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1

Increasing Your Mathematics and Science Content Knowledge.  

ERIC Educational Resources Information Center

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

Thorson, Annette, Ed.

2002-01-01

2

Towards Fusing Sophisticated Mathematical Knowledge  

E-print Network

Metric Can Be Naturally Interpreted in Fuzzy Terms Hung T. Nguyen Dept. Mathematical Sciences New Mexico. 1 For Data Fusion, It Is Desirable to Express Abstract Mathematical Notions in Natural Terms In many terms. One big problem with interpreting com- monsense knowledge in precise mathematical terms

Kreinovich, Vladik

3

Towards Fusing Sophisticated Mathematical Knowledge  

E-print Network

Metric Can Be Naturally Interpreted in Fuzzy Terms Hung T. Nguyen Dept. Mathematical Sciences New Mexico. Keywords: Metrics, Fuzzy Interpretation. 1 For Data Fusion, It Is Desirable to Express Abstract terms. One big problem with interpreting com­ monsense knowledge in precise mathematical terms

Kreinovich, Vladik

4

A Semantic Wiki for Mathematical Knowledge Management  

Microsoft Academic Search

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

Christoph Lange; Michael Kohlhase

2006-01-01

5

Reconceptualizing Knowledge at the Mathematical Horizon  

ERIC Educational Resources Information Center

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…

Zazkis, Rina; Mamolo, Ami

2011-01-01

6

Re-"Conceptualizing" Procedural Knowledge in Mathematics.  

ERIC Educational Resources Information Center

Many mathematics educators have lost sight of the critical importance of the mathematical understanding which underlies procedural competence, in part because we do not have a language to refer to this kind of understanding. The modal way of categorizing mathematical knowledge--conceptual and procedural knowledge--is limited in that: (a) it is…

Star, Jon R.

7

Mathematical Knowledge for Teaching Teachers: The Mathematical Work of and Knowledge Entailed by Teacher Education  

ERIC Educational Resources Information Center

This dissertation investigates the mathematical work and knowledge demands of this work to teach mathematics to teachers. The last 20 years have seen progress in the study of the specialized knowledge of mathematics needed for the work of teaching, as well as much discussion about the importance of strengthening teachers' mathematical preparation.…

Zopf, Deborah Ann

2010-01-01

8

Elementary Mathematics Teachers' Knowledge of Equity Pedagogy  

ERIC Educational Resources Information Center

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

Jackson, Christa

2013-01-01

9

Connected Knowledge in Science and Mathematics Education  

ERIC Educational Resources Information Center

While the traditional meaning of connected knowledge is valuable in some school subjects, it does not address the main activities of knowledge acquisition in subjects such as physics and mathematics. The goal of this article is to analyze the relationships between the concepts "learning for understanding" and "connected knowledge", a central theme…

Zohar, Anat

2006-01-01

10

Mathematics Knowledge for Teaching: Questions about Constructs  

ERIC Educational Resources Information Center

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…

Gearhart, Maryl

2007-01-01

11

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

ERIC Educational Resources Information Center

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

Huntley, Mary Ann; Flores, Alfinio

2010-01-01

12

Requirements for Building up Large Mathematical Knowledge Bases  

E-print Network

is that the basic notion of logic is that of a formula, but that in mathemat- ics di erent kinds of formulae content. Building up a mathematical knowledge base is very di erent from just adding formulae as possible. Of course, not only formulae play a role in mathematics, but mathematical knowledge incorporates

Kerber, Manfred

13

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

NASA Astrophysics Data System (ADS)

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

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

2013-10-01

14

Integrating pedagogical content knowledge and pedagogical/psychological knowledge in mathematics  

PubMed Central

In teacher education at universities, general pedagogical and psychological principles are often treated separately from subject matter knowledge and therefore run the risk of not being applied in the teaching subject. In an experimental study (N = 60 mathematics student teachers) we investigated the effects of providing aspects of general pedagogical/psychological knowledge (PPK) and pedagogical content knowledge (PCK) in an integrated or separated way. In both conditions (“integrated” vs. “separated”), participants individually worked on computer-based learning environments addressing the same topic: use and handling of multiple external representations, a central issue in mathematics. We experimentally varied whether PPK aspects and PCK aspects were treated integrated or apart from one another. As expected, the integrated condition led to greater application of pedagogical/psychological aspects and an increase in applying both knowledge types simultaneously compared to the separated condition. Overall, our findings indicate beneficial effects of an integrated design in teacher education. PMID:25191300

Harr, Nora; Eichler, Andreas; Renkl, Alexander

2014-01-01

15

Measuring Teachers' Mathematical Knowledge. CSE Technical Report 696  

ERIC Educational Resources Information Center

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…

Heritage, Margaret; Vendlinski, Terry

2006-01-01

16

Elementary school quality, the mathematics curriculum and the role of local knowledge  

Microsoft Academic Search

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

Robert Balfanz

1990-01-01

17

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

ERIC Educational Resources Information Center

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

Schoenfeld, Alan H.; Herrmann, Douglas J.

18

KEA - a Mathematical Knowledge Management System combining Web 2.0 with Semantic Web Technologies  

Microsoft Academic Search

We present a knowledge management system suggesting a combination of Web 2.0 and Semantic Web technologies. With regard to the accumulation of knowledge as a consequence of the increasing amount of scientific publications, the demand for sophisticated knowledge management systems in the scientific education has increased lately. Above all, mathematical publications remain a major challenge, caused by the need for

Sabina Jeschke; Marc Wilke; Nicole Natho; Olivier Pfeiffer

2008-01-01

19

SWiM -- A Semantic Wiki for Mathematical Knowledge Management  

E-print Network

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.

Lange, Christoph

2010-01-01

20

ONTIC: A Knowledge Representation System for Mathematics  

E-print Network

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 ...

McAllester, David Allen

1987-07-01

21

Elementary Teachers' Mathematical Knowledge for Teaching Prerequisite Algebra Concepts  

ERIC Educational Resources Information Center

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

Welder, Rachael M.; Simonsen, Linda M.

2011-01-01

22

Prospective Middle Grade Mathematics Teachers' Knowledge of Algebra for Teaching  

ERIC Educational Resources Information Center

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…

Huang, Rongjin; Kulm, Gerald

2012-01-01

23

Examining Mathematics Teacher Content Knowledge: Policy and Practice  

ERIC Educational Resources Information Center

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

Esprivalo Harrell, Pamela; Eddy, Colleen McLean

2012-01-01

24

Contrasting Knowledge for Elementary and Secondary Mathematics Teaching  

ERIC Educational Resources Information Center

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

Rowland, Tim

2012-01-01

25

Requirements for Building up Large Mathematical Knowledge Bases  

E-print Network

for such a representation. One main point is that the basic notion of logic is that of a formula, but that in mathemat­ ics, it is normally given in a form as abstract as possible. Of course, not only formulae play a role in mathematicsRequirements for Building up Large Mathematical Knowledge Bases Manfred Kerber 1 Abstract

Kerber, Manfred

26

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

ERIC Educational Resources Information Center

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

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

2014-01-01

27

Mathematical Knowledge: Its Growth through Teaching. Mathematics Education Library, Volume 10.  

ERIC Educational Resources Information Center

This book presents issues concerning relationships between mathematical knowledge and the teaching and learning processes, focusing especially on the genesis of mathematical knowledge in the classroom. The chapter titles are: (1) The Fragility of Knowledge (Guy Brousseau and Michael Otte); (2) The Double Bind as a Didactical Trap (Stieg…

Bishop, Alan J., Ed.; And Others

28

SWiM - A Semantic Wiki for Mathematical Knowledge Management  

Microsoft Academic Search

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

Christoph Lange

2008-01-01

29

Mathematical Ability Relies on Knowledge, Too  

ERIC Educational Resources Information Center

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

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

2011-01-01

30

Expertise in Mathematics Instruction: Subject Matter Knowledge.  

ERIC Educational Resources Information Center

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

Leinhardt, Gaea; Smith, Donald A.

1985-01-01

31

Bridging Theorem Proving and Mathematical Knowledge Retrieval  

E-print Network

and a proof planning system. 1 Introduction When sharing knowledge of one database amongst several clients particular client theorem prover can naturally not be as close as in an exclusive connection, where.Sorge@cs.bham.ac.uk Abstract. Accessing knowledge of a single knowledge source with dif- ferent client applications often

Sorge, Volker

32

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

ERIC Educational Resources Information Center

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

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

2013-01-01

33

Effects of an Additional Mathematics Content Course on Elementary Teachers' Mathematical Beliefs and Knowledge for Teaching  

ERIC Educational Resources Information Center

This longitudinal study examines the effects of changes in an elementary teacher preparation program on mathematics beliefs and content knowledge for teaching of two groups of prospective teachers (N = 276): (1) those who completed a program with three mathematics content courses and two mathematics methods courses and (2) those who completed a…

Smith, Marvin E.; Swars, Susan L.; Smith, Stephanie Z.; Hart, Lynn C.; Haardorfer, Regine

2012-01-01

34

Selecting and Sequencing Mathematics Tasks: Seeking Mathematical Knowledge for Teaching  

ERIC Educational Resources Information Center

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…

Galant, Jaamia

2013-01-01

35

Technological Pedagogical Content Knowledge of Secondary Mathematics Teachers  

ERIC Educational Resources Information Center

The integration of technology, pedagogy, and content in the teaching of secondary mathematics was explored among 280 secondary mathematics teachers in the State of New South Wales, Australia. The study adopted the technological pedagogical content knowledge (TPCK) model through the administration of a 30-item instrument called TPCK-M. The…

Handal, Boris; Campbell, Chris; Cavanagh, Michael; Petocz, Peter; Kelly, Nick

2013-01-01

36

Language-Based Prior Knowledge and Transition to Mathematics  

ERIC Educational Resources Information Center

The paper provides a college mathematics student's concept maps, definitions, and essays to support the thesis that language-based prior knowledge can influence students' cognitive processes of mathematical concepts. A group of intermediate algebra students who displayed terms mainly from the spoken language on the first and the second concept…

Dogan-Dunlap, Hamide; Torres, Cristina; Chen, Fan

2005-01-01

37

Changes in School Mathematics Knowledge in Greece: A Bernsteinian Analysis  

ERIC Educational Resources Information Center

The purpose of this paper is to critically examine the changes that took place in school mathematics knowledge for pupils aged six and seven (first grade of Greek elementary school) and its pedagogical approach, which took shape following the reforms of the mathematics curricula in 1982 and 2003. Our analysis is based on Bernstein's theoretical…

Koustourakis, Gerasimos; Zacharos, Konstantinos

2011-01-01

38

Knowledge of Mathematics Writing and Presenting  

E-print Network

/or high school students in the exploration of mathematical concepts, problems, equations and sometimes Algebra, Geometry, Statistics, Computer Science, Child Development, Introduction to Education, Educational Research Analyst Librarian Computer Programmer Revenue Agent High Inventory Control Specialist Underwriter

Jiang, Huiqiang

39

Preservice Teachers' Knowledge of Proof by Mathematical Induction  

ERIC Educational Resources Information Center

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…

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

2007-01-01

40

Knowledge for Teaching Secondary School Mathematics: What Counts?  

ERIC Educational Resources Information Center

This article discusses key issues surrounding the nature and development of professional knowledge for effective teaching of mathematics, especially at the secondary school level. In the education research community it is generally accepted that teachers need more than knowledge of the content they will teach; an additional construct, pedagogical…

Goos, Merrilyn

2013-01-01

41

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

ERIC Educational Resources Information Center

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

Alpaslan, Mustafa; Isiksal, Mine; Haser, Çigdem

2014-01-01

42

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

ERIC Educational Resources Information Center

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

Stiegelmeyer, Cindy

2012-01-01

43

Mathematical Knowledge for Teaching and Task Unfolding: An Exploratory Study  

ERIC Educational Resources Information Center

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…

Charalambous, Charalambos Y.

2010-01-01

44

Measuring Mathematical Knowledge for Teaching Fractions with Drawn Quantities  

ERIC Educational Resources Information Center

Researchers have recently used traditional item response theory (IRT) models to measure mathematical knowledge for teaching (MKT). Some studies (e.g., Hill, 2007; Izsak, Orrill, Cohen, & Brown, 2010), however, have reported subgroups when measuring middle-grades teachers' MKT, and such groups violate a key assumption of IRT models. This study…

Izsak, Andrew; Jacobson, Erik; de Araujo, Zandra; Orrill, Chandra Hawley

2012-01-01

45

A Study of Elementary Mathematics Teachers' Knowledge of Equity  

ERIC Educational Resources Information Center

Currently, mathematics instruction in U.S. classrooms is far from achieving equity for African American students. Establishing an equitable classroom environment that results in student learning for African Americans requires specialized teacher knowledge, productive dispositions and beliefs, and effective teaching practices. The study reports on…

Jackson, Christa D.

2010-01-01

46

Facilitating Peer Interactions in Learning Mathematics: Teachers' Practical Knowledge  

ERIC Educational Resources Information Center

This paper reports on teachers? practical knowledge [PK] about peer interactions [PI] in learning mathematics. The focus is on high school teachers who consistently engaged students PI in their teaching. Data consisted of interviews and classroom observations. Findings indicate that these teachers have PK of students? roles in PI and learning…

Chapman, Olive

2004-01-01

47

Learning and Teaching Engineering Mathematics for the Knowledge Society  

ERIC Educational Resources Information Center

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

Booth, S.

2008-01-01

48

Mathematical Knowledge and Its Relation to the Knowledge of Mathematics Teachers: Linked Traumas and Resonances of Identity.  

ERIC Educational Resources Information Center

Considers what value there could be in talking of institutional trauma and connecting it to elements of the theory of trauma in a psychoanalytic setting. Seeks out the origin of these traumas in the successive crises that the mathematical knowledge of secondary teachers has had to confront over the course of history. (Contains 12 references.) (ASK)

Berdot, Pierre; Blanchard-Laville, Claudine; Bronner, Alain

2001-01-01

49

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

ERIC Educational Resources Information Center

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

Subramaniam, Karthigeyan

2014-01-01

50

The Use of Video Analysis and the Knowledge Quartet in Mathematics Teacher Education Programmes  

ERIC Educational Resources Information Center

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…

Liston, Miriam

2015-01-01

51

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

ERIC Educational Resources Information Center

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

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

2014-01-01

52

The Effective Mathematics Department: Adding Value and Increasing Participation?  

ERIC Educational Resources Information Center

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

Noyes, Andrew

2013-01-01

53

The Development of Diploma in Education Student Teachers’ Mathematics Pedagogical Content Knowledge  

Microsoft Academic Search

Mathematics pedagogical content knowledge (MPCK) of teachers cannot be easily defined but is a complex concept integrating\\u000a generic pedagogical knowledge, mathematics teaching methodology as well as knowledge of the discipline of mathematics. It\\u000a is the objective of mathematics methodology courses in teacher preparation programmes to begin the development of MPCK in\\u000a their pre-service teachers. As part of a research study

Suat Khoh Lim-Teo; Kwee Gek Chua; Wai Kwong Cheang; Joseph K. Yeo

2007-01-01

54

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

E-print Network

Active learning increases student performance in science, engineering, and mathematics Scott impact student performance in un- dergraduate courses across the science, technology, engineering the hypothesis that lecturing maximizes learning and course performance, we metaanalyzed 225 studies

Hutcheon, James M.

55

The Effect of Information Mapping Strategy on Mathematics Conceptual Knowledge of Junior High School Students  

ERIC Educational Resources Information Center

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…

Zulnaidi, Hutkemri; Zakaria, Effandi

2010-01-01

56

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

ERIC Educational Resources Information Center

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

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

2012-01-01

57

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

ERIC Educational Resources Information Center

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

Harrell, Pamela Esprivalo; Eddy, Colleen McLean

2011-01-01

58

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

ERIC Educational Resources Information Center

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

Ng, Dicky

2011-01-01

59

Characterizing the Development of Specialized Mathematical Content Knowledge for Teaching in Algebraic Reasoning and Number Theory  

ERIC Educational Resources Information Center

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…

Bair, Sherry L.; Rich, Beverly S.

