had learned the symptoms of asthma. The campaign and survey were repeated in the fall of 2005. Results were consistent, with a significant increase in the percentage of people who were familiar with the campaign. This social marketing campaign was successful in reaching parents in a rural community with important educational messages; similar strategies should be considered in educating the public about asthma and other health issues. PMID:19864498

Briones, Kristi; Lustik, Faith; LaLone, Joel

2010-11-01

427

Mathematical Models for Doppler Measurements  

NASA Technical Reports Server (NTRS)

Error analysis increases precision of navigation. Report presents improved mathematical models of analysis of Doppler measurements and measurement errors of spacecraft navigation. To take advantage of potential navigational accuracy of Doppler measurements, precise equations relate measured cycle count to position and velocity. Drifts and random variations in transmitter and receiver oscillator frequencies taken into account. Mathematical models also adapted to aircraft navigation, radar, sonar, lidar, and interferometry.

Lear, William M.

1987-01-01

428

Early predictors of middle school fraction knowledge.  

PubMed

Recent findings that earlier fraction knowledge predicts later mathematics achievement raise the question of what predicts later fraction knowledge. Analyses of longitudinal data indicated that whole number magnitude knowledge in first grade predicted knowledge of fraction magnitudes in middle school, controlling for whole number arithmetic proficiency, domain general cognitive abilities, parental income and education, race, and gender. Similarly, knowledge of whole number arithmetic in first grade predicted knowledge of fraction arithmetic in middle school, controlling for whole number magnitude knowledge in first grade and the other control variables. In contrast, neither type of early whole number knowledge uniquely predicted middle school reading achievement. We discuss the implications of these findings for theories of numerical development and for improving mathematics learning. PMID:24576209

Bailey, Drew H; Siegler, Robert S; Geary, David C

2014-09-01

429

Mathematics and Engineering  

E-print Network

Mathematics and Engineering Applied Mechanics Computing and Communications Control systems require sophisticated mathematical models and analysis. This unique engineering program meets, but they possess the mathematical skills and insights needed to succeed in the ever changing workplace. The program

Linder, Tamás

430

Transformation: Women and Mathematics.  

ERIC Educational Resources Information Center

Discusses the transformation of women and mathematics and the papers contained in this special issue. Questions whether women are changed by mathematics or if mathematics can and is being changed by them. (MKR)

John-Steiner, Vera

1996-01-01

431

Chapter Summary Mathematical Induction  

E-print Network

#12;Chapter Summary Mathematical Induction Strong Induction Well-Ordering Recursive Definitions Structural Induction Recursive Algorithms #12;Section 5.1 #12;Sec.on Summary Mathematical Induction Examples of Proof by Mathematical

432

Early mathematics assessment: validation of the short form of a prekindergarten and kindergarten mathematics measure  

Microsoft Academic Search

In recent years, there has been increased interest in improving early mathematics curricula and instruction. Subsequently, there has also been a rise in demand for better early mathematics assessments, as most current measures are limited in their content and\\/or their sensitivity to detect differences in early mathematics development among young children. In this article, using data from two large samples

Christina Weiland; Christopher B. Wolfe; Michael D. Hurwitz; Douglas H. Clements; Julie H. Sarama; Hirokazu Yoshikawa

2012-01-01

433

A Proposal for the Development of an Interactive Mathematics Laboratory for  

E-print Network

A Proposal for the Development of an Interactive Mathematics Laboratory for Mathematics Education face is a process by which math- ematical knowledge is obtained. Mathematics education has is both a creative and explorative process. Models about the mathematical content of the world are created

Carette, Jacques

434

A Study of Mathematics Infusion in Middle School Technology Education Classes  

ERIC Educational Resources Information Center

The present study examined the impact of introducing a mathematics infused engineering/technology education (ETE) curriculum on students' mathematics content knowledge and attitudes toward mathematics. The purpose of the present study was to: (a) compare the effects of a mathematics infused ETE curriculum and a control curriculum on student…

Burghardt, M. David; Hecht, Deborah; Russo, Maria; Lauckhardt, James; Hacker, Michael

2010-01-01

435

Middle School Immigrant Students Developing Mathematical Reasoning in Spanish and English  

ERIC Educational Resources Information Center

Language is the means through which mathematics is learned and mathematical reasoning is developed and expressed. Students' development of mathematical knowledge is dependent upon their codevelopment of language competencies. This study sought to understand the intersection of language acquisition and mathematical reasoning in a multigrade,…

