Increasing Your Mathematics and Science Content Knowledge.
ERIC Educational Resources Information Center
Thorson, Annette, Ed.
2002-01-01
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…
Increasing Knowledge Increasing Knowledge 29
Fay, Noah
28 Increasing Knowledge Increasing Knowledge 29 Expanding Leadership 36 Building Partnerships 43 the world. The challenges ahead are large, but WSP is preparing to meet them by increasing knowledge, expanding leadership, building partnerships, and seeking solutions. #12;29 Increasing Knowledge Increasing
ERIC Educational Resources Information Center
Stevens, T.; Harris, G.; Aguirre-Munoz, Z.; Cobbs, L.
2009-01-01
Teachers of middle school mathematics should have a deep conceptual understanding of the elementary mathematics taught in middle school, should possess the mathematics knowledge for teaching that is required to effectively teach mathematics in middle school and should have the ability to effectively teach mathematics to, and enhance the maths…
T. Stevens; G. Harris; Z. Aguirre-Munoz; L. Cobbs
2009-01-01
Teachers of middle school mathematics should have a deep conceptual understanding of the elementary mathematics taught in middle school, should possess the mathematics knowledge for teaching that is required to effectively teach mathematics in middle school and should have the ability to effectively teach mathematics to, and enhance the maths self-efficacy of, a culturally and socially diverse middle school student
A Semantic Wiki for Mathematical Knowledge Management
Christoph Lange; Michael Kohlhase
2006-01-01
We propose the architecture of a semantic wiki for collabo- ratively building, editing and browsing a mathematical knowledge base. Its hyperlinked pages, containing mathematical theories, are stored as OMDoc, a markup format for mathematical knowledge representation. Our long-term objective is to develop a software that, on the one hand, facilitates the creation of a shared, public collection of mathematical knowledge
Reconceptualizing Knowledge at the Mathematical Horizon
ERIC Educational Resources Information Center
Zazkis, Rina; Mamolo, Ami
2011-01-01
This article extends the notion of "knowledge at the mathematical horizon" or "horizon knowledge" introduced by Ball and colleagues as a part of teachers' subject matter knowledge. Our focus is on teachers' mathematical knowledge beyond the school curriculum, that is, on mathematics learnt during undergraduate college or university studies. We…
Transfer of Mathematical Knowledge: Series
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Akgun, Levent; Isik, Cemalettin; Tatar, Enver; Isleyen, Tevfik; Soylu, Yasin
2012-01-01
The aim of this study is to explain students' ability to transfer their knowledge about mathematical series to the problems that they encounter. The data of the study were obtained by using two different tests, namely "Problem Solving Test (PST)" and "Series Character Identification Test (SCT)" which were developed by the researchers. The study…
Towards Mathematical Knowledge Management for Electrical Engineering
Agnieszka Rowinska-schwarzweller; Christoph Schwarzweller
2007-01-01
We explore mathematical knowledge in the field of electri- cal engineering and claim that electrical engineering is a suitable area of application for mathematical knowledge management: We show that mathematical knowledge arising in electrical engineering can be success- fully handled by existing MKM systems, namely by the Mizar system. To this end we consider in this paper network theory and
Mathematical Knowledge: Motley and Complexity of Proof
Kikuchi, Makoto
Mathematical Knowledge: Motley and Complexity of Proof Akihiro Kanamori May 21, 2010 Modern competent to address issues of its correctness and authority. What brings us mathematical knowledge? The carriers of mathematical knowledge are proofs, more generally arguments and constructions, as embedded
Pedagogical Content Knowledge and Content Knowledge of Secondary Mathematics Teachers
ERIC Educational Resources Information Center
Krauss, Stefan; Brunner, Martin; Kunter, Mareike; Baumert, Jurgen; Neubrand, Michael; Blum, Werner; Jordan, Alexander
2008-01-01
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…
Depth of Teachers' Knowledge: Frameworks for Teachers' Knowledge of Mathematics
ERIC Educational Resources Information Center
Holmes, Vicki-Lynn
2012-01-01
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…
Can Mathematics Students Be Successful Knowledge Engineers?
ERIC Educational Resources Information Center
Kadijevich, Djordje
1998-01-01
Describes a study of high school students that investigated the kind of knowledge bases mathematics students can develop and the difficulties that may appear. Discusses knowledge-base development within LISD (Learning through Intelligent Software Development), an approach to teaching and learning mathematical problem solving, specifically word…
Considering Indigenous Knowledges and Mathematics Curriculum
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Sterenberg, Gladys
2013-01-01
Across Canada, significant program changes in school mathematics have been made that encourage teachers to consider Aboriginal perspectives. In this article, I investigate one Aboriginal teacher's approaches to integrating Indigenous knowledges and the mandated mathematics curriculum in a Blackfoot First Nation school. Using a framework that…
Mathematics Knowledge for Teaching: Questions about Constructs
ERIC Educational Resources Information Center
Gearhart, Maryl
2007-01-01
Teacher knowledge has been of theoretical and empirical interest for over two decades, and development of measures is overdue. The researchers represented in this volume have been breaking new ground by developing a measure of mathematical knowledge for teaching (MKT) without guiding precedents, and in the face of differing perspectives on teacher…
Structuring Mathematical Knowledge and Skills by Means of Knowledge Graphs.
ERIC Educational Resources Information Center
Zwaneveld, Bert
2000-01-01
Knowledge graphs can be used by students as a tool to visualize the structure of concepts and relations between mathematical concepts. Focuses on the graphs produced by students, their appreciation of the structuring activity, and the relationship between their graphs and test results. (Contains 18 references.) (Author/ASK)
Teachers' Beliefs about Mathematical Horizon Content Knowledge
ERIC Educational Resources Information Center
Mosvold, Reidar; Fauskanger, Janne
2014-01-01
In this article, we present and discuss an example of how teachers' discussions of mathematical knowledge for teaching (MKT) items elicited their beliefs about the knowledge needed to teach mathematics. One category of MKT is "horizon content knowledge," and this can be described as mathematical knowledge not directly deployed in…
Paul Ernest
1999-01-01
New forms of mathematical knowledge are growing in importance for mathematics and education, including tacit knowledge; knowledge of particulars, language and rhetoric in mathematics. These developments also include a recognition of the philosophical import of the social context of mathematics, and are part of the diminished domination of the field by absolutist philosophies. From an epistemological perspective, all knowledge must
NASA Astrophysics Data System (ADS)
Alpaslan, Mustafa; I??ksal, Mine; Haser, Çi?dem
2013-10-01
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.
Knowledge Concerning the Mathematical Horizon: A Close View
ERIC Educational Resources Information Center
Guberman, Raisa; Gorev, Dvora
2015-01-01
The main objective of this study is to identify components of teachers' mathematical knowledge for teaching, associated with the knowledge of mathematical horizon (KMH) in order to describe this type of knowledge from the viewpoint of elementary school mathematics teachers. The research population of this study consisted of 118 elementary school…
Knowledge concerning the mathematical horizon: a close view
NASA Astrophysics Data System (ADS)
Guberman, Raisa; Gorev, Dvora
2015-06-01
The main objective of this study is to identify components of teachers' mathematical knowledge for teaching, associated with the knowledge of mathematical horizon (KMH) in order to describe this type of knowledge from the viewpoint of elementary school mathematics teachers. The research population of this study consisted of 118 elementary school mathematics teachers who responded to an open-ended questionnaire. Findings of this study illustrate that KMH can be considered as a separate category according to teachers' voice. An analysis of teachers' utterances resulted in three KMH characteristics: insight of subject matter, mathematical connections, and understanding of meta-mathematics.
Preschool Children's Mathematical Knowledge: The Effect of Teacher "Math Talk"
ERIC Educational Resources Information Center
Klibanoff, Raquel S.; Levine, Susan C.; Huttenlocher, Janellen; Vasilyeva, Marina; Hedges, Larry V.
2006-01-01
This study examined the relation between the amount of mathematical input in the speech of preschool or day-care teachers and the growth of children's conventional mathematical knowledge over the school year. Three main findings emerged. First, there were marked individual differences in children's conventional mathematical knowledge by 4 years of…
Measuring Teachers' Mathematical Knowledge. CSE Technical Report 696
ERIC Educational Resources Information Center
Heritage, Margaret; Vendlinski, Terry
2006-01-01
Teachers' knowledge of mathematics is pivotal to their capacity to provide effective mathematics instruction and to their ability to assess student learning (Ball, Hill, & Bass, 2005; Ma, 1999; Schifter, 1999). The National Council for the Teaching of Mathematics (NCTM, 2000) makes it clear that teachers need knowledge of the whole domain as well…
Elementary school quality, the mathematics curriculum and the role of local knowledge
Robert Balfanz
1990-01-01
This article uses data from several elementary school classrooms in Chicago on how students learn to calculate, and reviews similar data from a number of developing countries to examine the strengths and limitations of using the mathematical knowledge which students develop on their own outside of formal schooling to increase the amount, range and power of mathematical knowledge which is
Problem Perception and Knowledge Structure in Expert and Novice Mathematical Problem Solvers.
ERIC Educational Resources Information Center
Schoenfeld, Alan H.; Herrmann, Douglas J.
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…
SWiM -- A Semantic Wiki for Mathematical Knowledge Management
Lange, Christoph
2010-01-01
SWiM is a semantic wiki for collaboratively building, editing and browsing mathematical knowledge represented in the domain-specific structural semantic markup language OMDoc. It motivates users to contribute to collections of mathematical knowledge by instantly sharing the benefits of knowledge-powered services with them. SWiM is currently being used for authoring content dictionaries, i. e. collections of uniquely identified mathematical symbols, and prepared for managing a large-scale proof formalisation effort.
ONTIC: A Knowledge Representation System for Mathematics
McAllester, David Allen
1987-07-01
Ontic is an interactive system for developing and verifying mathematics. Ontic's verification mechanism is capable of automatically finding and applying information from a library containing hundreds of mathematical ...
Building Mathematical Knowledge in an Authentic Mobile Phone Environment
ERIC Educational Resources Information Center
Daher, Wajeeh
2010-01-01
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…
Prospective Middle Grade Mathematics Teachers' Knowledge of Algebra for Teaching
ERIC Educational Resources Information Center
Huang, Rongjin; Kulm, Gerald
2012-01-01
This study examined prospective middle grade mathematics teachers' knowledge of algebra for teaching with a focus on knowledge for teaching the concept of function. 115 prospective teachers from an interdisciplinary program for mathematics and science middle teacher preparation at a large public university in the USA participated in a survey. It…
Sean vs. Cantor: Using Mathematical Knowledge in "Experience of Disturbance"
ERIC Educational Resources Information Center
Zazkis, Rina; Mamolo, Ami
2009-01-01
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…
How Mathematical Knowledge for Teaching May Profit from the Study of History of Mathematics
ERIC Educational Resources Information Center
Mosvold, Reidar; Jakobsen, Arne; Jankvist, Uffe Thomas
2014-01-01
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…
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Löfström, Erika; Pursiainen, Tuomas
2015-01-01
This study focuses on mathematics student teachers' epistemological beliefs in mathematics and education. The study aimed at gaining insight into the challenges that students experience in the consolidation of knowledge in the two disciplines. The case study with three mathematics pre-service teachers utilised mathematical and pedagogical…
SWiM - A Semantic Wiki for Mathematical Knowledge Management
Christoph Lange
2008-01-01
SWiM is a semantic wiki for collaboratively building, edit- ing and browsing mathematical knowledge represented in the domain- specific structural semantic markup language OMDoc. It motivates users to contribute to collections of mathematical knowledge by instantly shar- ing the benefits of knowledge-powered services with them. SWiM is cur- rently being used for authoring content dictionaries, i.e. collections of uniquely identified
Plinio C. Moreira; Maria M. David
2008-01-01
In this article we analyze the relations between academic mathematical knowledge and the mathematical knowledge associated\\u000a with issues mathematics school teachers face in practice, according to the specialized literature, and restricted to the theme\\u000a “number systems”. We present examples that illustrate some areas of conflict between those forms of knowledge. We point out\\u000a some implications of our study for teacher
Connecting Science and Mathematics Instruction: Pedagogical Context Knowledge for Teachers
Jeffrey Frykholm; George Glasson
2005-01-01
Although the reform literature in mathematics and science is replete with calls for the integration of math and science, there remain precious few empirical studies examining the prerequisite skills, beliefs, knowledge bases, and experiences necessary for teachers to implement integrated instruction. The initial intent of this study was to examine the content knowledge, pedagogical content knowledge, attitudes, and beliefs (with
Mathematical Ability Relies on Knowledge, Too
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Sweller, John; Clark, Richard E.; Kirschner, Paul A.
2011-01-01
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…
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Basitere, Moses; Ivala, Eunice
2015-01-01
This paper reports on a study carried out at a University of Technology, South Africa, aimed at identifying the existence of the mathematical knowledge gap and evaluating the intervention designed to bridge the knowledge gap amongst students studying first year mathematics at the Chemical Engineering Extended Curriculum Program (ECP). In this…
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
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Van Harpen, Xianwei Y.; Presmeg, Norma C.
2013-01-01
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…
Exploring Kindergarten Teachers’ Pedagogical Content Knowledge of Mathematics
Joohi Lee
2010-01-01
The purpose of this study was to assess 81 kindergarten teachers’ pedagogical content knowledge of mathematics on six subcategory\\u000a areas such as number sense, pattern, ordering, shapes, spatial sense, and comparison. The data showed participants possessed\\u000a a higher level of pedagogical content knowledge of “number sense” (M = 89.12) compared to other mathematics pedagogical content areas. The second highest scores among six
Interaction between Knowledge and Contexts on Understanding Abstract Mathematical Concepts.
ERIC Educational Resources Information Center
Mevarech, Zemira R.; Stern, Elsbeth
1997-01-01
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…
Expertise in Mathematics Instruction: Subject Matter Knowledge.
ERIC Educational Resources Information Center
Leinhardt, Gaea; Smith, Donald A.
1985-01-01
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)
Selecting and Sequencing Mathematics Tasks: Seeking Mathematical Knowledge for Teaching
ERIC Educational Resources Information Center
Galant, Jaamia
2013-01-01
In this article, I present an initial analysis of an empirical study that was undertaken in an attempt to elicit what subject-matter knowledge, pedagogic content knowledge and curriculum knowledge teachers bring to bear on decisions for teaching. The analysis is based on interview data with 46 Grade 3 teachers, who were presented with two…
ERIC Educational Resources Information Center
Platas, Linda Michele
2008-01-01
Two survey instruments were developed and validated to measure early childhood teachers' (1) knowledge of early mathematical development and (2) beliefs about mathematics teaching and learning in the preschool classroom. The Knowledge of Mathematical Development (KMD) Survey was designed to measure teachers' knowledge of mathematical development…
ERIC Educational Resources Information Center
Leong, Kwan Eu; Meng, Chew Cheng; Rahim, Suzieleez Syrene Abdul
2015-01-01
This article seeks to present findings from the analysis of the TEDS-M reports on the mathematical content knowledge (MCK) and pedagogical content knowledge (PCK) of the pre-service teachers in Malaysia. The main objective of this study was to investigate the level of teaching knowledge attained by the Malaysian pre-service primary and secondary…
Preservice Teachers' Knowledge of Proof by Mathematical Induction
ERIC Educational Resources Information Center
Stylianides, Gabriel J.; Stylianides, Andreas J.; Philippou, George N.
2007-01-01
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 of proof, but limited research has examined this knowledge. This paper contributes to this domain of research by investigating preservice elementary and secondary school…
Linking Procedural and Conceptual Mathematical Knowledge through CAL.
ERIC Educational Resources Information Center
Kadijevich, Dj.; Haapasalo, L.
2001-01-01
Summarizes findings from studies that examined whether computer-based treatments search for and/or utilize any potential link between procedural and conceptual mathematical knowledge. Explains how these knowledge types may be linked and proposes two constructivist environments which enable a desired link. (Author/LRW)
Active learning increases student performance in science, engineering, and mathematics
Hutcheon, James M.
Active learning increases student performance in science, engineering, and mathematics Scott the hypothesis that lecturing maximizes learning and course performance, we metaanalyzed 225 studies science, technology, engineer- ing, and mathematics (STEM) courses under traditional lecturing versus
ASPECTS OF MATHEMATICAL KNOWLEDGE FOR TEACHING FRACTION MULTIPLICATION
Andrew Izsák
2006-01-01
I report on mathematical knowledge that two U.S. 6th-grade teachers used while teaching fraction multiplication for the first time with lengths and rectangular areas. Both teachers were using versions of the Bits and Pieces II unit from Connected Mathematics. Data came from videotaped lessons, teacher interviews, and student interviews. To explain where each teacher did, and did not, adapt to
ERIC Educational Resources Information Center
Stiegelmeyer, Cindy
2012-01-01
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…
Learning and Teaching Engineering Mathematics for the Knowledge Society
ERIC Educational Resources Information Center
Booth, S.
2008-01-01
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,…
Mathematical Knowledge for Teaching and Task Unfolding: An Exploratory Study
ERIC Educational Resources Information Center
Charalambous, Charalambos Y.
2010-01-01
Although teachers' knowledge is thought to contribute to the selection and implementation of mathematical tasks, empirical evidence supporting this claim is scarce. To investigate this relationship and understand its nature, this exploratory study examines the unfolding of tasks in a series of lessons led by 2 elementary school teachers who…
Connecting Science and Mathematics Instruction: Pedagogical Context Knowledge for Teachers
ERIC Educational Resources Information Center
Frykholm, Jeffrey; Glasson, George
2005-01-01
Although the reform literature in mathematics and science is replete with calls for the integration of math and science, there remain precious few empirical studies examining the prerequisite skills, beliefs, knowledge bases, and experiences necessary for teachers to implement integrated instruction. The initial intent of this study was to examine…
The Mathematical Content Knowledge of Prospective Teachers in Iceland
ERIC Educational Resources Information Center
Johannsdottir, Bjorg
2013-01-01
This study focused on the mathematical content knowledge of prospective teachers in Iceland. The sample was 38 students in the School of Education at the University of Iceland, both graduate and undergraduate students. All of the participants in the study completed a questionnaire survey and 10 were interviewed. The choice of ways to measure the…
The Transfer of Knowledge from Physics and Mathematics to Engineering Applications
Roman Ya. Kezerashvili; Candido Cabo; Djafar K. Mynbaev
2007-08-20
The objective of this paper is to describe a development of an innovative approach to enable students studying science, technology, engineering, and mathematics (STEM) to apply the concepts learned in physics and mathematics to engineering problem-solving challenges. Our goal is to facilitate students transfer of knowledge from theory to engineering applications, thereby increasing student academic performance, retention, persistence, and graduation. To achieve the goal we are creating a virtual community of students and faculty as a vehicle for promoting the transfer of knowledge using e-learning and e-teaching mechanisms.
The Transfer of Knowledge from Physics and Mathematics to Engineering Applications
Kezerashvili, Roman Ya; Mynbaev, Djafar K
2007-01-01
The objective of this paper is to describe a development of an innovative approach to enable students studying science, technology, engineering, and mathematics (STEM) to apply the concepts learned in physics and mathematics to engineering problem-solving challenges. Our goal is to facilitate students transfer of knowledge from theory to engineering applications, thereby increasing student academic performance, retention, persistence, and graduation. To achieve the goal we are creating a virtual community of students and faculty as a vehicle for promoting the transfer of knowledge using e-learning and e-teaching mechanisms.
ERIC Educational Resources Information Center
Subramaniam, Karthigeyan
2014-01-01
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…
ERIC Educational Resources Information Center
Hourigan, Mairéad; O'Donoghue, John
2015-01-01
There is international dissatisfaction regarding the standard of mathematics subject matter knowledge (MSMK) evident among both qualified and prospective elementary teachers. Ireland is no exception. Following increasing anecdotal evidence of prospective elementary teachers in one Irish College of Education (provider of initial teacher education…
A brief educational intervention increases providers' human papillomavirus vaccine knowledge.
Berenson, Abbey B; Rahman, Mahbubur; Hirth, Jacqueline M; Rupp, Richard E; Sarpong, Kwabena O
2015-06-01
Recommendation by a healthcare provider is critical to increase human papillomavirus (HPV) vaccine uptake in the US. However, current deficits in providers' knowledge of HPV and its vaccine are not fully understood and interventions to amend knowledge gaps are untested. To determine whether attending a structured presentation could increase provider knowledge of the HPV vaccine, we assessed knowledge levels of physicians, non-physician healthcare workers, and medical students before and after attending a 30-minute lecture held between October 2012 and June 2014. Paired t-test and McNemar's test were used to compare knowledge scores and the proportion of correct responses for each question, respectively. Multiple linear regression analyses were performed to examine correlates of baseline knowledge and change in knowledge scores post-intervention. A total of 427 participants, including 75 physicians, 208 medical students, and 144 nurses or other healthcare workers, attended one of 16 presentations and responded to both pre-test and post-test surveys. Baseline knowledge was low among all groups, with scores higher among older participants and physicians/medical students. On average, knowledge scores significantly improved from 8 to 15 after the presentation (maximum possible score 16) (P < .001), irrespective of specialty, race/ethnicity, gender, and age. Although lower at baseline, knowledge scores of younger participants and non-physician healthcare workers (e.g., nurses, physician assistants (PAs), nursing students) improved the most of all groups. We conclude that a brief, structured presentation increased HPV knowledge among a variety of healthcare workers, even when their baseline knowledge was low. PMID:25945895
Spagnolo, Filippo
40 Pre-service Mathematics Teachers Conducting Research to Enhance Their Knowledge of Children-service teachers enrolled in a mathematics methods course. Subjects conducted research on children's mathematical researchers argue that there is a significant relationship between teachers' knowledge of mathematics
The Use of Video Analysis and the Knowledge Quartet in Mathematics Teacher Education Programmes
ERIC Educational Resources Information Center
Liston, Miriam
2015-01-01
This study investigates the potential of video analysis and a mathematical knowledge for teaching framework, the Knowledge Quartet (KQ), in mathematics teacher education programmes. It reports on the effectiveness of these tools in analysing and supporting secondary level pre-service mathematics teachers' subject matter knowledge and…
What's Past Is Prologue: Relations between Early Mathematics Knowledge and High School Achievement
ERIC Educational Resources Information Center
Watts, Tyler W.; Duncan, Greg J.; Siegler, Robert S.; Davis-Kean, Pamela E.
2014-01-01
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…
ERIC Educational Resources Information Center
Ernest, Paul, Ed.
This book illustrates the breadth of theoretical and philosophical perspectives that can be brought to bear on mathematics and education. Part 1, "Constructivism and the Learning of Mathematics," contains the following chapters: (1) "A Radical Constructivist View of Basic Mathematical Concepts" (E. von Glasersfeld); (2) "Interaction and Children's…
ERIC Educational Resources Information Center
Zulnaidi, Hutkemri; Zakaria, Effandi
2010-01-01
The purpose of this study was to determine the effect of information mapping strategy on mathematics conceptual knowledge of junior high school students in Rokan Hulu Riau, Indonesia. The study also examined the relationship between mathematics conceptual knowledge and mathematics achievement. Using a quasi-experimental method, the study was…
ERIC Educational Resources Information Center
Matthews, Michael E.; Seaman, Walter I.
2007-01-01
Preservice elementary teachers have been shown to generally possess poor mathematical knowledge (e.g. Goulding, Rowland, & Barber, 2002) and also strong negative attitudes toward mathematics (e.g. MacNab & Payne, 2004). Recently, national organizations have proposed interventions to address these issues (Conference Board of the Mathematical…
ERIC Educational Resources Information Center
Turner, Erin E.; Drake, Corey; McDuffie, Amy Roth; Aguirre, Julia; Bartell, Tonya Gau; Foote, Mary Q.
2012-01-01
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,…
Teacher preparation for inclusive education: increasing knowledge but raising concerns
Chris Forlin; Dianne Chambers
2011-01-01
The role of the generalist teacher is now affirmed as being an important component in the success or otherwise of inclusive education practice. Issues about the effectiveness of teacher preparation for working in inclusive classes have arisen. An evaluation of pre-service teachers' perceptions regarding their preparedness for inclusion had some interesting findings. The study found that increasing knowledge about legislation
An Analysis of the Research on K-8 Teachers' Mathematical Knowledge.
ERIC Educational Resources Information Center
Mewborn, Denise S.
This paper provides a summary and a critique of the empirical literature on elementary teachers' mathematical knowledge. The empirical evidence addresses four major issues surrounding teachers' mathematical knowledge: 1) What is the nature of teachers' content knowledge, particularly with regard to the domain of number? 2) How does teachers'…
ERIC Educational Resources Information Center
Davis, Brent; Renert, Moshe
2013-01-01
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,…
Epstein, Susan L.
for Mathematical Discovery Three Experiments in Graph Theory Susan L. Epstein and N.S. Sridharan #12; Knowledge #12; Knowledge Representation for Mathematical Discovery: Three Experiments in Graph Theory As an illThis paper appeared in 1991 in Applied Intelligence, 1 (1): 733. Knowledge Representation
ERIC Educational Resources Information Center
Bair, Sherry L.; Rich, Beverly S.
2011-01-01
This article characterizes the development of a deep and connected body of mathematical knowledge categorized by Ball and Bass' (2003b) model of Mathematical Knowledge for Teaching (MKT), as Specialized Content Knowledge for Teaching (SCK) in algebraic reasoning and number sense. The research employed multiple cases across three years from two…
An assessment of middle grades preservice teachers' mathematics knowledge for teaching
Mohr, Margaret Joan
2009-06-02
in mathematics knowledge for teaching in enrollment characteristics, in courses taken and currently taking, and in three different cohorts, each at different stages in the program, of 122 preservice middle grades mathematics teachers at a large public university...