2011-01-01

60

Prevention of Problem Gambling: Modifying Misconceptions and Increasing Knowledge  

Microsoft Academic Search

Research on gambling clearly demonstrates that today's youth are very much involved in gambling activities. As they take part in these activities, young people develop and entertain irrational thoughts about gambling and become at risk for developing severe gambling problems. In this study, a video specifically designed to correct misconceptions and increase knowledge about gambling was tested on 424 grade

Francine Ferland; Robert Ladouceur; Frank Vitaro

2002-01-01

61

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

ERIC Educational Resources Information Center

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

Peng, Aihui; Luo, Zengru

2009-01-01

62

Facilitating Preservice Teachers' Development of Mathematics Knowledge for Teaching Arithmetic Operations  

ERIC Educational Resources Information Center

Mathematical tasks, centered on arithmetic word problems, are discussed as the basis of an approach to facilitate preservice elementary teachers' development of mathematical knowledge for teaching arithmetic operations. The approach consists of three groups of tasks that allow students to reflect on their initial knowledge, explore arithmetic word…

Chapman, Olive

2007-01-01

63

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

ERIC Educational Resources Information Center

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

Livy, Sharyn; Vale, Colleen

2011-01-01

64

The Role of Content Knowledge and Problem Features on Preservice Teachers' Appraisal of Elementary Mathematics Tasks  

ERIC Educational Resources Information Center

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…

Osana, Helena P.; Lacroix, Guy L.; Tucker, Bradley J.; Desrosiers, Chantal

2006-01-01

65

Impact of Activity-Based Mathematics Instruction on Students with Different Prior Knowledge and Reading Abilities  

ERIC Educational Resources Information Center

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,…

Yüksel, Ismail

2014-01-01

66

Measuring Mathematical Knowledge for Teaching: A Longitudinal Study Using Two Measures  

ERIC Educational Resources Information Center

This longitudinal study examines growth in teacher knowledge as measured by two popular assessments--Learning Mathematics for Teaching (LMT) and Diagnostic Teacher Assessments in Mathematics and Science (DTAMS). Using data collected from 24 teachers, we compare the extent to which each assessment captured teacher learning during a K-8 mathematics

Copur-Gencturk, Yasemin; Lubienski, Sarah T.

2013-01-01

67

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

ERIC Educational Resources Information Center

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

Luitel, Bal Chandra

2013-01-01

68

Beyond mathematical content knowledge: A mathematician's knowledge needed for teaching an inquiry-oriented differential equations course  

Microsoft Academic Search

In this research report we examine knowledge other than content knowledge needed by a mathematician in his first use of an inquiry-oriented curriculum for teaching an undergraduate course in differential equations. Collaboratively, the mathematician and two mathematics education researchers identified the challenges faced by the mathematician as he began to adopt reform-minded teaching practices. Our analysis reveals that responding to

Joseph F. Wagner; Natasha M. Speer; Bernd Rossa

2007-01-01

69

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

PubMed

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

Leibon, Gregory; Rockmore, Daniel N

2013-01-01

70

Orienteering in Knowledge Spaces: The Hyperbolic Geometry of Wikipedia Mathematics  

PubMed Central

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

Leibon, Gregory; Rockmore, Daniel N.

2013-01-01

71

Using Problem Solving to Assess Young Children's Mathematics Knowledge  

ERIC Educational Resources Information Center

Mathematics problem solving provides a means for obtaining a view of young children's understanding of mathematics as they move through the early childhood concept development sequence. Assessment information can be obtained through observations and interviews as children develop problem solutions. Examples of preschool, kindergarten, and primary…

Charlesworth, Rosalind; Leali, Shirley A.

2012-01-01

72

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

ERIC Educational Resources Information Center

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

Hitt, Fernando

2011-01-01

73

Mathematical learning models that depend on prior knowledge and instructional strategies  

E-print Network

We present mathematical learning models—predictions of student’s knowledge vs amount of instruction—that are based on assumptions motivated by various theories of learning: tabula rasa, constructivist, and tutoring. These ...

Pritchard, David E.; Lee, Young-Jin; Bao, Lei

2008-05-01

74

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

ERIC Educational Resources Information Center

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

Colakoglu, Nurdan

2013-01-01

75

Measuring the Effects of Professional Development on Teacher Knowledge: The Case of Developing Mathematical Ideas  

ERIC Educational Resources Information Center

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.…

Bell, Courtney A.; Wilson, Suzanne M.; Higgins, Traci; McCoach, D. Betsy

2010-01-01

76

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

ERIC Educational Resources Information Center

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

Schoenfeld, Alan H.; Herrmann, Douglas J.

1982-01-01

77

Focusing on the Interactive Development of Secondary School Teachers' Knowledge of Mathematical Statements  

ERIC Educational Resources Information Center

This paper focuses on the first session of a professional development course revolving around the topic of mathematical statements and their appropriate proving methods. It analyzes the interactive development of the teachers' knowledge by focusing on the relation between the mathematical statements, the instructor, and the teachers. Different…

Levenson, Esther; Tsamir, Pessia; Tirosh, Dina; Dreyfus, Tommy; Barkai, Ruthi; Tabach, Michal

2012-01-01

78

Knowledge Needed by a Teacher to Provide Analytic Scaffolding during Undergraduate Mathematics Classroom Discussions  

ERIC Educational Resources Information Center

Using case study analysis and a cognitive theoretical orientation, we examine elements of knowledge for teaching needed by a mathematician to orchestrate whole-class discussions in an undergraduate mathematics classroom. The instructor, an experienced teacher and mathematics researcher, used an inquiry-oriented curriculum to teach a differential…

Speer, Natasha M.; Wagner, Joseph F.

2009-01-01

79

Teacher Belief, Knowledge, and Practice: A Trichotomy of Mathematics Teacher Education  

ERIC Educational Resources Information Center

In this paper I reviewed and analyzed three important constructs--beliefs, knowledge, and practices in mathematics teacher education. I carried out a literature review of teacher beliefs and practice, and beliefs and change in mathematics education in to order draw some pedagogical and research implications. I was able to draw three themes from…

Belbase, Shashidhar

2012-01-01

80

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

ERIC Educational Resources Information Center

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

Akkas, Elif Nur; Türnüklü, Elif

2014-01-01

81

Secondary Pre-Service Teachers' Content Knowledge for State Assessments: Implications for Mathematics Education Programs  

ERIC Educational Resources Information Center

Seventy secondary mathematics pre-service teachers from two universities were assessed on their content knowledge, vocabulary knowledge, and their perceived confidence in teaching the content addressed on the eleventh grade state assessment. The results indicate the pre-service teachers had significant content weakness in data analysis, algebra,…

Wilburne, Jane M.; Long, Michael

2010-01-01

82

The Effects of Teacher Mathematics Knowledge and Pedagogy on Student Achievement in Rural Guatemala  

ERIC Educational Resources Information Center

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…

Marshall, Jeffery H.; Sorto, M. Alejandra

2012-01-01

83

Mathematics for Teaching and Deep Subject Knowledge: Voices of Mathematics Enhancement Course Students in England  

ERIC Educational Resources Information Center

This article reports an investigation into how students of a mathematics course for prospective secondary mathematics teachers in England talk about the notion of "understanding mathematics in depth", which was an explicit goal of the course. We interviewed eighteen students of the course. Through our social practice frame and in the…

Adler, Jill; Hossain, Sarmin; Stevenson, Mary; Clarke, John; Archer, Rosa; Grantham, Barry

2014-01-01

84

Vicissitudes of Children's Mathematical Knowledge: Implications of Developmental Research for Early Childhood Mathematics Education  

ERIC Educational Resources Information Center

Hachey's (2013) article celebrates a revolution that is taking place in early childhood mathematics education, fueled in part by developmental research demonstrating the mathematical capabilities of young children. At the same time, Hachey notes that the mathematics revolution she describes is not yet complete. In this commentary, the author…

Sophian, Catherine

2013-01-01

85

Types of Changes That Occur as Declarative Knowledge Increases  

ERIC Educational Resources Information Center

Declarative knowledge involves being able to state and explain characteristics, terminologies, properties, phenomena, concepts, principles, and techniques. Chi and Ohlsson (2005) characterize it as the dominant form of knowledge, maintaining that it does not involve isolated units but rather is organized as semantic networks, theories, schemas, or…

Oosterhof, Albert

2012-01-01

86

Identity, Knowledge and Departmental Practices: Mathematics of Engineers and Mathematicians  

ERIC Educational Resources Information Center

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…

Bingolbali, Erhan; Monaghan, John

2004-01-01

87

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

E-print Network

? 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...

Alpert, Anna Pat

2013-08-09

88

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

ERIC Educational Resources Information Center

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

Brese, Falk, Ed.

2012-01-01

89

Making Connections in Practice: How Prospective Elementary Teachers Connect to Children's Mathematical Thinking and Community Funds of Knowledge in Mathematics Instruction  

ERIC Educational Resources Information Center

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…

Aguirre, Julia M.; Turner, Erin E.; Bartell, Tonya Gau; Kalinec-Craig, Crystal; Foote, Mary Q.; Roth McDuffie, Amy; Drake, Corey

2013-01-01

90

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

PubMed Central

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

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

2014-01-01

91

Technological pedagogical content knowledge and teaching practice of mathematics trainee teachers  

NASA Astrophysics Data System (ADS)

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

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

2014-07-01

92

Measuring Pre-Service Primary Teachers' Knowledge for Teaching Mathematics  

ERIC Educational Resources Information Center

This paper reports on the knowledge for teaching mathematics of 294 pre-service primary teachers from seven Australian universities participating in a project aimed at establishing a culture of evidence-based improvement of teacher education. The project was funded by the Australian Learning and Teaching Council. Rasch measurement techniques were…

Beswick, Kim; Goos, Merrilyn

2012-01-01

93

Building Pre-Service Teacher's Mathematical Knowledge for Teaching of High School Geometry  

ERIC Educational Resources Information Center

There were two primary goals of the research conducted for this dissertation study. Firstly, to fill a gap in the research literature and begin a discussion around secondary pre-service teachers Mathematical Knowledge for Teaching (MKT) as it pertains to geometry. Although a multitude of studies exist for elementary teachers' MKT, few exist…

Somayajulu, Ravi Bhamidipati

2012-01-01

94

Preservice Mathematics Teachers' Knowledge of Students about the Algebraic Concepts  

ERIC Educational Resources Information Center

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…

Tanisli, Dilek; Kose, Nilufer Yavuzsoy

2013-01-01

95

Features of Knowledge Representations for Data Presented Graphically in Populations with Diverse Mathematical Experience.  

ERIC Educational Resources Information Center

Knowledge representations and mental models from graphically presented information were investigated for 98 college students with different levels of mathematics experience. The subjects were drawn from a remedial algebra course (n=35), a second semester calculus course (n=35), and a calculus-based statistics course (n=28); they were all exposed…

McKnight, Curtis C.; Fisher, Mark A.

96

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

ERIC Educational Resources Information Center

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

Julie, Cyril

2014-01-01

97

Licensure Tests for Special Education Teachers: How Well They Assess Knowledge of Reading Instruction and Mathematics  

ERIC Educational Resources Information Center

To determine the extent to which knowledge of evidence-based reading instruction and mathematics is assessed on licensure tests for prospective special education teachers, this study drew on information provided by Educational Testing Service (ETS), the American Board for Certification of Teacher Excellence, and National Evaluation Systems (now…

Stotsky, Sandra

2009-01-01

98

Upper Primary School Teachers' Mathematical Knowledge for Teaching Functional Thinking in Algebra  

ERIC Educational Resources Information Center

This article is based on a project that investigated teachers' knowledge in teaching an important aspect of algebra in the middle years of schooling--functions, relations and joint variation. As part of the project, 105 upper primary teachers were surveyed during their participation in Contemporary Teaching and Learning of Mathematics, a…

Wilkie, Karina J.

2014-01-01

99

Preservice Mathematics Teachers' Views on Distance Education and Their Web Pedagogical Content Knowledge  

ERIC Educational Resources Information Center

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…

Cagirgan Gulten, Dilek

2013-01-01

100

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

ERIC Educational Resources Information Center

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

Henning, Elizabeth

2013-01-01

101

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

ERIC Educational Resources Information Center

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

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

2013-01-01

102

Developing Technological Pedagogical Content Knowledge in Pre-Service Mathematics Teachers through Collaborative Design  

ERIC Educational Resources Information Center

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…

Agyei, Douglas D.; Voogt, Joke

2012-01-01

103

Teacher Education Effectiveness: Quality and Equity of Future Primary Teachers' Mathematics and Mathematics Pedagogical Content Knowledge  

ERIC Educational Resources Information Center

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

Blomeke, Sigrid; Suhl, Ute; Kaiser, Gabriele

2011-01-01

104

Mathematical Connections and Their Relationship to Mathematics Knowledge for Teaching Geometry  

ERIC Educational Resources Information Center

Effective competition in a rapidly growing global economy places demands on a society to produce individuals capable of higher-order critical thinking, creative problem solving, connection making, and innovation. We must look to our teacher education programs to help prospective middle grades teachers build the mathematical habits of mind that…

Eli, Jennifer A.; Mohr-Schroeder, Margaret J.; Lee, Carl W.

2013-01-01

105

Knowledge Building and Mathematics: Shifting the Responsibility for Knowledge Advancement and Engagement  

ERIC Educational Resources Information Center

Three classrooms of Grade 4 students from different schools and diverse backgrounds collaborated in early algebra research to solve a series of linear and quadratic generalizing problems. Results revealed that high- and low-achieving students were able to solve problems of recognized difficulty. We discuss Knowledge Building principles and…

Moss, Joan; Beatty, Ruth

2010-01-01

106

Investigating the Development of Prospective Mathematics Teachers' Pedagogical Content Knowledge of Generalising Number Patterns through School Practicum  

ERIC Educational Resources Information Center

The purpose of this study is to investigate the development of three prospective elementary mathematics teachers' pedagogical content knowledge (PCK) of number patterns with its two components: (1) knowledge of students' understanding and difficulties and (2) knowledge of topic-specific strategies and representations. For our investigation, we use…

Yesildere Imre, Sibel; Akkoc, Hatice

2012-01-01

107

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

ERIC Educational Resources Information Center

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

Ruthven, Kenneth

2014-01-01

108

Developing Effective Brochures for Increasing Knowledge of Environmental Problems: The Case of the Gypsy Moth.  

ERIC Educational Resources Information Center

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)

Young, Charlotte F.; Witter, John A.

1994-01-01

109

Increasing Student Learning in Mathematics with the Use of Collaborative Teaching Strategies  

ERIC Educational Resources Information Center

Three teacher researchers conducted this action research project to increase their 54 high school students' achievements in mathematics. The teacher researchers had noticed a trend of low scores on teacher-made chapter tests and non-completion of daily homework. Standardized tests showed that most students scored below average on the mathematics

Di Fatta, Jenna; Garcia, Sarah; Gorman, Stephanie

2009-01-01

110

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

E-print Network

Many researchers including (Hill et al., 2008; McCray & Chen, 2012) have found that teachers' understanding of the mathematics content knowledge and their expertise in teaching methods "pedagogy" are largely responsible ...

Alshehri, Khaled Abdullah

2012-12-31

111

School Knowledge, Cross-Curricularity and Teamwork Teaching in the Greek Primary School: Mathematics Education as Discursive Practice  

ERIC Educational Resources Information Center

Through analysis of exercises offered in mathematics textbooks, this article investigates the discursive practice of cross-curricularity and group work teaching that was advocated in the 2007 reform of mathematics education in Greek primary schools. The conclusion of the research is that the organisation of school knowledge is vertical, and strong…

Nikolakaki, Maria; Dossa, Katerina; Moraiti, Tzeni

2012-01-01

112

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

ERIC Educational Resources Information Center

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

Alsaeed, Maha Saad

2012-01-01

113

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

ERIC Educational Resources Information Center

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

Silverman, Jason

2012-01-01

114

Engaging in Problem Posing Activities in a Dynamic Geometry Setting and the Development of Prospective Teachers' Mathematical Knowledge  

ERIC Educational Resources Information Center

In the present study we explore changes in perceptions of our class of prospective mathematics teachers (PTs) regarding their mathematical knowledge. The PTs engaged in problem posing activities in geometry, using the "What If Not?" (WIN) strategy, as part of their work on computerized inquiry-based activities. Data received from the PTs'…

Lavy, Ilana; Shriki, Atara

2010-01-01

115

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

ERIC Educational Resources Information Center

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

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

1997-01-01

116

Using Education, Exposure, and Environments to Increase Preschool Children's Knowledge about Fruit and Vegetables  

ERIC Educational Resources Information Center

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…

Niemeier, Brandi S.; Tande, Desiree L.; Hwang, Joyce; Stastny, Sherri; Hektner, Joel M.