McGraw, Rebecca; Rubinstein-Avila, Eliane

2008-01-01

436

The Paradigm Shift in Mathematics Education: Explanations and Implications of Reforming Conceptions of Teaching and Learning  

Microsoft Academic Search

In this article, we argue that the debates about mathematics education that have arisen in the United States over the past decade are the result of a major shift in how we conceptualize mathematical knowledge and mathematics learning. First, we examine past efforts to change mathematics education and argue they are grounded in a common traditional paradigm. Next, we describe

Mark W. Ellis; Robert Q. Berry

437

Applied Mathematics Department of Applied Mathematics  

E-print Network

problems in science, engineering and society. Applied mathematicians investigate a wide variety of topics. Degrees Offered Master of Applied Mathematics Master of Science in Applied Mathematics Doctor of Philosophy in Applied Mathematics With the Department of Computer Science: Master of Data Science

Heller, Barbara

438

Mathematics for Life: Sustainable Mathematics Education  

ERIC Educational Resources Information Center

Ecological sustainability has not been a major focus of mathematics education research, even though it has attracted considerable attention in other areas of educational research in the past decade. The connections between mathematics education and ecological sustainability are not readily apparent. This paper explores how mathematics educators…

Renert, Moshe

2011-01-01

439

Experiencing Knowledge  

ERIC Educational Resources Information Center

The experience of engaging with the knowledge and views of others is arguably as important as the actual knowledge with which one engages. Engagement is shaped by social and organizational norms, past experiences, personal preferences, and other factors. These authors each select a particular mixture of knowledge-engaging experiences (such as…

Norris, Donald; Mason, Jon; Lefrere, Paul

2004-01-01

440

Coming to Terms with Conceptual Knowledge: One Teacher's Journal.  

ERIC Educational Resources Information Center

This study describes the emerging mathematical understanding of one student enrolled in an elementary mathematics content course. Through the medium of her journal entries, a portrait of Elena's struggle to overcome her difficulty with mathematics and construct conceptual knowledge emerges. Though these struggles are not unique, Elena's story is…

Ebert, Christine L.

441

Mathematics education research embracing arts and sciences  

Microsoft Academic Search

As a young field in its own right (unlike the ancient discipline of mathematics), mathematics education research has been\\u000a eclectic in drawing upon the established knowledge bases and methodologies of other fields. Psychology served as an early\\u000a model for a paradigm that valorized psychometric research, largely based in the theoretical frameworks of cognitive science.\\u000a More recently, with the recognition of

Norma Presmeg

2009-01-01

442

Knowledge Warehouse Page 1 The Knowledge Warehouse  

E-print Network

Knowledge Warehouse Page 1 The Knowledge Warehouse: Reusing Knowledge Components Michael Yacci-5416 email: may@it.rit.edu #12;Knowledge Warehouse Page 2 The Knowledge Warehouse: Reusing Knowledge Components Abstract Currently, there is little knowledge reuse across training, documentation

Yacci, Michael

443

Knowledge Management  

NASA Technical Reports Server (NTRS)

The emergence of rapidly expanding technologies for distribution and dissemination of information and knowledge has brought to focus the opportunities for development of knowledge-based networks, knowledge dissemination and knowledge management technologies and their potential applications for enhancing productivity of knowledge work. The challenging and complex problems of the future can be best addressed by developing the knowledge management as a new discipline based on an integrative synthesis of hard and soft sciences. A knowledge management professional society can provide a framework for catalyzing the development of proposed synthesis as well as serve as a focal point for coordination of professional activities in the strategic areas of education, research and technology development. Preliminary concepts for the development of the knowledge management discipline and the professional society are explored. Within this context of knowledge management discipline and the professional society, potential opportunities for application of information technologies for more effectively delivering or transferring information and knowledge (i.e., resulting from the NASA's Mission to Planet Earth) for the development of policy options in critical areas of national and global importance (i.e., policy decisions in economic and environmental areas) can be explored, particularly for those policy areas where a global collaborative knowledge network is likely to be critical to the acceptance of the policies.

Shariq, Syed Z.; Kutler, Paul (Technical Monitor)

1997-01-01

444

Journal of Mathematical Biology manuscript No. (will be inserted by the editor)  

E-print Network

is dedicated to Prof. K. P. Hadeler, who continues to push the frontier of knowledge in mathematical biology@mathpost.asu.edu Z. Feng Department of Mathematics Purdue University 150 N. University Street, West Lafayette

Martcheva, Maia

445

Twenty Questions about Mathematical Reasoning.  