“Mathematical knowledge for teaching”: adapting U.S. measures for use in Ireland
Seán Delaney; Deborah Loewenberg Ball; Heather C. Hill; Stephen G. Schilling; Deborah Zopf
2008-01-01
This article describes a study in which measures of mathematical knowledge for teaching developed in the United States were\\u000a adapted to measure mathematical knowledge for teaching in Ireland. When adapting the measures it was not assumed that the\\u000a mathematical knowledge used by Irish and U.S. teachers is the same. Instead psychometric and interview-based methods were\\u000a used to determine a correspondence
Increasing student nurses' knowledge of breastfeeding in baccalaureate education.
Bozzette, Maryann; Posner, Tricia
2013-05-01
Nurses are the largest group of health care professionals capable of providing crucial support to new parents (Marzalik, 2004). However, studies show that nurses' knowledge of breastfeeding is inadequate and most nursing programs do not include breastfeeding in their curriculum. Therefore nursing graduates enter the field of maternal child care with little or no ability to assist new mothers. A pilot program was implemented at a major university to evaluate the effect of adding specific breastfeeding content to the nursing curriculum. A pre-post-test method was used to evaluate nursing students who were provided a comprehensive lecture on evidence-based breastfeeding information with audiovisual components and resources. This education pilot showed the inclusion of breastfeeding education significantly increased student knowledge of the benefits and nutritional value of breastfeeding and management of lactation complications. PMID:23040006
ERIC Educational Resources Information Center
Livy, Sharyn; Vale, Colleen
2011-01-01
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…
Primary Teachers' Knowledge for Teaching Ratio and Proportion in Mathematics: The Case of Indonesia
ERIC Educational Resources Information Center
Ekawati, Rooselyna; Lin, Fou-Lai; Yang, Kai-Lin
2015-01-01
In this study, we aimed at examining Indonesian In-Service primary Teachers' Mathematics Content Knowledge (MCK) and Mathematics Pedagogical Content Knowledge (MPCK) for teaching ratio and proportion. The instruments were administered to 271 in-service primary teachers with various education background. There were three underlined factors on MCK…
Richard A. Hoban; Odilla E. Finlayson; Brien C. Nolan
2012-01-01
It is recognized that there is a mathematics problem in chemistry, whereby, for example, undergraduate students appear to be unable to utilize basic calculus knowledge in a chemistry context – calculus knowledge – which would have been taught to these students in a mathematics context. However, there appears to be a scarcity of literature addressing the possible reasons for this
Sandra K. Wilcox; Pamela Schram; Glenda Lappan; Perry Lanier
2 Commonly, preservice elementary teachers bring to their professional studies deeply rooted ideas about the teaching and learning of mathematics. These ideas are embedded in the content knowledge, the pedagogical experiences, and the epistemological orientation of prospective teachers. They view mathematics as a fixed body of knowledge that is best learned by memorizing facts, rules and formulas, and procedures for
Knowledge Levels of Pre-Service Mathematics Teachers on the Concept of Set
ERIC Educational Resources Information Center
Sirmaci, Nur; Tas, Fatih
2013-01-01
This study aims to investigate knowledge levels of pre-service mathematics teachers about set. The study was carried out on a total of 196 students studying at the Department of Mathematics Teaching at Kazim Karabekir Faculty of Education in Ataturk University. Concept testing consisting of 7 open-ended questions aiming to analyze the knowledge of…
Mussels matter: Research team increasing knowledge of mussels
Wythe, Kathy
2013-01-01
to impact other species that depend on them, whether it be for food or for habitat,? he said. Of the #31;#28; mussel species known to occur in Texas, #27;#31; were listed as state-threatened in #28;#30;#30;#15; because of declines in their distribution... and abundance. Story by Kathy Wythe Research team increasing knowledge of mussels ER Fall 2013 txH2O 27 A state-threatened designation means that a species may become endangered in the state in the near future. Twelve of the #27;#31; are being...
ERIC Educational Resources Information Center
Yüksel, Ismail
2014-01-01
The aim of this paper is to examine the impact of activity-based mathematics instruction on mathematics performance and investigate those factors, which contribute to the mathematics performance of a sample of children aged between 10 and 12 years. The study was designed to consider the impact of prior knowledge, self-regulation, prior attitude,…
Helena P. Osana; Guy L. Lacroix; Bradley J. Tucker; Chantal Desrosiers
2006-01-01
The objective of this study was to examine the nature of preservice teachers’ evaluations of elementary mathematics problems using the Mathematical Tasks Framework (MTF), a model designed to discriminate among tasks according to their cognitive complexity. We also tested the relationship between mathematics content knowledge and problem length on the preservice teachers’ evaluations. Twenty-six undergraduate students enrolled in an elementary
ERIC Educational Resources Information Center
Osana, Helena P.; Lacroix, Guy L.; Tucker, Bradley J.; Desrosiers, Chantal
2006-01-01
The objective of this study was to examine the nature of preservice teachers' evaluations of elementary mathematics problems using the Mathematical Tasks Framework (MTF), a model designed to discriminate among tasks according to their cognitive complexity. We also tested the relationship between mathematics content knowledge and problem length on…
ERIC Educational Resources Information Center
Youngs, Peter; Qian, Hong
2013-01-01
In this article, we draw on survey data to investigate associations between Chinese elementary teaching candidates’ mathematical knowledge for teaching (MKT) and their experiences in mathematics courses, mathematics methods courses, and student teaching. In our study, we found that (a) Chinese teaching candidates' completion of courses in number…
ERIC Educational Resources Information Center
Basaran, Mehmet; Özalp, Gülümser; Kalender, Ilker; Alacaci, Cengiz
2015-01-01
One important function of school mathematics curriculum is to prepare high school students with the knowledge and skills needed for university education. Identifying them empirically will help making sound decisions about the contents of high school mathematics curriculum. It will also help students to make informed choices in course selection at…
ERIC Educational Resources Information Center
Luitel, Bal Chandra
2013-01-01
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…
Orienteering in Knowledge Spaces: The Hyperbolic Geometry of Wikipedia Mathematics
Leibon, Gregory; Rockmore, Daniel N.
2013-01-01
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
Characterizing Mathematical Knowledge for Secondary Teaching: A Case from High School Algebra
ERIC Educational Resources Information Center
Howell, Heather
2012-01-01
This dissertation study describes the nature of the mathematical knowledge required to teach a unit on exponents at the secondary school level, and further explores the adequacy of extant theoretical models for characterizing that knowledge. Researchers agree that teacher content knowledge contributes to teaching quality, which in turn contributes…
ERIC Educational Resources Information Center
Serafino, Kathleen; Cicchelli, Terry
2003-01-01
Tested the effects of prior knowledge and two instructional models--structured problem solving and guided generation (GG)--on mathematical problem solving and transfer to an analogous task. Data on students with high and low prior knowledge highlighted significant main effects for prior knowledge, significant differences on transfer to analogous…
ERIC Educational Resources Information Center
Siegfried, John Zig Michael
2012-01-01
Teachers' mathematical content knowledge is one of the most important constructs considered by researchers studying elementary mathematics education (Fennema & Franke, 1992). One component of mathematical content knowledge that is complicated, ill-defined, and oft-ignored is "productive disposition," defined as the…
KNOWLEDGE based Support in Problem-oriented Mathematical Tutoring Systems
Gerhard Holland
A special type of ITS, called Problem-oriented Tutoring System (PTS), has been designed to train the skill of solving mathematical interpolation problems, i.e. problems, in which a start state has to be transformed into a goal state by stepwise applications of operators from a given operator set. Classes of interpolation problems occur in many subject areas of the mathematics curriculum
Construction of mathematical knowledge using graphic calculators (CAS) in the mathematics classroom
Fernando Hitt
2011-01-01
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 teachers can be divided into three categories:
ERIC Educational Resources Information Center
Bell, Courtney A.; Wilson, Suzanne M.; Higgins, Traci; McCoach, D. Betsy
2010-01-01
This study examines the impact of a nationally disseminated professional development program, Developing Mathematical Ideas (DMI), on teachers' specialized knowledge for teaching mathematics and illustrates how such research could be conducted. Participants completing 2 DMI modules were compared with similar colleagues who had not taken DMI.…
ERIC Educational Resources Information Center
Roche, Anne; Clarke, Doug M.
2013-01-01
This article reports on a study that was conducted with 378 primary teachers from Catholic schools in Victoria who participated in the first year of a 2-year research and professional learning program in mathematics. One aim of the program was to enhance teacher knowledge in mathematics in its many forms. As part of the larger study, the teachers…
Investigating Level of Mathematics Knowledge for Students Attending Vocational Schools in Turkey
ERIC Educational Resources Information Center
Colakoglu, Nurdan
2013-01-01
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…
ERIC Educational Resources Information Center
Kulikowich, Jonna M.
2007-01-01
Operating from multiple literature bases in cognitive psychology, mathematics education, and theoretical and applied psychometrics, Schilling, Hill and their colleagues provide a systemic approach to studying the validity of scores of mathematical knowledge for teaching. This system encompasses an array of task formats and methodologies. The…
Problem Perception and Knowledge Structure in Expert and Novice Mathematical Problem Solvers.
ERIC Educational Resources Information Center
Schoenfeld, Alan H.; Herrmann, Douglas J.
1982-01-01
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…
Food-based Science Curriculum Increases 4th Graders Multidisciplinary Science Knowledge
Hovland, Jana A.; Carraway-Stage, Virginia G.; Cela, Artenida; Collins, Caitlin; Díaz, Sebastián R.; Collins, Angelo; Duffrin, Melani W.
2013-01-01
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
Knowledge dissemination and use in science and mathematics education: A literature review
Janet R. Hutchinson; Michael Huberman
1994-01-01
A synthesis of the literature on knowledge dissemination and use in education, notably in science and mathematics, is presented. Perspectives have changed in the ways in which knowledge and products are seen to reach potential users. From the top-down, linear models, we have come closer to bottom-up approaches and to the crucial role of linking agents. At present, the most
ERIC Educational Resources Information Center
Mabbott, Donald J.; Bisanz, Jeffrey
2008-01-01
Knowledge and skill in multiplication were investigated for late elementary-grade students with mathematics learning disabilities (MLD), typically achieving age-matched peers, low-achieving age-matched peers, and ability-matched peers by examining multiple measures of computational skill, working memory, and conceptual knowledge. Poor…
ERIC Educational Resources Information Center
Kersting, Nicole B.; Givvin, Karen B.; Thompson, Belinda J.; Santagata, Rossella; Stigler, James W.
2012-01-01
This study explores the relationships between teacher knowledge, teaching practice, and student learning in mathematics. It extends previous work that developed and evaluated an innovative approach to assessing teacher knowledge based on teachers' analyses of classroom video clips. Teachers watched and commented on 13 fraction clips. These written…
ERIC Educational Resources Information Center
Saenz, Cesar
2009-01-01
This paper analyses the difficulties which Spanish student teachers have in solving the PISA 2003 released items. It studies the role played by the type and organisation of mathematical knowledge in the activation of competencies identified by PISA with particular attention to the function of contextual knowledge. The results of the research lead…
The Effects of Teacher Mathematics Knowledge and Pedagogy on Student Achievement in Rural Guatemala
ERIC Educational Resources Information Center
Marshall, Jeffery H.; Sorto, M. Alejandra
2012-01-01
Why are some teachers more effective than others? The importance of understanding the interplay between teacher preparation, pedagogy and student achievement has motivated a new line of research focusing on teacher knowledge. This study analyses the effects of teacher mathematics knowledge on student achievement using longitudinal data from rural…
Increasing the Diversity of Teachers in Mathematics and Science Partnerships
ERIC Educational Resources Information Center
Moyer-Packenham, Patricia S.; Parker, Jana L.; Kitsantas, Anastasia; Bolyard, Johnna J.; Huie, Faye
2009-01-01
This study examines teacher diversity in a federally-funded mathematics and science partnership program. Each of the partnerships in the program provided preservice and/or inservice education for teachers in mathematics, science, or both. Researchers used qualitative and quantitative methods to examine the effect of strategies implemented by the…
Jason Silverman; Ellen L. Clay
2009-01-01
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 Collaboration (OAC), which is grounded in current research in mathematics
Active learning increases student performance in science, engineering, and mathematics
Freeman, Scott; Eddy, Sarah L.; McDonough, Miles; Smith, Michelle K.; Okoroafor, Nnadozie; Jordt, Hannah; Wenderoth, Mary Pat
2014-01-01
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
ERIC Educational Resources Information Center
Yamnitzky, Gail Siragusa
2010-01-01
The purpose of this study was to examine elementary teachers perspectives on the impact that Lesson study participation had on their knowledge and teaching of mathematics. The study explored teachers perspectives of how Lesson study participation affected their mathematical content knowledge and pedagogical-content knowledge. Lesson study is a…
Community Elders, Traditional Knowledge, and a Mathematics Curriculum Framework.
ERIC Educational Resources Information Center
Yamamura, Brian; Netser, Saimanaaq; Qanatsiaq, Nunia
2003-01-01
In Nunavut, where most residents are Inuit, Inuit elders are helping develop a new mathematics curriculum based on Inuit philosophy. Students will be involved in cultural, experiential activities during on-the-land trips. Such trips involve other community members, and the resulting interactions and informal teaching by individuals other than…
How Mathematics Propels the Development of Physical Knowledge
ERIC Educational Resources Information Center
Schwartz, Daniel L.; Martin, Taylor; Pfaffman, Jay
2005-01-01
Three studies examined whether mathematics can propel the development of physical understanding. In Experiment 1, 10-year-olds solved balance scale problems that used easy-to-count discrete quantities or hard-to-count continuous quantities. Discrete quantities led to age typical performances. Continuous quantities caused performances like those of…
Pre-Service Teachers' Beliefs about Knowledge, Mathematics, and Science
ERIC Educational Resources Information Center
Cady, Jo Ann; Rearden, Kristin
2007-01-01
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…
Educators' Expectations and Aspirations around Young Children's Mathematical Knowledge
ERIC Educational Resources Information Center
Perry, Bob; MacDonald, Amy
2015-01-01
Let's Count is a mathematics professional learning programme for preschool educators in Australia, managed by a prominent non-government organisation and sponsored by industry. It has been implemented in both face-to-face and online modes over 2013/14. Let's Count is based on the constructs that all young children are powerful mathematicians and…
Identity, Knowledge and Departmental Practices: Mathematics of Engineers and Mathematicians
ERIC Educational Resources Information Center
Bingolbali, Erhan; Monaghan, John
2004-01-01
This report explores first year undergraduate mechanical engineering and mathematics students' conceptions of the derivative and the contribution that membership of different departments may have on these conceptions. Quantitative results suggest that mechanical engineering students develop a proclivity for rate of change aspects of the derivative…
Knowledge building in mathematics: Supporting collaborative learning in pattern problems
Joan Moss; Ruth Beatty
2006-01-01
While it has been suggested that patterning activities support early algebra learning, it is widely acknowledged that the\\u000a shift from perceiving patterns to understanding algebraic functions—and correspondingly, from reporting empirical patterns\\u000a to providing explanations—is difficult. This paper reports on the collaborations of grade 4 students (n?=?68) from three classrooms in diverse urban settings, connected through a knowledge-building environment (Knowledge Forum),
Alpert, Anna Pat
2013-08-09
? FACTORS SUPPORTING COLLEGE MATHEMATICS SUCCESS: ORIENTATION, VOICE, AND TECHNOLOGICAL PEDAGOGICAL CONTENT KNOWLEDGE A Dissertation by ANNA PAT LUCAS ALPERT Submitted to the Office of Graduate Studies of Texas A&M University... August 2013 Major Subject: Curriculum and Instruction Copyright 2013 Anna Pat Lucas Alpert ii ? ABSTRACT The purpose of this study was to examine factors supporting college mathematics success. First, effect of a brief high school...
ERIC Educational Resources Information Center
Aguirre, Julia M.; Turner, Erin E.; Bartell, Tonya Gau; Kalinec-Craig, Crystal; Foote, Mary Q.; Roth McDuffie, Amy; Drake, Corey
2013-01-01
This study examines the ways prospective elementary teachers (PSTs) made connections to children's mathematical thinking and children's community funds of knowledge in mathematics lesson plans. We analyzed the work of 70 PSTs from across three university sites associated with an instructional module for elementary mathematics methods courses that…
Participation, Knowledge and Beliefs: A Community Perspective on Mathematics Learning
Jo Boaler
1999-01-01
In this paper I illustrate the use of a particular situated method of interpretation in my analysis of the data from 3-year case studies of two schools. The ‘constraints and affordances’ provided by different environments are shown to be key analytical tools in understanding the ways in which students develop and make use of knowledge. Various classroom incidents are analysed,
The Nature and Development of Middle School Mathematics Teachers' Knowledge
ERIC Educational Resources Information Center
Beswick, Kim; Callingham, Rosemary; Watson, Jane
2012-01-01
In this article, we report on the use of a teacher profiling instrument with 62 middle school teachers at the start of a 3-year professional learning programme. The instrument was designed to assess the aspects of teachers' knowledge identified by Shulman ("1987") refined by Ball et al. ("2008") and extended to include teachers' confidence to use…
Iterating between Lessons on Concepts and Procedures Can Improve Mathematics Knowledge
ERIC Educational Resources Information Center
Rittle-Johnson, Bethany; Koedinger, Kenneth
2009-01-01
Background: Knowledge of concepts and procedures seems to develop in an iterative fashion, with increases in one type of knowledge leading to increases in the other type of knowledge. This suggests that iterating between lessons on concepts and procedures may improve learning. Aims: The purpose of the current study was to evaluate the…
Does Strategy Knowledge Influence Working Memory in Children with Mathematical Disabilities?
ERIC Educational Resources Information Center
Keeler, Marsha L.; Swanson, H. Lee
2001-01-01
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…
ERIC Educational Resources Information Center
Stoilescu, Dorian
2014-01-01
This paper describes challenges encountered by two secondary mathematics teachers when they try to integrate ICT devices in their classes. These findings are based on using the Technological Pedagogical and Content Knowledge (TPACK) context, the four dimension framework developed by Niess: 1) overarching conceptions of integrating ICT, 2)…
ERIC Educational Resources Information Center
van Klinken, Eduarda
2010-01-01
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…
ERIC Educational Resources Information Center
Henning, Elizabeth
2013-01-01
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…
ERIC Educational Resources Information Center
Walker, Jessica M.
2011-01-01
Traditional mathematics education focuses on teaching rote procedures to solve problems, though these procedures are not usually motivated by goals. As a result, students have trouble flexibly using procedures and generalizing their knowledge to solve novel problems that differ from the problems they practice during instruction. In the following…
Vamos a Jugar Counters! Learning Mathematics through Funds of Knowledge, Play, and the Third Space
ERIC Educational Resources Information Center
Razfar, Aria
2012-01-01
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…
Developing Mathematics Teacher Knowledge: The Paradidactic Infrastructure of "Open Lesson" in Japan
ERIC Educational Resources Information Center
Miyakawa, Takeshi; Winslow, Carl
2013-01-01
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,…
ERIC Educational Resources Information Center
Agyei, Douglas D.; Voogt, Joke
2012-01-01
Although many studies have shown the need to pay attention to teachers' preparation for the integration of technology in classroom practice, most teachers in Ghana have not had any preparation that develops their technological pedagogical content knowledge (TPCK). This paper presents a case study of four pre-service mathematics teachers from the…
ERIC Educational Resources Information Center
Cagirgan Gulten, Dilek
2013-01-01
This research aims to investigate primary preservice mathematics teachers' views on distance education and web pedagogical content knowledge in terms of the subscales of general web, communicative web, pedagogical web, web pedagogical content and attitude towards web based instruction. The research was conducted with 46 senior students in the…
Preservice Mathematics Teachers' Knowledge of Students about the Algebraic Concepts
ERIC Educational Resources Information Center
Tanisli, Dilek; Kose, Nilufer Yavuzsoy
2013-01-01
The aim of this study was to evaluate preservice primary mathematics teachers' ability to discuss and investigate students' thinking process about the concepts of variable, equality and equation, to analyse their ability to predict student difficulties and misconceptions and, in this respect, to present their subject-matter knowledge and…
Emergences and Affordances as Opportunities to Develop Teachers' Mathematical Content Knowledge
ERIC Educational Resources Information Center
Julie, Cyril
2014-01-01
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…
ERIC Educational Resources Information Center
DeFlorio, Lydia; Beliakoff, Amber
2015-01-01
Research Findings: Children from families of lower socioeconomic status (SES) enter kindergarten with less developed mathematical knowledge compared to children from middle SES families. This discrepancy is present at age 3 years and likely stems from differences in the home learning environment. This study reports SES-related differences both in…
ERIC Educational Resources Information Center
Santos-Trigo, Manuel; Barrera-Mora, Fernando
2011-01-01
The study documents the extent to which high school teachers reflect on their need to revise and extend their mathematical and practicing knowledge. In this context, teachers worked on a set of tasks as a part of an inquiring community that promoted the use of different computational tools in problem solving approaches. Results indicated that the…
Tyler, Darlene; Nyamathi, Adeline; Stein, Judith A; Koniak-Griffin, Deborah; Hodge, Felicia; Gelberg, Lillian
2014-01-01
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
ERIC Educational Resources Information Center
Campbell, Patricia F.; Nishio, Masako; Smith, Toni M.; Clark, Lawrence M.; Conant, Darcy L.; Rust, Amber H.; DePiper, Jill Neumayer; Frank, Toya Jones; Griffin, Matthew J.; Choi, Youyoung
2014-01-01
This study of early-career teachers identified a significant relationship between upper-elementary teachers' mathematical content knowledge and their students' mathematics achievement, after controlling for student- and teacher-level characteristics. Findings provide evidence of the relevance of teacher knowledge and perceptions for…
ERIC Educational Resources Information Center
Wilburne, Jane M.; Napoli, Mary
2008-01-01
The National Council of Teachers of Mathematics calls for students to see relationships and connections with mathematics (2000). This study examined the influences on eight pre-service elementary school teachers' beliefs and knowledge of teaching mathematics through literature. The semester long project involved both the language arts and…
ERIC Educational Resources Information Center
Young, Charlotte F.; Witter, John A.
1994-01-01
This study evaluated the effectiveness of educational brochures in increasing participants' knowledge about the environmental problem of gypsy moth infestations and associated action strategies. Results suggest that brochures rated high in communication effectiveness were most useful in increasing knowledge. (Contains 28 references.) (Author/MDH)
ERIC Educational Resources Information Center
Blomeke, Sigrid; Suhl, Ute; Kaiser, Gabriele
2011-01-01
The effectiveness of teacher education was examined by taking two indicators into account: future teachers' mean achievement on a paper-and-pencil test as an indicator of quality, and the variability of teacher achievement due to background characteristics as an indicator of equity. In detail, the effects of gender and language on mathematics…
Widening and Increasing Post-16 Mathematics Participation: Pathways, Pedagogies and Politics
ERIC Educational Resources Information Center
Noyes, Andrew; Wake, Geoff; Drake, Pat
2011-01-01
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…
NASA Astrophysics Data System (ADS)
Lowery, Maye Norene Vail
1998-12-01
The purposes of this study were to further the understanding of how preservice teacher construct teacher knowledge and pedagogical content knowledge of elementary mathematics and science and to determine the extent of that knowledge in a school-based setting. Preservice teachers, university instructors, inservice teachers, and other school personnel were involved in this context-specific study. Evidence of the preservice teachers' knowledge construction (its acquisition, its dimensions, and the social context) was collected through the use of a qualitative methodology. Collected data included individual and group interviews, course documents, artifacts, and preservice teaching portfolios. Innovative aspects of this integrated mathematics and science elementary methods course included standards-based instruction with immediate access to field experiences. Grade-level teams of preservice and inservice teachers planned and implemented lessons in mathematics and science for elementary students. An on-site, portable classroom building served as a mathematics and science teaching and learning laboratory. A four-stage analysis was performed, revealing significant patterns of learning. An ecosystem of learning within a constructivist learning environment was identified to contain three systems: the university system; the school system; and the cohort of learners system. A mega system for the construction of teacher knowledge was revealed in the final analysis. Learning venues were discovered to be the conduits of learning in a situated learning context. Analysis and synthesis of data revealed an extensive acquisition of teacher knowledge and pedagogical content knowledge through identified learning components. Patience, flexibility, and communication were identified as necessities for successful teaching. Learning components included: collaboration with inservice teachers; implementation of discovery learning and hands-on/minds-on learning; small groupwork; lesson planning; classroom management; and application of standards-based instruction. Prolonged, extensive classroom involvement provided familiarity with the ability levels of elementary students. Gains in positive attitudes and confidence in teaching mathematics and science were identified as direct results of this experience. This may be attributed to the immersion in the school-based setting (hands-on) and the standards-based approach (minds-on) methods course. The results are written in case study form using thick description with an emphasis on preservice teachers.
ERIC Educational Resources Information Center
Niemeier, Brandi S.; Tande, Desiree L.; Hwang, Joyce; Stastny, Sherri; Hektner, Joel M.