2010-01-01

117

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

PubMed

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

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

2013-06-01

118

A Guide to Mathematics Coaching: Processes for Increasing Student Achievement  

ERIC Educational Resources Information Center

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,…

Hull, Ted H.; Balka, Don S.; Miles, Ruth Harbin

2010-01-01

119

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

PubMed Central

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

Buring, Shauna M.; Papas, Elizabeth

2013-01-01

120

Mathematical learning models that depend on prior knowledge and instructional strategies  

NASA Astrophysics Data System (ADS)

We present mathematical learning models—predictions of student’s knowledge vs amount of instruction—that are based on assumptions motivated by various theories of learning: tabula rasa, constructivist, and tutoring. These models predict the improvement (on the post-test) as a function of the pretest score due to intervening instruction and also depend on the type of instruction. We introduce a connectedness model whose connectedness parameter measures the degree to which the rate of learning is proportional to prior knowledge. Over a wide range of pretest scores on standard tests of introductory physics concepts, it fits high-quality data nearly within error. We suggest that data from MIT have low connectedness (indicating memory-based learning) because the test used the same context and representation as the instruction and that more connected data from the University of Minnesota resulted from instruction in a different representation from the test.

Pritchard, David E.; Lee, Young-Jin; Bao, Lei

2008-06-01

121

Mathematical learning models that depend on prior knowledge and instructional strategies  

NSDL National Science Digital Library

We present mathematical learning modelsâpredictions of studentâs knowledge vs amount of instructionâthat are based on assumptions motivated by various theories of learning: tabula rasa, constructivist, and tutoring. These models predict the improvement (on the post-test) as a function of the pretest score due to intervening instruction and also depend on the type of instruction. We introduce a connectedness model whose connectedness parameter measures the degree to which the rate of learning is proportional to prior knowledge. Over a wide range of pretest scores on standard tests of introductory physics concepts, it fits high-quality data nearly within error. We suggest that data from MIT have low connectedness (indicating memory-based learning) because the test used the same context and representation as the instruction and that more connected data from the University of Minnesota resulted from instruction in a different representation from the test.

Pritchard, David E.; Lee, Young-Jin; Bao, Lei

2008-09-24

122

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

NASA Astrophysics Data System (ADS)

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

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

2014-07-01

123

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

ERIC Educational Resources Information Center

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

Zhao, Yan-jun

2011-01-01

124

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

PubMed

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

Schmaling, Karen B; Blume, Arthur W

2009-01-01

125

AuthorReward: increasing community curation in biological knowledge wikis through automated authorship quantification  

PubMed Central

Summary: Community curation—harnessing community intelligence in knowledge curation, bears great promise in dealing with the flood of biological knowledge. To exploit the full potential of the scientific community for knowledge curation, multiple biological wikis (bio-wikis) have been built to date. However, none of them have achieved a substantial impact on knowledge curation. One of the major limitations in bio-wikis is insufficient community participation, which is intrinsically because of lack of explicit authorship and thus no credit for community curation. To increase community curation in bio-wikis, here we develop AuthorReward, an extension to MediaWiki, to reward community-curated efforts in knowledge curation. AuthorReward quantifies researchers’ contributions by properly factoring both edit quantity and quality and yields automated explicit authorship according to their quantitative contributions. AuthorReward provides bio-wikis with an authorship metric, helpful to increase community participation in bio-wikis and to achieve community curation of massive biological knowledge. Availability: http://cbb.big.ac.cn/software. Contact: zhangzhang@big.ac.cn Supplementary information: Supplementary data are available at Bioinformatics online. PMID:23732274

Dai, Lin; Tian, Ming; Wu, Jiayan; Xiao, Jingfa; Wang, Xumin; Townsend, Jeffrey P.; Zhang, Zhang

2013-01-01

126

Connecting Changes in Secondary Mathematics Teachers' Knowledge to Their Experiences in a Professional Development Workshop  

ERIC Educational Resources Information Center

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

Boston, Melissa D.

2013-01-01

127

Student Content Knowledge Increases after Participation in a Hands-on Biotechnology Intervention  

ERIC Educational Resources Information Center

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,…

Bigler, Amber M.; Hanegan, Nikki L.

2011-01-01

128

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

ERIC Educational Resources Information Center

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

Leathers, Sonya J.; Strand, Tonya C.

2013-01-01

129

Prevention of Problem Gambling: Modifying Misconceptions and Increasing Knowledge Among Canadian Youths  

Microsoft Academic Search

Research on gambling demonstrates that youths are involved in gambling activities. As they take part in these activities, young people develop and maintain irrational thoughts about gambling and become at risk for developing severe gambling problems. In a previous study, a French video was designed specifically to correct misconceptions and increase knowledge about gambling (Ferland, Ladouceur, & Vitaro, 2002). Findings

Robert Ladouceur; Francine Ferland; Frank Vitaro

2004-01-01

130

Knowledge Expectations in Mathematics Teacher Preparation Programs in South Korea and the United States: Towards International Dialogue  

ERIC Educational Resources Information Center

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…

Kim, Rae Young; Ham, Seung-Hwan; Paine, Lynn W.

2011-01-01

131

Authoritative Knowledge in Initial Teacher Education: Studying the Role of Subject Textbooks through Two Ethnographic Studies of Mathematics Teacher Education  

ERIC Educational Resources Information Center

Two related ethnographic research projects on mathematics teacher education in Sweden are presented in this paper. They represent a response to recent policy developments that reaffirm the value of authoritative subject studies content as the central and most important component in the professional knowledge base of would-be teachers and…

Beach, Dennis; Player-Koro, Catarina

2012-01-01

132

Mathematical modeling and optimization strategies (genetic algorithm and knowledge base) applied to the continuous casting of steel  

Microsoft Academic Search

The control of quality in continuous casting products cannot be achieved without a knowledge base which incorporates parameters and variables of influence such as: equipment characteristics, steel, each component of the system and operational conditions. This work presents the development of a computational algorithm (software) applied to maximize the quality of steel billets produced by continuous casting. A mathematical model

C. A. Santos; J. A. Spim; A. Garcia

2003-01-01

133

Development of a Performance Assessment Task and Rubric to Measure Prospective Secondary School Mathematics Teachers' Pedagogical Content Knowledge and Skills  

ERIC Educational Resources Information Center

The purpose of this paper is to share a performance assessment task and rubric designed to assess secondary school mathematics preservice teachers' pedagogical content knowledge and skills. The assessment task and rubric were developed in collaboration with five education faculty, four arts and sciences faculty, and four high school teachers over…

Koirala, Hari P.; Davis, Marsha; Johnson, Peter

2008-01-01

134

A Case Study of Four Latina/o Pre-Service Teachers in Learning to Teach Mathematics for Understanding and Integrate a Child's Out-of-School Mathematical Knowledge and Experiences  

ERIC Educational Resources Information Center

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…

Kalinec-Craig, Crystal

2012-01-01

135

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

PubMed Central

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

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

2014-01-01

136

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

NASA Astrophysics Data System (ADS)

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

Ding, D.; Bennett, D. A.

2013-12-01

137

HBV Outreach Programs Significantly Increase Knowledge and Vaccination Rates Among Asian Pacific Islanders.  

PubMed

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 naďve 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

Zacharias, Tresa; Wang, Winnie; Dao, Doan; Wojciechowski, Helena; Lee, William M; Do, Son; Singal, Amit G

2014-12-01

138

Specialty experience in geriatric medicine is associated with a small increase in knowledge of delirium  

PubMed Central

Background: delirium is underdiagnosed and undertreated. Understanding of delirium among doctors in medical and ICU settings has previously been shown to be low. We hypothesised that junior doctors who had gained experience in geriatrics, neurology or psychiatry may have an increased knowledge of delirium. Methods: we used data from a large multi-centre study of junior doctors conducted between December 2006 and January 2007 which is, to date, the largest survey of understanding of delirium among junior doctors. The original survey used a questionnaire within which certain key items led to a correct or incorrect answer. Total correct answers were recorded giving a maximum total knowledge score of 17 for each participant. The relationship between total knowledge score achieved on the questionnaire and time since qualification; specialty experience in geriatric medicine, psychiatry and/or neurology and self-reported experience with the Confusion Assessment Method (independent variables) were modelled using linear regression. Results: around half (53.2%; 399 of 750) of those surveyed stated that they had experience in geriatric medicine. In contrast only 4.1 and 8.0% of respondents had experience in psychiatry and neurology, respectively. Experience in geriatric medicine was significantly associated with a modest increase in correct answers (4.7 versus 4.3 points, P = 0.020). No other variables were significantly associated with better scores. Conclusion: experience in geriatric medicine leads to a small improvement in understanding of delirium among junior doctors. PMID:24132853

Jenkin, Rodric Peter Llewelyn; Musonda, Patrick; MacLullich, Alasdair M. J.; Myint, Phyo Kyaw; Davis, Daniel H. J.

2014-01-01

139

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

E-print Network

teacher candidates teachers enrolled in these programs visually represented their conceptual knowledge of reading comprehension. Further analysis supported how teachers enact this knowledge into reading comprehension scenarios in their classrooms....

James, Susanne Marie

2011-07-21

140

An Investigation of Prospective Secondary Mathematics Teachers' Conceptual Knowledge of and Attitudes Towards Statistics  

ERIC Educational Resources Information Center

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…

Hannigan, Ailish; Gill, Olivia; Leavy, Aisling M.

2013-01-01

141

Prediction Assessments: Using Video-Based Predictions to Assess Prospective Teachers' Knowledge of Students' Mathematical Thinking  

ERIC Educational Resources Information Center

In order to evaluate the effectiveness of an experimental elementary mathematics field experience course, we have designed a new assessment instrument. These video-based prediction assessments engage prospective teachers in a video analysis of a child solving mathematical tasks. The prospective teachers build a model of that child's mathematics

Norton, Anderson; McCloskey, Andrea; Hudson, Rick A.

2011-01-01

142

Evaluation of a fotonovela to increase depression knowledge and reduce stigma among Hispanic adults.  

PubMed

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

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

2013-04-01

143

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

NASA Astrophysics Data System (ADS)

A Test of Arithmetic Problem Posing was developed by the authors to examine the arithmetic problem-posing behaviours of sixty-three prospective elementary school teachers. Results of analysis were then used to examine task format (i.e., the presence or absence of specific numerical information) on subjects' problem posing and the relationship between subjects' problem posing and their mathematics knowledge and verbal creativity. The major findings were that the test effectively evaluated arithmetic problem posing, and that most subjects were able to pose solvable and complex problems. In addition, problem-posing performance was better when the task contained specific numerical information than when it did not, and that problem-posing performance was significantly related to mathematical knowledge but not to verbal creativity.

Leung, Shukkwan S.; Silver, Edward A.

1997-05-01

144

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

PubMed Central

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

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

2013-01-01

145

A survey on the effectiveness of using GeoGebra software towards lecturers' conceptual knowledge and procedural mathematics  

NASA Astrophysics Data System (ADS)

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.

Wan Salleh, Masturah; Sulaiman, Hajar

2013-04-01

146

Knowledge.  

ERIC Educational Resources Information Center

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

Online-Offline, 1999

1999-01-01

147

Mathematical knowledge of technology and design student teachers: diagnosis and remediation  

Microsoft Academic Search

This research examines how e-assessment and e-resources were used to assess and support the mathematics of Technology and Design students undertaking a B.Ed. (post-primary) teacher education course. The students participated in two similar tests in order to ascertain if their mathematical difficulties were in the underlying concepts of the mathematics entailed in their course or whether the use of realistic

Irene Teresa Bell; Ken Gibson

2009-01-01

148

Mathematics Achievement Gaps between Suburban Students and Their Rural and Urban Peers Increase over Time. Issue Brief No. 52  

ERIC Educational Resources Information Center

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…

Graham, Suzanne E.; Provost, Lauren E.

2012-01-01

149

Secondary-Level Student Teachers' Conceptions of Mathematical Proof  

ERIC Educational Resources Information Center

Recent reforms in mathematics education have led to an increased emphasis on proof and reasoning in mathematics curricula. The National Council of Teachers of Mathematics highlights the important role that teachers' knowledge and beliefs play in shaping students' understanding of mathematics, their confidence in and outlook on mathematics

Varghese, Thomas

2009-01-01

150

Reducing HIV Transmission Risk by Increasing Serostatus Disclosure: A Mathematical Modeling Analysis  

PubMed Central

Persons living with HIV infection are encouraged to disclose their HIV-positive serostatus to prospective sex partners to decrease the likelihood of unsafe sex and HIV transmission. However, the effectiveness of serostatus disclosure as a preventive measure is not known. We developed a mathematical framework for assessing the HIV transmission risk reduction effectiveness of serostatus disclosure, examined how increasing the disclosure rate affects the transmission risk reduction effectiveness of disclosure, and explored the interaction between condom use and disclosure effectiveness. Under base-case assumptions, serostatus disclosure reduced the risk of HIV transmission by between 17.9% and 40.6% relative to no disclosure. Increasing the disclosure rate from the base-case value of 51.9–75.7% produced a 26.2–59.2% reduction in risk. The findings of this modeling study strongly support intervention efforts to increase both serostatus disclosure and condom use by persons living with HIV. PMID:17082982

Pinkerton, Steven D.; Galletly, Carol L.

2008-01-01

151

Truth and the Renewal of Knowledge: The Case of Mathematics Education  

ERIC Educational Resources Information Center

Mathematics education research must enable adjustment to new conditions. Yet such research is often conducted within familiar conceptualisations of teaching, of learning and of mathematics. It may be necessary to express ourselves in new ways if we are to change our practices successfully, and potential changes can be understood in many…

Brown, Tony

2010-01-01

152

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

ERIC Educational Resources Information Center

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

Klymchuk, Sergiy; Thomas, Michael O. J.

2011-01-01

153

Home-based family intervention increases knowledge, communication and living donation rates: a randomized controlled trial.  

PubMed

Our aim was to develop and test an educational program to support well-informed decision making among patients and their social network regarding living donor kidney transplantation (LDKT). One hundred sixty-three patients who were unable to find a living donor were randomized to standard care or standard care plus home-based education. In the education condition, patients and members of their social network participated in home-based educational meetings and discussed renal replacement therapy options. Patients and invitees completed pre-post self-report questionnaires measuring knowledge, risk perception, communication, self-efficacy and subjective norm. LDKT activities were observed for 6 months postintervention. Patients in the experimental group showed significantly more improvements in knowledge (p?increases in knowledge (p?

Ismail, S Y; Luchtenburg, A E; Timman, R; Zuidema, W C; Boonstra, C; Weimar, W; Busschbach, J J V; Massey, E K

2014-08-01

154

Teachers' Professional Knowledge and Noticing: The Case of Multiple Representations in the Mathematics Classroom  

ERIC Educational Resources Information Center

Teachers notice through the lens of their professional knowledge and views. This study hence focuses not solely on teachers' noticing, but also on their knowledge and views, which allows insight into how noticing is informed and shaped by professional knowledge. As a discipline-specific perspective for noticing we chose dealing with multiple…

Dreher, Anika; Kuntze, Sebastian

2015-01-01

155

A Collective Case Study of the Influence of Teachers' Beliefs and Knowledge on Error-Handling Practices during Class Discussion of Mathematics  

ERIC Educational Resources Information Center

This collective case study examines the influence of 4 third-grade teachers' beliefs and knowledge on their error-handling practices during class discussion of mathematics. Study findings suggest that, although teachers' ways of handling student errors during class discussion of mathematics are clearly linked to both teacher beliefs and teacher…

Bray, Wendy S.

2011-01-01

156

Deepening Pre-Service Teachers' Knowledge of Technology, Pedagogy, and Content (TPACK) in an Elementary School Mathematics Methods Course  

ERIC Educational Resources Information Center

This paper presents the findings of a study that examined pre-service teachers' development of knowledge about technology, pedagogy and content (TPACK) during a mathematics pedagogy course focused on elementary school mathematics in the United States. Data sources included work samples from pre-service teachers as well as an open-ended survey…

Polly, Drew

2014-01-01

157

Origami Instruction in the Middle School Mathematics Classroom: Its Impact on Spatial Visualization and Geometry Knowledge of Students  

NSDL National Science Digital Library

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.

Norma J. Boakes

2009-01-01

158

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

SciTech Connect

Elevated atmospheric [CO2] (ca) will undoubtedly affect the metabolism of tropical forests worldwide; however, critical aspects of how tropical forests will respond remain largely unknown. Here we review the current state of knowledge about physiological and ecological responses, with the aim of providing a framework that can help to guide future experimental research. Modelling studies have indicated that elevated ca can potentially stimulate photosynthesis more in the tropics than at higher latitudes, because suppression of photorespiration by elevated ca increases with temperature. However, canopy leaves in tropical forests could also potentially reach a high temperature threshold under elevated ca that will moderate the rise in photosynthesis. Belowground responses, including fine root production, nutrient foraging, and soil organic matter processing, will be especially important to the integrated ecosystem response to elevated CO2. Water-use efficiency will increase as ca rises, potentially impacting upon soil moisture status and nutrient availability. Recruitment may be differentially altered for some functional groups, potentially decreasing ecosystem carbon storage. Whole-forest CO2 enrichment experiments are urgently needed to test predictions of tropical forest functioning under elevated ca. Smaller scale experiments in the understory and in gaps would also be informative, and could provide stepping stones toward stand-scale manipulations.