ERIC Educational Resources Information Center

This paper poses and answers 20 questions about mathematical reasoning. Questions include: (1) Is mathematical reasoning mathematical? (2) Is mathematical reasoning useful? (3) Is mathematical reasoning an appropriate goal of school mathematics? (4) Can teachers teach mathematical reasoning? (5) Can mathematical reasoning be taught? (6) Do skills…

Steen, Lynn Arthur

446

study programs in mathematics  

E-print Network

study programs in m mathematics 1_ matematika 2008.qxp 16.7.2008 16:41 Page 1 #12;1_ matematika 2008.qxp 16.7.2008 16:41 Page 2 #12;3 CONTENTS 5 Introduction 7 Mathematics at the University of Ljubljana 9 Department of Mathematics information page Academic study program in Mathematics Academic study

Â?umer, Slobodan

447

mathematics single cycle  

E-print Network

47 mathematics education single cycle master's study programme #12;48 single cycle master's study program in Mathematics Education #12;49 single cycle master's study program in Mathematics Education MATHEMATICS EDUCATION The program is in tune with the principles of the Bologna Declaration. · Academic title

Â?umer, Slobodan

448

Schools, Mathematics and Work.  

ERIC Educational Resources Information Center

This book illustrates the wide range of issues that should affect any consideration of the relationship between mathematics education and the use of mathematics for practical and work purposes. The concept of ethnomathematics is discussed, and biases, including those of gender, in the content of mathematics and mathematics education are exposed.…

Harris, Mary, Ed.

449

Making Sense of Mathematics  

ERIC Educational Resources Information Center

The National Council of Teachers of Mathematics (NCTM) is a voice and advocate for mathematics educators, working to ensure that all students receive equitable mathematics learning of the highest quality. To help teachers and school leaders understand the Common Core State Standards for Mathematics (CCSSM) and to point out how the CCSSM can be…

Umphrey, Jan

2011-01-01

450

BachelorofScience Mathematics  

E-print Network

BachelorofScience Mathematics Calendar Year: 2004-2005 Faculty: Arts & Science What is Mathematics? Carl F. Gauss (1777- 1855) described his subject:`Mathematics is the Queen of Sciences andArithmetic the Queen of Mathematics. She often condescends to render service to astronomy and other natural sciences

Seldin, Jonathan P.

451

BachelorofScience Mathematics  

E-print Network

BachelorofScience Mathematics Calendar Year: 2006-2007 Faculty: Arts & Science What is Mathematics? Carl F. Gauss (1777- 1855) described his subject:"Mathematics is the Queen of Sciences andArithmetic the Queen of Mathematics. She often condescends to render service to astronomy and other natural sciences

Seldin, Jonathan P.

452

BachelorofScience Mathematics  

E-print Network

BachelorofScience Mathematics N a m e : ______________________________________ I DL website at www.uleth.ca/ross/ppgs/ppg.html What is Mathematics? Carl F. Gauss (1777-1855) described his subject: "Mathematics is the Queen of Sciences and Arithmetic the Queen of Mathematics. She often

Seldin, Jonathan P.

453

BachelorofScience Mathematics  

E-print Network

BachelorofScience Mathematics Calendar Year: 2007/2008 Faculty: Arts & Science What is Mathematics? Carl F. Gauss (1777- 1855) described his subject:"Mathematics is the Queen of Sciences andArithmetic the Queen of Mathematics. She often condescends to render service to astronomy and other natural sciences

Seldin, Jonathan P.

454

BachelorofScience Mathematics  

E-print Network

BachelorofScience Mathematics Calendar Year: 2005-2006 Faculty: Arts & Science What is Mathematics? Carl F. Gauss (1777- 1855) described his subject:"Mathematics is the Queen of Sciences andArithmetic the Queen of Mathematics. She often condescends to render service to astronomy and other natural sciences

Seldin, Jonathan P.

455

BachelorofScience Mathematics  

E-print Network

BachelorofScience Mathematics Calendar Year: 2008/2009 Faculty: Arts & Science What is Mathematics? Carl F. Gauss (1777- 1855) described his subject:"Mathematics is the Queen of Sciences andArithmetic the Queen of Mathematics. She often condescends to render service to astronomy and other natural sciences

Seldin, Jonathan P.

456

Parents' reading-related knowledge and children's reading acquisition.  