2010-01-01
Because children's eating habits predict their adult eating habits, educating children about healthy foods is essential (U.S. Department of Health and Human Services, 2000). A Midwest Extension Service created and delivered an educational experience for preschool children to increase knowledge of fruits and vegetables. The knowledge assessment…
A Guide to Mathematics Coaching: Processes for Increasing Student Achievement
ERIC Educational Resources Information Center
Hull, Ted H.; Balka, Don S.; Miles, Ruth Harbin
2010-01-01
Math coaches play a vital role in strengthening math instruction and learning in schools. However, without a collegial relationship with the teachers they are trying to help, it is difficult to foster productive collaborations that lead to better teaching practice and increased student achievement. This resource helps coaches confidently clarify,…
Evaluation of a media campaign to increase knowledge about emergency contraception
James Trussell; Jacqueline Koenig; Barbara Vaughan; Felicia Stewart
2001-01-01
Our objective was to evaluate a media campaign designed to increase knowledge about emergency contraception. Random telephone surveys were conducted before and after the campaign to measure changes in knowledge about emergency contraception. Change in the volume of calls to the Emergency Contraception Hotline (1-888-NOT-2-LATE) was a secondary measure of impact. Significant increases occurred in the proportions of women who
ERIC Educational Resources Information Center
Bleiler, Sarah K.
2015-01-01
Collaborations between mathematicians and mathematics teacher educators are increasingly being expected, and realized, within the context of mathematics teacher education. Most research related to collaborative efforts between members of the mathematics and mathematics education communities has focused on the products, rather than the process of…
NASA Astrophysics Data System (ADS)
Peace, Heather Marie Bjorum
This research focuses on a cohort of pre-service elementary teachers and their perspectives with respect to the knowledge required for teaching science and mathematics at the beginning and end of their first academic year in a teacher preparation program. An activity, designed to emphasize the differences between factual/procedural knowledge and conceptual knowledge in elementary mathematics and science, was analyzed along with classroom discussions in order to gain deeper understandings of the perspectives of knowledge for teaching for the given cohort. Additionally, subject specific efficacy beliefs were compared to teaching confidence ratings related to specific science and mathematics topics. The pre-service teachers' expressed a variety of ideas regarding the role of content knowledge, and the different types of content knowledge (i.e., factual/procedural and conceptual), in teaching mathematics and science. Furthermore, their perceptions of the nature of mathematics and the nature of science were discussed. By utilizing both quantitative and qualitative methods, this project was able to not only note data trends, but also obtain depth and richness regarding conceptions of the knowledge required for teaching mathematics and science provided by the voices of the pre-service teachers.
University Student Learning Goal 2: Knowledge information that is presented in mathematical forms (e.g., equations, graphs, diagrams quantitative analysis of data as the basis for deep and thoughtful judgments, drawing
ERIC Educational Resources Information Center
Alsaeed, Maha Saad
2012-01-01
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…
ERIC Educational Resources Information Center
Roth McDuffie, Amy; Foote, Mary Q.; Bolson, Catherine; Turner, Erin E.; Aguirre, Julia M.; Bartell, Tonya Gau; Drake, Corey; Land, Tonia
2014-01-01
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…
ERIC Educational Resources Information Center
Richardson, Sandra
2009-01-01
This article describes experiences from a professional development project designed to prepare in-service eighth-grade mathematics teachers to develop, explore, and advance technological pedagogical content knowledge (TPCK) in the teaching and learning of Algebra I. This article describes the process of the participating teachers' mathematical…
ERIC Educational Resources Information Center
DeSimone, Janet R.
2004-01-01
The purpose of this study was to investigate middle school general education mathematics teachers' beliefs and knowledge of inclusive instruction and to assess whether or not teachers' classroom practices reflect their beliefs and knowledge. Administrative support and higher education teacher preparation programs were also examined. Data were…
Mathematics/Arithmetic Knowledge-Based Way of Thinking and Its Maintenance Needed for Engineers
NASA Astrophysics Data System (ADS)
Harada, Shoji
Examining curriculum among universities revealed that no significant difference in math class or related subjects can be seen. However, amount and depth of those studies, in general, differed depending on content of curriculum and the level of achievement at entrance to individual university. Universalization of higher education shows that students have many problems in learning higher level of traditional math and that the memory of math they learned quickly fades away after passing in exam. It means that further development of higher math knowledgebased engineer after graduation from universities. Under these circumstances, the present author, as one of fun of math, propose how to maintain way of thinking generated by math knowledge. What necessary for engineer is to pay attention to common books, dealing with elementary mathematics or arithmetic- related matters. This surely leads engineer to nourish math/arithmetic knowledge-based way of thinking.
Can easy-to-read immunization information increase knowledge in urban low-income mothers?
Wilson, Feleta L; Brown, Dora L; Stephens-Ferris, Mary
2006-02-01
This article describes a pilot study that (1) assessed the self-report of highest grade completed in school and the actual reading and comprehension skills of low-income mothers whose children receive immunizations in urban public clinics and (2) tested the effectiveness of a nursing intervention on immunization knowledge using revised easy-to-read written education materials. Thirty-seven mothers were randomized either to a control group (asked to read the standard vaccine information sheets) or to an experimental group (asked to read the revised immunization pamphlets). Although there was a modest increase in immunization knowledge for both groups, it was not significant. Thus, simplifying information alone may not increase parental knowledge. PMID:16428009
"An Inconvenient Truth" Increases Knowledge, Concern, and Willingness to Reduce Greenhouse Gases
ERIC Educational Resources Information Center
Nolan, Jessica M.
2010-01-01
Since May 24, 2006 millions of people have seen the movie "An Inconvenient Truth." Several countries have even proposed using the film as an educational tool in school classrooms. However, it is not yet clear that the movie accomplishes its apparent goals of increasing knowledge and concern, and motivating people to reduce their greenhouse gas…
Increasing Access to Evidence-Based Practices and Knowledge and Attitudes: A Pilot Study
ERIC Educational Resources Information Center
Leathers, Sonya J.; Strand, Tonya C.
2013-01-01
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…
ERIC Educational Resources Information Center
Baggerly, Jennifer; Zalaquett, Carlos P.
2006-01-01
This article is intended to help counselors increase their knowledge and social action for single adults who are homeless. Findings from a period-prevalence study of 71 single adults in a homeless shelter over 2 years reveal demographics, mental health needs, and sociopolitical issues of this population. Implications including social justice…
Student Content Knowledge Increases after Participation in a Hands-on Biotechnology Intervention
ERIC Educational Resources Information Center
Bigler, Amber M.; Hanegan, Nikki L.
2011-01-01
Implementing biotechnology education through hands-on teaching methods should be considered by secondary biology teachers. This study is an experimental research design to examine increased student content knowledge in biotechnology after a hands-on biotechnology intervention. The teachers from both school groups participated in, Project Crawfish,…
NASA Astrophysics Data System (ADS)
Gobithaasan, R. U.; Miura, Kenjiro T.; Hassan, Mohamad Nor
2014-07-01
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.
ERIC Educational Resources Information Center
Ottmar, Erin R.; Rimm-Kaufman, Sara E.; Larsen, Ross; Merritt, Eileen G.
2011-01-01
Despite over thirty years of theoretically based research investigating "how" teacher mathematical knowledge and instructional practice relate to student learning, it is still largely unclear how these constructs are related, and policy makers and practitioners are still situated in a context with insufficient data to make decisions. Thus, there…
Impacts of Farmers' Knowledge Increase on Farm Profit and Watershed Water Quality
NASA Astrophysics Data System (ADS)
Ding, D.; Bennett, D. A.
2013-12-01
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.
ERIC Educational Resources Information Center
Boston, Melissa D.
2013-01-01
This investigation describes secondary mathematics teachers' learning and instructional change following their participation in a professional development workshop, the Enhancing Secondary Mathematics Teacher Preparation Project (ESP) (2004-2005), specifically focused on the selection and implementation of cognitively challenging mathematical…
ERIC Educational Resources Information Center
Calhoun, James M., Jr.
2011-01-01
Student achievement is not progressing on mathematics as measured by state, national, and international assessments. Much of the research points to mathematics curriculum and instruction as the root cause of student failure to achieve at levels comparable to other nations. Since mathematics is regarded as a gate keeper to many educational…
Zacharias, Tresa; Wang, Winnie; Dao, Doan; Wojciechowski, Helena; Lee, William M; Do, Son; Singal, Amit G
2015-08-01
Hepatitis B virus (HBV) testing and vaccination rates remain low among Asian-American/Pacific Islanders (APIs) despite high rates of HBV infection. The aim of our study was to assess the effectiveness of an outreach campaign to increase HBV knowledge, testing, and vaccination among a cohort of APIs. Vietnamese Americans were invited to participate in a free HBV screening and vaccination outreach program though pubic service announcements. Attendees completed a survey to assess barriers to vaccination and HBV-related knowledge before and after a 30-min education session by a bilingual board-certified gastroenterologist. Among 98 participants, 100 % (22/22) of HBV naïve patients were provided a HBV vaccination series at no cost and over 75 % (14/18) of HBV-infected patients were connected to further medical care. Notable reported barriers to prior testing and/or vaccination were cost of the vaccine, concern about missing work for evaluation, and lack of provider recommendation. Knowledge levels about HBV risk factors, potential consequences, and treatment options were poor at baseline but significantly increased after the education session (49 vs. 64 %, p < 0.001). Outreach campaigns linked with education can successfully address several barriers to HBV testing and offer an approach to improve HBV awareness and prevention among difficult-to-reach populations. PMID:25476035
ERIC Educational Resources Information Center
Cheriani, Cheriani; Mahmud, Alimuddin; Tahmir, Suradi; Manda, Darman; Dirawan, Gufran Darma
2015-01-01
This study aims to determine the differences in learning output by using Problem Based Model combines with the "Buginese" Local Cultural Knowledge (PBL-Culture). It is also explores the students activities in learning mathematics subject by using PBL-Culture Models. This research is using Mixed Methods approach that combined quantitative…
ERIC Educational Resources Information Center
Kim, Rae Young; Ham, Seung-Hwan; Paine, Lynn W.
2011-01-01
As a comparative analysis of teacher preparation in its sociohistorical contexts, this study examines the official educational aims and curricula of 49 mathematics teacher preparation programs in South Korea and the United States, where substantial differences have been observed in both student achievement and teacher knowledge. Overall, the…
ERIC Educational Resources Information Center
Wilhelm, Anne Garrison
2014-01-01
This study sought to understand how aspects of middle school mathematics teachers' knowledge and conceptions are related to their enactment of cognitively demanding tasks. I defined the enactment of cognitively demanding tasks to involve task selection and maintenance of the cognitive demand of high-level tasks and examined those two…
ERIC Educational Resources Information Center
Kalinec-Craig, Crystal
2012-01-01
This dissertation study examines the experiences of four Latina/o pre-service teachers (PSTs) as they learn about teaching mathematics for understanding (TM4U) and integrating a child's out-of-school mathematical knowledge and experiences during instruction. Studying the knowledge and experiences of Latina/o PSTs is necessary because PSTs…
ERIC Educational Resources Information Center
Nasir, Na'ilah Suad; Hand, Victoria; Taylor, Edd V.
2008-01-01
This chapter is about culture and mathematics teaching and learning. The authors' goal is to offer a thoughtful treatment of the role of culture in the teaching and learning of mathematics and to synthesize literature that is relevant to this concern from multiple subdisciplines in education, including math education, educational anthropology,…
ERIC Educational Resources Information Center
Hoffer, Alan R.
1993-01-01
Discusses the potential that school mathematics has for being a source of exploration and discovery for students and teachers. Provides a process-oriented definition of understanding mathematics. Presents activities in which students construct computer and actual models of polyhedra and make conjectures regarding a medical research application of…
Drummond, Peter D; Mizan, Ayse; Brocx, Katie; Wright, Bernadette
2011-03-01
Ten bilingual West African peer educators conducted a 3-hour workshop on sexual health for small groups of West African refugees (N = 58) who recently had settled in Perth, Western Australia. There were significant increases in the participants' knowledge of sexually transmitted infections and HIV, how these infections are spread, and how to protect against infection. In addition, attitudes toward condom use became more positive. We conclude that the peer-education approach was successful in assisting a new and emerging community to work effectively on sexual health topics generally considered "taboo" or too sensitive to discuss. PMID:21337242
ERIC Educational Resources Information Center
Battle, Toni S.
2007-01-01
Manipulatives are the way to our future and the way to new knowledge. No matter where we turn or what we do, we as a society are using some form of manipulative in our lives. Mathematics is changing all of the time from basic arithmetic to basic calculus. Therefore, children in today's classroom deserve to have that extra tool to help them grasp…
ERIC Educational Resources Information Center
Graham, Suzanne E.; Provost, Lauren E.
2012-01-01
In this brief, authors Suzanne Graham and Lauren Provost examine whether attending a school in a rural, urban, or suburban community is related to children's mathematics achievement in kindergarten, and whether increases in mathematics achievement between kindergarten and eighth grade differ for children in rural, urban, and suburban schools. They…
ERIC Educational Resources Information Center
Clark, Rebecca
2013-01-01
This study approaches the problem of African American mathematics achievement from a strength-based perspective, identifying practices implemented by middle school principals successful in increasing and sustaining the mathematics achievement of African American students. The study was designed to answer questions regarding both school-wide…
Alpert, Anna Pat
2013-08-09
The purpose of this study was to examine factors supporting college mathematics success. First, effect of a brief high school orientation to mathematical technologies used for college placement testing was examined. ...
Assessing EC-4 preservice teachers' mathematics knowledge for teaching fractions concepts
Wright, Kimberly Boddie
2008-10-10
Recognizing the need for U.S. students' mathematics learning to be built on a solid foundation of conceptual understanding, professional organizations such as the National Council of Teachers of Mathematics (2000) and ...
Eskicioglu, Cagla; Pearsall, Emily; Victor, J Charles; Aarts, Mary-Anne; Okrainec, Allan; McLeod, Robin S
2015-01-01
The successful transfer of evidence into clinical practice is a slow and haphazard process. We report the outcome of a 5-year knowledge translation (KT) strategy to increase adherence with a clinical practice guideline (CPG) for mechanical bowel preparation (MBP) for elective colorectal surgery patients. A locally tailored CPG recommending MBP practices was developed. Data on MBP practices were collected at six University of Toronto hospitals before CPG implementation as well as after two separate KT strategies. KT strategy #1 included development of the CPG, education by opinion leaders, reminder cards, and presentations of data. KT strategy #2 included selection of hospital champions, development of communities of practice, education, reminder cards, electronic updates, pre-printed standardized orders, and audit and feedback. A total of 744 patients (400 males, 344 females, mean age 57.0) were included. Compliance increased from 58.6 to 70.4% after KT strategy #1 and to 81.1% after KT strategy #2 (p?increased compliance was observed with CPG recommendations over time suggesting that a longitudinal KT strategy is required to increase and sustain compliance with recommendations. Furthermore, different strategies may be required at different times (i.e., educational sessions initially and reminders and standardized orders to maintain adherence). PMID:25238813
ERIC Educational Resources Information Center
Miller, Susan P.; Hudson, Pamela J.
2007-01-01
Mathematics continues to be one of the most difficult components of the school curriculum for students with learning disabilities (LD). The National Council for Teachers of Mathematics, in conjunction with current educational legislation, challenges teachers to maintain high standards for student performance in mathematics. Fortunately, over the…
ERIC Educational Resources Information Center
Hannigan, Ailish; Gill, Olivia; Leavy, Aisling M.
2013-01-01
The development of statistical literacy is fast becoming the focus of a large part of mathematics instruction at primary, secondary and tertiary levels. This broadening of the mathematics curriculum to encompass a focus on statistics makes considerable demands on teachers. Most mathematics teachers acknowledge the practical importance of…
NASA Astrophysics Data System (ADS)
Barham, Peter J.
2012-03-01
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.
NASA Astrophysics Data System (ADS)
Wan Salleh, Masturah; Sulaiman, Hajar
2013-04-01
The use of technology in the teaching of mathematics at the university level has long been introduced; but many among the lecturers, especially those that have taught for many years, still opt for a traditional teaching method, that is, by lecture talk. One reason is that lecturers themselves were not exposed to the technologies available and how it can assist in the teaching and learning procedures (T&L) in mathematics. GeoGebra is a mathematical software which is open and free and has just recently been introduced in Malaysia. Compared with the software Cabri Geometry and Geometer's Sketchpad (GSP), which only focus on geometry, GeoGebra is able to connect geometry, algebra and numerical representation. Realizing this, the researchers have conducted a study to expose the university lecturers on the use of GeoGebra in T&L. The researchers chose to do the research on mathematics lecturers at the Department of Computer Science and Mathematics (JSKM), Universiti Teknologi Mara (UiTM), Penang. The objective of this study is to determine whether an exposure to GeoGebra software can affect the conceptual knowledge and procedural teaching of mathematics at the university level. This study is a combination of descriptive and qualitative. One session was conducted in an open workshop for all the 45 lecturers. From that total, four people were selected as a sample. The sample was selected by using a simple random sampling method. This study used materials in the form of modules during the workshop. In terms of conceptual knowledge, the results showed that the GeoGebra software is appropriate, relevant and highly effective for in-depth understanding of the selected topics. While the procedural aspects of teaching, it can be one of the teaching aids and considerably facilitate the lecturers.
ERIC Educational Resources Information Center
Australian Association of Mathematics Teachers, Adelaide.
In a multicultural society such as Australia, it can be difficult to acquire a strong mathematics education because of language, locale, or other differences including access to technology. The widespread use of devices such as calculators and computers has changed the nature of work. It has become more important for students to have the…
Spagnolo, Filippo
. Introduction Mathematics stands as an essential part of a child's education. Beyond the obvious every day into parts stands for "geo"-earth and "metry"-measure. Though this topic has an obvious tie to our natural, 2004). NCTM alone has published 8 articles in their national teaching magazines featuring the benefits
ERIC Educational Resources Information Center
Dunekacke, Simone; Jenßen, Lars; Blömeke, Sigrid
2015-01-01
This study addresses the relation of pre-school teachers' mathematics content knowledge and their performance--how they perceive mathematical learning situations and whether they are able to plan adequate actions that foster children's learning--in the informal settings of pre-schools. It thus addresses a serious gap in teacher research that has…
Kanamori, Akihiro
2013-01-01
and authority. What brings us mathematical knowledge? The carriers of mathematical knowl- edge are proofs, more, the University of GÂ¨ottingen, GÂ¨ottingen Germany in November 2009; and the Workshop on Aspects of Infinity, Keio of "carrier". The former is more passive, as in "bearer of good tidings". 2 Here, "statement" is being used
Peyrot, M; Alperstein, N M; Van Doren, D; Poli, L G
1998-01-01
This study examines the impact of direct-to-consumer (DTC) pharmaceutical advertising on prescription drug knowledge and the requesting behavior of consumers. The authors developed and tested a conceptual model of prescription drug knowledge and requests. Consumers' belief that drug advertising can educate them was associated with a greater amount of drug knowledge, and the belief they would upset physicians by asking for specific drugs was associated with less knowledge. The belief that drug advertising reduces prices was associated with greater probability of drug requests, and the belief that physicians should be the sole source of drug information was associated with lesser probability of request. Preference for generic drugs was associated with a lesser likelihood of requesting a specific drug. Media exposure and drug advertising awareness were associated with higher drug knowledge and a greater probability of drug requesting. PMID:10180332
Jan Johanson; Jan-Erik Vahlne
1977-01-01
On the basis of empirical research, a model of the internationalization process of the firm is developed. The model focuses on the gradual acquisition, integration and use of knowledge about foreign markets and operations, and on the incrementally increasing commitments to foreign markets. In particular, attention is concentrated on the increasing involvement in the individual foreign country.© 1977 JIBS. Journal
NSDL National Science Digital Library
Norma J. Boakes
2009-01-01
Within the study of geometry in the middle school curriculum is the natural development of students' spatial visualization, the ability to visualize two- and three-dimensional objects. The national mathematics standards call specifically for the development of such skills through hands-on experiences. A commonly accepted method is through the instruction of Origami, the art of paper folding. This study focused on Origami's impact as a teaching tool in the middle school mathematics classroom. The effects of Origami instruction on a group of seventh grade mathematics students' (n = 56) spatial visualization skills and level of geometry understanding were investigated using a pre-test/post-test quasiexperimental design. A 2 (group) x 2 (gender) factorial method was used on gathered data via three separate spatial tests (Card Rotation, Paper Folding, and Surface Development Tests) and a subset of released National Assessment of Educational Progress questions. After controlling for initial differences, an analysis of covariance revealed a significant interaction effect between group and gender for one of three spatial visualization tests. For geometry knowledge, no significant differences were found. Results imply that Origami lessons blended within mathematics instruction are as beneficial as traditional instruction in building an understanding of geometric terms and concepts, though the approach affects the spatial ability of males and females differently.
ERIC Educational Resources Information Center
Klymchuk, Sergiy; Zverkova, Tatyana; Gruenwald, Norbert; Sauerbier, Gabriele
2008-01-01
This article presents the results of two studies on using an innovative pedagogical strategy in teaching mathematical modelling and applications to engineering students. Both studies are dealing with introducing non-traditional contexts for engineering students in teaching/learning of mathematical modelling and applications: environment and…
ERIC Educational Resources Information Center
Barham, Peter J.
2012-01-01
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…
Knowledge brokerage - potential for increased capacities and shared power in impact assessment
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
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.
Tullos, Desiree
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
ERIC Educational Resources Information Center
Williams, Joshua
2011-01-01
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…
Effects of Increased Parental Knowledge of Development of Children with Disabilities
ERIC Educational Resources Information Center
Susman, Louisa
2012-01-01
This research addresses the link between parental competence, specifically the characteristic of parental knowledge, and its influence on their child with a disability's participation in age-appropriate activities through their influence on the physical and social home environment. This study examined pathways through which parents mediate…
Increasing Knowledge of Sexual Abuse: A Study with Elementary School Children in Hawai'i
ERIC Educational Resources Information Center
Baker, Charlene K.; Gleason, Kristen; Naai, Rachel; Mitchell, Jennifer; Trecker, Christine
2013-01-01
Objective: Child sexual abuse is a significant health problem with potential long-term consequences for victims. Therefore, prevention and education programs are critical. This preliminary study evaluates changes in children’s knowledge of sexual abuse using a school-based train-the-trainer curriculum. Emphasis was placed on developing a…
ERIC Educational Resources Information Center
Brinson, Jesse A.; Brew, Leah; Denby, Ramona
2008-01-01
The purpose of this article is to describe a classroom approach for training counseling students in the area of cross-cultural competence. The authors describe real scenarios that form the foundation for an intensive classroom discussion and lecture format regarding cultural awareness, knowledge, and skills.
Increasing paramedics' comfort and knowledge about children with special health care needs
Daniel W. Spaite; Katherine J. Karriker; Marsha Seng; Carol Conroy; Norma Battaglia; Mark Tibbitts; Harvey W. Meislin; Ronald M. Salik; Terence D. Valenzuela
2000-01-01
This study evaluated a continuing education program for paramedics about children with special health care needs (CSHCN). Pretraining, posttraining, and follow-up surveys containing two scales (comfort with CSHCN management skills and comfort with Pediatric Advanced Life Support [PALS] skills) were administered. Objective measures of knowledge were obtained from pre- and posttraining tests. Differences in average scores were assessed using t-tests.
Importance of Health-Related Fitness Knowledge to Increasing Physical Activity and Physical Fitness
ERIC Educational Resources Information Center
Ferkel, Rick C.; Judge, Lawrence W.; Stodden, David F.; Griffin, Kent
2014-01-01
Physical inactivity is expanding across all ages in the United States. Research has documented a deficiency in health-related fitness knowledge (HRFK) among elementary- through college-aged students. The need for a credible and reliable resource that provides research-based information regarding the importance of HRFK is significant. The purpose…
ERIC Educational Resources Information Center
Seacrest, Mariya
Due to isolation, lack of resources, and lack of training, rural health care providers lack the knowledge, skills, and attitude to work effectively with patients experiencing family violence. To address this need, a strategy-reported here-was designed and implemented in order to promote more effective intervention with patients experiencing family…
ERIC Educational Resources Information Center
Mainela-Arnold, Elina; Alibali, Martha W.; Ryan, Kristin; Evans, Julia L.
2011-01-01
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…
HOW DO MATHEMATICS TEACHERS DEVELOP TEACHING CONCEPTIONS: KNOWLEDGE, PRACTICE AND COMMUNITY
Chih-Yeuan Wang; Chien Chin; Hsiu-Ling Hsu; Fang-Chi Lin
2008-01-01
This paper explores the developmental processes about the teaching conceptions of practice teachers in mathematics. Six cases of practice teachers in different secondary schools, their mentors and students were involved in the final year study of a three-year longitudinal research project. The case study method, including classroom observations and pre and post-lesson interviews, was used as the major approach to
Evolutionary and developmental foundations of human knowledge: a case study of mathematics
Marc D. Hauser; Elizabeth Spelke
What are the brain and cognitive systems that allow humans to play baseball, compute square roots, cook soufflés, or navigate the Tokyo subways? It may seem that studies of human infants and of non-human animals will tell us little about these abilities, because only educated, enculturated human adults engage in organized games, formal mathematics, gourmet cooking, or map-reading. In this
ERIC Educational Resources Information Center
McLeod, Julie; Vasinda, Sheri; Dondlinger, Mary Jo
2012-01-01
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…
ERIC Educational Resources Information Center
Jurges, Hendrik; Schneider, Kerstin; Senkbeil, Martin; Carstensen, Claus H.