Cernusak, Lucas [Australian National University, Canberra, Australia; Winter, Klaus [Smithsonian Tropical Research Institute; Dalling, James [University of Illinois, Urbana-Champaign; Holtum, Joseph [James Cook University; Jaramillo, Carlos [Smithsonian Tropical Research Institute; Korner, Christian [University of Basel; Leakey, Andrew D.B. [University of Illinois; Norby, Richard J [ORNL; Poulter, Benjamin [Laboratoire des Sciences du Climat et de l'Environement, France; Turner, Benjamin [Smithsonian Tropical Research Institute; Wright, S. Joseph [Smithsonian Tropical Research Institute

2013-01-01

159

Measuring Computer Science Knowledge Level of Hungarian Students Specialized in Informatics with Romanian Students Attending a Science Course or a Mathematics-Informatics Course  

ERIC Educational Resources Information Center

An analysis of Information Technology knowledge of Hungarian and Romanian students was made with the help of a self developed web based Informatics Test. The goal of this research is an analysis of the Computer Science knowledge level of Hungarian and Romanian students attending a Science course or a Mathematics-Informatics course. Analysed was…

Kiss, Gabor

2012-01-01

160

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

E-print Network

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

Tullos, Desiree

161

LINKING HOME AND SCHOOL MATHEMATICS: THE HOME SCHOOL KNOWLEDGE EXCHANGE PROJECT  

Microsoft Academic Search

In this paper, we report some initial findings from the numeracy strand of the Home School Knowledge Exchange Project, which is part of the ESRC Teaching and Learning Research Programme. The overall aim of the project is to develop, implement and evaluate the impact of new methods of exchanging knowledge between home and school. The project has three strands, one

Jan Winter; Leida Salway; Wan Ching Yee; Martin Hughes

2004-01-01

162

Measuring Technological and Content Knowledge of Undergraduate Primary Teachers in Mathematics  

NASA Astrophysics Data System (ADS)

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

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

163

A Study of Conceptual and Mathematical Knowledge in Introductory Mechanics Courses  

E-print Network

particular variety of Physics 218 at Texas A&M University during the Fall 2011 semester. In particular, the analysis is done for a single statistically significant sample in order to more closely examine the relationships between the FCI, mathematics skills...

Van Dyke, Michael David

2013-09-09

164

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

ERIC Educational Resources Information Center

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

McGuire, Patrick

2013-01-01

165

Developing Mathematics Knowledge Keepers--Issues at the Intersection of Communities of Practice  

ERIC Educational Resources Information Center

This paper discusses some issues that arose in the context of a three-year research project on Indigenous mathematics teacher education in the Northern Territory of Australia. The project was based on the premise that Indigenous student numeracy outcomes are more likely to be improved where students can work on key number ideas and strategies in…

Siemon, Dianne E.

2009-01-01

166

Mathematics, Innate Knowledge and Neuroscience A talk presented on September 27, 2012, by  

E-print Network

of the Ancient Greeks about Mathematics, will be recalled. The above positions will then be discussed within on Democracy than the Funeral Oration, attributed by Thucydides to Pericles? Ancient Greek thought and the Phoenicians, influenced Pythagoras and Plato. However, Plato himself states that whatever the Greeks learned

Wolfe, Patrick J.

167

Higher Education in Sint Maarten: Fostering Growth of Teacher Knowledge in Mathematics and Science  

ERIC Educational Resources Information Center

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…

Sargeant, Marcel A.; Burton, Larry D.; Bailey, Andel

2010-01-01

168

Assessment Drives Learning: The Effect of Central Exit Exams on Curricular Knowledge and Mathematical Literacy  

ERIC Educational Resources Information Center

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

Jurges, Hendrik; Schneider, Kerstin; Senkbeil, Martin; Carstensen, Claus H.

2012-01-01

169

Elder abuse and oral health care providers: an intervention to increase knowledge and self-perceived likelihood to report.  

PubMed

The objective of this study was to ascertain whether a symposium on elder abuse raises the level of knowledge and the self-reported likelihood to report elder abuse among licensed oral health care providers. 130 dentists, hygienists, and assistants voluntarily attended a 4-hour training symposium and completed both pre- and postsurveys testing their level of knowledge. Results by statistical analyses, using repeated measurements, Wilcoxon signed-rank test for nonparametric data, showed increases in awareness of reporting process, knowledge/awareness of elder abuse, knowledge of mandated reporter requirements, and comfort levels with recognizing signs and symptoms of elder abuse and neglect. In conclusion, a symposium can increase the self-reported likelihood of reporting elder abuse. PMID:22206512

Sugita, Julie A; Garrett, Mario D

2012-01-01

170

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

Microsoft Academic Search

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

Mfon S. Cyrus-David

2010-01-01

171

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

E-print Network

pieces if he had two apples cut into fifths (NAEP, 2005). Elementary students’ difficulties with _______ This thesis follows the style of Journal for Research in Mathematics Education. 2 fraction concepts are well-documented in the research... equivalence of part-whole fractions, ordering of fractions on a number line, interpreting a ratio, and a fraction as an operator on a whole number. Part two of the interview was designed to elicit EC-4 preservice teachers’ understanding of students...

Wright, Kimberly Boddie

2008-10-10

172

Enhancing Mathematics Teachers' Knowledge of Students' Thinking from Assessing and Analyzing Misconceptions in Homework  

ERIC Educational Resources Information Center

This study focuses on teacher learning of student thinking through grading homework, assessing and analyzing misconceptions. The data were collected from 10 teachers at fifth-eighth grade levels in the USA. The results show that assessing and analyzing misconceptions from grading homework is an important approach to acquiring knowledge of…

An, Shuhua; Wu, Zhonghe

2012-01-01

173

Increasing Knowledge of Sexual Abuse: A Study with Elementary School Children in Hawai'i  

ERIC Educational Resources Information Center

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…

Baker, Charlene K.; Gleason, Kristen; Naai, Rachel; Mitchell, Jennifer; Trecker, Christine

2013-01-01

174

Increasing the Application of Developmental Sciences Knowledge in Educator Preparation: Policy Issues and Recommendations  

ERIC Educational Resources Information Center

This is the second of two reports commissioned by the National Council for the Accreditation of Teacher Education (NCATE) intended to address the dire need for teacher preparation policy and programs to reflect recent advances in scientific knowledge of child and adolescent development. In the first report, "Principles and Exemplars for…

Pianta, Robert C.; Hitz, Randy; West, Blake

2010-01-01

175

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

ERIC Educational Resources Information Center

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

Williams, Joshua

2011-01-01

176

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

ERIC Educational Resources Information Center

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

Pearson, Elissa; Dorrian, Jillian; Litchfield, Carla

2011-01-01

177

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

ERIC Educational Resources Information Center

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

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

2012-01-01

178

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

ERIC Educational Resources Information Center

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

Ferrara, Margaret M.

2009-01-01

179

Nurse/family caregiver intervention for delirium increases delirium knowledge and improves attitudes toward partnership.  

PubMed

Delirium is highly prevalent, especially in hospitalized older adults and is a costly, significant predictor of poor outcomes, including mortality and institutionalization. Partnership between family caregivers and staff nurses could be a cost-neutral preventive strategy. The Nurse/Family Caregiver Partnership for Delirium Prevention (NFCPM) is an innovative educational program that concurrently teaches family caregivers and nurses about delirium and partnering in prevention. The purpose of this feasibility study was to examine the effect of the NFCPM on knowledge of delirium, attitudes toward partnership, and satisfaction with the NFCPM. A quasi-experimental pretest-posttest design was used to enroll 28 patients, 28 family caregivers, and 28 staff nurses. The intervention group significantly improved knowledge of delirium and attitudes toward partnership. Key to satisfaction were participation in decision making, communication, and respect. The NFCPM appears feasible for clinical practice and provides an innovative strategy for family and nurses to improve hospital outcomes for older adults. PMID:24582390

Rosenbloom, Deborah A; Fick, Donna M

2014-01-01

180

The Role of Mathematical Homework and Prior Knowledge on the Relationship between Students' Mathematical Performance, Cognitive Style and Working Memory Capacity  

ERIC Educational Resources Information Center

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

Mousavi, Shima; Radmehr, Farzad; Alamolhodaei, Hasan

2012-01-01

181

Maximizing competence through professional development: increasing disability knowledge among One-Stop Career Center staff.  

PubMed

The Workforce Investment Act of 1998 (USA) mandates that partners in the One-Stop Career Center system be prepared to serve a diverse customer base. Effective service delivery depends in part on a focus on human resources and professional development. This article presents innovative strategies for One-Stop Career Center staff training related to serving customers with disabilities. Findings from case study research conducted in several One-Stops across the country revealed that staff struggled with both knowledge and attitudes around disability issues. To address these concerns, local leaders developed practices that provided opportunities to gain practical skills and put acquired knowledge to use. These included a formalized curriculum focused on disability issues; informal support and consultation from a disability specialist; and exposure and learning through internships for students with disabilities. Implications are offered to stimulate thinking and creativity in local One-Stops regarding the most effective ways to facilitate staff learning and, in turn, improve services for customers with disabilities. PMID:16788255

Hall, Allison Cohen; Timmons, Jaimie Ciulla; Boeltzig, Heike; Hamner, Doris; Fesko, Sheila

2006-01-01

182

Effects of Future Mathematics Teachers' Affective, Cognitive and Socio-Demographic Characteristics on Their Knowledge at the End of the Teacher Education in Germany and Taiwan  

ERIC Educational Resources Information Center

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,…

Laschke, Christin

2013-01-01

183

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

ERIC Educational Resources Information Center

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

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

184

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

ERIC Educational Resources Information Center

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

Niess, Margaret L.

1993-01-01

185

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

ERIC Educational Resources Information Center

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

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

2014-01-01

186

How to Build a Course in Mathematical-Biological Modeling: Content and Processes for Knowledge and Skill  

ERIC Educational Resources Information Center

Biological problems in the twenty-first century are complex and require mathematical insight, often resulting in mathematical models of biological systems. Building mathematical-biological models requires cooperation among biologists and mathematicians, and mastery of building models. A new course in mathematical modeling presented the opportunity…

Hoskinson, Anne-Marie

2010-01-01

187

Even the "Best" Teachers May Need Adequate Subject Knowledge: An Illustrative Mathematics Case Study  

ERIC Educational Resources Information Center

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…

Modiba, Maropeng

2011-01-01

188

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

ERIC Educational Resources Information Center

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

Diezmann, Carmel M.; Lowrie, Tom J.

2009-01-01

189

Increased knowledge of Francisella genus diversity highlights the benefits of optimised DNA-based assays  

PubMed Central

Background Recent advances in sequencing technologies offer promising tools for generating large numbers of genomes, larger typing databases and improved mapping of environmental bacterial diversity. However, DNA-based methods for the detection of Francisella were developed with limited knowledge about genetic diversity. This, together with the high sequence identity between several Francisella species, means there is a high risk of false identification and detection of the highly virulent pathogen Francisella tularensis. Moreover, phylogenetic reconstructions using single or limited numbers of marker sequences often result in incorrect tree topologies and inferred evolutionary distances. The recent growth in publicly accessible whole-genome sequences now allows evaluation of published genetic markers to determine optimal combinations of markers that minimise both time and laboratory costs. Results In the present study, we evaluated 38 previously published DNA markers and the corresponding PCR primers against 42 genomes representing the currently known diversity of the genus Francisella. The results highlight that PCR assays for Francisella tularensis are often complicated by low specificity, resulting in a high probability of false positives. A method to select a set of one to seven markers for obtaining optimal phylogenetic resolution or diagnostic accuracy is presented. Conclusions Current multiple-locus sequence-typing systems and detection assays of Francisella, could be improved by redesigning some of the primers and reselecting typing markers. The use of only a few optimally selected sequence-typing markers allows construction of phylogenetic topologies with almost the same accuracy as topologies based on whole-genome sequences. PMID:23009728

2012-01-01

190

The land potential knowledge system (LandPKS): Increasing land productivity and resilience  

Technology Transfer Automated Retrieval System (TEKTRAN)

Africa must significantly increase agricultural production to meet the needs of a growing population. Current efforts focus on intensifying production on currently used lands and expanding to un- or under-utilized lands. The success of both strategies requires understanding the land’s potential prod...

191

Case Studies The improvement of understanding is for two ends: first, our own increase of knowledge;  

E-print Network

35 CHAPTER 3 Case Studies The improvement of understanding is for two ends: first, our own increase) in the context of its application to real case studies. The approach taken has concurrently led case studies discussed in this chapter enabled the development of a systematic approach to goal

AntĂłn, Annie I.

192

Mathematical Resilience  

ERIC Educational Resources Information Center

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

Johnston-Wilder, Sue; Lee, Clare

2010-01-01

193

Examining the Effects of Math Teachers' Circles on Aspects of Teachers' Mathematical Knowledge for Teaching  

ERIC Educational Resources Information Center

Math Teachers' Circles have been spreading since their emergence in 2006. These professional development programs, aimed primarily at middle-level mathematics teachers (grades 5-9), focus on developing teachers' mathematical problem solving skills, in line with the Common Core State Standards-Standards of Mathematical Practice. Yet, to…

White, Diana; Donaldson, Brianna; Hodge, Angie; Ruff, Adam

2013-01-01

194

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

ERIC Educational Resources Information Center

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

Ribeiro, John J.

2009-01-01

195

Mathematical Mathematical  

E-print Network

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

Brass, Stefan

196

Selected Resources for Encouraging Females in Mathematics.  

ERIC Educational Resources Information Center

Offers selected resources that educators can use to increase their knowledge of ways to help girls and young women succeed in mathematics, integrate information into classroom instruction, and bring self-help opportunities to their female students' awareness. (KHR)

Wiest, Lynda R.

2001-01-01

197

A community effort towards a knowledge-­base and mathematical model of the human pathogen Salmonella Typhimurium LT2  

SciTech Connect

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.

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

198

Using expert knowledge to increase realism in environmental system models can dramatically reduce the need for calibration  

NASA Astrophysics Data System (ADS)

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.

Gharari, S.; Hrachowitz, M.; Fenicia, F.; Gao, H.; Savenije, H. H. G.

2013-12-01

199

The Impact of a Statewide Training To Increase Child Care Providers' Knowledge of Nutrition and Physical Activity Rules in Delaware  

PubMed Central

Abstract Background Childhood obesity has been recognized as a national problem of epidemic proportions. Child care represents an ideal venue in which to address this problem, as many young children spend a significant amount of time and consume the majority of their meals in this setting. Recognizing this opportunity, Delaware recently enacted reforms to statewide licensing regulations designed to improve the quality of the nutrition-, physical activity-, and screen viewing–related environments in child care settings. Methods To facilitate the translation of these regulations into practices, a series of broad-scale trainings was held throughout the state. Attendance was required for all Child & Adult Care Food Program (CACFP)-participating facilities, although child care providers from non-CACFP facilities also attended. Pre- and posttraining surveys were used to assess changes in providers' knowledge of the regulations and satisfaction with the training. Results In total 1094 presurveys and 1076 postsurveys were received. Participants were highly satisfied with the training format and content, including the instructors, materials, and schedule. Data analysis demonstrates improved knowledge of all 26 regulation components from presurvey to postsurvey. Family child care providers, providers with more years of experience, CACFP-participating facilities, and facilities with food service personnel scored significantly higher than their center staff, less experienced and non-CACFP counterparts, as well as those without food service personnel. Conclusions Broad-scale, in-person training can effectively increase child care providers' knowledge of the regulations and is well received by this audience. Other states and jurisdictions seeking to improve nutrition, physical activity, and screen-viewing practices in child care settings should consider this model of quality improvement. PMID:23327747

Van Stan, Stefanie; Dupont Phillips, Kate

2013-01-01

200

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

SciTech Connect

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

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

2009-03-15

201

Using expert knowledge to increase realism in environmental system models can dramatically reduce the need for calibration  

NASA Astrophysics Data System (ADS)

Conceptual environmental system models, such as rainfall runoff models, generally rely on calibration for parameter identification. Increasing complexity of this type of models for better representation of hydrological process heterogeneity, typically makes parameter identification more difficult. Although various, potentially valuable, approaches for better parameter estimation have been developed, strategies to impose general conceptual understanding of how a catchment works into the process of parameter estimation has not been fully explored. In this study we assess the effects of imposing semi-quantitative, relational inequality constraints, based on expert-knowledge, for model development and parameter specification, 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 simple to complex, three model setups, FLEXA, FLEXB and FLEXC were developed based on these functional units, where FLEXA is a lumped representation of the study catchment, and the semi-distributed formulations FLEXB and FLEXC progressively introduce more complexity. 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, allowing the formulation of constraints that limit the feasible parameter space. We show that by allowing for more landscape-related process heterogeneity in a model, e.g., FLEXC, the performance increases even without traditional calibration. The additional introduction of relational constraints further improved the performance of these models.