PubMed

Teacher reading-related knowledge (phonological awareness and phonics knowledge) predicts student reading, however little is known about the reading-related knowledge of parents. Participants comprised 70 dyads (children from kindergarten and grade 1 and their parents). Parents were administered a questionnaire tapping into reading-related knowledge, print exposure, storybook reading, and general cultural knowledge. Children were tested on measures of letter-word knowledge, sound awareness, receptive vocabulary, oral expression, and mathematical skill. Parent reading-related knowledge showed significant positive links with child letter-word knowledge and sound awareness, but showed no correlations with child measures of mathematical skill or vocabulary. Furthermore, parent reading-related knowledge was not associated with parents' own print exposure or cultural knowledge, indicating that knowledge about English word structure may be separate from other cognitive skills. Implications are discussed in terms of improving parent reading-related knowledge to promote child literacy. PMID:21678121

Ladd, Megan; Martin-Chang, Sandra; Levesque, Kyle

2011-12-01

457

At a time when other nations are increasingly developing and retaining their own science, technology, engineering, and mathematics (STEM) talent, it is critical that the United States develops its own globally  

E-print Network

their own science, technology, engineering, and mathematics (STEM) talent, it is critical that the United States develops its own globally competitive, domestic STEM talent in order to ensure future scientific and technological leadership. Although women comprise a significant and growing fraction of the U.S. STEM talent

Feschotte, Cedric

458

Mathematics Awareness Month: Mathematics and the Cosmos  

NSDL National Science Digital Library

April 2005 is Mathematics Awareness Month, which is sponsored each year by the Joint Policy Board for Mathematics "to recognize the importance of mathematics through written materials and an accompanying poster that highlight mathematical developments and applications in a particular area." In addition to the free poster, which can be downloaded or requested by mail, the website also offers various "theme essays." This year's essays address topics such as the mathematical study of the cosmos, mathematical models, and celestial mechanics. A limited number of complimentary copies of a DVD in which astronaut Michael Foale provides his personal account of the experience on Mir and explains the mathematical methods involved in the rescue mission can also be ordered through this website. A section on Related Resources provides links to numerous other online articles addressing this year's theme: mathematics and the cosmos. Institutions are invited to submit information on their Mathematics Awareness events so they can be included in the listing of activities going on across the United States for Mathematics Awareness month.

459

Young Children Use Graphs to Build Mathematical Reasoning  

ERIC Educational Resources Information Center

Mathematical, scientific, and technological knowledge is critical for people in a 21st Century world that is dependent upon a global interconnectedness and a knowledge-based economy. This is the kind of knowledge that will power innovations and drive decision making in the years ahead. Schools are therefore being called upon to devise a…

Larson, Mark J.; Whitin, David J.

2010-01-01

460

Mathematics Teacher TPACK Standards and Revising Teacher Preparation Margaret Niess  

E-print Network

they learned it ­ without integrating digital technologies that afford new ways of thinking in mathematics knowledge (PCK). This new way of thinking about teacher knowledge called for the integration of content, Oregon, 97331 USA niessm@onid.orst.edu Abstract What knowledge do teachers need for integrating

Spagnolo, Filippo

461

State and Trait Effects on Individual Differences in Children's Mathematical Development.  

PubMed

Substantial longitudinal relations between children's early mathematics achievement and their much later mathematics achievement are firmly established. These findings are seemingly at odds with studies showing that early educational interventions have diminishing effects on children's mathematics achievement across time. We hypothesized that individual differences in children's later mathematical knowledge are more an indicator of stable, underlying characteristics related to mathematics learning throughout development than of direct effects of early mathematical competency on later mathematical competency. We tested this hypothesis in two longitudinal data sets, by simultaneously modeling effects of latent traits (stable characteristics that influence learning across time) and states (e.g., prior knowledge) on children's mathematics achievement over time. Latent trait effects on children's mathematical development were substantially larger than state effects. Approximately 60% of the variance in trait mathematics achievement was accounted for by commonly used control variables, such as working memory, but residual trait effects remained larger than state effects. Implications for research and practice are discussed. PMID:25231900

Bailey, Drew H; Watts, Tyler W; Littlefield, Andrew K; Geary, David C

2014-11-01

462

Evaluating Knowledge Management Performance  

Microsoft Academic Search

As organisations become increasingly aware that knowledge is among their most valuable strategic assets, they will be forced to re-evaluate the way in which they engage with the source of that knowledge to underpin their sustainable development. This will create a fundamental change to established practice; a change that results in a paradigm shift from the traditional operational approach to