2012-01-01
In this paper, we use data from the German PISA 2003 sample to study the effects of central exit examinations on student performance and student attitudes. Unlike earlier studies we use (i) a value-added measure to pin down the effect of central exit exams on learning in the last year before the exam and (ii) separate test scores for mathematical…
The PISA Mathematics Regime: Knowledge Structures and Practices of the Self
ERIC Educational Resources Information Center
Kanes, Clive; Morgan, Candia; Tsatsaroni, Anna
2014-01-01
Within mathematics education research, the responses to the Programme for International Student Assessment's (PISA's) international testing regime tend to accept its framework and results as necessary points of reference, even when offering a critical reinterpretation or challenging national policy discourses based on PISA. In this…
The Effects of Feedback during Exploratory Mathematics Problem Solving: Prior Knowledge Matters
ERIC Educational Resources Information Center
Fyfe, Emily R.; Rittle-Johnson, Bethany; DeCaro, Marci S.
2012-01-01
Providing exploratory activities prior to explicit instruction can facilitate learning. However, the level of guidance provided during the exploration has largely gone unstudied. In this study, we examined the effects of 1 form of guidance, feedback, during exploratory mathematics problem solving for children with varying levels of prior domain…
Changing Pre-Service Elementary Teachers' Beliefs about Mathematical Knowledge
ERIC Educational Resources Information Center
Stohlmann, Micah; Moore, Tamara; Cramer, Kathleen; Maiorca, Cathrine
2015-01-01
Studies have reported that pre-service teachers often enter teacher preparation programs with beliefs and attitudes not conducive to teaching the subject conceptually. In the USA, the Common Core State Standards for Mathematics have brought a renewed focus on procedural and conceptual understanding. However, many U.S. pre-service teachers have…
Connecting the Home and School: Funds of Knowledge for Mathematics Teaching and Learning. Draft.
ERIC Educational Resources Information Center
Civil, Marta
This paper describes some aspects of a collaborative project between elementary school teachers and university faculty in anthropology, bilingual education, and mathematics education. The project goal is to develop classroom-teaching experiences that make use of the resources and experiences of students and their families. Most of the students…
Higher Education in Sint Maarten: Fostering Growth of Teacher Knowledge in Mathematics and Science
ERIC Educational Resources Information Center
Sargeant, Marcel A.; Burton, Larry D.; Bailey, Andel
2010-01-01
A needs analysis conducted as part of the foundation-based education (FBE) innovation on the island territory of Sint Maarten indicated the need for additional training of early primary teachers (PK-2) in mathematics and science education. Seven in-service workshops, designed around the Joyce-Showers' Training Model, were implemented over the…
ERIC Educational Resources Information Center
Portnoi, Lisette; Guichard, Jean; Lallemand, Noelle
2004-01-01
This paper reports a study that used a quasi-experimental design to examine if a career intervention designed to increase self-knowledge enabled self-discovery or self-construction, determined by the structure of the personality inventory used. This study, situated within the theoretical model of Markus's research in self-schemata (1977), used…
ERIC Educational Resources Information Center
Ferrara, Margaret M.
2009-01-01
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…
Jennifer B. Chauvot
2009-01-01
Despite the acknowledged complexity of the expertise of teacher educators (Cochran-Smith, M. (2003). Learning and unlearning: the education of teacher educators. Teaching and Teacher Education, 19, 5--28), there is limited research attending to what teacher educators need to know and how they develop this expertise. This self-study draws from multiple frameworks of teacher knowledge to investigate knowledge content, structure, and
Sentences with core knowledge violations increase the size of N400 among paranormal believers.
Lindeman, Marjaana; Cederström, Sebastian; Simola, Petteri; Simula, Anni; Ollikainen, Sara; Riekki, Tapani
2008-01-01
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
Al Shafaee, Mohammed A; Ganguly, Shyam S; Al Asmi, Abdullah R
2006-01-01
Background Previous studies have demonstrated poor knowledge of stroke among patients with established risk factors. This study aims to assess the baseline knowledge, among patients with increased risk for stroke in Oman, of warning symptoms of stroke, impending risk factors, treatment, and sources of information. Methods In April 2005, trained family practice residents at Sultan Qaboos University Hospital Clinics (cardiology, neurology, diabetic, and lipid clinics), using a standardised, structured, pre-tested questionnaire, conducted a survey of 400 Omani patients. These patients all demonstrated potential risk factors for stroke. Results Only 35% of the subjects stated that the brain is the organ affected by a stroke, 68% correctly identified at least one symptom/sign of a stroke, and 43% correctly identified at least one stroke risk factor. The majority (62%) did not believe they were at increased risk for stroke, and 98% had not been advised by their attending physician that their clinical conditions were risk factors for stroke. In the multivariable logistic regression analysis, lower age and higher levels of education were associated with better knowledge regarding the organ involved in stroke, stroke symptoms, and risk factors. Conclusion Because their knowledge about stroke risk factors was poor, the subjects in this study were largely unaware of their increased risk for stroke. Intensive health education is needed to improve awareness of stroke, especially among the most vulnerable groups. PMID:17054787
How do students learn to apply their mathematical knowledge to interpret graphs in physics?
Jim Woolnough
2000-01-01
This paper describes a laboratory-based program in physics designed to help students build effective links between the mathematical\\u000a equations used to solve problems in mechanics and the real world of moving objects. Through the analysis of straight line\\u000a graphs derived from their own data students have been able to achieve a considerable development towards a concept of slope,\\u000a or gradient,
ERIC Educational Resources Information Center
Fyfe, Emily R.; DeCaro, Marci S.; Rittle-Johnson, Bethany
2014-01-01
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.…
NASA Astrophysics Data System (ADS)
Keller, Stacy Kathryn
This study examined how intermediate elementary students' mathematics and science background knowledge affected their interpretation of line graphs and how their interpretations were affected by graph question levels. A purposive sample of 14 6th-grade students engaged in think aloud interviews (Ericsson & Simon, 1993) while completing an excerpted Test of Graphing in Science (TOGS) (McKenzie & Padilla, 1986). Hand gestures were video recorded. Student performance on the TOGS was assessed using an assessment rubric created from previously cited factors affecting students' graphing ability. Factors were categorized using Bertin's (1983) three graph question levels. The assessment rubric was validated by Padilla and a veteran mathematics and science teacher. Observational notes were also collected. Data were analyzed using Roth and Bowen's semiotic process of reading graphs (2001). Key findings from this analysis included differences in the use of heuristics, self-generated questions, science knowledge, and self-motivation. Students with higher prior achievement used a greater number and variety of heuristics and more often chose appropriate heuristics. They also monitored their understanding of the question and the adequacy of their strategy and answer by asking themselves questions. Most used their science knowledge spontaneously to check their understanding of the question and the adequacy of their answers. Students with lower and moderate prior achievement favored one heuristic even when it was not useful for answering the question and rarely asked their own questions. In some cases, if students with lower prior achievement had thought about their answers in the context of their science knowledge, they would have been able to recognize their errors. One student with lower prior achievement motivated herself when she thought the questions were too difficult. In addition, students answered the TOGS in one of three ways: as if they were mathematics word problems, science data to be analyzed, or they were confused and had to guess. A second set of findings corroborated how science background knowledge affected graph interpretation: correct science knowledge supported students' reasoning, but it was not necessary to answer any question correctly; correct science knowledge could not compensate for incomplete mathematics knowledge; and incorrect science knowledge often distracted students when they tried to use it while answering a question. Finally, using Roth and Bowen's (2001) two-stage semiotic model of reading graphs, representative vignettes showed emerging patterns from the study. This study added to our understanding of the role of science content knowledge during line graph interpretation, highlighted the importance of heuristics and mathematics procedural knowledge, and documented the importance of perception attentions, motivation, and students' self-generated questions. Recommendations were made for future research in line graph interpretation in mathematics and science education and for improving instruction in this area.
ERIC Educational Resources Information Center
Reys, Robert; Reys, Rustin
2011-01-01
In their dual roles as mathematics teachers and tennis coaches, the authors have worked with tennis players who have never thought about how a knowledge of mathematics might help them become "better" tennis players. They have also worked with many mathematics students who have never considered how much mathematics is associated with tennis. This…
ERIC Educational Resources Information Center
Houser, Chris; Garcia, Sonia; Torres, Janet
2015-01-01
Summer research experiences are an increasingly popular means of increasing awareness of, and developing interest in, the geosciences and other science, technology, engineering, and math programs. We describe and report the preliminary results of a 1-wk Geosciences Exploration Summer Program in the College of Geosciences at Texas A&M…
Hilary Burgess; Ann Shelton Mayes
2008-01-01
This article explores the effectiveness of a mathematics subject knowledge development model that integrates conventional text?based distance learning with an e?learning coaching and peer group conferencing environment. The effectiveness of the model in supporting 194 trainee primary (pupil’s aged 5–11 years) teachers achievement of the subject knowledge standards required for qualified teacher status is evaluated and the impact of the
Building Mathematics-Based Software Systems to Advance Science and Create Knowledge
NASA Astrophysics Data System (ADS)
Constable, Robert L.
Kurt Mehlhorn’s foundational results in computational geometry provide not only a basis for practical geometry systems such as Leda and CGAL, they also, in the spirit of Euclid, provide a sound basis for geometric truth. This article shows how Mehlhorn’s ideas from computational geometry have influenced work on the logical basis for constructive geometry. In particular there is a sketch of new decidability results for constructive Euclidean geometry as formulated in computational type theory, CTT. Theorem proving systems for type theory are important in establishing knowledge to the highest standards of certainty, and in due course they will play a significant role in geometry systems.
ERIC Educational Resources Information Center
Robinson, Michael; Tibanyendera, Basil; Seltzer-Kelly, Debbie
2007-01-01
This article reports the effects of a science, technology, and society (STS) teaching approach on the knowledge and attitudes of preservice science and mathematics teachers in Uganda toward global science and technology-based problems and/or threats. The responses of a baseline or control group (N = 50) and an experimental group (N = 50) to five…
Michael Robinson; Basil Tibanyendera; Debbie Seltzer-Kelly
2007-01-01
This article reports the effects of a science, technology, and society (STS) teaching approach on the knowledge and attitudes of preservice science and mathematics teachers in Uganda toward global science and technology-based problems and\\/or threats. The responses of a baseline or control group (N = 50) and an experimental group (N = 50) to five questions on the preassessment indicated
ERIC Educational Resources Information Center
Bailey, Lora B.
2010-01-01
This 3 year longitudinal study reports the feasibility of an "Improving Teacher Quality: No Child Left Behind" project for impacting teachers' content and pedagogical knowledge in mathematics in nine Title I elementary schools in the southeastern United States. Data were collected for 3 years to determine the impact of standards and research-based…
ERIC Educational Resources Information Center
Ekawati, Rooselyna; Lin, Fou-Lai; Yang, Kai-Lin
2015-01-01
In this study, we developed an instrument for assessing teachers' mathematics content knowledge (MCK) on ratio and proportion and examined the profile of Indonesian primary teacher's MCK on this topic. The MCK items were administered to 271 Indonesian in-service primary teachers with a variety of educational backgrounds and teaching…
ERIC Educational Resources Information Center
Laschke, Christin
2013-01-01
How individual characteristics affect the acquisition of knowledge in teacher education has been widely unexplored thus far. The "Teacher Education and Development Study--Learning to Teach Mathematics (TEDS-M)" provides a database for examining this research question across countries. Based on the Taiwanese and German sample of TEDS-M,…
ERIC Educational Resources Information Center
Mousavi, Shima; Radmehr, Farzad; Alamolhodaei, Hasan
2012-01-01
Introduction: The main objective of this study is (a) to investigate whether cognitive styles and working memory capacity could predict mathematical performance and which variable is relatively most important in predicting mathematical performance and b) to explore whether cognitive styles and working memory capacity could predict mathematical…
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
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.
Barbara A. Morrongiello; Sophie Kiriakou
2006-01-01
Young children experience many injuries as pedestrians and as passengers in vehicles. This study evaluated the effectiveness of two single-session school programmes, one to increase pedestrian safety knowledge and behaviour among Grade 1 children and the other to increase seat belt safety knowledge and usage among Grade 2 children. In the intervention groups, assessments were conducted on three occasions: before;
NASA Astrophysics Data System (ADS)
Cook, G. W.
2014-12-01
Conflict minerals, including their uses and methods of extraction, are associated with significant societal and environmental issues in today's world. Minerals such as columbite-tantalite (also referred to as COLTAN), wolframite, cassiterite and gold are important in electronics manufacturing and have a wide variety of other usages. Mining practices are frequently unsustainable and have significant impacts on the environment; moreover, in many locations, such as the Democratic Republic of the Congo—the epicenter of the conflict mineral trade—major human rights violations are associated with the extraction and production of these minerals. Because conflict minerals represent a relatively new issue, students in geology classes are frequently unfamiliar with the topic and commonly have little understanding of the concerns. In some cases they are completely unaware of the issues. In an introductory mineralogy class at the University of California, San Diego I have introduced a content module into my otherwise traditional curriculum that introduces students to conflict minerals, explains the issues, and delineates the problems our society will face with the continued uses of these natural resources. Most significantly, an assignment has been created and implemented in class that is paired with the content module and is designed to enhance and reinforce student learning. Its goal is to increase awareness of the societal and environmental issues surrounding conflict minerals. Initial results suggest (based on pre and post-tests) that our students have learned significantly from the combination of content, exercise, and assessment and that they are much better informed on the issues of conflict minerals. This model, including the exercise, can be modified and adapted for other introductory classes and learning settings.
Even the "Best" Teachers May Need Adequate Subject Knowledge: An Illustrative Mathematics Case Study
ERIC Educational Resources Information Center
Modiba, Maropeng
2011-01-01
As curriculum scholars in South Africa express concerns about the failures of the outcomes-based curriculum policy that has been introduced post-apartheid it is of increased importance to try and understand the professional development that is required by teachers for its successful implementation. As a contribution to the development of such…
A Plan for CSUN Equity Increases Carol Shubin, Professor of Mathematics
Shubin, Carol
and the cost of living have increased, but salaries have not. It is now time to think about new policies providing systemwide general salary increase at CSUN. We caution against this action. Any attempt at solving Retirement Program, shall not be eligible for an equity award under this program. CSUN salaries are towards
Milner, Fabio Augusto
ecology, epidemiology of infectious diseases, cancer, molecular and cell biology, and genetics. Some, epidemiology, immunology, medicine, etc. A better appreciation of mathematics is evidenced by the increased, Computational Biology in Clinical and Ecological Trials, Stochastic and Numerical Approaches, Spatial Diffusion
NASA Astrophysics Data System (ADS)
Gharari, S.; Hrachowitz, M.; Fenicia, F.; Gao, H.; Savenije, H. H. G.
2013-12-01
Conceptual environmental systems models, such as rainfall runoff models, generally rely on calibration for parameter identification. Increasing complexity of this type of model for better representation of hydrological process heterogeneity typically makes parameter identification more difficult. Although various, potentially valuable, strategies for better parameter identification were developed in the past, strategies to impose general conceptual understanding regarding how a catchment works into the process of parameterizing a conceptual model has still not been fully explored. In this study we assess the effect of imposing semi-quantitative, relational expert knowledge into the model development and parameter selection, efficiently exploiting the complexity of a semi-distributed model formulation. Making use of a topography driven rainfall-runoff modeling (FLEX-TOPO) approach, a catchment was delineated into three functional units, i.e. wetland, hillslope and plateau. Ranging from simplicity to complexity, three model set-ups, FLEXA, FLEXB and FLEXC have been developed based on these functional units. While FLEXA is a lumped representation of the study catchment, the semi-distributed formulations FLEXB and FLEXC introduce increasingly more complexity by distinguishing 2 and 3 functional units, respectively. In spite of increased complexity, FLEXB and FLEXC allow modelers to compare parameters as well as states and fluxes of their different functional units to each other. Based on these comparisons, expert knowledge based, semi-quantitative relational constraints have been imposed on three models structures. More complexity of models allows more imposed constraints. It was shown that a constrained but uncalibrated semi-distributed model, FLEXC, can predict runoff with similar performance than a calibrated lumped model, FLEXA. In addition, when constrained and calibrated, the semi-distributed model FLEXC exhibits not only higher performance but also reduced uncertainty for prediction, compared to the calibrated, lumped FLEXA model.
ERIC Educational Resources Information Center
Ribeiro, John J.
2009-01-01
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…
Brass, Stefan
2. Basic Notions of Mathematical Logic 2Â1 Part 2: Basic Notions of Mathematical Logic References://www.ida.liu.se/â?ulfni/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 2Â3 Overview 1. Introduction
Remedial Mathematics for Quantum Chemistry
ERIC Educational Resources Information Center
Koopman, Lodewijk; Brouwer, Natasa; Heck, Andre; Buma, Wybren Jan
2008-01-01
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…
Denizhan, Yagmur; Hester, Robert
2013-01-01
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
Thiele, Ines; Hyduke, Daniel R.; Steeb, Benjamin; Fankam, Guy; Allen, Douglas K.; Bazzani, Susanna; Charusanti, Pep; Chen, Feng-Chi; Fleming, Ronan M.; Hsiung, Chao A.; De Keersmaecker, Sigrid C.; Liao, Yu-Chieh; Marchal, Kathleen; Mo, Monica L.; Ozdemir, Emre; Raghunathan, Anu; Reed, Jennifer L.; Shin, Sook Il; Sigurbjornsdottir, Sara; Steinmann, Jonas; Sudarsan, Suresh; Swainston, Neil; Thijs, Inge M.; Zengler, Karsten; Palsson, Bernhard O.; Adkins, Joshua N.; Bumann, Dirk
2011-01-18
BACKGROUND: Metabolic reconstructions (MRs) are common denominators in systems biology and represent biochemical, genetic, and genomic (BiGG) knowledge-?bases for target organisms by capturing currently available information in a consistent, structured manner. Salmonella enterica subspecies I serovar Typhimurium is a human pathogen, causes various diseases and its increasing antibiotic resistance poses a public health problem. RESULTS: Here, we describe a community-?driven effort, in which more than 20 experts in S. Typhimurium biology and systems biology collaborated to reconcile and expand the S. Typhimurium BiGG knowledge-?base. The consensus MR was obtained starting from two independently developed MRs for S. Typhimurium. Key results of this reconstruction jamboree include i) development and implementation of a community-?based workflow for MR annotation and reconciliation; ii) incorporation of thermodynamic information; and iii) use of the consensus MR to identify potential multi-?target drug therapy approaches. CONCLUSION: Taken together, with the growing number of parallel MRs a structured, community-?driven approach will be necessary to maximize quality while increasing adoption of MRs in experimental design and interpretation.
2011-01-01
Background Metabolic reconstructions (MRs) are common denominators in systems biology and represent biochemical, genetic, and genomic (BiGG) knowledge-bases for target organisms by capturing currently available information in a consistent, structured manner. Salmonella enterica subspecies I serovar Typhimurium is a human pathogen, causes various diseases and its increasing antibiotic resistance poses a public health problem. Results Here, we describe a community-driven effort, in which more than 20 experts in S. Typhimurium biology and systems biology collaborated to reconcile and expand the S. Typhimurium BiGG knowledge-base. The consensus MR was obtained starting from two independently developed MRs for S. Typhimurium. Key results of this reconstruction jamboree include i) development and implementation of a community-based workflow for MR annotation and reconciliation; ii) incorporation of thermodynamic information; and iii) use of the consensus MR to identify potential multi-target drug therapy approaches. Conclusion Taken together, with the growing number of parallel MRs a structured, community-driven approach will be necessary to maximize quality while increasing adoption of MRs in experimental design and interpretation. PMID:21244678
ERIC Educational Resources Information Center
McKenzie, Karen
2013-01-01
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…
Mathematical Analysis of Space Radiator Segmenting for Increased Reliability and Reduced Mass
NASA Technical Reports Server (NTRS)
Juhasz, Albert J.
2001-01-01
Spacecraft for long duration deep space missions will need to be designed to survive micrometeoroid bombardment of their surfaces some of which may actually be punctured. To avoid loss of the entire mission the damage due to such punctures must be limited to small, localized areas. This is especially true for power system radiators, which necessarily feature large surface areas to reject heat at relatively low temperature to the space environment by thermal radiation. It may be intuitively obvious that if a space radiator is composed of a large number of independently operating segments, such as heat pipes, a random micrometeoroid puncture will result only in the loss of the punctured segment, and not the entire radiator. Due to the redundancy achieved by independently operating segments, the wall thickness and consequently the weight of such segments can be drastically reduced. Probability theory is used to estimate the magnitude of such weight reductions as the number of segments is increased. An analysis of relevant parameter values required for minimum mass segmented radiators is also included.
Osamu Watanabe
Knowledge discovery, that is, to analyze a given massive data set and derive or discover some knowledge from it, has been becoming a quite important subject in several fields including computer science. Good softwares have been demanded for various knowledge discovery tasks. For such softwares, we often need to develop efficient algorithms for handling huge data sets. Random sampling is
Guershon Harel; FIZ Karlsruhe
2008-01-01
Two questions are on the mind of many mathematics educators; namely: What is the mathematics that we should teach in school?\\u000a and how should we teach it? This is the second in a series of two papers addressing these fundamental questions. The first\\u000a paper (Harel, 2008a) focuses on the first question and this paper on the second. Collectively, the two
Klas, Karla S; Vlahos, Peter G; McCully, Michael J; Piche, David R; Wang, Stewart C
2015-01-01
Validation of program effectiveness is essential in justifying school-based injury prevention education. Although Risk Watch (RW) targets burn, fire, and life safety, its effectiveness has not been previously evaluated in the medical literature. Between 2007 and 2012, a trained fire service public educator (FSPE) taught RW to all second grade students in one public school district. The curriculum was delivered in 30-minute segments for 9 consecutive weeks via presentations, a safety smoke house trailer, a model-sized hazard house, a student workbook, and parent letters. A written pre-test (PT) was given before RW started, a post-test (PT#1) was given immediately after RW, and a second post-test (PT#2) was administered to the same students the following school year (ranging from 12 to 13 months after PT). Students who did not complete the PT or at least one post-test were excluded. Comparisons were made by paired t-test, analysis of variance, and regression analysis. After 183 (8.7%) were excluded for missing tests, 1,926 remaining students scored significantly higher (P = .0001) on PT#1 (mean 14.8) and PT#2 (mean 14.7) than the PT (mean 12.1). There was 1 FSPE and 36 school teachers with class size ranging from 10 to 27 (mean 21.4). Class size was not predictive of test score improvement (R = 0%), while analysis of variance showed that individual teachers trended toward some influence. This 6-year prospective study demonstrated that the RW program delivered by an FSPE effectively increased short-term knowledge and long-term retention of fire/life safety in early elementary students. Collaborative partnerships are critical to preserving community injury prevention education programs. PMID:25159554
Alio, Amina P.; Fields, Sheldon D.; Humes, Damon L.; Bunce, Catherine A.; Wallace, Stephaun E.; Lewis, Cindi; Elder, Heather; Wakefield, Steven; Keefer, Michael C.
2014-01-01
Men who sleep with men (MSM) and transgender individuals of color, the largest demographic in the House Ball community (HBC) are amongst the group at highest risk for HIV infection in the United States. The HBC have limited access to culturally appropriate HIV education. This study aimed to develop a partnership with HBC leaders to uncover strategies for increasing HIV prevention knowledge, including participation in HIV vaccine trials. To this end a research institution-community-HBC partnership was established. In-depth qualitative and quantitative data were collected from the 14 HBC leaders in western New York, revealing that knowledge of HIV and related vaccine trials was limited. Barriers to increasing HIV knowledge included fear of peer judgment, having inaccurate information about HIV, and lack of education. Among the HBC, community partnerships will further aid in the development of future HIV prevention programs and increase individuals’ willingness to participate in future HIV vaccine trials. PMID:25642120
ACCESSING KNOWLEDGE FOR PROBLEM SOLVING
Joanna MAMONA-DOWNS
This paper studies the modes of thought that occur during the act of solving problems in mathematics. It examines the two main instantiations of mathematical knowledge, the conceptual and the structural, and their role in the afore said act. It claims that awareness of mathematical structure is the lever that educes mathematical knowledge existing in the mind in response to
ERIC Educational Resources Information Center
Tchoshanov, Mourat A.
2011-01-01
The mixed method sequential nested study examines whether and how the cognitive type of teachers' content knowledge is associated with student achievement, and correlated with teaching practice. In the context of this study, the "cognitive type" refers to the kind of teacher content knowledge and thinking processes required to accomplish a task…
ERIC Educational Resources Information Center
Griffin, Sharon
2009-01-01
Using Central Conceptual Structure theory as an heuristic, learning sequences in the acquisition of number knowledge are described in three forms that bridge theory and practice: as a four-stage theoretical progression, as items on a developmental test created to test the theoretical progression, and as learning objectives in a curriculum designed…
McKenzie, Karen
2013-12-01
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 significantly greater increases in knowledge but was equivalent in terms of confidence. Both forms of teaching were rated positively, but face to face teaching received significantly higher ratings than the online activity. The study suggests that short online game informed learning activities may offer an effective alternative for health professional training where face to face training is not possible. Further research is needed on the longer term impact of both types of training on practice. PMID:23184436
ERIC Educational Resources Information Center
Boakes, Norma J.