Gharari, S.; Hrachowitz, M.; Fenicia, F.; Gao, H.; Savenije, H. H. G.

2014-12-01

202

Alien Contact. Examining the Influence of Teacher Mathematics Knowledge for Teaching on Their Implementation of a Mathematical, Augmented Reality Curricular Unit  

ERIC Educational Resources Information Center

This paper reports on findings from a five-teacher, exploratory case study, critically observing their implementation of a technology-intensive, augmented reality (AR) mathematics curriculum unit, along with its paper-based control. The unit itself was intended to promote multiple proportional reasoning strategies to urban, public middle school…

Mitchell, Rebecca Noelle

2009-01-01

203

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

ERIC Educational Resources Information Center

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

Trinter, Christine P.

2011-01-01

204

Mathematics Master acadmique  

E-print Network

Master in Mathematics ­ Master académique ­ General Mathematics Financial Mathematics The numbers faculty. #12;4 The Master in Mathematics at the University of Luxembourg provides a broad education and a strong background in Mathematics. It enables our students to proceed to the forefront of knowledge in one

van der Torre, Leon

205

Mathematical Analysis of Space Radiator Segmenting for Increased Reliability and Reduced Mass  

NASA Technical Reports Server (NTRS)

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.

Juhasz, Albert J.

2001-01-01

206

Relationship between teacher knowledge of concepts and connections, teaching practice, and student achievement in middle grades mathematics  

Microsoft Academic Search

The mixed method sequential nested study examines whether and how the cognitive type of teachers’ content knowledge is associated\\u000a 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 successfully, in terms\\u000a of knowledge of facts and

Mourat A. Tchoshanov

2011-01-01

207

Learning Sequences in the Acquisition of Mathematical Knowledge: Using Cognitive Developmental Theory to Inform Curriculum Design for Pre-K-6 Mathematics Education  

ERIC Educational Resources Information Center

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…

Griffin, Sharon

2009-01-01

208

Elder Abuse and Oral Health Care Providers: An Intervention to Increase Knowledge and Self-Perceived Likelihood to Report  

Microsoft Academic Search

The objective of this study was to ascertain whether a symposium on elder abuse raises the level of knowledge and the self-reported likelihood to report elder abuse among licensed oral health care providers. 130 dentists, hygienists, and assistants voluntarily attended a 4-hour training symposium and completed both pre- and postsurveys testing their level of knowledge. Results by statistical analyses, using

Julie A. Sugita; Mario D. Garrett

2012-01-01

209

Exploring the Mathematical Knowledge for Teaching Geometry and Measurement through the Design and Use of Rich Assessment Tasks  

ERIC Educational Resources Information Center

While recent national and international assessments have shown mathematical progress being made by US students, little to no gains are evident in the areas of geometry and measurement. These reports also suggest that practicing teachers have traditionally had few opportunities to engage in content learning around topics in geometry and…

Steele, Michael D.

2013-01-01

210

Exploring the Reasons for Using Electric Books and Technologic Pedagogical and Content Knowledge of Taiwanese Elementary Mathematics and Science Teachers  

ERIC Educational Resources Information Center

This study highlights trends and features of E-books and their versatility of this tool in elementary educational settings. There has been little quantitative research employed to examine teachers' reasons for using or not using E-books. The purpose of this study was to examine elementary school mathematics and science teachers' reasons…

Chen, Ho-Yuan; Jang, Syh-Jong

2013-01-01

211

Flexible Conceptions of Perspectives and Representations: An Examination of Pre-Service Mathematics Teachers' Knowledge  

ERIC Educational Resources Information Center

The concept of multiple representations of functions and the ability to make translations among representations are important topics in secondary school mathematics curricula (Moschkovich, Schoenfeld, & Arcavi, 1993; NCTM, 2000). Research related to students in this domain is fruitful, while research related to teachers is underdeveloped. This…

Bannister, Vanessa R. Pitts

2014-01-01

212

Exploring Teachers' Knowledge and Perceptions across Mathematics and Science through Content-Rich Learning Experiences in a Professional Development Setting  

ERIC Educational Resources Information Center

This paper examines upper elementary and middle school teachers' learning of mathematics and science content, how their perceptions of their disciplines and learning of that discipline developed through content-rich learning experiences, and the differences and commonalities of the teachers' learning experiences relative to content domain. This…

Zwiep, Susan Gomez; Benken, Babette M.

2013-01-01

213

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

ERIC Educational Resources Information Center

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

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

2012-01-01

214

The Seen, the Spoken, and the Written: A Semiotic Approach to the Problem of Objectification of Mathematical Knowledge.  

ERIC Educational Resources Information Center

Describes theoretical points concerning the idea of semiotic means of objectification. Analyzes classroom activity by observing the interface between the spoken and the seen. Discusses the role of a category of linguistic terms related to actions of showing or pointing out something that constitute a key element in the mathematical discursive…

Radford, Luis

2002-01-01

215

A community effort towards a knowledge-base and mathematical model of the human pathogen Salmonella Typhimurium LT2  

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...

216

DUF1220 copy number is linearly associated with increased cognitive function as measured by total IQ and mathematical aptitude scores.  

PubMed

DUF1220 protein domains exhibit the greatest human lineage-specific copy number expansion of any protein-coding sequence in the genome, and variation in DUF1220 copy number has been linked to both brain size in humans and brain evolution among primates. Given these findings, we examined associations between DUF1220 subtypes CON1 and CON2 and cognitive aptitude. We identified a linear association between CON2 copy number and cognitive function in two independent populations of European descent. In North American males, an increase in CON2 copy number corresponded with an increase in WISC IQ (R (2) = 0.13, p = 0.02), which may be driven by males aged 6-11 (R (2) = 0.42, p = 0.003). We utilized ddPCR in a subset as a confirmatory measurement. This group had 26-33 copies of CON2 with a mean of 29, and each copy increase of CON2 was associated with a 3.3-point increase in WISC IQ (R (2) = 0.22, p = 0.045). In individuals from New Zealand, an increase in CON2 copy number was associated with an increase in math aptitude ability (R (2) = 0.10 p = 0.018). These were not confounded by brain size. To our knowledge, this is the first study to report a replicated association between copy number of a gene coding sequence and cognitive aptitude. Remarkably, dosage variations involving DUF1220 sequences have now been linked to human brain expansion, autism severity and cognitive aptitude, suggesting that such processes may be genetically and mechanistically inter-related. The findings presented here warrant expanded investigations in larger, well-characterized cohorts. PMID:25287832

Davis, Jonathon M; Searles, Veronica B; Anderson, Nathan; Keeney, Jonathon; Raznahan, Armin; Horwood, L John; Fergusson, David M; Kennedy, Martin A; Giedd, Jay; Sikela, James M

2015-01-01

217

The role of recurrent CBT for increasing aviation security screeners' visual knowledge and abilities needed in x-ray screening  

Microsoft Academic Search

X-ray screeners have to know which items are prohibited and what they look like in x-ray images of passenger bags (knowledge-based factors). In addition, effective x-ray screening requires the abilities to cope with bag complexity, superposition by other objects, and rotation of objects (image-based factors). Knowledge-based factors are expected to be highly dependent on training whereas image-based factors are related

Diana Hardmeier; Franziska Hofer; Adrian Schwaninger

218

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

NASA Astrophysics Data System (ADS)

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

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

219

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

NASA Astrophysics Data System (ADS)

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

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

2010-12-01

220

Evaluation of the effectiveness of single-session school-based programmes to increase children's seat belt and pedestrian safety knowledge and self-reported behaviours.  

PubMed

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; soon after; and 2 months after the programmes; control groups did not receive the programme. The results revealed positive effects of these single-session safety programmes, as indicated by significant improvement and long-term retention of safety knowledge for both Grade 1 and Grade 2 children and self-reported increases in safety behaviours. Implications for future research and injury-prevention programming are discussed. PMID:16537220

Morrongiello, Barbara A; Kiriakou, Sophie

2006-03-01

221

Pearson's Correlation between Three Variables; Using Students' Basic Knowledge of Geometry for an Exercise in Mathematical Statistics  

ERIC Educational Resources Information Center

When studying correlations, how do the three bivariate correlation coefficients between three variables relate? After transforming Pearson's correlation coefficient r into a Euclidean distance, undergraduate students can tackle this problem using their secondary school knowledge of geometry (Pythagoras' theorem and similarity of triangles).…

Vos, Pauline

2009-01-01

222

A Study on Prospective Science Teachers' Knowledge and Achievement Levels in Mathematical Logic in Electricity-Related Subjects  

ERIC Educational Resources Information Center

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…

Yilmaz, Ismail

2012-01-01

223

Methodology of Syntheses of Knowledge: Overcoming Incorrectness of the Problems of Mathematical Modeling (revised version, March 2005)  

E-print Network

J. Hadamard's ideas about the correct formulation of the problems of mathematical physics have been analyzed. In this connection various interpretations of the directly related Banach theorem about the inverse operator has been touched. The contemporary apparatus of mathematical modeling is shown to be in a drastic contradiction with concepts of J. Hadamard, S. Banach and a number of other outstanding scientists in the sense that the priority is given to the realization of algorithms, which actually imply that ill-posed problems are adequate to real phenomena. A new method is developed for solving problems traditionally associated with the Fredholm integral equation of the first kind that admits of their reduction to Fredholm integral equation of the second kind with properties most favorable for the numerical realization. It is demonstrated that a wide circle of problems can be reduced to two-dimensional Fredholm integral equations of the first kind; these are linear boundary-value and initial-boundary-value problems with variable coefficients, non-canonical domain of definition and others. The elaborated algorithm is shown to be directly applicable to them and may be used for testing their solvability. In discussing the formulation of problems of mathematical physics, considerable attention is paid to methodological aspects. Conclusions about cause-and-effect relations are argued to be essentially illegitimate when the solution of a problem reduces to a primitive renaming of known and unknown functions of a corresponding direct problem. The aim of this work is a constructive realization of J. Hadamard's opinion that physically meaningful problems are always well-posed.

Eugene Perchik

2006-12-04

224

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

ERIC Educational Resources Information Center

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

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

2008-01-01

225

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

ERIC Educational Resources Information Center

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

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

2011-01-01

226

Mathematical Cryptography Joshua Holden  

E-print Network

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

Holden, Joshua Brandon

227

A comparison of the effectiveness of a game informed online learning activity and face to face teaching in increasing knowledge about managing aggression in health settings.  

PubMed

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

McKenzie, Karen

2013-12-01

228

Men who have sex with men sensitivity training reduces homoprejudice and increases knowledge among Kenyan healthcare providers in coastal Kenya  

PubMed Central

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

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

229

Does Increasing Biology Teacher Knowledge of Evolution and the Nature of Science Lead to Greater Preference for the Teaching of Evolution in Schools?  

ERIC Educational Resources Information Center

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…

Nehm, Ross H.; Schonfeld, Irvin Sam

2007-01-01

230

Diversity in Law Interdisciplinary Minor The Diversity in Law Interdisciplinary Minor is designed to increase students' knowledge and appreciation of both law and diversity  

E-print Network

Diversity in Law Interdisciplinary Minor The Diversity in Law Interdisciplinary Minor is designed to increase students' knowledge and appreciation of both law and diversity in the United States as well ___________________________________ ______________________________________ _____________________________________________ Choose FOUR of the following; must include two different subject codes: Courses focused on law and

231

Teachers' Specialized Content Knowledge: Preparing Future  

E-print Network

, and pedagogical) #12;Mathematical Knowledge for Teaching (MKT) Domains of Mathematical Knowledge for Teaching and instruction · More than simply General mathematical knowledge General intelligence General pedagogical on specialized content knowledge (SCK) and the processes of generalization, justification, and communication. #12

Belding, Juliana

232

Preserving Knowledge  

ERIC Educational Resources Information Center

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

Taintor, Spence

2008-01-01

233

Code RED (Remediation and Enrichment Days): The Complex Journey of a School and University Partnership's Process to Increase Mathematics Achievement  

ERIC Educational Resources Information Center

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…

Moyer, Patricia S.; Dockery, Kim; Jamieson, Spencer; Ross, Julie

2007-01-01

234

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

PubMed Central

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

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

2013-01-01

235

Meeting the Demands of the Knowledge Based Economy: Strengthening Undergraduate Science, Mathematics and Engineering Education. Hearing Before the Subcommittee on Research, Committee on Science, House of Representatives, 107th Congress, First Session (March 7, 2002).  

ERIC Educational Resources Information Center

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;…

Congress of the U.S., Washington, DC. House.

236

The WHISK (Women's Health: Increasing the Awareness of Science and Knowledge) Pilot Project: Recognizing Sex and Gender Differences in Women's Health and Wellness  

PubMed Central

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

Dennis, Sabriya; Weaks, Francesca

2013-01-01

237

Does Increasing Biology Teacher Knowledge of Evolution and the Nature of Science Lead to Greater Preference for the Teaching of Evolution in Schools?  

Microsoft Academic Search

This study investigated whether or not an increase in secondary science teacher knowledge about evolution and the nature of\\u000a science gained from completing a graduate-level evolution course was associated with greater preference for the teaching of\\u000a evolution in schools. Forty-four precertified secondary biology teachers participated in a 14-week intervention designed to\\u000a address documented misconceptions identified by a precourse instrument. The

Ross H. Nehm; Irvin Sam Schonfeld

2007-01-01

238

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

ERIC Educational Resources Information Center

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

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

2010-01-01

239

1 Mathematics MATHEMATICS  

E-print Network

1 Mathematics MATHEMATICS The undergraduate mathematics major has three tracks: pure, applied mathematics. UNDERGRADUATE Bachelor's programs · Bachelor of Science with a major in mathematics (http:// bulletin.gwu.edu/arts-sciences/mathematics/bs) · Bachelor of Arts with a major in mathematics (http

Vertes, Akos

240

What Math Knowledge Does Teaching Require?  

ERIC Educational Resources Information Center

No one would argue with the claim that teaching mathematics requires mathematics knowledge. However, a clear description of such knowledge needed for teaching has been surprisingly elusive. To differentiate teachers' levels of mathematical knowledge, numerous studies have examined whether a teacher has a certification in math or a degree as well…

Thames, Mark Hoover; Ball, Deborah Loewenberg

2010-01-01

241

Issues in Teaching Mathematics.  