Clemente Minonne; Geoff Turner

463

TPACK and Pre-Service Teacher Mathematics Education: Defining a Signature Pedagogy for Mathematics Education Using ICT and Based on the Metaphor “Mathematics Is a Language”  

Microsoft Academic Search

National professional standards for teachers in Australia (AITSL, 2011) expect teacher education graduates to demonstrate technological, pedagogical and content knowledge (TPACK). Those standards have emerged concurrently with the development of a new Australian mathematics curriculum. Thus, the expectation is that graduates can demonstrate the use of information and communication technologies in mathematics teaching and learning. The authors argue that “signature

Kevin Larkin; Romina Jamieson-Proctor; Glenn Finger

2012-01-01

464

Lack of Set Theory Relevant Prerequisite Knowledge  

ERIC Educational Resources Information Center

Many students struggle with college mathematics topics due to a lack of mastery of prerequisite knowledge. Set theory language is one such prerequisite for linear algebra courses. Many students' mistakes on linear algebra questions reveal a lack of mastery of set theory knowledge. This paper reports the findings of a qualitative analysis of a…

Dogan-Dunlap, Hamide

2006-01-01

465

The Complexities of Assessing Teacher Knowledge  

ERIC Educational Resources Information Center

The authors of this volume's stimulus papers have taken on the challenge of developing measures of teachers' mathematical knowledge for teaching (MKT). This task involves multiple decisions and considerations, including: (1) How does one specify the body of knowledge being assessed? What warrants are offered for those choices?; (2) How does one…

Schoenfeld, Alan H.

2007-01-01

466

MMath (Hons) in Mathematics BSc (Hons) in Mathematics  

E-print Network

Essentials Courses MMath (Hons) in Mathematics BSc (Hons) in Mathematics MMath (Hons) in Mathematics with Economics BSc (Hons) in Mathematics with Economics MMath (Hons) in Mathematics with Physics BSc (Hons) in Mathematics with Physics Foundation year for UK and EU students Mathematics degrees

Sussex, University of

467

FROM MATHEMATICS FOR LIVING TO LIVING FOR MATHEMATICS  

E-print Network

FROM MATHEMATICS FOR LIVING TO LIVING FOR MATHEMATICS George Malaty, University of Joensuu, Finland "Life is good for only two things, discovering mathematics and teaching mathematics". Siméon Poisson (1781-1840) Mathematics for living and living for mathematics are related to the goals of mathematics

Spagnolo, Filippo

468

A Multiple Intelligence Pedagogical Approach in Fifth Grade Mathematics: A Mixed Method Study  

ERIC Educational Resources Information Center

The need for mathematics intervention has increased tremendously over the years, particularly after the No Child Left Behind Act of 2001.Students who lack basic mathematics skills and students who experience mathematics difficulties greatly benefit from mathematics interventions. This study examined mathematics intervention through the use of the…

Davis, Claudine Davillier

2012-01-01

469

Can Mathematics be Justified by Natural Logic?  

NASA Astrophysics Data System (ADS)

Charles Darwin claimed that the forms and the behaviour of living beings can be explained from their will to survive. But what are the consequences of this idea for humans knowledge, their theories of nature and their mathematics?. We discuss the view that even Plato's objective world of mathematical objects does not exist absolutely, without the intentions of mathematicians. Using Husserl's Phenomenological Method, cognition can be understood as a process by which meaning is deduced from empirical data relative to intentions. Thereby the essential structure of any cognition process can be detected and this structure is mirrored in logic. A natural logic becomes the direct result of cognition. Only in a second step, mathematics is obtained by abstraction from natural logic. In this way mathematics gains a well-defined foundation and is no longer part of a dubious 'a-priori knowledge' (Kant). This access to mathematics offers a new look on many old problems, e.g. the Petersburg problem and the problem 'P = NP?'. We demonstrate that this new justification of mathematics has also important applications in Artificial Intelligence. Our method provides a procedure to construct an adequate logic to solve most efficiently the problems of a given problem class. Thus, heuristics can be tailor-made for the necessities of applications.

Schreiber, Lothar; Sommer, Hanns

2010-11-01

470

Knowledge Workers or “Knowledge” Workers?  

Microsoft Academic Search

This paper focuses on the role of knowledge in policing and questions the application of the notion of network to describe police organizations in themselves or in relationship with each other. First, the concepts of knowledge and of network are critically assessed for their own. Second, their applicability to policing is examined in respect to criminal investigation, the handling of

Jean-Paul Brodeur; Benoît Dupont

2006-01-01

471

Mathematics and Academic Diversity in Japan  

ERIC Educational Resources Information Center

Japanese education has been the subject of considerable research and educational commentary in the United States over the last 20 years. Since the early 1990s, there has been increased interest in Japanese methods for teaching mathematics, and the Third International Mathematics and Science Study has accelerated American interest in Japanese…

Woodward, J.; Ono, Y.