2009-01-01
Within the study of geometry in the middle school curriculum is the natural development of students' spatial visualization, the ability to visualize two- and three-dimensional objects. The national mathematics standards call specifically for the development of such skills through hands-on experiences. A commonly accepted method is through the…
Basic knowledge and Basic Ability: A Model in Mathematics Teaching in China CHENG Chun Chor-Litwin
Spagnolo, Filippo
. Most of the time, discussion of learning theory in China focus on western scholar such as Dienes in the near 100 years in learning in the West. For example, the nonassociation theory of thinking, explanation. The following is a list of theories of learning mathematics in the West that is related to the learning
ERIC Educational Resources Information Center
Stark, Christina M.; Graham-Kiefer, Meredith L.; Devine, Carol M.; Dollahite, Jamie S.; Olson, Christine M.
2011-01-01
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…
Mikell Lynne Hedley
2008-01-01
The purpose of the study was to use geospatial technologies to improve the spatial abilities and specific atmospheric science content knowledge of students in high schools and junior highs in primarily high-needs schools. These technologies include remote sensing, geographic information systems, and global positioning systems. The program involved training the teachers in the use of the technologies at a five-day
Technology Transfer Automated Retrieval System (TEKTRAN)
Metabolic reconstructions (MRs) are common denominators in systems biology and represent biochemical, genetic, and genomic (BiGG) knowledge-bases for target organisms by capturing currently available information in a consistent, structured manner. Salmonella enterica subspecies I serovar Typhimurium...
ERIC Educational Resources Information Center
Nehm, Ross H.; Schonfeld, Irvin Sam
2007-01-01
This study investigated whether or not an increase in secondary science teacher knowledge about evolution and the nature of science gained from completing a graduate-level evolution course was associated with greater preference for the teaching of evolution in schools. Forty-four precertified secondary biology teachers participated in a 14-week…
van der Elst, Elise M; Smith, Adrian D; Gichuru, Evanson; Wahome, Elizabeth; Musyoki, Helgar; Muraguri, Nicolas; Fegan, Greg; Duby, Zoe; Bekker, Linda-Gail; Bender, Bonnie; Graham, Susan M; Operario, Don; Sanders, Eduard J
2013-01-01
Introduction Healthcare workers (HCWs) in Africa typically receive little or no training in the healthcare needs of men who have sex with men (MSM), limiting the effectiveness and reach of population-based HIV control measures among this group. We assessed the effect of a web-based, self-directed sensitivity training on MSM for HCWs (www.marps-africa.org), combined with facilitated group discussions on knowledge and homophobic attitudes among HCWs in four districts of coastal Kenya. Methods We trained four district “AIDS coordinators” to provide a two-day training to local HCWs working at antiretroviral therapy-providing facilities in coastal Kenya. Self-directed learning supported by group discussions focused on MSM sexual risk practices, HIV prevention and healthcare needs. Knowledge was assessed prior to training, immediately after training and three months after training. The Homophobia Scale assessed homophobic attitudes and was measured before and three months after training. Results Seventy-four HCWs (68% female; 74% clinical officers or nurses; 84% working in government facilities) from 49 health facilities were trained, of whom 71 (96%) completed all measures. At baseline, few HCWs reported any prior training on MSM anal sexual practices, and most HCWs had limited knowledge of MSM sexual health needs. Homophobic attitudes were most pronounced among HCWs who were male, under 30 years of age, and working in clinical roles or government facilities. Three months after training, more HCWs had adequate knowledge compared to baseline (49% vs. 13%, McNemar's test p<0.001); this was most pronounced in those with clinical or administrative roles and in those from governmental health providers. Compared to baseline, homophobic attitudes had decreased significantly three months after training, particularly among HCWs with high homophobia scores at baseline, and there was some evidence of correlation between improvements in knowledge and reduction in homophobic sentiment. Conclusions Scaling up MSM sensitivity training for African HCWs is likely to be a timely, effective and practical means to improve relevant sexual health knowledge and reduce personal homophobic sentiment among HCWs involved in HIV prevention, testing and care in sub-Saharan Africa. PMID:24321111
Mathematical Cryptography Joshua Holden
Holden, Joshua Brandon
Mathematical Cryptography Joshua Holden http://www.rose-hulman.edu/~holden Rose-Hulman Institute of Technology Mathematical Cryptography p.1/10 #12;Goals "Cool" way of introducing mathematics and CS theory Practical knowledge Societal impact Coordinate the goals! Mathematical Cryptography p.2/10 #12;MA/CSSE 479
Mathematics, science and ontology
Thomas Tymoczko
1991-01-01
According to quasi-empiricism, mathematics is very like a branch of natural science. But if mathematics is like a branch of science, and science studies real objects, then mathematics should study real objects. Thus a quasi-empirical account of mathematics must answer the old epistemological question: How is knowledge of abstract objects possible? This paper attempts to show how it is possible.
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Moyer, Patricia S.; Dockery, Kim; Jamieson, Spencer; Ross, Julie
2007-01-01
This study examined a focused remediation and enrichment effort among school and university faculty to affect the mathematics achievement of a group of third-grade students in a Title I elementary school. A total of 87 students participated in the Code RED (Remediation and Enrichment Days) Project. During the Code RED Project, student assessment…
ERIC Educational Resources Information Center
Kapperman, Gaylen; Sticken, Jodi
2003-01-01
This article discusses the lack of preparation teachers of students with visual impairments have in the Nemeth Code (the Braille code for mathematics). It then describes a Windows-based tutorial for sighted persons to learn the Nemeth Code, a tutorial for teachers with blindness, and how to access the tutorials. (Contains 10 references.) (CR)
2014-01-01
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
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Noland, Ramona M.; Bass, Martha A.; Keathley, Rosanne S.; Miller, Rowland
2009-01-01
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…
ERIC Educational Resources Information Center
Niess, Margaret; Gillow-Wiles, Henry
2014-01-01
This study examined the influence of a researcher-conjectured learning trajectory instructional approach toward the enhancement of teachers' technological pedagogical content knowledge (TPACK). The study provides a rich description of how a learning trajectory, situated within a "social metacognitive-constructivist" instructional…
ERIC Educational Resources Information Center
Yilmaz, Ismail
2012-01-01
The purpose of this case study is to reveal prospective science teachers' knowledge and achievement levels in electricity-related subjects. The data for the study were collected from 44 prospective teachers using three measurement tools. The data were then analyzed using software developed for the Probability and Possibility Calculation Statistics…
NASA Astrophysics Data System (ADS)
Wagner, Brandon Joel
Writing-to-learn strategies have been administered in the past to enrich student learning. The purpose of this study was to see if K-W-L prompts in science journal writing could benefit student content knowledge within biology. Two high school biology classes were provided with learning journals. The journals given to the students during the treatment unit were provided with K-W-L question prompts to guide student learning while during the comparison unit students were given an open ended writing assignment. Pre and posttests were administered to determine student-learning gains. Student motivations and opinions of the treatment were collected through student interviews. The combined results were used to determine to what extent could K-W-L prompts in science journal writing influence comprehension of content knowledge. This study found there to be no difference in student learning gains when utilizing the K-W-L literacy strategy versus another free-writing activity. When scored, student K-W-Ls total scores did correlate to student success on unit tests. This opens up the potential for K-W-Ls to serve as an adequate tool for formative assessment. Here the K-W-L could be expanded to enrich student question asking, potentially aid students learning English, and potentially be used by students without teacher scaffolding.
Dennis, Sabriya; Weaks, Francesca
2013-01-01
Women's health encompasses a continuum of biological, psychological, and social challenges that di?er considerably from those of men. Despite the remarkable advances in science, women's health and sex di?erences research is slowly gaining recognition and acceptance. It is important that women's health gain attention as women are usually the gatekeepers of care for the family. Women's health and health outcomes are strongly influenced by sex and gender di?erences as well as geography. Around the world, the interplay of biology and culture brings about di?erences in men's and women's health, which have been largely overlooked. The Women's Health: Increasing the Awareness of Science and Knowledge (WHISK) Pilot Project was a multidisciplinary project aimed to increase the awareness of sex and gender di?erences in women's health and research among healthcare professionals. Theater expression and creative art were used to translate knowledge, enhance understanding, and increase the awareness of sex di?erences. Findings from this project clearly showed an apparent increase in knowledge and cultivation of new insights. PMID:24416695
NASA Technical Reports Server (NTRS)
Bakhshiyan, B. T.; Nazirov, R. R.; Elyasberg, P. E.
1980-01-01
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).
ERIC Educational Resources Information Center
Chipman, Susan F.
Visual knowledge is an enormously important part of our total knowledge. The psychological study of learning and knowledge has focused almost exclusively on verbal materials. Today, the advance of technology is making the use of visual communication increasingly feasible and popular. However, this enthusiasm involves the illusion that visual…
Maton, Kenneth I; Pollard, Shauna A; McDougall Weise, Tatiana V; Hrabowski, Freeman A
2012-01-01
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 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 5× more likely than comparison students to pursue a science, technology, engineering, and mathematics 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 precollege and college factors have emerged as predictors of successful entrance into a PhD program in the science, technology, engineering, and mathematics fields, including precollege research excitement, precollege intrinsic math/science motivation, number of summer research experiences during college, and college grade point average. Limitations of the research to date are noted, and directions for future research are proposed. PMID:22976367
T. Raupach; C. Münscher; T. Pukrop; S. Anders; S. Harendza
2010-01-01
In recent years, increasing attention has been paid to web-based learning although the advantages of computer-aided instruction\\u000a over traditional teaching formats still need to be confirmed. This study examined whether participation in an online module\\u000a on the differential diagnosis of dyspnoea impacts on student performance in a multiple choice examination of factual knowledge\\u000a in cardiology and pneumology. A virtual problem-based
Knowledge | Replication Knowledg owledge | Replication Knowledge | R
Shull, Kenneth R.
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
ERIC Educational Resources Information Center
Woods, Lee L.; Sylvester, Lorraine; Martin, James E.
2010-01-01
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…
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DelCampo, Diana; Baca, Jacqueline S.; Jimenez, Desaree; Sanchez, Paula Roybal; DelCampo, Robert
2011-01-01
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…
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Congress of the U.S., Washington, DC. House.
This hearing was held to examine the current state of mathematics, science, and engineering education at the undergraduate level by focusing on the demands of a knowledge-based economy. Contents include opening statements by Representative Nick Smith, Chairman, Subcommittee on Research, Committee in Science, U.S. House of Representatives;…
2014-01-01
Background A shortage of transplantable organs is a global problem. There are two types of organ donation: living and deceased. Deceased organ donation can occur following neurological determination of death (NDD) or cardiocirculatory death. Donation after cardiocirculatory death (DCD) accounts for the largest increments in deceased organ donation worldwide. Variations in the use of DCD exist, however, within Canada and worldwide. Reasons for these discrepancies are largely unknown. The purpose of this study is to develop, implement, and evaluate a theory-based knowledge translation intervention to provide practical guidance about how to increase the numbers of DCD organ donors without reducing the numbers of standard NDD donors. Methods We will use a mixed method three-step approach. In step one, we will conduct semi-structured interviews, informed by the Theoretical Domains Framework, to identify and describe stakeholders’ beliefs and attitudes about DCD and their perceptions of the multi-level factors that influence DCD. We will identify: determinants of the evidence-practice gap; specific behavioural changes and/or process changes needed to increase DCD; specific group(s) of clinicians or organizations (e.g., provincial donor organizations) in need of behaviour change; and specific targets for interventions. In step two, using the principles of intervention mapping, we will develop a theory-based knowledge translation intervention that encompasses behavior change techniques to overcome the identified barriers and enhance the enablers to DCD. In step three, we will roll out the intervention in hospitals across the 10 Canadian provinces and evaluate its effectiveness using a multiple interrupted time series design. Discussion We will adopt a behavioural approach to define and test novel, theory-based, and ethically-acceptable knowledge translation strategies to increase the numbers of available DCD organ donors in Canada. If successful, this study will ultimately lead to more transplantations, reducing patient morbidity and mortality at a population-level. PMID:24950719
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Utah State Office of Education, 2011
2011-01-01
Utah has adopted more rigorous mathematics standards known as the Utah Mathematics Core Standards. They are the foundation of the mathematics curriculum for the State of Utah. The standards include the skills and understanding students need to succeed in college and careers. They include rigorous content and application of knowledge and reflect…
Ajay Sharma
Einstein has speculated E= ?m c 2 from L= ?m c 2 in his Sep 1905 paper. This derivation ( under SPECIAL CONDITIONS) predicts that when Light Energy is emitted mass of body decreases. It is true. But the same derivation under general conditions ALSO predicts that when body emits light energy its mass must increase. It is inconsistent prediction
MATHEMATICAL TECHNOLOGY TRANSFER - INDUSTRIAL APPLICATIONS AND EDUCATIONAL PROGRAMMES IN MATHEMATICS
Matti HEILIO
Mathematical technology is a term referring to the interdisciplinary area combining applied mathematics, engineering and computer science. Computational technology has made sophisticated mathematical methods viable for practical applications. There is a window of opportunity for mutually beneficial two-way knowledge transfer between academia and industry. This also means a challenge for the university education. The modern and dynamic view of mathematics
Celebrating Mathematics All Year 'Round
ERIC Educational Resources Information Center
Daire, Sandra Arguelles
2010-01-01
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…
ERIC Educational Resources Information Center
Clark, Kathleen Michelle
2012-01-01
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…
NASA Astrophysics Data System (ADS)
Roberts, Simon J.
2014-01-01
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.
Early Predictors of High School Mathematics Achievement
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Siegler, Robert S.; Duncan, Greg J.; Davis-Kean, Pamela E.; Duckworth, Kathryn; Claessens, Amy; Engel, Mimi; Susperreguy, Maria Ines; Meichu, Chen
2012-01-01
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…
NASA Astrophysics Data System (ADS)
Wragg, Amanda; McEwen, Lindsey; Harries, Tim
2015-04-01
The focus of this paper is on the use of an innovative co-production process that engages small and medium sized enterprises (SMEs) and other stakeholders in the development of an e-learning tool that has appeal for business owners as well as being a resource for agents working directly with businesses. It outlines t priorities identified by businesses in relation to the support, advice, and, usefulness of sharing experiences which will be reflected in the 'tool'. The researchers suggest that business adaptation to flood risk is a neglected area and that an information 'hub' for businesses will enable sign-posting to advisory sources, 'science communication', and support for those suffering the trauma of damage to their premises and livelihoods. The flooding of communities is becoming a repeated, widespread issue within the UK, and elsewhere. Significant impacts of extreme floods in 2007 were: loss of life, 48,000 houses and 7,000 businesses flooded, community disruption, and, monetary loss to local economies. The winter floods of 2013/2014 also had devastating impacts. This paper reports on research from a three year multi-disciplinary project funded by the UK Engineering and Physical Sciences Research Council (EPSRC). In early 2014, SMEs accounted for 99.3% of all private sector businesses in the UK and 47.8% of private sector employment (FSB, 2014), thus they are a crucial part of the UK economy. Whilst some research focuses on 'community resilience', less is focused on the resilience of SMEs. Although SMEs may be vulnerable to fluctuations in turnover and housed in vulnerable premises, they often have the ability to make quick decisions and be innovative in the face of adversity owing to smaller, less complex systems. One key research aim has been to determine attitudes of business owners towards flood resilience and business continuity and barriers and motivators relating to adaptation. The resources SMEs draw on, their understanding of flood risk, and, the part that their knowledges and learning play in decision-making have been explored. The co-production process engages regional/national stakeholders who form a Stakeholder Competency Group (from policy and practice), and, a Business Research Partnership Group comprising local business participants. The two groups have opportunities to liaise and network in discussing the prototype for the learning tool. Whatmore et al (2008) and McEwen et al (2014) show that stakeholder views, experience and expertise can strengthen research outputs. The approach reflects current ethics and practices of stakeholder participation in that alongside an academic approach to the research, other equally valid forms of knowledge are recognised: 'a lot can be learned from exploring parallels, controversies and frictions between different forms of competency and knowledge (McEwen et al, 2014), for example, scientific, local, tacit and embedded. This paper presents concerns identified by businesses and wider stakeholders in relation to how the tool is framed and its key design premises. The tool is planned as a living resource that can support a community of learning practice among SMEs to increase flood resilience in the face of increased risk. References Federation of Small Businesses (2014) http://www.fsb.org.uk/stats Whatmore, Lane and Ward et al (2007-2010) Understanding Environmental Knowledge Controversies ESRC/NERC funded interdisciplinary research project (2007-2010) McEwen et al (2014) https://floodmemories.wordpress.com/2011/04/06/advice-from-competent-stakeholders/.
ERIC Educational Resources Information Center
Starling, Tina T.
2011-01-01
This comparative study examined discourse and opportunities for interaction in two mathematics education methods classes, one face-to-face and one synchronous, online. Due to the content taught in the course, this study also sought to determine prospective mathematics teachers' understanding of variability and the role of discourse in each…
An interdisciplinary programme jointly o ered by Department of Mathematics and
Huang, Jianwei
Foundation of Modern Mathematics Engineering Faculty Package or Enrichment Mathematics Study Scheme plus of Information Engineering BSc in Mathematics and Information Engineering Mathematical and Engineering Knowledge Communication Systems Software Engineering Cyber Security Mathematical Analysis Algebra & Geometry Di erential
ERIC Educational Resources Information Center
Reimann, Peter
2005-01-01
Computer-based learning environments for science and mathematics education support predominantly individual learning; from first generation drill and practice programs to today's advanced, knowledge-based tutorial systems, one learner interacting with one computer has been the typical setting. Mathematics educators, however, increasingly…
Mikhail Luboschinsky
2012-05-22
An approach to build Probabilistic Arithmetic in which initial values of all correlated random variables are known, but with varying degrees of accuracy. As a result of the proposed Probabilistic Arithmetic operations, variable values, degrees of their accuracy and correlations are refined. Probabilistic Generalized Addition (PGA) and Probabilistic Generalized Multiplication (PGM) operations on correlated random variables are defined and their basic properties identified and described: \\bullet Proposed PGA and PGM operations possess inverse operations - subtraction and division. \\bullet There is no difference between direct and inverse operations: addition and subtraction, multiplication and division (this is why these operations are called "Generalized"). \\bullet Division by approximately zero is possible and the result never equals to \\infty, making this approach promising in computational and computer mathematics. \\bullet Unlike the usual hyperbola, which, when the argument is changing from + \\infty to 0, has a gap at 0, the Generalized Probabilistic Hyperbola, under certain combination of initial accuracies, is continuous at 0. First, as the argument changes from +\\infty to 0, it behaves like a typical hyperbola, monotonically increasing. However, after reaching certain maximum value, it starts to decrease to 0 monotonically. Last property gives a hope that the proposed approach might be promising in Quantum Physics, as it would allow a more adequate description of macro and micro physics, as well as of the transition from one to the other.
Nichols, Brooke E; Sigaloff, Kim CE; Kityo, Cissy; Hamers, Raph L; Baltussen, Rob; Bertagnolio, Silvia; Jordan, Michael R; Hallett, Timothy B; Boucher, Charles AB; de Wit, Tobias F Rinke; van de Vijver, David AMC
2014-01-01
Introduction Earlier antiretroviral therapy (ART) initiation reduces HIV-1 incidence. This benefit may be offset by increased transmitted drug resistance (TDR), which could limit future HIV treatment options. We analyze the epidemiological impact and cost-effectiveness of strategies to reduce TDR. Methods We develop a deterministic mathematical model representing Kampala, Uganda, to predict the prevalence of TDR over a 10-year period. We then compare the impact on TDR and cost-effectiveness of: (1) introduction of pre-therapy genotyping; (2) doubling use of second-line treatment to 80% (50–90%) of patients with confirmed virological failure on first-line ART; and (3) increasing viral load monitoring from yearly to twice yearly. An intervention can be considered cost-effective if it costs less than three times the gross domestic product per capita per quality adjusted life year (QALY) gained, or less than $3420 in Uganda. Results The prevalence of TDR is predicted to rise from 6.7% (interquartile range [IQR] 6.2–7.2%) in 2014, to 6.8% (IQR 6.1–7.6%), 10.0% (IQR 8.9–11.5%) and 11.1% (IQR 9.7–13.0%) in 2024 if treatment is initiated at a CD4 <350, <500, or immediately, respectively. The absolute number of TDR cases is predicted to decrease 4.4–8.1% when treating earlier compared to treating at CD4 <350 due to the preventative effects of earlier treatment. Most cases of TDR can be averted by increasing second-line treatment (additional 7.1–10.2% reduction), followed by increased viral load monitoring (<2.7%) and pre-therapy genotyping (<1.0%). Only increasing second-line treatment is cost-effective, ranging from $1612 to $2234 (IQR $450-dominated) per QALY gained. Conclusions While earlier treatment initiation will result in a predicted increase in the proportion of patients infected with drug-resistant HIV, the absolute numbers of patients infected with drug-resistant HIV is predicted to decrease. Increasing use of second-line treatment to all patients with confirmed failure on first-line therapy is a cost-effective approach to reduce TDR. Improving access to second-line ART is therefore a major priority. PMID:25491351
Toward Improving the Mathematics Preparation of Elementary Preservice Teachers
ERIC Educational Resources Information Center
Cardetti, Fabiana; Truxaw, Mary P.
2014-01-01
Research suggests the importance of mathematics knowledge for teaching (MKT) for enabling elementary school teachers to effectively teach mathematics. MKT involves both mathematical content knowledge (M-CK) and mathematical pedagogical content knowledge (M-PCK). However, there is no consensus on how best to prepare elementary preservice teachers…
ERIC Educational Resources Information Center
Tin, Huynh Q.; Struik, Paul C.; Price, Lisa L.; Tuyen, Nguyen P.; Hoan, Nguyen P.; Bos, Heleen
2010-01-01
The study was designed to assess changes in farmers' knowledge of farmer seed production through schools (FSPSs) in Vietnam. A set of 25 questions covering five technical areas of the seed production process was used for pre and post knowledge testing at 12 FSPSs in the provinces Binh Dinh, Nam Dinh, Nghe An and Dong Thap. The main findings show…
Teachers' Knowledge of the Concept of a Function: A Theoretical Framework
ERIC Educational Resources Information Center
Nyikahadzoyi, Maroni Runesu
2015-01-01
In order to teach mathematics effectively, mathematics teachers need to have a sound mathematical knowledge, but what constitutes sound mathematical knowledge for teaching is subject to debate. This paper is an attempt to unpack what constitutes teacher knowledge of the concept of a function which is a unifying idea in the mathematics curriculum.…
Croicu, Ana-Maria
is awarding 160 scholarships over a four-year period to undergraduates in mathematics, biology, biotechnology of the STEM disciplines. Through the Scholarship Program in Science and Mathematics at Kennesaw State a minimum 3.0 GPA) will receive annual scholarships up to $3,000, depending upon financial need
Valla, Jeffrey M.; Williams, Wendy M.
2012-01-01
The under-representation of women and ethnic minorities in Science, Technology, Engineering, and Mathematics (STEM) education and professions has resulted in a loss of human capital for the US scientific workforce and spurred the development of myriad STEM educational intervention programs. Increased allocation of resources to such programs begs for a critical, prescriptive, evidence-based review that will enable researchers to develop optimal interventions and administrators to maximize investments. We begin by providing a theoretical backdrop for K-12 STEM programs by reviewing current data on under-representation and developmental research describing individual-level social factors undergirding these data. Next, we review prototypical designs of these programs, highlighting specific programs in the literature as examples of program structures and components currently in use. We then evaluate these interventions in terms of overall effectiveness, as a function of how well they address age-, ethnicity-, or gender-specific factors, suggesting improvements in program design based on these critiques. Finally, program evaluation methods are briefly reviewed and discussed in terms of how their empirical soundness can either enable or limit our ability to delineate effective program components. “Now more than ever, the nation’s changing demographics demand that we include all of our citizens in science and engineering education and careers. For the U.S. to benefit from the diverse talents of all its citizens, we must grow the pipeline of qualified, underrepresented minority engineers and scientists to fill positions in industry and academia.”—Irving P. McPhail.. PMID:22942637
Valla, Jeffrey M; Williams, Wendy M
2012-01-01
The under-representation of women and ethnic minorities in Science, Technology, Engineering, and Mathematics (STEM) education and professions has resulted in a loss of human capital for the US scientific workforce and spurred the development of myriad STEM educational intervention programs. Increased allocation of resources to such programs begs for a critical, prescriptive, evidence-based review that will enable researchers to develop optimal interventions and administrators to maximize investments. We begin by providing a theoretical backdrop for K-12 STEM programs by reviewing current data on under-representation and developmental research describing individual-level social factors undergirding these data. Next, we review prototypical designs of these programs, highlighting specific programs in the literature as examples of program structures and components currently in use. We then evaluate these interventions in terms of overall effectiveness, as a function of how well they address age-, ethnicity-, or gender-specific factors, suggesting improvements in program design based on these critiques. Finally, program evaluation methods are briefly reviewed and discussed in terms of how their empirical soundness can either enable or limit our ability to delineate effective program components. "Now more than ever, the nation's changing demographics demand that we include all of our citizens in science and engineering education and careers. For the U.S. to benefit from the diverse talents of all its citizens, we must grow the pipeline of qualified, underrepresented minority engineers and scientists to fill positions in industry and academia."-Irving P. McPhail.. PMID:22942637
ERIC Educational Resources Information Center
Wilkie, Karina J.