ERIC Educational Resources Information Center

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

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

242

Translations toward Connected Mathematics  

ERIC Educational Resources Information Center

The translation principle allows students to solve problems in different branches of mathematics and thus to develop connectedness in their mathematical knowledge. Successful application of the translation principle depends on the classroom mathematical norms for the development of discussions and the comparison of different solutions to one…

Applebaum, Mark; Leikin, Roza

2010-01-01

243

Utah's New Mathematics Core  

ERIC Educational Resources Information Center

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…

Utah State Office of Education, 2011

2011-01-01

244

Mathematics and Science Integration: Models and Characterizations  

ERIC Educational Resources Information Center

The squeeze on instructional time and other factors increasingly leads educators to consider mathematics and science integration in an effort to be more efficient and effective. Unfortunately, the need for common understandings for what it means to integrate these disciplines, as well as the need for improving disciplinary knowledge, appears to…

Stinson, Kevin; Harkness, Shelly Sheats; Meyer, Helen; Stallworth, James

2009-01-01

245

Celebrating Mathematics All Year 'Round  

ERIC Educational Resources Information Center

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

Daire, Sandra Arguelles

2010-01-01

246

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

ERIC Educational Resources Information Center

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

Clark, Kathleen Michelle

2012-01-01

247

Teaching the Conceptual Structure of Mathematics  

Microsoft Academic Search

Many students graduate from K–12 mathematics programs without flexible, conceptual mathematics knowledge. This article reviews psychological and educational research to propose that refining K–12 classroom instruction such that students draw connections through relational comparisons may enhance their long-term ability to transfer and engage with mathematics as a meaningful system. We begin by examining the mathematical knowledge of students in one

Lindsey E. Richland; James W. Stigler; Keith J. Holyoak

2012-01-01

248

Are Beliefs Believable? An Investigation of College Students' Epistemological Beliefs and Behavior in Mathematics  

ERIC Educational Resources Information Center

College students' epistemological belief in their academic performance of mathematics has been documented and is receiving increased attention. However, to what extent and in what ways problem solvers' beliefs about the nature of mathematical knowledge and thinking impact their performances and behavior is not clear and deserves further…

Liu, Po-Hung

2010-01-01

249

Radical Embodiment and Semiotics: Toward a Theory of Mathematics in the Flesh  

ERIC Educational Resources Information Center

The idea that mathematical knowledge is embodied is increasingly taking hold in the mathematics education literature. Yet there are challenges to the existing conceptualizations: There tend to be breaks between (a) the living and experienced body (flesh) and linguistic forms of thought, (b) individual and collective forms of knowing, and (c) the…

Thom, Jennifer S.; Roth, Wolff-Michael

2011-01-01

250

Increasing the Chances of Implementing NGSS by Bolstering High School Teacher Knowledge and Views about Climate Change, a NICE NASA Example  

NASA Astrophysics Data System (ADS)

Purpose of Presentation This paper will highlight how the results of this initial study foreshadow possibilities of NGSS (NGSS, 2013) playing out in high school classrooms in the near future. Research findings from a three-year NASA-funded project, Promoting Educational Leadership in Climate Science (PEL) will be presented. Objectives and Research Questions PEL aims to increase climate science literacy in high school teachers and students through scientific argumentation using authentic NASA data. This initial study focuses on the following questions: 1. Are teachers increasing their climate science knowledge? 2. Are there changes in teachers' views about climate change? 3. What resources and are provided to assist teachers to develop their students' scientific argumentation skills? Theoretical Framework Because of the changing nature of climate science knowledge and its relevance to societal issues, teachers must be able to understand the basic concepts and remain up-to-date on scientific issues. The need for a more thorough understanding of the concepts of climate change are highlighted by recent studies on the public perceptions and attitudes on the subject (Leiserowitz et al., 2013). Teachers need to understand the difference between skepticism as a characteristic of the nature of science and denial of climate change (Sommervillle & Hasol, 2011). Teachers need to understand the natural and human-induced factors affecting climate, and the potential consequences, and ways to mitigate and adapt to climate change. Generally, when teachers learn about a subject, they demonstrate more self-efficacy to teach about it (Bleicher & Lindgren, 2005). Analytic Strategy Data were analyzed using paired-samples t-tests, independent t -tests, and ANOVA. Latent class analysis was employed to analyze the Six America's Survey data. Correlational studies were conducted to examine possible relationships among variables. Findings in Brief Teachers' content knowledge increased significantly and teachers were more concerned about climate change after participation in PEL. Teachers with higher self-efficacy demonstrated higher climate change science knowledge. Teachers indicated that they felt more confident and were motivated to implement classroom lessons with their students that employed resources rich in NASA climate data and focused on scientific argumentation. References Bleicher, R.E., & Lindgren, J. (2005). Success in learning science and preservice science teaching self-efficacy. Journal of Science Teacher Education. 16, 205-225. Leiserowitz, A., Maibach, E., Roser-Renouf, C., Feinberg, G., & Howe, P.(2013) Climate change in the American mind: Americans' global warming beliefs and attitudes in April, 2013 Yale University and George Mason University. New Haven, CT: Yale Project on Climate Change Communication. Retrieved 7/26/13 from: http://climatechangecommunication.org/sites/default/files/reports/Climate-Beliefs-April-2013.pdf Next Generation Science Standards (NGSS). (2013). Available at http://www.nextgenscience.org/print/121. Somerville, R. C. J. & Hassol, S. J. (2011). Communicating the science of climate change. Physics Today, 64(10), 48-53.

Bleicher, R. E.

2013-12-01

251

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

NASA Astrophysics Data System (ADS)

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

Roberts, Simon J.

2014-01-01

252

Foundational Mathematics: A Neglected Opportunity  

Microsoft Academic Search

\\u000a The importance of preschool-level mathematics education has not been adequately understood or emphasized by either the early\\u000a childhood or mathematics education communities. While early childhood educators are held back by a lack of mathematical knowledge\\u000a and confidence, mathematics educators tend to miss the importance of the mathematical learning that takes place prior to the\\u000a use of symbols. This chapter describes

Jennifer S. McCray; Jie-Qi Chen

253

ON EXCESSIVE MATHEMATIZATION, SYMPTOMS, DIAGNOSIS,  

E-print Network

barely begun to diagnose the causes and have given no hint of the kind of knowledge that would enable us, the direction of a different type of knowledge. This allows us to escape from the addiction of mathematization

Boyer, Edmond

254

Co-Constructing Artefacts and Knowledge in Net-Based Teams: Implications for the Design of Collaborative Learning Environments  

ERIC Educational Resources Information Center

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

Reimann, Peter

2005-01-01

255

399Mathematics Mathematics  

E-print Network

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

Rohs, Remo

256

Managing Digital Mathematical Discourse  

Microsoft Academic Search

In this paper, we propose that the present state of Mathematical Knowledge Management (MKM) derives from two main imperatives:\\u000a the desire to organize and encapsulate mathematical knowledge after it is produced and the desire to encapsulate the act of\\u000a production. While progress in digital network technology has facilitated a confluence of these efforts, their original separation\\u000a imposes an approximate rubric

Jonathan M. Borwein; Terry Stanway

2003-01-01

257

Third Millennium Mathematics.  

ERIC Educational Resources Information Center

This paper describes a mathematics-centered thematic unit for 5th graders which organizes all the topics in the Houghton Mifflin Mathematics Program by combining critical thinking and whole language frameworks to help students retain, understand, and make active use of knowledge within and across domains. The unit connects inquiry, goals, critical…

Fluellen, Jerry

258

Early Predictors of Middle School Fraction Knowledge Journal: Developmental Science  

E-print Network

: mathematics achievement, cognitive development, fractions, numerical magnitude representations, conceptual knowledge, procedural knowledge Subject Area: Childhood cognitive development developmentalscience: (573) 882-6268, Fax: (573) 882-7710. Keywords: mathematics achievement, cognitive development

Loudon, Catherine

259

The Effects of a Grouping by Tens Manipulative on Children's Strategy Use, Base Ten Understanding and Mathematical Knowledge  

ERIC Educational Resources Information Center

Manipulatives have the potential to be powerful tools in helping children improve their number sense, develop advanced mathematical strategies, and build an understanding of the base ten number system. Physical manipulatives used in classrooms, however, are often not designed to promote efficient strategy use, such as counting on, and typically do…

Pagar, Dana

2013-01-01

260

Mathematics and the surgeon.  

PubMed Central

The surgeon uses elementary mathematics just as much as any other educated layman. In his professional life, however, much of the knowledge and skill on which he relies has had a mathematical strand in its development, possibly woven into the supporting disciplines such as physics, chemistry, biology, and bioengineering. The valves and limitations of mathematical models are examined briefly in the general medical field and particularly in relation to the surgeon. Arithmetic and statistics are usually regarded as the most immediately useful parts of mathematics. Examples are cited, however, of medical postgraduate work which uses other highly advanced mathematical techniques. The place of mathematics in postgraduate and postexperience teaching courses is touched on. The role of a mathematical consultant in the medical team is discussed. PMID:942167

Crank, J.

1976-01-01

261

Assessment and Learning of Mathematics.  

ERIC Educational Resources Information Center

This book addresses the link between student learning of mathematics, the teaching method adopted in the mathematics classroom, and the assessment procedures used to determine and measure student knowledge. Fifteen chapters address issues that include a review of different models of mathematics learning and assessment practices, three contrasting…

Leder, Gilah C., Ed.

262

Mathematics in the Early Years.  

ERIC Educational Resources Information Center

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

Copley, Juanita V., Ed.

263

Using Mathematics in Science: Working with Your Mathematics Department  

ERIC Educational Resources Information Center

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…

Lyon, Steve

2014-01-01

264

Facilitating Collaborative Knowledge Building  

ERIC Educational Resources Information Center

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…

Hmelo-Silver, Cindy E.; Barrows, Howard S.

2008-01-01

265

What is Mathematics Mathematical Problems  

E-print Network

What is Mathematics Mathematical Problems A Personal Example The 3n+1 Problem Open Problems' Company Mathematics Course 2014 Thomas Prellberg Open Problems in Mathematics #12;What is Mathematics Mathematical Problems A Personal Example The 3n+1 Problem Topic Outline 1 What is Mathematics 2 Mathematical

Wright, Francis

266

Freedom Quilts: Mathematics on the Underground Railroad  

ERIC Educational Resources Information Center

A mathematics activity is presented which is a lesson frequently taught to upper elementary school students. It helps the students to see the connection of mathematics with a real-world activity, appreciate the mathematical knowledge required of quilt makers, reinforce their knowledge of the geometrical properties of different shapes and bring…

Neumann, Maureen D.

2005-01-01

267

Effects of Practicing Self-Monitoring of Mathematical Problem-Solving Heuristics on Impulsive and Reflective College Students' Heuristics Knowledge and Problem-Solving Ability  

Microsoft Academic Search

The authors designed a step-by-step self-monitoring method to help impulsive students overcome their unwillingness to self-monitor. They predicted (a) that self-monitoring in general would help student learning of the heuristics of solving mathematical problems, (b) that self-monitoring would be more helpful for the impulsive students than for the reflective students, and (c) that step-by-step self-monitoring would be more helpful for

William Lan; Judi Repman; Seung-Youn Chyung

1998-01-01

268

Knowledge Convergence and Collaborative Learning  

ERIC Educational Resources Information Center

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…

Jeong, Heisawn; Chi, Michelene T. H.

2007-01-01

269

Cognitive Correlates of Performance in Advanced Mathematics  

ERIC Educational Resources Information Center

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

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

2012-01-01

270

Predictors of Student Performance in Grades 7 and 8 Mathematics: The Correlation between Benchmark Tests and Performance on the Texas Assessment of Knowledge and Skills (TAKS) Math Tests  

ERIC Educational Resources Information Center

School districts throughout Texas have used archived Texas Assessment of Knowledge and Skills (TAKS) tests as a benchmark to predict student performance on future TAKS tests without substantial quantitative evidence that these types of benchmark tests are valid predictors of student performance. The purpose of this quantitative correlational study…

Allen, Timothy Dale

2012-01-01

271

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

ERIC Educational Resources Information Center

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

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

272

Mario Bunge's Philosophy of Mathematics: An Appraisal  

ERIC Educational Resources Information Center

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.

Marquis, Jean-Pierre

2012-01-01

273

Mario Bunge's Philosophy of Mathematics: An Appraisal  

NASA Astrophysics Data System (ADS)

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. To Mario, with gratitude.

Marquis, Jean-Pierre

2012-10-01

274

Mathematical Modeling in Mathematics Education: Basic Concepts and Approaches  

ERIC Educational Resources Information Center

Mathematical modeling and its role in mathematics education have been receiving increasing attention in Turkey, as in many other countries. The growing body of literature on this topic reveals a variety of approaches to mathematical modeling and related concepts, along with differing perspectives on the use of mathematical modeling in teaching and…

Erbas, Ayhan Kürsat; Kertil, Mahmut; Çetinkaya, Bülent; Çakiroglu, Erdinç; Alacaci, Cengiz; Bas, Sinem

2014-01-01

275

Mathematics Competition  

E-print Network

Canadian Mathematics Competition An activity of the Centre for Education in Mathematics #12;Competition Organization Organisation du Concours Canadian Mathematics Competition Faculty and administered by the Canadian Mathematics Competition. The 2005 offering of these Contests drew an enrollment

Le Roy, Robert J.

276

Mathematical Infestation  

E-print Network

A Mathematical Glance at Zombie Infestation Brody Dylan Johnson Introduction A Simple Mathematical Model A Reality Check Zombie Infestation with Resistance Simulations Conclusion A Mathematical Glance at Zombie Infestation Brody Dylan Johnson April 21, 2010 Reference: "When Zombies Attack!: Mathematical

Johnson, Brody Dylan

277

Mathematics Competition  

E-print Network

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

Le Roy, Robert J.

278

Mathematics Competition  

E-print Network

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

Le Roy, Robert J.

279

Mathematics Competition  

E-print Network

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

Le Roy, Robert J.

280

Mathematics Competition  

E-print Network

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

Le Roy, Robert J.

281

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

NASA Technical Reports Server (NTRS)

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

Peuquet, Donna J.

1987-01-01

282

Developmental Mathematics Collection  

NSDL National Science Digital Library

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

2011-02-17

283

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

ERIC Educational Resources Information Center

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

Cardella, Monica E.

2008-01-01

284

Defining as a Vehicle for Professional Development of Secondary School Mathematics Teachers  

Microsoft Academic Search

This paper describes a professional development program for secondary school mathematics teachers. The issue of mathematical definition is the focus of the program. The program aimed to develop teachers' subject matter knowledge including knowledge of substance of mathematics and knowledge about the nature and discourse of mathematics . The rationale of the course is described as well as some outcomes

Roza Leikin; Greisy Winicki-Landman

285

Knowing and Learning Mathematics for Teaching: Proceedings of a Workshop (March 19-21, 1999).  

ERIC Educational Resources Information Center

The Mathematics Teacher Preparation Content Workshop, held March 19-21, 1999, focused on two questions: (1) What is the mathematical knowledge teachers need to know in order to teach well? and (2) How can teachers develop the mathematical knowledge they need to teach well? Chapters include: (1) "Knowledge of Fundamental Mathematics for Teaching"…

National Academy of Sciences - National Research Council, Washington, DC. Mathematical Sciences Education Board.

286

Problem-based learning and teacher training in mathematics  

E-print Network

Problem-based learning (PBL) is a constructivist learner-centered instructional approach based on the analysis, resolution and discussion of a given problem. It can be applied to any subject, indeed it is especially useful for the teaching of mathematics. When compared to ``traditional'' teaching, the PBL approach requires increased responsibility for the teachers (in addition to the presentation of mathematical knowledge, they need to engage students in gathering information and using their knowledge to solve given problems). It thus become crucial that the future teachers become aware of its effectiveness. One of the main obstacle to this awareness lies usually on the fact that future teachers did not find this methodology in their own pre-service training. In this paper we will describe the attempt to introduce PBL in University courses so to have future maths teacher ``experience mathematics'' themselves.

Cazzola, Marina

2008-01-01

287

Mathematics Underground  

ERIC Educational Resources Information Center

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

Luther, Kenneth H.

2012-01-01

288

Mathematics Scholarships  

E-print Network

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

Almor, Amit

289

Synthesis of Mathematical Modeling Software  

Microsoft Academic Search

Sinapse, a knowledge-based, domain-specific system for synthesizing mathematical-modeling software, is discussed. Sinapse generates Fortran-77, Connection Machine Fortran, or C programs from specifications of mathematical equations and numerical methods. The synthesis process is divided into phases of refinement that attempt to duplicate the users' problem-solving processes in the design, implementation, and evolution states of mathematical modeling. These phases, with automated implementation,

Elaine Kant

1993-01-01

290

The Generative Adolescent Mathematical Learner  

ERIC Educational Resources Information Center

The purpose of this paper is to consider the personal epistemologies of generative adolescent mathematical learners. A generative disposition defined a learner who operated mathematically in ways that reflect an internalized authority for knowing and a constructive orientation to knowledge. Drawing upon the radical constructivist teaching…

Lawler, Brian R.

2010-01-01

291

Children's Mathematics: Cognitively Guided Instruction.  

ERIC Educational Resources Information Center

This book, with accompanying CD-ROMs, was written to help readers understand children's intuitive mathematical thinking and use that knowledge to help children learn mathematics with understanding. Based on more than twenty years of research, this book portrays the development of children's understanding of basic number concepts. Detailed…

Carpenter, Thomas P.; Fennema, Elizabeth; Franke, Megan Loef; Levi, Linda; Empson, Susan B.

292

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.

293

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

E-print Network

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

Vaswani, Namrata

294

Exchanging clinical knowledge via Internet.  

PubMed

The need for effective and efficient exchange of clinical knowledge is increasing. Paper based methods for managing clinical knowledge are not meeting the demand for knowledge and this has undoubtedly contributed to the widely reported failures of clinical guidelines. Internet affords both opportunities and dangers for clinical knowledge. Systems such as Wax have demonstrated the importance of intuitive structure in the management of knowledge. We report on a new initiative for the global management of clinical knowledge. PMID:9506390

Buchan, I E; Hanka, R

1997-11-01

295

Elementary School Mathematics Priorities  

ERIC Educational Resources Information Center

This article first describes some of the basic skills and knowledge that a solid elementary school mathematics foundation requires. It then elaborates on several points germane to these practices. These are then followed with a discussion and conclude with final comments and suggestions for future research. The article sets out the five…

Wilson, W. Stephen

2009-01-01

296

Mathematics in the Middle.  

ERIC Educational Resources Information Center

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

Leutzinger, Larry, Ed.

297

Mathematics. MST Standard 3. Prekindergarten - Grade 8  

ERIC Educational Resources Information Center

Every teacher of mathematics, whether at the elementary, middle, or high school level, has an individual goal to provide students with the knowledge and understanding of the mathematics necessary to function in a world very dependent upon the application of mathematics. Instructionally, this goal translates into three components: (1) conceptual…

New York State Department of Education, 2005

2005-01-01

298

Clinical Assessment in Mathematics: Learning the Craft.  