2004-01-01

472

Teachers' Perspectives on the Everyday Mathematics Program  

ERIC Educational Resources Information Center

The University of Chicago Everyday Mathematics Program is among the nation's most popular programs used in schools throughout the United States. However, despite the widespread use of the Everyday Mathematics Program, a disconnect exists between the increased acceptance of the program in elementary schools throughout the United States and student…

Vlantis, Theresa J.

2011-01-01

473

MATHEMATICAL MODELLING MODULES FOR CALCULUS TEACHING  

E-print Network

and engineers rely increasingly on computational methods and must have sufficient experience in mathematical-This paper introduces a two-year project on incorporating ideas and methods of mathematical modelling computations and simulation are becoming critical tools in the engineering design process. Scientists

Xie, Jinxing

474

Mathematics Welcome Why study Mathematics at Swansea?  

E-print Network

football and rugby in the city, and also hosts major pop and rock concerts. A vibrant student city, SwanseaMathematics #12;Welcome Why study Mathematics at Swansea? I am sure that you will find of their students. We look forward to you visiting us to find out more about our courses. We will gladly help in any

Harman, Neal.A.

475

Mathematics Is Mathematics right for me?  

E-print Network

university will provide information in their prospectus and on their website about how their degrees workMathematics Is Mathematics right for me? If you enjoy logical thinking and problem solving and have expertise. There is often a difference between how theoretical or practical each degree is. The variation

Harman, Neal.A.

476

Professional Vision: Elementary School Principals' Perceptions of Mathematics Instruction  

ERIC Educational Resources Information Center

This study explored 78 elementary school principals' perceptions of classroom mathematics instruction in an effort to build understanding of the professional vision (Goodwin, 1994) of elementary school principals as it relates to mathematics instruction. This study also tested the theory of Leadership Content Knowledge (Stein & Nelson, 2003) which…

Schoen, Robert C.

2010-01-01

477

Visual Modeling as a Motivation for Studying Mathematics and Art  

ERIC Educational Resources Information Center

The paper deals with the possibility of enriching the curriculum in mathematics, informatics and art by means of visual modeling of abstract paintings. The authors share their belief that in building a computer model of a construct, one gains deeper insight into the construct, and is motivated to elaborate one's knowledge in mathematics and…

Sendova, Evgenia; Grkovska, Slavica

2005-01-01

478

Reflective Field Experiences for Success in Teaching Elementary Mathematics  

ERIC Educational Resources Information Center

In this paper, the author discusses the major components of a junior level pedagogy course for elementary education majors learning to teach mathematics. The course reviews content and knowledge of the teacher candidates and introduces methods and materials for teaching elementary mathematics using the Standards or benchmarks from the National…

Robards, Shirley N.

2009-01-01

479

A Conceptual Framework for High School Mathematics. Final Report.  

ERIC Educational Resources Information Center

Presented is the final report of a one-year project on the structure of high school mathematics knowledge sponsored by the National Institute of Education (NIE). The main body contains conclusions on a conceptual framework for representing high school mathematics. Results are presented through discussion of three domains from the secondary school…

Rissland, Edwina L.; Waisbrot, Sally

480

Constructivism in learning mathematics: students' and teacher's difficulties  

Microsoft Academic Search

The purpose of my study was to implement mathematical tasks based on the learning theory Constructivism and to explore the difficulties of class five students, and my own difficulties as a teacher when using this learning theory. For this purpose, I designed tasks on the basis of my assessment of students' needs and their prior knowledge about the particular mathematical

Jamaludin

1999-01-01

481

PROGRAMME SPECIFICATION Programme name Mathematical Science with Computer Science  

E-print Network

1 PROGRAMME SPECIFICATION KEY FACTS Programme name Mathematical Science with Computer Science. The first year of the programme is devoted to core material that is needed by all mathematics and computer of tools and techniques. use your knowledge of computing to construct programmes in order to solve

Weyde, Tillman

482

Teaching Mathematics to All Learners INCLUDING English Language Learners  

E-print Network

, backgrounds, or physical challenges, must have opportunities to study ­ and support to learn ­ mathematics the Achievement Gap, 2005 Ideally, all children who are not proficient in English should receive mathematics. Have high expectations and demand knowledge, and discipline. Let them know that you believe