2011-01-01
Recent applications of technology to mathematics education have been designed with cognitive and constructivist theoretical perspectives in mind, viewing mathematical learning as the acquisition of knowledge through the construction of meanings and connections between concepts. With the advent of increasingly flexible communication technologies,…
Developing Mathematical Proficiency
ERIC Educational Resources Information Center
Groves, Susie
2012-01-01
It has long been recognised that successful mathematical learning comprises much more than just knowledge of skills and procedures. For example, Skemp (1976) identified the advantages of teaching mathematics for what he referred to as "relational" rather than "instrumental" understanding. More recently, Kilpatrick, Swafford and Findell (2001)…
Mathematics, Gender, and Research
Elizabeth Fennema
Research has provided rich documentation of and knowledge about variables that are related to gender and mathematics, and moderate change in what has happened to females within mathematics education has occurred partly because of this scholarship. We need to continue research that documents the status of gender differences as they exist. However, research, as we know it, must be supplemented
Using Mathematics in Science: Working with Your Mathematics Department
ERIC Educational Resources Information Center
Lyon, Steve
2014-01-01
Changes to the mathematics and science curriculums are designed to increase rigour in mathematics, and place greater emphasis on mathematical content in science subjects at key stages 3, 4 and 5 (ages 11-18). One way to meet the growing challenge of providing increased emphasis on mathematics in the science curriculum is greater collaboration…
Mathematics for Physicists and Engineers.
ERIC Educational Resources Information Center
Organisation for Economic Cooperation and Development, Paris (France).
The text is a report of the OEEC Seminar on "The Mathematical Knowledge Required by the Physicist and Engineer" held in Paris, 1961. There are twelve major papers presented: (1) An American Parallel (describes the work of the Panel on Physical Sciences and Engineering of the Committee on the Undergraduate Program in Mathematics of the Mathematical…
Facilitating Collaborative Knowledge Building
ERIC Educational Resources Information Center
Hmelo-Silver, Cindy E.; Barrows, Howard S.
2008-01-01
This article describes a detailed analysis of knowledge building in a problem-based learning group. Knowledge building involves increasing the collective knowledge of a group through social discourse. For knowledge building to occur in the classroom, the teacher needs to create opportunities for constructive discourse in order to support student…
Knowledge Management through Ontologies
V. Richard Benjamins; Dieter Fensel; Asunción Gómez-pérez
1998-01-01
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
Learning Mathematics--Letting the Pupils Have Their Say
ERIC Educational Resources Information Center
Lee, Clare; Johnston-Wilder, Sue
2013-01-01
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…
Early predictors of high school mathematics achievement.
Siegler, Robert S; Duncan, Greg J; Davis-Kean, Pamela E; Duckworth, Kathryn; Claessens, Amy; Engel, Mimi; Susperreguy, Maria Ines; Chen, Meichu
2012-07-01
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
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Kafyulilo, Ayoub C.
2010-01-01
This study investigated the ways through which pre-service science and mathematics teachers at Dar es Salaam University College of Education (DUCE) can acquire competencies for integrating technology pedagogy and content in teaching. Specifically the study investigated the preservice teachers' ICT integration competencies; practices that can be…
Knowledge Convergence and Collaborative Learning
ERIC Educational Resources Information Center
Jeong, Heisawn; Chi, Michelene T. H.
2007-01-01
This paper operationalized the notion of knowledge convergence and assessed quantitatively how much knowledge convergence occurred during collaborative learning. Knowledge convergence was defined as an increase in common knowledge where common knowledge referred to the knowledge that all collaborating partners had. Twenty pairs of college students…
Cognitive Correlates of Performance in Advanced Mathematics
ERIC Educational Resources Information Center
Wei, Wei; Yuan, Hongbo; Chen, Chuansheng; Zhou, Xinlin
2012-01-01
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…
Prospective Mathematics Teachers' Attitudes Towards Learning Mathematics with Technology
ERIC Educational Resources Information Center
Ipek, A. Sabri; Berigel, Muhammed; Albayrak, Mustafa
2007-01-01
Role of technology which is an important tool for new approaches in learning mathematics is rapidly increasing at focus point of learning mathematics with new designs. One of the biggest factors at learning and instructing technology based mathematic education is attitudes of mathematics teachers towards technology. At this study, attitudes of…
Mario Bunge's Philosophy of Mathematics: An Appraisal
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Marquis, Jean-Pierre
2012-01-01
In this paper, I present and discuss critically the main elements of Mario Bunge's philosophy of mathematics. In particular, I explore how mathematical knowledge is accounted for in Bunge's systemic emergent materialism.
Harr, Nora; Eichler, Andreas; Renkl, Alexander
2015-01-01
In teacher education, general pedagogical and psychological knowledge (PPK) is often taught separately from the teaching subject itself, potentially leading to inert knowledge. In an experimental study with 69 mathematics student teachers, we tested the benefits of fostering the integration of pedagogical content knowledge (PCK) and general PPK with respect to knowledge application. Integration was fostered either by integrating the contents or by prompting the learners to integrate separately taught knowledge. Fostering integration, as compared to a separate presentation without integration help, led to more applicable PPK and greater simultaneous application of PPK and PCK. The advantages of fostering knowledge integration were not moderated by the student teachers’ prior knowledge or working memory capacity. A disadvantage of integrating different knowledge types referred to increased learning times.
ERIC Educational Resources Information Center
Carter, Carolyn S.; Keyes, Marian; Kusimo, Patricia S.; Lunsford, Crystal
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…
Early Predictors of Middle School Fraction Knowledge
ERIC Educational Resources Information Center
Bailey, Drew H.; Siegler, Robert S.; Geary, David C.
2014-01-01
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…
The Interaction between Knowledge Codiflcation and Knowledge Sharing Networks
De Liu; Gautam Ray; Andrew B. Whinston
Current knowledge management (KM) technologies and strategies advocate two difier- ent approaches: knowledge codiflcation and knowledge sharing networks. However, the extant literature has paid limited attention to the interaction between them. This research draws upon the literature on formal modeling of networks to examine the interaction be- tween knowledge codiflcation and knowledge sharing networks. The analysis suggests that an increase
Andreas Seufert; Georg von Krogh; Andrea Bach
1999-01-01
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
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Hare, Mary; Jones, Michael; Thomson, Caroline; Kelly, Sarah; McRae, Ken
2009-01-01
An increasing number of results in sentence and discourse processing demonstrate that comprehension relies on rich pragmatic knowledge about real-world events, and that incoming words incrementally activate such knowledge. If so, then even outside of any larger context, nouns should activate knowledge of the generalized events that they denote or…
Content Knowledge, Creativity and Technology
Wei-Chi Yang
It is always debatable how much math content knowledge we expect from a future math teacher before he or she starts teaching. Many educators do not agree that we solely rely on examinations to test one's mathematical knowledge, which gives reasons for stu¢ ng lots of contents into a math curriculum. The real question is how a person can build
ERIC Educational Resources Information Center
McLeod, Kevin; Huinker, Deann
2007-01-01
There has been much debate in recent years as to the amount and type of mathematical knowledge that teachers need to acquire. One set of recommendations is provided by the Mathematical Education of Teachers (MET) report, produced jointly by the American Mathematical Society and the Mathematical Association of America. This paper reports on efforts…
Pletser, Vladimir
2012-01-01
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.
Middle School Mathematics Teachers’ Professional Development and Student Achievement
James A. Telese
2012-01-01
Middle school mathematics teacher quality is questionable because the number of certified mathematics teachers considered highly qualified is low (Birman et al., 2009). The author examined Grade 8 data from the 2005 National Association of Educational Progress mathematics assessment. The purposes of the study were to (a) determine the impact of middle school mathematics teachers’ content knowledge and teachers’ mathematics
Ponce, V. Miguel
Sponsored by The Center for Research in Mathematics and Science Education (CRMSE) Celia Hoyles and Richard Noss London Knowledge Lab, Institute of Education, University of London Mathematics at Work Hoyles Professor, Mathematics Education, London Knowledge Lab, Institute of Education, University
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Raupach, T.; Munscher, C.; Pukrop, T.; Anders, S.; Harendza, S.
2010-01-01
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…
From Architectural Knowledge to Requirements Knowledge Management
Peng Liang
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
ERIC Educational Resources Information Center
Ngo, Federick J.
2013-01-01
Increasing teacher quality is a major objective of recent Cambodian education policy. In mathematics education literature, pedagogical content knowledge (PCK) has emerged as a critical component of teacher quality that is strongly linked to student achievement. In this study I use data from a large survey of Cambodian schools to investigate the…
Armstrong, Don L; Jacob, Chaim O; Zidovetzki, Raphael
2008-01-01
Background Many common disorders have multiple genetic components which convey increased susceptibility. SNPs have been used to identify genetic components which are associated with a disease. Unfortunately, many studies using these methods suffer from low reproducibility due to lack of power. Results We present a set of programs which implement a novel method for searching for disease-associated genes using prior information to select and order genes from publicly available databases by their prior likelihood of association with the disease. These programs were used in a published study of childhood-onset SLE which yielded novel associations with modest sample size. Conclusion Using prior information to decrease the size of the problem space to an amount commensurate with available samples and resources while maintaining appropriate power enables researchers to increase their likelihood of discovering reproducible associations. PMID:18631403
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.
Peter Reimann
Computer-based learning environments for science and mathematics education support predominantly individual learning; from first generation drill and practice programs to today's advanced, knowledge-based tutorial systems, one learner interacting with one computer has been the typical setting. Mathematics educators, however, increasingly appreciate the value of collaborative learning and include team-learning activities in their lessons. In this presentation, drawing on our research
ERIC Educational Resources Information Center
Calder, Allan
1979-01-01
Discusses the question of whether mathematics is discovered or invented. An approach known as constructive mathematics and based on the belief that mathematics can have real meaning if its concepts can be constructed by the human mind is presented. (HM)
Briones, Kristi; Lustik, Faith; LaLone, Joel
2010-11-01
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
Research in Mathematics Education: Looking Back and
Belding, Juliana
research in curriculum · Robert Davis needed research in the teaching of mathematics #12;Organizing · Mathematical Knowledge for Teaching · Standards and Assessment of Learning · Role of curriculum · RoleResearch in Mathematics Education: Looking Back and Looking Forward Dr. Karen J. Graham Department
Multiple Proof Approaches and Mathematical Connections
ERIC Educational Resources Information Center
Jiang, Zhonghong; O'Brien, George E.
2012-01-01
One of the most rewarding accomplishments of working with preservice secondary school mathematics teachers is helping them develop conceptually connected knowledge and see mathematics as an integrated whole rather than isolated pieces. To help students see and use the connections among various mathematical topics, the authors have paid close…
Maton, Kenneth I.; Pollard, Shauna A.; McDougall Weise, Tatiana V.; Hrabowski, Freeman A.
2012-01-01
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
Katz, David A.; Cassels, Susan L.; Stekler, Joanne D.
2014-01-01
Background Home-use tests have potential to increase HIV testing but may increase the rate of false-negative tests and decrease linkage to HIV care. We sought to estimate the impact of replacing clinic-based testing with home-use tests on HIV prevalence among men who have sex with men (MSM) in Seattle, Washington. Methods We adapted a deterministic, continuous-time model of HIV transmission dynamics parameterized using a 2003 random digit dial study of Seattle MSM. Test performance was based on the OraQuick In-Home HIV Test (OraSure Technologies, Inc, Bethlehem, PA) for home-use tests and, on an average, of antigen-antibody combination assays and nucleic acid amplification tests for clinic-based testing. Results Based on observed levels of clinic-based testing, our baseline model predicted an equilibrium HIV prevalence of 18.6%. If all men replaced clinic-based testing with home-use tests, prevalence increased to 27.5% if home-use testing did not impact testing frequency and to 22.4% if home-use testing increased testing frequency 3-fold. Regardless of how much home-use testing increased testing frequency, any replacement of clinic-based testing with home-use testing increased prevalence. These increases in HIV prevalence were mostly caused by the relatively long window period of the currently approved test. If the window period of a home-use test were 2 months instead of 3 months, prevalence would decrease if all MSM replaced clinic-based testing with home-use tests and tested more than 2.6 times more frequently. Conclusions Our model suggests that if home-use HIV tests replace supplement clinic-based testing, HIV prevalence may increase among Seattle MSM, even if home-use tests result in increased testing. PMID:24335742
On Building a Knowledge Base for Stability Theory
Agnieszka Rowinska-Schwarzweller; Christoph Schwarzweller
2010-01-01
A lot of mathematical knowledge has been formalized and stored in\\u000arepositories by now: different mathematical theorems and theories have been\\u000ataken into consideration and included in mathematical repositories.\\u000aApplications more distant from pure mathematics, however --- though based on\\u000athese theories --- often need more detailed knowledge about the underlying\\u000atheories. In this paper we present an example Mizar
The Computer-Assisted Learning (CAL) Project in Mathematics at the University of Glasgow
ERIC Educational Resources Information Center
Daly, D. W.; And Others
1977-01-01
This paper describes the nature and use of a computer-assisted sequence of instruction in college-level mathematics. Units in differential and integral calculus and geometry are described. The authors claim that students acquire increased confidence in their knowledge and problem-solving ability. (SD)
ERIC Educational Resources Information Center
Hodges, Thomas E.; Jong, Cindy
2014-01-01
The authors drew upon Remillard and Bryans' categorization of curriculum use in observating two middle-grade teachers' integration of Standards-based curriculum materials produced by the National Council of Teachers of Mathematics. Each teacher participated in a two-year professional development program focused on increasing content knowledge and…
Google, Mathletics and Khan Academy: Students' Self-Initiated Use of Online Mathematical Resources
ERIC Educational Resources Information Center
Muir, Tracey
2014-01-01
Today's students increasingly engage in online environments, with ready access to digital resources and mobile technologies. While much of this activity is socially motivated, the internet is also a source of knowledge for students and frequently accessed for school assignments, projects and assessment purposes. As mathematics continues to be…
Knowledge Creation in Constructivist Learning
ERIC Educational Resources Information Center
Jaleel, Sajna; Verghis, Alie Molly
2015-01-01
In today's competitive global economy characterized by knowledge acquisition, the concept of knowledge management has become increasingly prevalent in academic and business practices. Knowledge creation is an important factor and remains a source of competitive advantage over knowledge management. Constructivism holds that learners learn actively…
Knowledge management: securing the future
Ebrahim Randeree
2006-01-01
Purpose - Increased focus on knowledge within firms has not addressed the security implication. This paper aims to examine the implications of knowledge management for security. Design\\/methodology\\/approach - This approach highlights the competitive advantage of knowledge with an emphasis on security. This paper reviews security for data and information and explores the dimensions of secure knowledge systems. The emphasis is
Reflective Awareness in Mathematics Teachers' Learning and Teaching
ERIC Educational Resources Information Center
Chapman, Olive
2015-01-01
The nature of mathematics teachers' knowledge specific to teaching mathematics [MTK] is of ongoing concern in mathematics education research. This article contributes to our under-standing of this knowledge with particular focus on reflective awareness. It discusses MTK based on ways it has been used in research. It highlights reflective awareness…
ACCEPTED Book Proposal Shaping the Future of Mathematics Education
Bardsley, John
by actively building new knowledge from existing knowledge and experience. The curriculum must be "more than;Developments during the period of the "New Mathematics" (1960s) still have significant input for mathematicsACCEPTED Book Proposal Shaping the Future of Mathematics Education Lyn D. English, Bharath Sriraman
Provocative Mathematics Questions: Drawing Attention to a Lack of Attention
ERIC Educational Resources Information Center
Klymchuk, Sergiy
2015-01-01
The article investigates the role of attention in the reflective thinking of school mathematics teachers. It analyses teachers' ability to pay attention to detail and "use" their mathematical knowledge. The vast majority of teachers can be expected to have an excellent knowledge of mathematical techniques. The question examined here is…
NASA Astrophysics Data System (ADS)
Chval, Kathryn B.; Pinnow, Rachel J.; Thomas, Amanda
2015-03-01
Research in mathematics education increasingly recognizes the role of language in the education of English language learners. However, research examining the professional growth of mathematics teachers as they learn to teach English language learners is sparse. This case study addresses this issue by examining one third grade teacher as she learned how to focus on language as she designed and taught mathematics lessons to facilitate the participation of English language learners. Data sources consist of audio recordings of interviews, lesson planning sessions, and lesson debrief sessions as well as video recordings of mathematics lessons. The results from this study demonstrate the importance of professional development that emphasizes language in the teaching of mathematics. As the teacher began to learn about the components of the intervention, she developed specialized knowledge and competencies so that she was able to address language planning and development that was necessary to successfully teach mathematics to English language learners.
Resisting Reductionism in Mathematics Pedagogy
ERIC Educational Resources Information Center
Foster, Colin
2013-01-01
Although breaking down a mathematical problem into smaller parts can often be an effective solution strategy, when the same reductionist approach is applied to mathematics pedagogy the effects are far from beneficial for students. Mathematics pedagogy in UK schools is gaining an increasingly reductionist flavour, as seen in an excessive focus on…
Day, Adam R.
- 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
Epple, Moritz; Karachalios, Andreas; Remmert, Volker R
2005-01-01
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
Knowledge Warehouse Page 1 The Knowledge Warehouse
Yacci, Michael
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
The Extension-Reduction Strategy: Activating Prior Knowledge
ERIC Educational Resources Information Center
Sloyer, Cliff W.
2004-01-01
A mathematical problem is solved using the extension-reduction or build it up-tear it down tactic. This technique is implemented in reviving students' earlier knowledge to enable them to apply this knowledge to solving new problems.
ERIC Educational Resources Information Center
Cranfield, Corvell
2013-01-01
The construct of mathematical identity has recently been widely used in mathematics education with the intention to understand how students relate to and engage (or disengage) with mathematics. Grootenboer and Zevenbergen (2008) define mathematical identity as the students' knowledge, abilities, skills, beliefs, dispositions, attitudes and…
ERIC Educational Resources Information Center
Scottish Office Education and Industry Dept., Edinburgh.
This Third International Mathematics and Science Study (TIMSS), carried out in 1995, collected information about pupils' knowledge and understanding of mathematics and science, mathematics and science curricula, and teaching and learning practices. Data collection instruments included tests in mathematics and science and questionnaires completed…
Ologs: A Categorical Framework for Knowledge Representation
Spivak, David I.
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 ...
ERIC Educational Resources Information Center
Bailey, Judy
2014-01-01
Preparing to become an effective primary school mathematics teacher is a challenging and complex task; and is influenced by one's past experiences, personal knowledge of, and beliefs and attitudes towards mathematics. This paper examines the experiences of a small group of pre-service teachers who did not pass their first year mathematics…
Conceptions and Images of Mathematics Professors on Teaching Mathematics in School.
ERIC Educational Resources Information Center
Pehkonen, Erkki
1999-01-01
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…
ERIC Educational Resources Information Center
Ernest, Paul, Ed.
This book illustrates the breadth of theoretical and philosophical perspectives that can be brought to bear on mathematics and education. Part 1, "Reconceptualizing the Philosophy of Mathematics," contains the following chapters: (1) "Fresh Breezes in the Philosophy of Mathematics" (R. Hersh); (2) What Can the Sociologist of Knowledge Say About 2…
Strengthening Connections between Elementary Classroom Mathematics and Literacy
ERIC Educational Resources Information Center
Altieri, Jennifer L.
2009-01-01
Enjoyable literacy strategies help elementary teachers reinforce students' mathematics knowledge. This article shares a number of literacy strategies that can easily connect with mathematics. These strategies include word associations, multimeaning word cards, and games. (Contains 7 figures.)
Conditional inequalities : American pure and applied mathematics, 1940-1975
Steingart, Alma
2011-01-01
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 ...
Predicting Teacher NTE Scores in Mathematics and Science.
ERIC Educational Resources Information Center
Willson, Victor L.; Stoller, Jane E.
1981-01-01
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)
Two Gestalts for Mathematics: Logical vs. Computational
Kirby McMaster; Brian Rague; Trevor McMaster; Ashley Blake
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
INCREASING TREE FAMILIES Michael Drmota
Drmota, Michael
INCREASING TREE FAMILIES Michael Drmota Inst. of Discrete Mathematics and Geometry Vienna · Recursive Trees · Plane Oriented Trees · General Increasing Trees · Degree Distribution · Conclusion #12;Recursive Trees #12;Recursive Trees #12;Recursive Trees #12;Recursive Trees #12;Recursive Trees #12
On the Representation of Mathematical Knowledge in
Kerber, Manfred
the possibilit- ies where inconsistencies may be impor- ted to very few cases, namely to the oc- currence of elementary axio- matic set theory 7 and the rst part of 2 is represented. When proving theorems by an auto an error we can repair it once for ever after
Predicting Student Growth in Mathematical Content Knowledge.
ERIC Educational Resources Information Center
Wilkins, Jesse L. M.; Ma, Xin
2002-01-01
Using Longitudinal Study of American Youth data, researchers investigated factors related to middle and high school students' learning or growth in statistics, algebra, and geometry. Results indicated substantial growth in all three content areas in both middle and high school. Factors related to student learning included student characteristics…
Mathematics disorder is a condition in which a child's math ability is far below normal for their age, ... Children who have mathematics disorder have trouble with simple ... disorder may appear with: Developmental coordination ...
Developing complex understandings: On the relation of mathematics education research to mathematics
Gerald A. Goldin
2003-01-01
This article explores some of the intellectual bases of the apparent cultural divide between the fields of mathematics and\\u000a mathematics education research. The chasm is in part attributable to epistemologies or theoretical `paradigms', fashionable\\u000a in education, that dismiss or deny the integrity of fundamental aspects of mathematical and scientific knowledge. The solution\\u000a offered is for the next generation of mathematics
Conceptualizing knowledge and information sharing in transnational knowledge networks
Mohammed A. Gharawi; Sharon S. Dawes
2010-01-01
In the era of globalization, sharing of knowledge, information, and practices across cultural and national boundaries has been recognized as a key for handling the most critical problems. Consequently, the number of Transnational Knowledge Networks (TKNs) that aim to address critical global issues and problems continue to increase. As exchanging knowledge and information represent core components of these networks, this
NUCLEAR KNOWLEDGE PORTAL: INFORMATION MANAGEMENT MAKING POSSIBLE THE KNOWLEDGE MANAGEMENT
F. Braga; N. Orosco; E. Galvão; L. Sayão
The information management growths in importance and makes itself more strategic for organizations, from the construction of a solid information basis, the organization increases its chances of implementing with success practices of Knowledge Management. The knowledge derives from information as well it derives from data, making clear the strict relationship between the information management and knowledge management . Therefore, the
Patterns of Strengths and Weaknesses in Children's Knowledge about Fractions
ERIC Educational Resources Information Center
Hecht, Steven A.; Vagi, Kevin J.
2012-01-01
The purpose of this study was to explore individual patterns of strengths and weaknesses in children's mathematical knowledge about common fractions. Tasks that primarily measure either conceptual or procedural aspects of mathematical knowledge were assessed with the same children in their fourth- and fifth-grade years (N = 181, 56% female and 44%…
Content Area Reading Pedagogy and Domain Knowledge: A Bourdieusian Analysis
ERIC Educational Resources Information Center
Alvermann, Donna; Friese, Elizabeth; Beckmann, Sybilla; Rezak, Achariya
2011-01-01
The twofold purpose of this study was to trace prospective and practicing mathematics teachers' understandings of content area reading instruction in relation to domain knowledge in mathematics, and to examine the extent to which online pedagogical mentoring supported the integration of such instruction and knowledge. The design called for two…
Isaac Newton on Mathematical Certainty and Method Niccol`o Guicciardini
. Newton, Isaac, Sir, 16421727--Knowledge-Mathematics. 2. Mathematical analy- sis. 3. MathematicsIsaac Newton on Mathematical Certainty and Method Niccol`o Guicciardini The MIT Press Cambridge. Library of Congress Cataloging-in-Publication Data Guicciardini, Niccol`o. Isaac Newton on mathematical
KNOWLEDGE TRANSFER WITHIN INTERORGANIZATIONAL NETWORKS
Priestley, Jennifer Lewis
KNOWLEDGE TRANSFER WITHIN INTERORGANIZATIONAL NETWORKS Jennifer Lewis Priestley, Ph.D. Kennesaw State University INTRODUCTION Increasingly, knowledge is recognized as a critical asset, where a firm or an individual's competitive advantage flows from a unique knowledge base. The subsequent degree to which
The Complexities of Assessing Teacher Knowledge
ERIC Educational Resources Information Center
Schoenfeld, Alan H.
2007-01-01
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…
The Order and Integration of Knowledge
Alexanian, Moorad
2015-01-01
William Oliver Martin published "The Order and Integration of Knowledge" in 1957 to address the problem of the nature and the order of various kinds of knowledge; in particular, the theoretical problem of how one kind of knowledge is related to another kind. Martin characterizes kinds of knowledge as being either autonomous or synthetic. The latter are reducible to two or more of the autonomous (or irreducible) kinds of knowledge, viz., history (H), metaphysics (Meta), theology (T), formal logic (FL), mathematics (Math), and generalizations of experimental science (G). Metaphysics and theology constitute the two domains of the ontological context while history and experimental science are the two domains of the phenomenological context. The relation of one kind of knowledge to another may be instrumental, constitutive, and/or regulative. For instance, historical propositions are constitutive of G, metaphysical propositions are regulative of G, and propositions in formal logic and mathematics are instrumental ...
Extending the Challenge in Mathematics: Developing Mathematical Promise in K-8 Students.