ERIC Educational Resources Information Center

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

Hunting, Robert P.; Doig, Brian A.

1997-01-01

299

Multiple Proof Approaches and Mathematical Connections  

ERIC Educational Resources Information Center

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…

Jiang, Zhonghong; O'Brien, George E.

2012-01-01

300

Mathematics and Engineering at Queen's University  

E-print Network

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

Linder, Tamás

301

Mathematics and Gender.  

ERIC Educational Resources Information Center

This book reports on various studies that have increased our understanding of why females and males learn different kinds and amounts of mathematics. In particular, this book explicates the Autonomous Learning Behavior model, proposed by Fennema and Peterson, which is a possible explanation of the development of gender differences in mathematics.…

Fennema, Elizabeth, Ed.; Leder, Gilah C., Ed.

302

A staff intervention targeting resident-to-resident elder mistreatment (R-REM) in long-term care increased staff knowledge, recognition and reporting: Results from a cluster randomized trial  

PubMed Central

Background Elder abuse in long term care has received considerable attention; however, resident-to-resident elder mistreatment (R-REM) has not been well researched. Preliminary findings from studies of R-REM suggest that it is sufficiently widespread to merit concern, and is likely to have serious detrimental outcomes for residents. However, no evidence-based training, intervention and implementation strategies exist that address this issue. Objectives The objective was to evaluate the impact of a newly developed R-REM training intervention for nursing staff on knowledge, recognition and reporting of R-REM. Design The design was a prospective cluster randomized trial with randomization at the unit level. Methods A sample of 1405 residents (685 in the control and 720 in the intervention group) from 47 New York City nursing home units (23 experimental and 24 control) in 5 nursing homes was assessed. Data were collected at three waves: baseline, 6 and 12 months. Staff on the experimental units received the training and implementation protocols, while those on the comparison units did not. Evaluation of outcomes was conducted on an intent-to-treat basis using mixed (random and fixed effects) models for continuous knowledge variables and Poisson regressions for longitudinal count data measuring recognition and reporting. Results There was a significant increase in knowledge post-training, controlling for pre-training levels for the intervention group (p<0.001), significantly increased recognition of R-REM (p<0.001), and longitudinal reporting in the intervention as contrasted with the control group (p=0.0058). Conclusions A longitudinal evaluation demonstrated that the training intervention was effective in enhancing knowledge, recognition and reporting of R-REM. It is recommended that this training program be implemented in long term care facilities. PMID:23159018

Teresi, Jeanne A.; Ramirez, Mildred; Ellis, Julie; Silver, Stephanie; Boratgis, Gabriel; Kong, Jian; Eimicke, Joseph P.; Pillemer, Karl A.; Lachs, Mark S.

2013-01-01

303

[Mathematics - astronomy - astrology special library].  

PubMed

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

Gluch, Sibylle

2011-01-01

304

Mathematics Competition  

E-print Network

Canadian Mathematics Competition An activity of the Centre for Education in Mathematics participation de: c 2007 Waterloo Mathematics Foundation #12;Competition Organization Organisation du Concours and Computing is proud to once again be the major sponsor of the Canadian Mathematics Competition this year

Le Roy, Robert J.

305

Mathematics Competition  

E-print Network

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

Le Roy, Robert J.

306

Mathematics Competition  

E-print Network

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

Le Roy, Robert J.

307

Mathematics Competition  

E-print Network

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

Le Roy, Robert J.

308

Mathematics Competition  

E-print Network

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

Le Roy, Robert J.

309

Mathematics Competition  

E-print Network

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

Le Roy, Robert J.

310

Mathematics Competition  

E-print Network

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

Le Roy, Robert J.

311

Mathematics Competition  

E-print Network

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

Le Roy, Robert J.

312

Mathematics Competition  

E-print Network

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

Le Roy, Robert J.

313

Mathematics Competition  

E-print Network

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

Le Roy, Robert J.

314

Mathematics Competition  

E-print Network

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

Le Roy, Robert J.

315

Mathematics Competition  

E-print Network

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

Le Roy, Robert J.

316

Mathematics Competition  

E-print Network

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

Le Roy, Robert J.

317

Mathematics Competition  

E-print Network

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

Le Roy, Robert J.

318

Mathematics Competition  

E-print Network

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

Le Roy, Robert J.

319

Mathematics Competition  

E-print Network

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

Le Roy, Robert J.

320

Mathematics Competition  

E-print Network

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

Le Roy, Robert J.

321

Mathematics Competition  

E-print Network

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

Le Roy, Robert J.

322

Mathematics Competition  

E-print Network

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

Le Roy, Robert J.

323

Assessing Understanding through Reading and Writing in Mathematics  

ERIC Educational Resources Information Center

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

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

2010-01-01

324

Resisting Reductionism in Mathematics Pedagogy  

ERIC Educational Resources Information Center

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…

Foster, Colin

2013-01-01

325

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

PubMed Central

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

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

2012-01-01

326

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

NASA Technical Reports Server (NTRS)

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

Petersen, Richard H.

1997-01-01

327

Learning how to focus on language while teaching mathematics to English language learners: a case study of Courtney  

NASA Astrophysics Data System (ADS)

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.

Chval, Kathryn B.; Pinnow, Rachel J.; Thomas, Amanda

2014-01-01

328

Replacing Clinic-Based Tests With Home-Use Tests May Increase HIV Prevalence Among Seattle Men Who Have Sex With Men: Evidence From a Mathematical Model  

PubMed Central

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

Katz, David A.; Cassels, Susan L.; Stekler, Joanne D.

2014-01-01

329

Prof. RNDr. Ondrej Sediv, CSc. Department of Mathematics  

E-print Network

Prof. RNDr. Ondrej SedivĂ˝, CSc. Department of Mathematics Faculty of Natural Sciences Constantine mathematical knowledge in primary and lower secondary schools. Reviewer: Prof. RNDr. Ondrej SedivĂ˝, CSc. 1-to-date research in theory of mathematics education. #12;Prof. RNDr. Ondrej SedivĂ˝, CSc. Department of Mathematics

Spagnolo, Filippo

330

Knowledge | Replication Knowledg owledge | Replication Knowledge | R  

E-print Network

of Amsterdam "White or Black? Art, Science and the Black Skin in Print in the Seventeenth Century" I. B. Leemans, Vrije Universiteit, Amsterdam "Sociability, Radicalism, and the Pursuit of Knowledge: Dutch

Shull, Kenneth R.

331

How Are the Mathematical Identities of Low Achieving South African Eleventh Graders Related to Their Ability to Solve Mathematical Tasks?  

ERIC Educational Resources Information Center

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…

Cranfield, Corvell

2013-01-01

332

Mathematics as culture and knowledge Matilde Marcolli  

E-print Network

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

Marcolli, Matilde

333

What do Mathematics Teachers and Teacher Trainees Know about the History of Mathematics?  

ERIC Educational Resources Information Center

The aim of this study is to present the findings of a study that examined the knowledge of mathematics teachers and teacher trainees, in different tracks, about the concepts, topics and characters from the history of mathematics. The findings indicate a lack of knowledge concerning most of the topics examined. Only about 40% of the participants…

Gazit, Avikam

2013-01-01

334

Mathematical Investigations for Supporting Pre-Service Primary Teachers Repeating a Mathematics Education Course  

ERIC Educational Resources Information Center

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

Bailey, Judy

2014-01-01

335

Mathematics, Education, and Philosophy: An International Perspective. Studies in Mathematics Education Series: 3.  

ERIC Educational Resources Information Center

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…

Ernest, Paul, Ed.

336

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

ERIC Educational Resources Information Center

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

Pehkonen, Erkki

1999-01-01

337

School Of Mathematics and Statistics Single Honours Mathematics  

E-print Network

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

338

Strengthening Connections between Elementary Classroom Mathematics and Literacy  

ERIC Educational Resources Information Center

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.)

Altieri, Jennifer L.

2009-01-01

339

Rethinking Mathematics.  

ERIC Educational Resources Information Center

Poses solutions for our failure to show students how well mathematics interlocks with the physical structures of the Universe. Some examples are provided to illustrate the natural integration of mathematics and science. (ZWH)

Abad, Ernesto A.

1994-01-01

340

Mathematics disorder  

MedlinePLUS

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

341

Mathematics Competition  

E-print Network

Canadian Mathematics Competition An activity of the Centre for Education in Mathematics and Computing #12;Competition Organization Organisation du Concours Centre for Education in Mathematics Schurter Carolyn Sedore Ian VanderBurgh Troy Vasiga 2 #12;Competition Organization Organisation du Concours

Le Roy, Robert J.

342

Mathematics Competition  

E-print Network

Canadian Mathematics Competition An activity of the Centre for Education in Mathematics in Mathematics and Computing #12;Competition Organization Organisation du Concours Centre for Education;Competition Organization Organisation du Concours Problems Committees / Comit´es des probl`emes Pascal Contest

Le Roy, Robert J.

343

Mathematics Competition  

E-print Network

Canadian Mathematics Competition An activity of the Centre for Education in Mathematics´ee ­ Sec. V) c 2010 Centre for Education in Mathematics and Computing #12;Competition Organization;Competition Organization Organisation du Concours Problems Committees / Comit´es des probl`emes Pascal Contest

Le Roy, Robert J.

344

Inside Mathematics  

NSDL National Science Digital Library

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

2012-01-01

345

What mathematics courses are there? Mathematics  

E-print Network

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

Sussex, University of

346

Secondary Mathematics Teacher Certification Requirements Mathematics  

E-print Network

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

Maryland, Baltimore County, University of

347

Knowledge Alive  

ERIC Educational Resources Information Center

The strategies that expose learners to the large volume of knowledge, enables them for creative thinking, self-management and deep reading. The different ways of creating knowledge with the help of creativity, communication, organization, problem solving and decision-making are discussed.

Perkins, David

2004-01-01

348

London Mathematical Society Advancing Mathematics  

E-print Network

and schools ­ in particular on HE in STEM subjects; on A-level reform; and on a Vision for Science and Mathematics Education 5­19. As a constituent body of the Council for the Mathematical Sciences (CMS the mathematical community in the UK is sustained, and the implications of requiring `open access' to all research

Mottram, Nigel

349

International Mathematics Education  

E-print Network

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

Hoffmeister, Thomas S.

350

Science Mathematics Engineering  

E-print Network

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

Hamlet, Richard

351

Mathematics & Degree options  

E-print Network

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

Brierley, Andrew

352

Characteristics of Knowledge Interconnectedness in Teaching  

ERIC Educational Resources Information Center

The subject of the paper presents establishing basic characteristics, forms and levels of knowledge interconnectedness in teaching, especially in mathematics and biology teaching. The analysis was realized by considering basic theoretical views in this field, as well as by establishing features and levels of knowledge interconnectedness in the…

Antonijevic, Radovan

2006-01-01

353

The Complexities of Assessing Teacher Knowledge  

ERIC Educational Resources Information Center

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

Schoenfeld, Alan H.

2007-01-01

354

On truth, belief and knowledge Flemming Topse  

E-print Network

On truth, belief and knowledge Flemming Topsøe Department of Mathematical Sciences University of Copenhagen Universitetsparken 5 2100 Copenhagen, Denmark Email: topsoe@math.ku.dk Abstract-- Truth, belief and the resulting cognitive paradigm which allows for an interaction between truth, belief and knowledge

Topsøe, Flemming

355

Intensional reasoning about knowledge  

SciTech Connect

As demands and ambitions increase in Artificial Intelligence, the need for formal systems that facilitate a study and a simulation of a machine cognition has become an inevitability. This paper explores and develops the foundations of a formal system for propositional reasoning about knowledge. The semantics of every meaningful expression in the system is fully determined by its intension, the set of complexes in which the expression is confirmed. The knowledge system is based on three zeroth-order theories of epistemic reasoning for consciousness, knowledge, and entailed knowledge. The results presented determine the soundness and the completeness of the knowledge system. The modes of reasoning and the relations among the various epistemic notions emphasize the expressive power of the intensional paradigm.

Popov, O.B.

1987-01-01

356

Chinese Mathematics  

NSDL National Science Digital Library

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

357

Mathematics teachers' levels of use of geometer's sketchpad: Where is the pinnacle?  

NASA Astrophysics Data System (ADS)

This study aims to explore mathematics teachers' levels of use of Geometer's Sketchpad (GSP) in teaching mathematics. The Levels of Use (LoU) is one of the dimensions of the Concern-Based Adoption Model (CBAM) which focuses on knowledge and skill of the individual. It is important to know about individual LoU because it helps to formulate strategic planning for the advancement of mathematics' teachers in GSP. 40 mathematics teachers from 40 secondary schools in Kota Setar District who attended a mathematics course were given the adapted questionnaire: Level of Use of Innovation (LoUQ), but only 31 of them completed and returned the questionnaire. The data indicated that 24 (77.4%) mathematics teachers are nonusers of Geometer's Sketchpad where 13 of them are at level 0 (Non-Use), eight are at level I (Orientation) and three at level II (Preparation). The other seven mathematics teachers are user of GSP at levels III (two teachers), level IVA (three) and level V (two). Varieties of reasons were given for not using the software such as no equipment support, lack of confidence in preparing the lessons and lack of GSP exposure. The paper will conclude with some suggestions to increase the levels of use of GSP among mathematics teachers.

Saidin, Kalsom Binti; Sam, Lim Chap

2013-04-01

358

Mathematical Literacy Teachers: Can Anyone Be One?  

ERIC Educational Resources Information Center

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

Botha, Hanlie; Maree, Jacobus; Stols, Gerrit

2014-01-01

359

On Culture, Geometrical Thinking and Mathematics Education.  

ERIC Educational Resources Information Center

Confronts a widespread prejudice about mathematical knowledge, that mathematics is "culture-free," by demonstrating alternative constructions of Euclidean geometrical ideas developed from the culture of Mozambique. As well as establishing the educational power of these constructions, the article illustrates the methodology of "culture…

Gerdes, Paulus

1988-01-01

360

Mathematical Modelling in the Early School Years  

ERIC Educational Resources Information Center

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

English, Lyn D.; Watters, James J.

2005-01-01

361

Curriculum Integration in Nutrition and Mathematics.  

ERIC Educational Resources Information Center

Integrating nutrition into elementary mathematics curricula can help students develop skills for healthful food choices that will prepare them for healthy adult life. Nutrition science incorporates numerous mathematical concepts and procedures. Curriculum integration provides a framework for children to apply knowledge from several disciplines and…

James, Delores C. S.; Adams, Thomasenia Lott

1998-01-01

362

Mathematical Situations of Play and Exploration  

ERIC Educational Resources Information Center

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

Vogel, Rose

2013-01-01

363

The Early Childhood Mathematics Education Revolution  

ERIC Educational Resources Information Center

Research Findings: We are in the midst of a revolution. Prior to the onset of the 21st century, mathematics education in the United States was deemphasized (Geary, 1996), and mathematics as an instructional subject has traditionally been considered above the preschool and kindergarten levels. However, the old regime--the knowledge and philosophies…

Hachey, Alyse C.

2013-01-01

364

Procedural knowledge  

NASA Technical Reports Server (NTRS)

Much of commonsense knowledge about the real world is in the form of procedures or sequences of actions for achieving particular goals. In this paper, a formalism is presented for representing such knowledge using the notion of process. A declarative semantics for the representation is given, which allows a user to state facts about the effects of doing things in the problem domain of interest. An operational semantics is also provided, which shows how this knowledge can be used to achieve particular goals or to form intentions regarding their achievement. Given both semantics, the formalism additionally serves as an executable specification language suitable for constructing complex systems. A system based on this formalism is described, and examples involving control of an autonomous robot and fault diagnosis for NASA's Space Shuttle are provided.

Georgeff, Michael P.; Lansky, Amy L.

1986-01-01

365

Technical Mathematics.  

ERIC Educational Resources Information Center

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

Flannery, Carol A.

366

Mathematics Scrapbook  

ERIC Educational Resources Information Center

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

Prochazka, Helen

2004-01-01

367

Vaccination Mathematics  

E-print Network

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

Meade, Douglas B.

368

Nonlocal Mathematics  

Microsoft Academic Search

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.

Mukul Patel

2000-01-01

369

Mathematics Education.  

ERIC Educational Resources Information Center

The focus of this special issue is mathematics education. All articles were written by graduates of the new masters Degree program in which students earn a Master of Arts degree in Education with a concentration in Mathematics Education at San Francisco State University. Articles include: (1) "Developing Teacher-Leaders in a Masters Degree Program…

Langbort, Carol, Ed.; Curtis, Deborah, Ed.