Reiter, Harold

483

Isaac Newton Institute for Mathematical Sciences in collaboration with the  

E-print Network

Isaac Newton Institute for Mathematical Sciences in collaboration with the Knowledge Transfer on Mathematical and Statistical Approaches to Climate Modelling and Prediction #12; The Isaac Newton science help create a greener economy? Please register online at: www.newton.ac.uk/cgi/clpw03 Enquiries: s.simpson@newton

484

Toward multimodal notation for mathematics: Why and how  

Microsoft Academic Search

Notation is a tool of thought, recording and communicating concepts and activities related to a domain of knowledge. In the history of mathematical notation, written notation is usually considered. However, to be an effective thinking tool, notation must be properly perceived. Blind and partially sighted people run into difficulty in making, exploring and understanding mathematical concepts conceived for being represented

Cristian Bernareggi; Piero Mussio; Loredana Parasiliti Provenza

2009-01-01

485

MOVING FORWARD IN INTERNATIONAL MATHEMATICS EDUCATION RESEARCH Lyn D. English  

E-print Network

by Núñez (2007), and Lakoff and Núñez (1997, 2000), who see mathematics as structured by the human brain mathematical ideas? 4. How can research contribute to the kind of teacher education and teacher development essential for today's world (cf. Hersh's 1979 argument). Likewise, how we view knowledge, its development

Bardsley, John

486

Student Growth in Elementary Mathematics: A Cross Level Investigation  

ERIC Educational Resources Information Center

The primary purpose of this study is to examine the effect of knowledge for teaching mathematics and teaching practice on student mathematics achievement growth. Thirty two teachers and 299 fourth grade students in three elementary schools from one school district in urban area participated in the study. Most of them are Hispanic in origin and…

Kim, Seong Hee

2012-01-01

487

On Sanskrit commentaries dealing with mathematics (fifth-twelfth century)  

E-print Network

On Sanskrit commentaries dealing with mathematics (fifth-twelfth century) Agathe Keller the fundamental project headed by Sheldon Pollock, "Sanskrit Knowledge Systems at the Eve of Colonialism" (SKEC of Sanskrit commentaries on mathematical subjects written between the fifth and the twelfth century A. D.,7

Paris-Sud XI, Université de

488

Using Portfolio Assignments to Assess Students' Mathematical Thinking  

ERIC Educational Resources Information Center

Writing in mathematics can improve procedural knowledge and communication skills and may also help students better understand and then remember problems. The majority of mathematics teachers know that they ought to include some writing assignments in their instructional plans, but the challenge of covering the curriculum and the time required to…

Fukawa-Connelly, Timothy; Buck, Stephen

2010-01-01

489

Mathematics Prerequisites for Introductory Geoscience Courses: Using Technology to Help Solve the Problem  

NASA Astrophysics Data System (ADS)

The quantitative components of introductory geoscience courses can pose significant barriers to students. Many academic departments respond by stripping courses of their quantitative components or by attaching prerequisite mathematics courses [PMC]. PMCs cause students to incur additional costs and credits and may deter enrollment in introductory courses; yet, stripping quantitative content from geoscience courses masks the data-rich, quantitative nature of geoscience. Furthermore, the diversity of math skills required in geoscience and students' difficulty with transferring mathematical knowledge across domains suggest that PMCs may be ineffective. Instead, this study explores an alternative strategy -- to remediate students' mathematical skills using online modules that provide students with opportunities to build contextual quantitative reasoning skills. The Math You Need, When You Need It [TMYN] is a set of modular online student resources that address mathematical concepts in the context of the geosciences. TMYN modules are online resources that employ a "just-in-time" approach - giving students access to skills and then immediately providing opportunities to apply them. Each module places the mathematical concept in multiple geoscience contexts. Such an approach illustrates the immediate application of a principle and provides repeated exposure to a mathematical skill, enhancing long-term retention. At the same time, placing mathematics directly in several geoscience contexts better promotes transfer of learning by using similar discourse (words, tools, representations) and context that students will encounter when applying mathematics in the future. This study uses quantitative and qualitative data to explore the effectiveness of TMYN modules in remediating students' mathematical skills. Quantitative data derive from ten geoscience courses that used TMYN modules during the fall 2010 and spring 2011 semesters; none of the courses had a PMC. In all courses, students completed a pretest, the assigned modules, and a posttest. Success in remediation was measured using normalized gain scores, which measures the change in score divided by the maximum possible increase: (posttest-pretest)/(1-pretest). To compare across courses, normalized gain scores were standardized. Additional analysis included disaggregating normalized gain scores by quartiles based on pretest scores. The results were supplemented by qualitative data from faculty interviews and information provided by faculty on a web form upon completion of the course. Results suggest TMYN modules remediate mathematical skills effectively, and that normalized gains tend to be higher for students in the lower quartiles on the pretest. Students indicate finding the modules helpful, though sometimes difficult. Faculty interview data triangulate these findings and provide further evidence that online, modularized remediation is an effective alternative to assigning prerequisite mathematical courses to remediate mathematical skills.