ERIC Educational Resources Information Center
Sheffield, Linda Jensen
This book is a guide to the development of mathematical talent in students in grades K through 8. The first chapter is on developing mathematical promise and considers characteristics of students who are mathematically promising, the goals of mathematics instruction, how to find and/or create good problems, models for increasing the numbers and…
DoctorateDegreesin MathematicsEarnedby
Medina, Herbert A.
Numbers Herbert A. Medina 2 NOTICES OF THE AMS VOLUME 51, NUMBER 7 Introduction Many within the U.S. mathematics to increase their representation in the total U.S. population. Herbert A. Medina is professor of mathematics
NSDL National Science Digital Library
This web site, presented by the American Mathematical Society, is devoted to the visualization of mathematics--origami, computer-generated landscapes, tesselations, fractals, anamorphic art, and more. It presents changing galleries of work by mathematicians and artists working in all media, as well as links to online galleries, articles, and other resources on the relationship between mathematics and the visual arts. The site enables viewers to send e-postcards of featured work.
Wright, Francis
MAS010 Essential Mathematical Skills 0 49 18 31 44 48 1 MAS108 Probability I 1 34 45 52 46 53 54 1 MAS114 Geometry I 1 13 24 43 17 22 23 1 MAS115 Calculus I 1 21 55 58 32 33 1 MAS116 Intro. to Mathematical Computing 1 12 19 25 15-16 22-23 26-28 2 MAS010 Essential Mathematical Skills 0 49 22 24 33 44 2
Development of a Knowledge-Based Process Planning System for an Auto Panel
X. Shi; J. Chen; Y. Peng; X. Ruan
2002-01-01
Challenges and pressures from the growing globalisation of markets have made automotive enterprises shorten the product development\\u000a cycle time and reduce costs through the increasing use of mathematics-based tools and processes. In order to bridge the gap\\u000a between experience-based design and science-based engineering, this paper establishes a knowledge-based process planning system\\u000a to fully support auto panel die development and design
ERIC Educational Resources Information Center
Mirabella Ormsby, Lauren
2013-01-01
In the United States the lack of mathematic knowledge of citizens has remained a significant problem. Both national and international assessments of mathematical knowledge of students have consistently reported poor results. Given the importance of mathematics education in college attendance and career options, finding ways to improve the…
Getting At The Mathematics: Sara's Journal
ERIC Educational Resources Information Center
Speiser, Bob; Walter, Chuck
2003-01-01
In this paper, we discuss issues in planning and conducting research into mathematics learning. We emphasize two central themes: (1) the learners' mathematics (especially the issues and ideas, in given problem situations, that learners choose to think about and to present; and (2) the kinds of knowledge that learners may be building (including…
Improving mathematical problem solving: A computerized approach
Egbert G. Harskamp; Cor J. M. Suhre
2006-01-01
Mathematics teachers often experience difficulties in teaching students to become skilled problem solvers. This paper evaluates the effectiveness of two interactive computer programs for high school mathematics problem solving. Both programs present students with problems accompanied by instruction on domain-specific knowledge required in different episodes of problem solving. The first program is based on a direct instructional approach to learning,
On culture, geometrical thinking and mathematics education
Paulus Gerdes
1988-01-01
This article confronts a widespread prejudice about mathematical knowledge, that mathematics is ‘culture-free’, by demonstrating alternative constructions of euclidean geometrical ideas developed from the traditional culture of Mozambique. As well as establishing the educational power of these constructions, the article illustrates the methodology of ‘cultural conscientialization’ in the context of teacher training.
A new approach to mathematics for engineers
Anthony J. P. Watkins
1993-01-01
It is shown how DERIVE is used to enhance the teaching of mathematics to students who intend to become engineers but who do not have any previous knowledge of or qualification in advanced mathematics. Starting from an introduction to elementary algebra, the students progress through the principles of differential and integral calculus, the scientific functions, first?order differential equations, numerical methods
Mathematics Entry Requirements: First or upper second
Davies, Christopher
-pg@cardiff.ac.uk www.cardiff.ac.uk/maths Application Information Suitable for: graduates in Mathematics (or Mathematical Physics for appropriate topics). Offers knowledge and expertise: for a career in academia analysis and spectral theory, IT security, operational research, statistics, quantum field theory
KNOWLEDGE GRANULARITY AND REPRESENTATION OF KNOWLEDGE: TOWARDS
Boyer, Edmond
KNOWLEDGE GRANULARITY AND REPRESENTATION OF KNOWLEDGE: TOWARDS KNOWLEDGE GRID Maria A. Mach.owoc}@ue.wroc.pl ABSTRACT. Knowledge granularity, usually identified with the size of knowledge granules, seems to be real challenge for knowledge consumers as well as for knowledge creators. In this paper, relationships between
Didactics of Mathematics: An Epistemological Approach to Mathematics Education
ERIC Educational Resources Information Center
Winslow, Carl
2007-01-01
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…
Le Roy, Robert J.
Canadian Mathematics Competition An activity of the Centre for Education in Mathematics) 19 (E) 129 n n3 + n - 1 1 1 2 9 3 29 4 67 5 7. The circle graph shows the favourite ice cream. Steven weighs 20% more than Danny. Steven's weight is (A) 50 kg (B) 60 kg (C) 48 kg (D) 32 kg (E) 72 kg
ERIC Educational Resources Information Center
McClellan, Kathryn T.
Why mathematics should be learned is discussed. Its role as an important active force in the development of our civilization, and as the most useful subject taught in our schools, next to English, is noted. The primary objective of all mathematics work is to help man study nature, and some practical achievements of this connection are noted.…
Mukul Patel
2000-01-01
This is a research announcement on what is best termed `nonlocal' methods in mathematics. (This is not to be confused with global analysis.) The nonlocal formulation of physics in \\\\cite{principia} points to a fresh viewpoint in mathematics: Nonlocal viewpoint. It involves analyzing objects of geometry and analysis using nonlocal methods, as opposed to the classical local methods, e.g., Newton's calculus.
ERIC Educational Resources Information Center
Prochazka, Helen
2004-01-01
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…
Investigating Engineering Practice Is Valuable for Mathematics Learning
ERIC Educational Resources Information Center
Goold, Eileen
2015-01-01
While engineering mathematics curricula often prescribe a fixed body of mathematical knowledge, this study takes a different approach; second-year engineering students are additionally required to investigate and document an aspect of mathematics used in engineering practice. A qualitative approach is used to evaluate the impact that students'…
The Social Outcomes of Learning Mathematics: Standard, Unintended or Visionary?
ERIC Educational Resources Information Center
Ernest, Paul
2015-01-01
Mathematics is a fundamental part of human knowledge and one of the central planks of the modern technological revolution. But in our enthusiasm to promote its benefits too rarely do we stop to question our intended aims of teaching mathematics and the outcomes of learning mathematics in school. In this paper the standard aims of school…
Marina's Fish Shop: A Mathematically- and Technologically-Rich Lesson
ERIC Educational Resources Information Center
Wander, Roger; Pierce, Robyn
2009-01-01
In early 2008 researchers from the University of Melbourne's "New Technologies for Teaching Mathematics" project created a lesson for the Year 10 students at their Victorian research schools. Two important goals of secondary school mathematics education are to build students' conceptual knowledge and to teach students to think mathematically.…
An Ideology Critique of the Use-Value of Mathematics
ERIC Educational Resources Information Center
Pais, Alexandre
2013-01-01
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…
Institutional issues in the study of school mathematics: Curriculum research
Thomas S. Popkewitz
1988-01-01
Mathematics cannot be treated solely as a logical construction or a matter of psychological interpretation. What is defined as school mathematics is shaped and fashioned by social and historical conditions that have little to do with the meaning of mathematics as a discipline of knowledge. To understand school conditions, the essay considers (1) the social and cultural issues that underlie
Mathematics Teacher TPACK Standards and Revising Teacher Preparation Margaret Niess
Spagnolo, Filippo
a significantly different mathematics curriculum and instruction than evidenced in the previous century they learned it without integrating digital technologies that afford new ways of thinking in mathematics in learning mathematics. Technology, Pedagogy, and Content Knowledge (TPACK) Shulman (1986) launched a new way
An Overview of a Formal Framework for Managing Mathematics
William M. Farmer; Martin Von Mohrenschildt
2003-01-01
Mathematics is a process of creating, exploring, and connecting mathematical mod- els. This paper presents an overview of a formal framework for managing the mathe- matics process as well as the mathematical knowledge produced by the process. The central idea of the framework is the notion of a biform theory which is simultaneously an axiomatic theory and an algorithmic theory.
How Far up Am I? The Mathematics of Stadium Seating
ERIC Educational Resources Information Center
McGraw, Rebecca; Romero, David; Krueger, Robert
2006-01-01
The mathematics students are given a task to understand the fundamentals of liner functions by analyzing the height of the football stadium bleachers, as studying mathematical relationships in real-world contexts can enhance a student's knowledge of mathematics. The study of the stadium seating problem helps students to understand quadratic,…
Specialized Mathematics Courses, Secondary Level: Learning Objectives, Scope and Sequence.
ERIC Educational Resources Information Center
Lehigh County Community Coll., Schnecksville, PA.
In this document, detailed objectives for the following courses are listed: Algebra I, Algebra II, Geometry, Trigonometry, Analytic Geometry, Advanced Mathematics, Personal Business Mathematics, and Business Mathematics. Each objective is keyed to an expected level of achievement: awareness, knowledge, application, mastery, reinforcement, and…
Changing Embedded Student Attitudes within a Mathematical Setting
ERIC Educational Resources Information Center
Collins, Ruth; Winnington, Darlene
2010-01-01
Many students see mathematics as a required, but unpleasant subject. They perceive mathematics as isolated, having no relationship to life, no relationship to future career needs, and no connections to other college courses. Student attitudes and beliefs in mathematics quite often block the knowledge that we as instructors want them to obtain.…
Systems thinking on knowledge and its management: systems methodology for knowledge management
Fei Gao; Meng Li; Yoshiteru Nakamori
2002-01-01
KM is increasingly imperative as it is regarded as the key determinant of a firm, industry or country for survival and growth in knowledge era. Varieties of disciplines have made contributions to knowledge and knowledge management. Research focuses on one or more specific fields, but to understand which levels of knowledge processes knowledge management should concentrate on, should be more
Governing Equality: Mathematics for All?
ERIC Educational Resources Information Center
Diaz, Jennifer D.
2013-01-01
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…
An Ontology for Engineering Mathematics
Thomas R. Gruber; Gregory R. Olsen
1994-01-01
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
The Mathematics of Computer Error.
ERIC Educational Resources Information Center
Wood, Eric
1988-01-01
Why a computer error occurred is considered by analyzing the binary system and decimal fractions. How the computer stores numbers is then described. Knowledge of the mathematics behind computer operation is important if one wishes to understand and have confidence in the results of computer calculations. (MNS)
Celia Hoyles; Richard Noss
1987-01-01
This paper discusses the role that we see for Logo programming in the context of school mathematics. It begins by reviewing the state of our knowledge about pupil programming in a mathematical environment. We examine current deficiencies in the curriculum in the light of the potential of Logo, and propose that a key task for mathematics educators is the creation
R?dvan Altunda?; Cemalettin Y?ld?z; Davut Kö?ce; Mehmet Ayd?n
2009-01-01
This study aims to reveal the mathematics teachers’ views about the 8th grade mathematics textbook (MTB) prepared according to the new primary education mathematics curriculum (NPEMC) which took effect in the 2005 – 2006 education period for the first time. The study uses a case study method. Convenience sampling was used in order to obtain more in-depth knowledge. The data
ERIC Educational Resources Information Center
Berry, John N., III
2004-01-01
One of the most promising of all diversity initiatives in library and information studies (LIS) is Knowledge River (KR) at the School of Information Resources and Library Science (SIRLS) at the University of Arizona, Tucson. Created and directed by Patricia A. Tarin, the program has already recruited some 42 students into the profession, 20 of…
Science Mathematics Engineering
Hamlet, Richard
. Philosophy of Software Engineering II. Mathematics, Science, Engineering III. And for Software EngineeringScience Mathematics Engineering . p.1 #12;Science Mathematics Engineering Science, Computer `Science', . p.1 #12;Science Mathematics Engineering Science, Computer `Science', Mathematics, . p.1
The Effects of a Mathematics Infusion Curriculum on Middle School Student Mathematics Achievement
ERIC Educational Resources Information Center
Burghardt, M. David; Lauckhardt, James; Kennedy, Maria; Hecht, Deborah; McHugh, Luisa
2015-01-01
Increasing mathematical competencies of American students has been a focus for educators, researchers, and policy makers alike. One purported approach to increase student learning is through connecting mathematics and science curricula. Yet there is a lack of research examining the impact of making these connections. The Mathematics Infusion into…
The effects of teacher collaboration in Grade 9 Applied Mathematics
Gunawardena Egodawatte; Douglas McDougall; Dorian Stoilescu
The current emphasis of many mathematics education reform documents is on the need to change the environment of mathematics\\u000a classrooms from the transmission of knowledge by the teacher to the transaction of knowledge between the teacher and the students\\u000a which promotes mathematical investigation and exploration. In this article, we discuss the details of a Collaborative Teacher\\u000a Inquiry Project which was
ERIC Educational Resources Information Center
Vinson, Beth McCulloch; Haynes, Jonita; Brasher, Joe; Sloan, Tina; Gresham, Regina
This study investigated changes in mathematics anxiety levels among future teachers in two different mathematics materials and methods classes. The changes were a function of using (1) Bruner's framework of developing conceptual knowledge before procedural knowledge, and (2) manipulatives to make mathematics concepts more concrete. The study…
Turning Origami into the Language of Mathematics
ERIC Educational Resources Information Center
Cipoletti, Beth; Wilson, Nancy
2004-01-01
The National Council of Teachers of Mathematics (1989) proposes using everyday objects, such as paper, to enable students to explore geometric relationships and vocabulary. Paper-folding and other types of hands-on activities have been found to increase students' ability to communicate mathematically and foster their understanding of mathematical…
Demonopolizing medical knowledge.
Arora, Sanjeev; Thornton, Karla; Komaromy, Miriam; Kalishman, Summers; Katzman, Joanna; Duhigg, Daniel
2014-01-01
In the past 100 years, there has been an explosion of medical knowledge-and in the next 50 years, more medical knowledge will be available than ever before. Regrettably, current medical practice has been unable to keep pace with this explosion of medical knowledge. Specialized medical knowledge has been confined largely to academic medical centers (i.e., teaching hospitals) and to specialists in major cities; it has been disconnected from primary care clinicians on the front lines of patient care. To bridge this disconnect, medical knowledge must be demonopolized, and a platform for collaborative practice amongst all clinicians needs to be created. A new model of health care and education delivery called Project ECHO (Extension for Community Healthcare Outcomes), developed by the first author, does just this. Using videoconferencing technology and case-based learning, ECHO's medical specialists provide training and mentoring to primary care clinicians working in rural and urban underserved areas so that the latter can deliver the best evidence-based care to patients with complex health conditions in their own communities. The ECHO model increases access to care in rural and underserved areas, and it demonopolizes specialized medical knowledge and expertise. PMID:24280860
Littman, Bruce H; Marincola, Francesco M
2011-01-01
Pharmaceutical industry consolidation and overall research downsizing threatens the ability of companies to benefit from their previous investments in translational research as key leaders with the most knowledge of the successful use of biomarkers and translational pharmacology models are laid off or accept their severance packages. Two recently published books may help to preserve this type of knowledge but much of this type of information is not in the public domain. Here we propose the creation of a translational medicine knowledge repository where companies can submit their translational research data and access similar data from other companies in a precompetitive environment. This searchable repository would become an invaluable resource for translational scientists and drug developers that could speed and reduce the cost of new drug development. PMID:21569250
McGraw, Rebecca
FOR MATHEMATICS & EDUCATION A plane flying horizontally at an altitude of 3 miles and a speed of 600 mi/hr passes directly over a radar station. When the plane is 5 miles away from the station, at what rate is the distance from the plane to the station increasing? A spherical balloon is to be deflated so that its radius
Commonality analysis as a knowledge acquisition problem
NASA Technical Reports Server (NTRS)
Yeager, Dorian P.
1987-01-01
Commonality analysis is a systematic attempt to reduce costs in a large scale engineering project by discontinuing development of certain components during the design phase. Each discontinued component is replaced by another component that has sufficient functionality to be considered an appropriate substitute. The replacement strategy is driven by economic considerations. The System Commonality Analysis Tool (SCAT) is based on an oversimplified model of the problem and incorporates no knowledge acquisition component. In fact, the process of arriving at a compromise between functionality and economy is quite complex, with many opportunities for the application of expert knowledge. Such knowledge is of two types: general knowledge expressible as heuristics or mathematical laws potentially applicable to any set of components, and specific knowledge about the way in which elements of a given set of components interrelate. Examples of both types of knowledge are presented, and a framework is proposed for integrating the knowledge into a more general and useable tool.
School of Mathematical Sciences MSc Mathematics and MSc Mathematical Finance
Wright, Francis
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
NSDL National Science Digital Library
Robinson, Peter.
2005-01-01
Hosted by Peter M. Robinson of the Hoover Institution, Uncommon Knowledge has been taking a critical look at public policy issues since 1996. With support from the John M. Olin Foundation, Uncommon Knowledge is distributed by American Public Television and can also be heard on NPR. In keeping with the traditions of the Hoover Institution, the programs feature lively debate on any number of topics, ranging from gun control to international foreign diplomacy. Visitors to the website can browse through a list of recent shows, or look through their archives which date from 1997. Visitors may also wish to view the entire television program on their computer, listen to the audio presentation, or read a transcript.
NSDL National Science Digital Library
Touted as "your portal to today's most prominent business," INSEAD Knowledge is a publication of INSEAD business school, which is based in France with campuses in Europe and Asia. INSEAD Knowledge prides itself on its easy-to-use format including simple, intuitive navigation, quick-reading abstracts of working papers and case studies, professors' insights into a variety of business-related issues, and in-depth examinations of business research. Along the left side of the Website, users will find eighteen themes including globalization, Asia focus, corporate development, and marketing. Each theme links to a variety of articles and related research sites. Users must complete the short free registration in order to view the full text of articles.
Provide population estimates for variables that represent knowledge about certain cancer risk factors, screening tests, and resources. The data are sourced from the Health Information National Trends Survey (HINTS). The HINTS data collection program was created to monitor changes in the rapidly evolving field of health communication. Survey researchers are using the data to understand how adults 18 years and older use different communication channels, including the Internet, to obtain vital health information for themselves and their loved ones.
NSDL National Science Digital Library
Funded by Industry Canada's SchoolNet initiative with the cooperation of the Canadian Mathematical Society, Colorful Mathematics takes a game-oriented approach to teaching K-12 mathematics. The project has developed five coloring games that teach children about problem solving, and pattern identification, which "are all at the very heart of mathematics." The coloring approach makes difficult graph concepts "that are still the subject of active research by mathematicians, computer scientists and industry researchers" more accessible to children. The software program, which is available for free from this website, is set up to check for mistakes and challenge students to improve on their results. A Teacher's Corner section gives an overview of the games, "some sample questions for discussion with the curious student," and an overview of terminology used in the software program. The website is also available in French.
Johannes Kepler University Linz Institute of Analysis and Computational Mathematics A principle for constructing parallel AMG and its realization Gundolf Haase, Michael Kuhn Johannes Kepler University Linz. Wolfgang, Upper Austria #12; Johannes Kepler University Linz Institute of Analysis and Computational
ERIC Educational Resources Information Center
Bonotto, Cinzia
2003-01-01
In this report we present preliminary results of a study on the relationship between informal out-of-school and formal in-school mathematics and the ways each can inform the other in the development of new mathematical knowledge, in this case concerning computation in base 12, 24 or 60. This study is based on a teaching experiment involving a…
Mathematical Modelling: A Path to Political Reflection in the Mathematics Class
ERIC Educational Resources Information Center
Jacobini, Otavio Roberto; Wodewotzki, Maria Lucia L.
2006-01-01
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.…
Spagnolo, Filippo
of mathematical abilities among school children with mental processes (not with subject knowledge and skills knowledge is needed, together with certain skills, namely skill to use knowledge in mental activity. Mental numbers and operations with it". The process of mathematical ... formation is aimed at content (knowledge
[Knowledge management and healthcare organizations].
Favaretti, Carlo
2013-10-01
The present scenario is characterized by a high "environmental turbulence". Healthcare professionals and organizations must increase their knowledge, skills and attitudes for choosing wisely. Healthcare organizations are complex adaptive systems which should use integrated governance systems: knowledge management should be a strategic goal. These organizations should become learning organizations: they should build and renovate their knowledge in a systematic, explicit and definite way. PMID:24326705
ERIC Educational Resources Information Center
Keat, Jane B.; Wilburne, Jane M.
2009-01-01
This paper presents a mixed methods study that explored how storybooks influence kindergarten children's mathematical achievement and approaches to mathematics learning. Teachers' observations and research stating primary grade children's lack of mathematical knowledge and negative attitudes towards mathematics served as the impetus for the study.…
NORMA11 Plenary Paper Polarities in (Nordic) Mathematics Education: Scaling the field
Bardsley, John
NORMA11 Plenary Paper Polarities in (Nordic) Mathematics Education: Scaling the field Bharath Sriraman Department of Mathematical Sciences The University of Montana Abstract: Mathematics education. Mathematics education as a research entity is scaled with respect to the knowledge industry, namely economics
A Study of Mathematics Infusion in Middle School Technology Education Classes
ERIC Educational Resources Information Center
Burghardt, M. David; Hecht, Deborah; Russo, Maria; Lauckhardt, James; Hacker, Michael
2010-01-01
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…
An Algebra Content Upgrading Course for In-Service Mathematics Teacher: A Singapore Experience
ERIC Educational Resources Information Center
Toh, Tin-Lam
2007-01-01
This paper describes a content upgrading course on Secondary School Algebra which was planned and conducted for in-service mathematics teachers who are trained to teach mathematics at lower secondary level (ages 13 to 14). In order to be an effective mathematics teacher, one needs to know a great deal of mathematical knowledge on top of good…
Knowledge management technology and the reproduction of knowledge work practices
U. Schultze; R. J. Boland
2000-01-01
Organizations seeking ways to manage their knowledge assets are increasingly turning to information technology for solutions. As knowledge management systems are being developed and implemented, it behooves both practitioners and researchers to learn from the successes and failures of more established types of information systems including MIS and DSS. According to the Standish Group, the implementation success rate for these
ERIC Educational Resources Information Center
Wheeler, David
1993-01-01
Reviews the book by Michel Serres, "Hermes: Literature, Science, Philosophy." Discusses Serres' ideas about the history of science and mathematics, mathematical discourse, the double writing of geometry, and the applications of mathematics in the human response to the world. (MDH)
Concurrent systems for knowledge processing
Hewitt, C. (MIT (US)); Agha, G. (Yale Univ. (US))
1989-01-01
Actors have catalyzed the development of a new programming methodology and architecture for ultra-concurrent systems. This sourcebook on the development and impact of the actor paradigm brings together more than 20 milestone contributions on the actor concept and its application to knowledge processing. Each contribution is placed in its historical context and explained. This book is divided into four major areas: Foundations of Concurrent Systems covers actors, laws of concurrent systems and mathematical models. Languages takes up design principles, actor languages, meta-interpreters, and comparison with other programming languages. Systems and Architectures discusses monitoring and debugging environments, and multicomputers. Knowledge Processing examines the scientific community metaphor, open systems, and organizational semantics. Future prospects for actors and knowledge processing are discussed in the concluding section.
Unequal Access to Scientific Knowledge
Charles Tilly
2007-01-01
In the past, unequal control over such resources as coercive means, labour, animals, and land has caused the bulk of the world's inequality among social categories; in recent decades, unequal control over scientific knowledge has become an increasingly powerful cause of social inequality. Producers and distributors of scientific knowledge have strong incentives to withhold it from people who need it
Glimm, J.
2009-10-14
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.
Automated Knowledge Acquisition for Strategic Knowledge
Thomas R. Gruber
1989-01-01
Strategic knowledge is used by an agent to decide what action to perform next, where actions have consequences external to the agent. This article presents a computer-mediated method for acquiring strategic knowledge. The general knowledge acquisition problem and the special difficulties of acquiring strategic knowledge are analyzed in terms of representation mismatch: the difference between the form in which knowledge
Better Knowledge Management Through Knowledge Engineering
Preece, Alun
Better Knowledge Management Through Knowledge Engineering: A Case Study in Drilling Optimisation the term knowledge management has been used to describe the efforts of organisations to capture, store, and deploy knowledge. Most current knowledge management activities rely on database and web technology
Knowledge retention in knowledge management system: Review
Akbar Dehghani Ghahfarokhi; Mohamad Shanudin Zakaria
2009-01-01
Knowledge retention is a topic that comes up in many discussions of knowledge management. The primary concern is how to tap the brains of employees who are retiring, moving on to new jobs or otherwise leaving the company. Of course, there is no one way to create good knowledge retention. This necessitates different approaches for knowledge sharing or knowledge retention.
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).
Measuring Prospective Elementary Teachers' Early Pedagogical Content Knowledge
Bigelow, Stephen
Hough, Monica Guzman and Kyunghee Moon University of California, Santa Barbara Introduction This study in children's mathematics and to base subsequent instruction upon that knowledge. In this sub-study we explore
ERIC Educational Resources Information Center
Chen, Shuang-Ye
2012-01-01
As China has appeared only recently as an important knowledge producer with growing global economic significance, little is known internationally about how these processes develop and are managed within China. The rapidly expanding Chinese higher education system is playing an increasingly important role in China's knowledge economy and therefore…
Young Children Use Graphs to Build Mathematical Reasoning
ERIC Educational Resources Information Center
Larson, Mark J.; Whitin, David J.
2010-01-01
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…
Mathematical Software Digital Library of Mathematical Functions
Perkins, Richard A.
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
Consistent visualizations of changing knowledge
Tipney, Hannah J.; Schuyler, Ronald P.; Hunter, Lawrence
2009-01-01
Networks are increasingly used in biology to represent complex data in uncomplicated symbolic form. However, as biological knowledge is continually evolving, so must those networks representing this knowledge. Capturing and presenting this type of knowledge change over time is particularly challenging due to the intimate manner in which researchers customize those networks they come into contact with. The effective visualization of this knowledge is important as it creates insight into complex systems and stimulates hypothesis generation and biological discovery. Here we highlight how the retention of user customizations, and the collection and visualization of knowledge associated provenance supports effective and productive network exploration. We also present an extension of the Hanalyzer system, ReOrient, which supports network exploration and analysis in the presence of knowledge change. PMID:21347184
NSDL National Science Digital Library
The Education Alliance, Brown University
The Knowledge Loom is an online resource for educators that allows them to review promising educational practices related to a variety of themes (math instruction, literacy, equity, educational technology, and many others); read about educational practices in real schools/districts; learn to incorporate these practices into their own classrooms; contribute comments and questions; and participate in online events and discussions. It features a collection of web-based resources that is searchable by theme, state, educational level, setting, type of school, school organization, and keyword. Search results include a link to the resource and a brief description of its content. Spanish versions (PDF format) are provided for a number of the thematic collections of resources.
ERIC Educational Resources Information Center
Mullens, John E.; And Others
1996-01-01
Measures of mathematics achievement were administered to 1,043 Belize students at the beginning and end of third grade. Student learning of advanced mathematics concepts during the year was related to teacher knowledge of mathematics and mathematical ability but not to teacher pedagogical training. Student learning of basic concepts was not…
RELEVANT REASONING AS THE LOGICAL BASIS OF KNOWLEDGE ENGINEERING
Jingde Cheng
Almost all the current knowledge-based systems are directly or indirectly based on classical mathematical logic which gives no guarantee that the conclusion of a reasoning is necessarily relevant to its premises, even if the reasoning is valid in the sense of the classical mathematical logic. It is this problem that causes the ineffectiveness and inefficiency of reasoning and learning engines
Scott K. Baker; Ben Clarke; Kathleen Jungjohann; Karen Davis; Keith Smolkowski
2008-01-01
Concern about poor mathematics achievement in U.S. schools has increased in recent years. In part, poor achieve- ment may be attributed to a lack of attention to early instruction and missed opportunities to build on young children's early understanding of mathematics. This study examined the develop- ment and feasibility testing of a kindergarten mathematics cur- riculum designed to focus on
ERIC Educational Resources Information Center
Weiland, Christina; Wolfe, Christopher B.; Hurwitz, Michael D.; Clements, Douglas H.; Sarama, Julie H.; Yoshikawa, Hirokazu
2012-01-01
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…
Christina Weiland; Christopher B. Wolfe; Michael D. Hurwitz; Douglas H. Clements; Julie H. Sarama; Hirokazu Yoshikawa
2012-01-01
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
Conceptual Knowledge Discovery and Data Analysis
Joachim Hereth Correia; Gerd Stumme; Rudolf Wille; Uta Wille
2000-01-01
In this paper, we discuss Conceptual Knowledge Discovery in Databases (CKDD) in its connection with Data Analysis. Our approach is based on Formal Concept Analysis, a mathematical theory which has been developed and proven useful during the last 20 years. Formal Con- cept Analysis has led to a theory of conceptual information systems which has been applied by using the
Preservice Primary School Teachers' Elementary Geometry Knowledge
ERIC Educational Resources Information Center
Marchis, Iuliana
2012-01-01
Geometrical notions and properties occur in real-world problems, thus Geometry has an important place in school Mathematics curricula. Primary school curricula lays the foundation of Geometry knowledge, pupils learn Geometry notions and properties by exploring their environment. Thus it is very important that primary school teachers have a good…
Bird Boxes Build Content Area Knowledge
ERIC Educational Resources Information Center
Cianca, Sherri Ann
2013-01-01
This article describes a preservice teacher training in line with meeting the Common Core State Standards for Mathematics (CCSSM) using geometric reasoning, spatial sense, measurement, representation, communication, and problem solving. The author infers that when preservice teachers lack pedagogical content knowledge they cannot successfully…
Prospective Elementary Teachers' Knowledge of Fraction Division
ERIC Educational Resources Information Center
Lo, Jane-Jane; Luo, Fenqjen
2012-01-01
Prospective elementary teachers must understand fraction division deeply in order to meaningfully teach this topic to their future students. This paper explores the nature of the subject content knowledge of fraction division possessed by a group of Taiwanese prospective elementary teachers at the beginning of their mathematics methods course. The…
Philosophy, mathematics and education
Paul Ernest
1989-01-01
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
Dilemma in Teaching Mathematics
ERIC Educational Resources Information Center
Md Kamaruddin, Nafisah Kamariah; Md Amin, Zulkarnain
2012-01-01
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…
ERIC Educational Resources Information Center
Kennard, Jackie
2007-01-01
One of the most interesting developments in teaching has been the growing importance of the outdoor environment. Whether it be playground, garden or field, the outdoors offers a range of challenging experiences, especially in the delivery of early mathematics. Oral feedback to parents, together with photographic displays, can show them that…
ERIC Educational Resources Information Center
Catterton, Gene; And Others
This material was developed to be used with the non college-bound student in the senior high school. It provides the student with everyday problems and experiences in which practical mathematical applications are made. The package includes worksheets pertaining to letterhead invoices, sales slips, payroll sheets, inventory sheets, carpentry and…
NSDL National Science Digital Library
Bryant, Joyce
A unit designed to teach the history of aerodynamics, to develop some fundamental mathematical skills relating to the field of aviation, and to study the history of flight, including the first transatlantic flight, the Wright Brothers, and supersonic flight (old and new). Math criteria include the computation, concepts, and problem solving of velocity; acceleration, speed, distance traveled, and time. Includes 20 word problems.
Dongarra, Jack
are those of Poiseuille flow, Couette flow, pressure gradient driven circular pipe flow, and Couette. /Applied Numerical Mathematics 22 (1996) 399-434 low pressure regions from which variable weather patterns entrainment, such as EHD clutch de- velopment, or EHD high voltage generators. Yet other important mundane
Post, Olaf
: an introduction and a brief survey, in [EKK + 08] (2008), 291--312. [KuZ01] P. Kuchment and H. Zeng, Convergence. 44, SpringerVerlag, Berlin, 2002. [MW89] Bojan Mohar and Wolfgang Woess, A survey on spectra at Lake Kawaguchi, January 2002, Contemporary Mathematics, 2002, pp. 57--75. [Pan06] K. Pankrashkin
State and Trait Effects on Individual Differences in Children's Mathematical Development
Bailey, Drew H.; Watts, Tyler W.; Littlefield, Andrew K.; Geary, David C.
2015-01-01
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
ERIC Educational Resources Information Center
Patti, Angela Leigh
2010-01-01
Given their dismal postschool outcomes, students with emotional and behavioral disorders (EBD) are in dire need of effective methods to increase their involvement in the transition process. It is believed that through this increased involvement, students with EBD may have greater opportunity to realize success in their postschool endeavors. This…
NSDL National Science Digital Library
2006-09-24
This collection of mathematics resources and project activities, produced by a partnership between Western Washington University, Skagit Valley College, Whatcom Community College, and adjacent school districts, spans K-14 education levels and showcases innovative ideas in math pegadogy as well as a range of learning material for students. The partnership is dedicated to increasing mathematics achievement levels for all students and narrowing differences between diverse student populations.
Mathematics for modern precision engineering.
Scott, Paul J; Forbes, Alistair B
2012-08-28
The aim of precision engineering is the accurate control of geometry. For this reason, mathematics has a long association with precision engineering: from the calculation and correction of angular scales used in surveying and astronomical instrumentation to statistical averaging techniques used to increase precision. This study illustrates the enabling role the mathematical sciences are playing in precision engineering: modelling physical processes, instruments and complex geometries, statistical characterization of metrology systems and error compensation. PMID:22802502
Hare, Mary; Jones, Michael; Thomson, Caroline; Kelly, Sarah; McRae, Ken
2009-05-01
An increasing number of results in sentence and discourse processing demonstrate that comprehension relies on rich pragmatic knowledge about real-world events, and that incoming words incrementally activate such knowledge. If so, then even outside of any larger context, nouns should activate knowledge of the generalized events that they denote or typically play a role in. We used short stimulus onset asynchrony priming to demonstrate that (1) event nouns prime people (sale-shopper) and objects (trip-luggage) commonly found at those events; (2) location nouns prime people/animals (hospital-doctor) and objects (barn-hay) commonly found at those locations; and (3) instrument nouns prime things on which those instruments are commonly used (key-door), but not the types of people who tend to use them (hose-gardener). The priming effects are not due to normative word association. On our account, facilitation results from event knowledge relating primes and targets. This has much in common with computational models like LSA or BEAGLE in which one word primes another if they frequently occur in similar contexts. LSA predicts priming for all six experiments, whereas BEAGLE correctly predicted that priming should not occur for the instrument-people relation but should occur for the other five. We conclude that event-based relations are encoded in semantic memory and computed as part of word meaning, and have a strong influence on language comprehension. PMID:19298961
NASA Astrophysics Data System (ADS)
Pitroda, Sam
2007-04-01
India's National Knowledge Commission (NKC) established by the prime minister is focused on building institutions and infrastructure in Education, Science and Technology, Innovation etc. to meet the challenges of the knowledge economy in the 21st century and increase India's competitive advantage in the global market. India today stands poised to reap the benefits of a rapidly growing economy and a major demographic advantage, with 550 million young people below the age of 25 years, the largest in the world. The NKC is focused on five critical areas of knowledge related to access, concepts, creation, applications and services. This includes a variety of subject areas such as language, translations, libraries, networks, portals, affirmative action, distance learning, intellectual property, Entrepreneurship, application in Agriculture, health, small and medium scale industries, e-governance etc. One of the keys to this effort is to build a national broadband gigabit of networks of 500 nodes to connect universities, Libraries, Laboratories, Hospitals, Agriculture institutions etc. to share resources and collaborate on multidisciplinary activities. This presentation will introduce the NKC, discuss methodology, subject areas, specific recommendation and outline a plan to build knowledge networks and specifics on network architecture, applications, and utilities.
Constructivism, mathematics and mathematics education
Stephen Lerman
1989-01-01
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
London Mathematical Society Advancing Mathematics
Mottram, Nigel
, including MPs, Lords, academics, and representatives from a wide range of STEM organisations. We hope and schools Â in particular on HE in STEM subjects; on A-level reform; and on a Vision for Science activities include publishing journals and books, providing grants to support mathematics and organising
Knowledge Processes and Ontologies
Steffen Staab; Rudi Studer; Hans-peter Schnurr; York Sure
2001-01-01
Technology for knowledge management has so far focused on the management of knowledge containers. We present an approach that is oriented towards managing knowledge contents instead by identifying knowledge items at various levels of formality. This is done by providing various types of meta data that are tied to ontologies for conceptual interlinkage. Knowledge items are embedded into knowledge processes,
Liang Ping; Wu Kebao
2010-01-01
In modern times, more and more banks are operating with knowledge. So, this paper first discusses the definitions of knowledge and knowledge management, and then analyzes the necessities and feasibilities for knowledge management in banks. At the end of the paper, it studies ways for banks to manage knowledge, which include incentive mechanism, knowledge capital management and three levels of
Mathematical niche theory Mathematical niche theory
Meszéna, Géza
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
University mathematics students' conceptions of mathematics
K. Crawford; S. Gordon; J. Nicholas; M. Prosser
1998-01-01
A Conceptions of Mathematics Questionnaire was developed, designed to provide an indicator of the nature of students' conceptions of the subject matter they were studying. The scales of the questionnaire were based upon a set of conceptions of mathematics identified in an earlier phenomenographic study of students studying mathematics. The scales represented fragmented and cohesive conceptions of mathematics. Evidence was
Information The Montana Mathematics Enthusiast
Bardsley, John
© 2012 Information Age The Montana Mathematics Enthusiast Monographs in Mathematics Education Monograph 12 Crossroads in the History of Mathematics and Mathematics Education #12;© 2012 Information Age #12;© 2012 Information Age The Montana Mathematics Enthusiast Monographs in Mathematics Education
NSDL National Science Digital Library
Here is a fun Website that can help K-12 students practice math over summer break. It is provided by Quia corporation, a collaborative educational resource offering customized online courses with Web-based learning activities and assessments. Among their public directories is this page of mathematics activities, submitted by users and arranged by rank, author, and title. Activities involving numerous mathematical topics, such as multiplication, decimals, fractions, and trigonometry, are presented in an engaging manner using virtual flash cards (Java optional), word searches, games, and mini quizzes. This editor found reviewing algebra and geometry by playing "concentration" with the computer to be a fun new diversion. Visitors to the site can create and review activities via free registration.
NSDL National Science Digital Library
Dudley, Richard
Created by Richard Dudley of the Massachusetts Institute of Technology, this lesson, Mathematical Statistics, is a graduate-level course featuring book chapters and sections presented as lecture notes, problem sets, exams, and a description for an optional term-paper. The course covers: decision theory, estimation, confidence intervals, hypothesis testing, asymptotic efficiency of estimates, exponential families, sequential analysis, and large sample theory. This is a comprehensive overview of this upper level statistics course.
William P. Thurston
2005-01-01
This essay, originally published in the Sept 1990 Notices of the AMS,\\u000adiscusses problems of our mathematical education system that often stem from\\u000awidespread misconceptions by well-meaning people of the process of learning\\u000amathematics. The essay also discusses ideas for fixing some of the problems.\\u000aMost of what I wrote in 1990 remains equally applicable today.
China's E-Science Knowledge Grid Environment
Hai Zhuge
2004-01-01
The Internet and World Wide Web are milestones in the history of information sharing. Scientists are increasingly relying on them to support their research. Knowledge is the basis of realizing intelligent services. The knowledge grid is a mechanism that can synthesize knowledge from data through mining and reference methods and enable search engines to make references, answer questions, and draw
Task-structure analysis for knowledge modeling
B. Chandrasekaran; Todd R. Johnson; Jack W. Smith
1992-01-01
n recent years there has been increasing interest in describing complicated information processing systems in terms of the knowledge they have, rather than by the details of their implementation. This requires a means of modeling the knowledge in a system. Several different approaches to knowledge modeling have been developed by researchers working in Artificial Intelligence (AI). Most of these approaches
Knowledge Management for Product Development: A Review
Junpeng Du; Jihong Liu
2011-01-01
Engineering product development is becoming increasingly collaborative and knowledge-intensive in today's industry. On one hand, the product development process comprises various tasks that involve extensive knowledge exchange and communication among geographically distributed teams. On the other hand, the product development teams usually reuse engineering knowledge from a vast well of previous design experience when solving new design problems. Hence, there
Benefits of Knowledge Management in Banking
Ferhan Cebi; Onur Feray Aydin; Sitki Gozlu
2010-01-01
Knowledge management has been increasingly one of the most important practices for organizations to achieve better performance and long-term competitive advantage. This study aims to investigate the relationships of the benefits obtained from knowledge management implementation based on research in a knowledge management implementing banking institution, which is among one of the five largest banks in Turkey. The study is
Teacher Learning of Subject Matter Knowledge through an Educative Curriculum
ERIC Educational Resources Information Center
Noh, Jihwa; Webb, Matthew
2015-01-01
The authors examined the characterization of mathematical knowledge of teachers using educative curriculum materials. In particular, they investigated knowledge of change and rate of change (in the context of algebra and functions) of 12 teachers with differing levels of experience. Participants used a same set of curriculum materials that embed…
The Effect of Knowledge and Strategy Training on Monitoring Accuracy.
ERIC Educational Resources Information Center
Nietfeld, John L.; Schraw, Gregory
2002-01-01
Investigated the effect of prior knowledge and strategy training on monitoring accuracy among college students, comparing debilitative, no-impact, and facilitative hypotheses. Overall, knowledge acquired through brief strategy training improved performance, confidence, and monitoring accuracy independent of general ability and general mathematics…
ERIC Educational Resources Information Center
Kinnari-Korpela, Hanna
2015-01-01
Mathematics' skills and knowledge lay the basis for engineering studies. However, the resources targeted to mathematics' teaching are in many cases very limited. During the past years in our university the reduction of mathematics' contact hours has been significant while at the same time the study groups have grown. However, the mathematical…
ERIC Educational Resources Information Center
Axelsson, Gun B. M.
2009-01-01
Mathematical identity and its relationship to mathematical achievement, educative ability and study support were studied among 133 women enrolled in the Swedish adult education system. A model of mathematical identity was constructed including self-perceived mathematical knowledge, ability, motivation and anxiety. This model was transformed into a…
A Multiple Intelligence Pedagogical Approach in Fifth Grade Mathematics: A Mixed Method Study
ERIC Educational Resources Information Center
Davis, Claudine Davillier
2012-01-01
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…
Localised knowledge spillovers vs. innovative milieux: Knowledge “tacitness” reconsidered
Stefano Breschi; Francesco Lissoni
2001-01-01
. This article provides a critical discussion of the recent econometric literature on “localised knowledge spillovers” and\\u000a the related notion of tacit knowledge. The basic claim of the article is that the increasing, and more or less automatic reliance\\u000a of industrial geographers upon such econometric evidence and theoretical concepts to support their work on industrial districts,\\u000a hi-tech agglomerations and, more
The Mathematics Education into the 21st Century Project
Spagnolo, Filippo
Rowland, Anne Thwaites and Peter Huckstep University of Cambridge The mathematics subject matter knowledge elsewhere (Goulding, Rowland and Barber, 2002). The focus of the research reported in this paper is on ways
A Design for Class Testing Mathematics Textbook Materials
ERIC Educational Resources Information Center
Zahn, Karl G.
1972-01-01
A study designed to test the teachability of new textbook material used small group discussions and daily quizzes as procedures in classroom organization; results showed that students gained significantly in mathematical knowledge. (DT)
1997/98 CSULB Catalog Mathematics 441 Department Chair
Sorin, Eric J.
- ed for scientific, management and statistical applications, as well as the theoretical understanding: Credential Advisor, Graduate Advisor, Undergraduate Advisor. Mathematics is fundamental to all scientific sciences as well, and the increasing applicability of mathematical methods has been enhanced
ERIC Educational Resources Information Center
Blackburn, Barbara; Williamson, Ronald
2009-01-01
As educators increasingly focus on increasing the level of rigor in their schools, it is important to first agree on what rigor is. Rigor is more than just the content of the lesson or even what teachers expect students to do. Too often, teachers simply raise expectations without providing appropriate support for students to succeed. True rigor…
CLIMATE CHANGE: STATE OF KNOWLEDGE
This State of Knowledge document presents an introduction to human effects that during the past 100 years have led to increased atmospheric levels of greenhouse gases and corresponding increases in global temperatures. The world's leading climate scientists have concluded that Ea...
Design knowledge capture for the space station
NASA Technical Reports Server (NTRS)
Crouse, K. R.; Wechsler, D. B.
1987-01-01
The benefits of design knowledge availability are identifiable and pervasive. The implementation of design knowledge capture and storage using current technology increases the probability for success, while providing for a degree of access compatibility with future applications. The space station design definition should be expanded to include design knowledge. Design knowledge should be captured. A critical timing relationship exists between the space station development program, and the implementation of this project.
Indigenous knowledge, emancipation and Alienation
Thomas Heyd
1995-01-01
Recently indigenous knowledge has received increasing academic (see, e.g., Warren et al., 1993; Brokensha et al., 1980; G?mez-Pompa\\u000a and Kaus, 1992) and institutional (see World Commission on Environment and Development, 1987;Agenda 21, 1992) attention. The study, application, and recording of indigenous knowledge, viewed as indigenous technologies for living\\u000a with natural environments, has become a field of great interest and promise
Authenticity of Mathematical Modeling
ERIC Educational Resources Information Center
Tran, Dung; Dougherty, Barbara J.
2014-01-01
Some students leave high school never quite sure of the relevancy of the mathematics they have learned. They fail to see links between school mathematics and the mathematics of everyday life that requires thoughtful decision making and often complex problem solving. Is it possible to bridge the gap between school mathematics and the mathematics in…
Ontology, modality, and mathematics: remarks on Chihara's constructibility theory
Puryear, Stephen Montague
2000-01-01
?' was given by the great logician Kurt Godel, who suggested that our knowledge might be explained, at least in part, by appealing to a faculty of mathematical intuition akin to sense perception. In an oft-quoted passage, Godel claims: "despite... Be Theoretical Posits?. . . . . 4. Godel and Mathematical Intuition. . 5. Maddy on the Perception of Sets. . 6. Mrght Mathematics Be Largely False?. . 7. Kitcher's Ideal Agent Theory. . 8. Conclusion. . . 7 9 . . . 10 12 14 16 . . . . 20 25 3...
Analysing the Use of History of Mathematics through MKT
ERIC Educational Resources Information Center
Jankvist, Uffe Thomas; Mosvold, Reidar; Fauskanger, Janne; Jakobsen, Arne
2015-01-01
In this article, we analyse three "classical" cases of using history of mathematics in teacher training and reinterpret them using the framework of mathematical knowledge for teaching (MKT). We continue with a discussion of the potential benefits of applying MKT as a framework for discussion in research related to the use of history in…
The Emergence of Mathematical Goals in a Recreational Practice
ERIC Educational Resources Information Center
Meira, Luciano; Correia, Monica
2003-01-01
While the influence of individuals' participation in practices of economic subsistence on the development of mathematical knowledge has been widely reported in the literature, there are not as many studies about the relationship between cultural life and mathematical cognition in the context of recreational practices. This article reports a study…
Assessing the Potential of Mathematics Textbooks to Promote Deep Learning
ERIC Educational Resources Information Center
Shield, Malcolm; Dole, Shelley
2013-01-01
Curriculum documents for mathematics emphasise the importance of promoting depth of knowledge rather than shallow coverage of the curriculum. In this paper, we report on a study that explored the analysis of junior secondary mathematics textbooks to assess their potential to assist in teaching and learning aimed at building and applying deep…
Using Robotics to Enhance Science, Technology, Engineering, and Mathematics Curricula
Ann-Marie Vollstedt; Michael Robinson; Eric Wang
The purpose of this research was to enhance science, technology, engineering, and mathematics curricula using robotics at the Middle School level, as well as improve students' knowledge of science, mathematics, robotics, computer programming, and engineering. In order to improve science education, a curriculum based on LEGO Educational Division's \\
On Sanskrit commentaries dealing with mathematics (fifth-twelfth century)
Paris-Sud XI, Université de
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
MATHEMATICS AND E-LEARNING: A CONCEPTUAL FRAMEWORK
Paris-Sud XI, Université de
MATHEMATICS AND E-LEARNING: A CONCEPTUAL FRAMEWORK Giovannina Albano DIIMA Centre of Excellence of the mathematics (Henry, 1991; D'Amore, 1999), which faces the phenomenon of learning from the point of view " Methods and Systems for Learning and Knowledge", University of Salerno,Italy albano
Doctoring the Knowledge Worker
ERIC Educational Resources Information Center
Tennant, Mark
2004-01-01
In this paper I examine the impact of the new 'knowledge economy' on contemporary doctoral education. I argue that the knowledge economy promotes a view of knowledge and knowledge workers that fundamentally challenges the idea of a university as a community of autonomous scholars transmitting and adding to society's 'stock of knowledge'. The paper…
Sergio Paulo Rouanet
2003-01-01
The attacks of September 11 oblige us to revise a prevalent view of religion as harmless and incompatible with rational forms of knowledge. Three modes of knowledge coexist today: theological knowledge involves adhesion to a system of beliefs; technological and natural science knowledge is value-free and neutral with regard to beliefs; lastly, knowledge in philosophy, social and human sciences relates
Dynamic Knowledge Management Toolkit
Nader Nada; Mohamed Kholief; W. Bakry
An important aspect of knowledge management is the implementation of methods to share the unstructured knowledge of expert practitioners within an organization. The existence of unstructured and dynamic knowledge represents a challenge to experts due to the dynamic and non-sequential nature of such knowledge. In order to make such knowledge sharable, it is necessary to have both an effective elicitation
NSDL National Science Digital Library
2012-01-01
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.
The Knowledge Warehouse: Reusing Knowledge Components.
ERIC Educational Resources Information Center
Yacci, Michael
1999-01-01
Currently there is little knowledge reuse across training, documentation, and performance support. Knowledge-based materials developed for one purpose are not shared or reused in others. The Knowledge Warehouse, a conceptual solution to this problem is discussed. Benefits and limitations are outlined and a definition of a standardized…
Knowledge Management, Codification and Tacit Knowledge
ERIC Educational Resources Information Center
Kimble, Chris
2013-01-01
Introduction: This article returns to a theme addressed in Vol. 8(1) October 2002 of the journal: knowledge management and the problem of managing tacit knowledge. Method: The article is primarily a review and analysis of the literature associated with the management of knowledge. In particular, it focuses on the works of a group of economists who…