Burn, H. E.; Wenner, J. M.; Baer, E. M.

2011-12-01

490

The Mathematical Sciences: Undergraduate Education.  

ERIC Educational Resources Information Center

The text contains a collection of essays to provide a background of factual information concerning the mathematical sciences in undergraduate education. It is intended for the nonmathematical scientist and the scientifically oriented layman. Contents include: (1) recommendations with regard to increasing the available faculty, strengthening the…

National Academy of Sciences, Washington, DC.

491

Connecting Reading and Mathematical Strategies  

ERIC Educational Resources Information Center

Recent years have witnessed a growing interest in interdisciplinary teaching and learning in the elementary grades. Teachers are increasingly looking for ways to help their students integrate literacy instruction with content area learning. This article highlights some of the similarities between reading comprehension and mathematical

Halladay, Juliet L.; Neumann, Maureen D.

2012-01-01

492

Supporting Assessment in Undergraduate Mathematics  

ERIC Educational Resources Information Center

This publication contains 29 case studies offering lessons learned during a four year NSF-supported MAA project designed to support mathematicians and mathematics departments in the increasingly important challenge of assessing student learning. Three introductory essays set assessment in broader academic and national contexts; an appendix…

Steen, Lynn Arthur, Ed.

2006-01-01

493

Mathematics: Creativity, Imagination, Beauty.  

ERIC Educational Resources Information Center

In spite of current sentiment to the contrary, the wellsprings of mathematics are not utility and relevance, but creativity, imagination, and an appreciation of the beauty of the subject. This has implications for the teaching of mathematics. (PK)

Whitcombe, Allan

1988-01-01

494

Creativity in General Mathematics.  

ERIC Educational Resources Information Center

Examples of student-developed methods for dividing fractions and dividing and multiplying whole numbers are presented. Both are selected to show mathematical creativity in general mathematics students which would often be overlooked. (MP)

Zeddies, Melvin L.

1981-01-01

495

Tolstoy's Mathematics in \\  

Microsoft Academic Search

The nineteenth century Russian author Leo Tolstoy based his egalitarian views\\u000aon sociology and history on mathematical and probabilistic views, and he also\\u000aproposed a mathematical theory of waging war.

Paul Vitanyi

2001-01-01

496

Tolstoy's Mathematics in  

Microsoft Academic Search

The nineteenth century Russian author Leo Tolstoy based his egalitarian views on sociology and history on mathematical and probabilistic views, and he also proposed a mathematical theory of waging war.

Paul Vitanyi

2001-01-01

497

Mathematics, time, and confirmation  

E-print Network

This dissertation discusses two issues about abstract objects: their role in scientific theories, and their relation to time. Chapter 1, "Why Apply Mathematics?" argues that scientific theories are not about the mathematics ...

Meyer, Ulrich, 1968-

2001-01-01

498

The Virtual Mathematics Center  

NSDL National Science Digital Library

Preprints and online journals from a wide variety of math and science organizations; Math video lectures; Online math dictionaries and encylopedias; mathematics courses, tutorials and databases; courses by subject; related mathematics information and databases.

Martindale, Jim.

2007-03-21

499

Is Cinderella Mathematically Literate?  

ERIC Educational Resources Information Center

Presents a sequence of mathematics lessons for middle school students that incorporates multicultural versions of the Cinderella story while students learn mathematical objectives related to classification and logical thinking. (SR)

Usnick, Virginia; Maxson, Sylvia

1996-01-01

500

Mathematical and statistical analysis  

NASA Technical Reports Server (NTRS)

The goal of the mathematical and statistical analysis component of RICIS is to research, develop, and evaluate mathematical and statistical techniques for aerospace technology applications. Specific research areas of interest include modeling, simulation, experiment design, reliability assessment, and numerical analysis.

Houston, A. Glen

1988-01-01