2000-01-01

370

Mathematics Competition  

E-print Network

is (A) 10 (B) 20 (C) 30 (D) 40 (E) 50 dog rabbit bird cat fish 0 10 20 30 40 50 Favourite Pet60 NumberofCanadian Mathematics Competition An activity of the Centre for Education in Mathematics at Gauss Public School were asked, "What is your favourite pet?" The number of students who chose fish

Le Roy, Robert J.

371

Illustrative Mathematics  

NSDL National Science Digital Library

Illustrative Mathematics provides guidance to states, assessment consortia, testing companies, and curriculum developers by illustrating the range and types of mathematical work that students experience in a faithful implementation of the Common Core State Standards, and by publishing other tools that support implementation of the standards.

2013-01-04

372

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

E-print Network

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

Asaithambi, Asai

373

Knowledge River  

ERIC Educational Resources Information Center

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…

Berry, John N., III

2004-01-01

374

Governing Equality: Mathematics for All?  

ERIC Educational Resources Information Center

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

Diaz, Jennifer D.

2013-01-01

375

School for Technological Design STAN ACKERMANS INSTITUTE Mathematics  

E-print Network

industrial research and development departments to possess knowledge and skills regarding advanced skills, and writing reports. An industrial mathematician is able to detect where and when mathematical practice, and is open to the world of external mathematical knowledge. The industrial mathematician cannot

Franssen, Michael

376

Changing Embedded Student Attitudes within a Mathematical Setting  

ERIC Educational Resources Information Center

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.…

Collins, Ruth; Winnington, Darlene

2010-01-01

377

Marina's Fish Shop: A Mathematically- and Technologically-Rich Lesson  

ERIC Educational Resources Information Center

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.…

Wander, Roger; Pierce, Robyn

2009-01-01

378

Exploring Wind Power: Improving Mathematical Thinking through Digital Fabrication  

ERIC Educational Resources Information Center

This mixed methods study examined the impacts of digital fabrication activities that were integrated into contextualized mathematics education. The study investigated the students' mathematics content knowledge and attitudes. Data analysis yielded two key findings regarding our intervention combined with the other mathematics activities…

Tillman, Daniel A.; An, Song A.; Cohen, Jonathan D.; Kjellstrom, William; Boren, Rachel L.

2014-01-01

379

Specialized Mathematics Courses, Secondary Level: Learning Objectives, Scope and Sequence.  

ERIC Educational Resources Information Center

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…

Lehigh County Community Coll., Schnecksville, PA.

380

How Far up Am I? The Mathematics of Stadium Seating  

ERIC Educational Resources Information Center

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,…

McGraw, Rebecca; Romero, David; Krueger, Robert

2006-01-01

381

MATHEMATICS: RETHINKING THE TRANSITION  

E-print Network

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

Peters, Achim

382

Mathematics Department Millersville University  

E-print Network

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

Hardy, Christopher R.

383

Funds of Knowledge of Sorting and Patterning: Networks of Exchange in a Torres Strait Island Community  

ERIC Educational Resources Information Center

This article focuses on the funds of knowledge that are mathematical in nature and how they might be used to support parents and children with their learning of mathematics that is taught and learned in the early years of school. Funds of knowledges are those that have been historically and culturally accumulated into a body of knowledge and…

Ewing, Bronwyn

2012-01-01

384

Mathematical Proofs at a Crossroad?  

Microsoft Academic Search

For more than 2000 years, from Pythagoras and Euclid to Hilbert and Bourbaki, mathematical proofs were essentially based on axiomatic-deductive reasoning. In the last decades, the increasing length and complexity of many mathematical proofs led to the expansion of some empirical, experimental, psychological and social aspects, yester- day only marginal, but now changing radically the very essence of proof. In

Cristian Calude; Solomon Marcus

2004-01-01

385

Service-Learning and Mathematics  

ERIC Educational Resources Information Center

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

Roemer, Cynthia Anne

2009-01-01

386

A Study Of Mathematics Anxiety in Pre-Service Teachers  

Microsoft Academic Search

The study investigated the changes in levels of mathematics anxiety among pre-service teachers in six different sections of\\u000a a mathematics method courses for early childhood\\/elementary education pre-service teachers. The changes were a function of\\u000a using Bruner’s framework of developing conceptual knowledge before procedural knowledge and using manipulatives and other\\u000a activities to make mathematics concepts more concrete and meaningful. Data were

Gina Gresham

2007-01-01

387

Kepler's mathematization of Cosmology  

NASA Astrophysics Data System (ADS)

The paper concerns with mathematical knowledge of Johannes Kepler. A part of the paper describes the mathematical education of Kepler which includes the Euclidean geometry and texts by Ptolemy. The first He knew from the Proclus' Commentary which was published in 1533. The author is pointing out that Kepler's epistemology was close to Plato's. The "polyhedral archetype" is discussed in detail. The greatest error was in the case of Mercury (~20%) Kepler's reaction was otherwise absolutely what one would exopect of a theoretician in the twentieth century: he suggested that better observations would imoprouve matter. The author make an analogy with modern discussions on metal abundances in the outer layers of old stars. The author is mentioning also that the Kepler's version of Copernicus' system is noticeably different from Copernicus' original one, including important improvements.

Field, Judith V.

388

Mathematics Illuminated  

NSDL National Science Digital Library

Everything (mathematics) is illuminated in this excellent thirteen-part series created by Annenberg Media for adult learners and high school teachers. As their website notes, the series "explores major themes in the field of mathematics, from humankind's earliest study of prime numbers, to the cutting-edge mathematics used to reveal the shape of the universe." First-time visitors can read a brief introduction to the series, and then look over some of the thirteen units, which include "Game Theory", "Other Dimensions", and "Geometries Beyond Euclid". Each unit includes a relevant video segment (free registration required), a video transcript, and a different interactive feature designed to complement the material within. Also, visitors can take advantage of a glossary and a "Math Family Tree", which highlights major mathematical discoveries from the year 25000 BCE to present-day Fields Medal winner, Grigori Perelman.

2008-01-01

389

Computational Mathematics  

E-print Network

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

390

Colorful Mathematics  

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.

391

Mathematics Learners and Mathematics Textbooks: A Question of Identity? Whose Curriculum? Whose Mathematics?  

ERIC Educational Resources Information Center

One of the challenges for policy-makers and educationalists today is to increase participation levels and success rates within the study of mathematics. Patterns of inclusion and exclusion in mathematics education are difficult to tie down but it is widely recognised that there are issues about "maths" that affect participation. For learners,…

Macintyre, Tom; Hamilton, Sheila

2010-01-01

392

Stair Types and Mathematics, Carpentry: 901896.  

ERIC Educational Resources Information Center

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

Dade County Public Schools, Miami, FL.

393

The Mathematical Competencies of Toddlers Expressed in Their Play and Daily Life Activities in Norwegian Kindergartens  

ERIC Educational Resources Information Center

Research on toddlers' mathematical knowledge is sparse. Studies on children's mathematical competencies before school age have mostly focused on older children. Few of the previous studies have included large groups of toddlers, few have been conducted in natural settings, and few have been directed at a broad field of mathematical knowledge. The…

Reikeras, Elin; Loge, Inger Kristine; Knivsberg, Ann-Mari

2012-01-01

394

Commonality analysis as a knowledge acquisition problem  

NASA Technical Reports Server (NTRS)

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.

Yeager, Dorian P.

1987-01-01

395

Turning Origami into the Language of Mathematics  

ERIC Educational Resources Information Center

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

Cipoletti, Beth; Wilson, Nancy

2004-01-01

396

Professional Noticing: Developing Responsive Mathematics Teaching  

ERIC Educational Resources Information Center

Thoughtful implementation of the Common Core State Standards for Mathematics (CCSSM) (CCSSI 2010) presents an opportunity for increased emphasis on the development of mathematical understanding among students. Granted, ascertaining the mathematical understanding of an individual student is highly complex work and often exceedingly difficult.…

Thomas, Jonathan N.; Eisenhardt, Sara; Fisher, Molly H.; Schack, Edna O.; Tassell, Janet; Yoder, Margaret

2014-01-01

397

Mathematical Modeling in the Secondary School Curriculum.  

ERIC Educational Resources Information Center

Over the past 10 years, national conferences and committees investigating the state of American mathematics education have advocated an increased emphasis on problem solving and mathematical modeling situations in the secondary school curriculum. However, little effort has been made to prepare secondary school teachers to use mathematical modeling…

Swetz, Frank, Ed.; Hartzler, J. S., Ed.

398

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

ERIC Educational Resources Information Center

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

Kebritchi, Mansureh; Hirumi, Atsusi; Bai, Haiyan

2010-01-01

399

Applying Problem Solving. Readings in Mathematics Curriculum and Instruction for Australian Schools. Australian Mathematics Education Program.  

ERIC Educational Resources Information Center

Mathematical skills and reasoning and their applications are considered as forming one of the basic and essential areas of knowledge and experience that should be available to all Australian children. This collection of essays explaining problem solving in mathematics as an organizing theme for current and future curriculum development is a means…

Carss, Marjorie, Ed.; Osborne, Alan, Ed.

400

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

ERIC Educational Resources Information Center

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

Siller, Hans-Stefan; MaaB, Jurgen

2012-01-01

401

Knowledge about osteoporosis: assessment, correlates and outcomes  

Microsoft Academic Search

During the last 10 years, we have witnessed an impressive increase in the number of studies examining knowledge about osteoporosis. The aim of the present paper is to examine the status of research on knowledge about osteoporosis by reviewing and analyzing the current literature as it pertains to assessment of knowledge about osteoporosis, factors associated with knowledge, and relationship between

Perla Werner

2005-01-01

402

Assessing Strengths and Weaknesses of Teacher Knowledge in Asia, Eastern Europe, and Western Countries: Differential Item Functioning in TEDS-M  

ERIC Educational Resources Information Center

The "Teacher Education and Development Study in Mathematics" assessed the knowledge of primary and lower-secondary teachers at the end of their training. The large-scale assessment represented the common denominator of what constitutes mathematics content knowledge and mathematics pedagogical content knowledge in the 16 participating…

Blömeke, Sigrid; Suhl, Ute; Döhrmann, Martina

2013-01-01

403

Mathematical Perspectives  

SciTech Connect

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

Glimm, J.

2009-10-14

404

Interesting and Difficult Mathematical Problems: Changing Teachers' Views by Employing Multiple-Solution Tasks  

ERIC Educational Resources Information Center

The study considers mathematical problem solving to be at the heart of mathematics teaching and learning, while mathematical challenge is a core element of any educational process. The study design addresses the complexity of teachers' knowledge. It is aimed at exploring the development of teachers' mathematical and pedagogical conceptions…

Guberman, Raisa; Leikin, Roza

2013-01-01

405

A Study of Mathematics Infusion in Middle School Technology Education Classes  

ERIC Educational Resources Information Center

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

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

2010-01-01

406

An Algebra Content Upgrading Course for In-Service Mathematics Teacher: A Singapore Experience  

ERIC Educational Resources Information Center

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…

Toh, Tin-Lam

2007-01-01

407

School of Mathematics `Studying Mathematics, the  

E-print Network

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

Birmingham, University of

408

MATHEMATICS Mathematics, one of the oldest and  

E-print Network

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

409

Mathematical Fiction  

NSDL National Science Digital Library

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

410

Automated Knowledge Acquisition for Strategic Knowledge  

Microsoft Academic Search

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

Thomas R. Gruber

1989-01-01

411

Knowledge Loom  

NSDL National Science Digital Library

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.

The Education Alliance, Brown U.

412

Mathematical Snippets  

NSDL National Science Digital Library

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

1997-01-01

413

Experiencing Collaborative Knowledge Creation Processes  

ERIC Educational Resources Information Center

Purpose: How people learn and create knowledge together through interactions in communities of practice (CoPs) is not fully understood. The purpose of this paper is to create and apply a model that could increase participants' consciousness about knowledge creation processes. Design/methodology/approach: This four-month qualitative research was…

Jakubik, Maria

2008-01-01

414

Preservice teachers' knowledge of linear functions within multiple representation modes  

E-print Network

is examined by looking at their ability to adapt to different representation modes. The framework for subject matter content knowledge consists of five components: (1) flexibility across formal mathematical symbolisms; (2) flexibility between visual...

You, Zhixia

2009-05-15

415

CSC Mathematical Topics  

NSDL National Science Digital Library

CSC Mathematical Topics provides a variety of mathematics-related topics, including mathematical animations, and an editable list of best mathematical services. CSC is the Finnish national supercomputer center located in Espoo, Finland.

416

Contributing Knowledge and Knowledge Workers: The Role of Chinese Universities in the Knowledge Economy  

ERIC Educational Resources Information Center

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…

Chen, Shuang-Ye

2012-01-01

417

Underground Mathematics  

ERIC Educational Resources Information Center

The movement of groundwater in underground aquifers is an ideal physical example of many important themes in mathematical modeling, ranging from general principles (like Occam's Razor) to specific techniques (such as geometry, linear equations, and the calculus). This article gives a self-contained introduction to groundwater modeling with…

Hadlock, Charles R

2013-01-01

418

Young Children Use Graphs to Build Mathematical Reasoning  

ERIC Educational Resources Information Center

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

Larson, Mark J.; Whitin, David J.

2010-01-01

419

Dilemma in Teaching Mathematics  

ERIC Educational Resources Information Center

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

Md Kamaruddin, Nafisah Kamariah; Md Amin, Zulkarnain

2012-01-01

420

study programs in mathematics  

E-print Network

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

Â?umer, Slobodan

421

Working Knowledge  

NSDL National Science Digital Library

What can Harvard Business School (HBS) do for you? Quite a bit as it turns out, particularly for parties with interest in business practice. The Working Knowledge site is "a forum for innovation in business practice, offering readers a first look at cutting-edge thinking from HBS faculty." Every weekday the site offers new work from over 200 HBS faculty, and the reports, updates, and commentaries include pieces like "Five Imperatives for Improving Health Care" and "Is your iPhone Turning You into a Wimp?" First-time visitors should note that they may browse by topic, industry, or geography. Moving on, the New Working Papers section brings together helpful new scholarly works like "Helping You Help Me" and "Cumulative Innovation & Open Disclosure of Intermediate Results." The conversational aspects of this site come to life in the What Do You Think? area, which encourages curious parties to comment on pieces such as "What are the Limits Of Transparency?" The site is rounded out by a place where visitors can get a "First Look" at new faculty working papers and case studies before they enter mainstream practice.

422

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

E-print Network

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

Feschotte, Cedric

423

Community Based Mathematics Project: Conceptualizing Access through Locally Relevant Mathematics Curricula  

ERIC Educational Resources Information Center

In this article, the authors describe a conceptual framework for using locally relevant mathematics curricula to increase access to mathematics for marginalized youth. Drawing on different strands of research on equity in mathematics education, the authors propose that there are three kinds of access that are afforded by the use of contexts that…

Ebby, Caroline; Lim, Vivian; Reinke, Luke; Remillard, Janine; Magee, Emily; Hoe, Nina; Cyrus, Maya

2011-01-01

424

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

PubMed Central

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

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

2015-01-01

425

Mathematical niche theory Mathematical niche theory  

E-print Network

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

Meszéna, Géza

426

National Knowledge Commission  

NASA Astrophysics Data System (ADS)

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.

Pitroda, Sam

2007-04-01

427

Activating Event Knowledge  

PubMed Central

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

Hare, Mary; Jones, Michael; Thomson, Caroline; Kelly, Sarah; McRae, Ken

2009-01-01

428

Interest in mathematics and science among students having high mathematics aptitude  

NASA Astrophysics Data System (ADS)

The study investigates why men and women differ in their interest in mathematics and science and in the pursuit of careers in mathematics and science. The most persistent gender differential in educational standard testing is the scores in mathematics achievement. The mean Scholastic Aptitude Test (Mathematics) scores for women are consistently below that of men by about 40 points. One result of this gender differential in mathematics is that few women entertain a career requiring a robust knowledge of higher mathematics (i.e. engineering, computing, or the physical sciences). A large body of literature has been written attempting to explain why this is happening. Biological, cultural, structural and psychological explanations have been suggested and empirically examined. Controlling for mathematical ability is one method of sorting out these explanations. Eliminating mathematical ability as a factor, this dissertation reports the results of a study of men and women college students who all had high mathematics ability. Thus, any differences we found among them would have to be a result of other variables. Using a Mathematics Placement Exam and the SAT-M, forty-two students (12 males and 30 females) with high scores in both were interviewed. Student were asked about their experiences in high school and college mathematics, their career choices, and their attitudes toward mathematics. The findings, that there were no gender differences in the course selection, attitudes towards mathematics, and career choice, differed from my initial expectations. This negative finding suggests that women with high ability in mathematics are just as likely as men to pursue interests in mathematics and related courses in college and in selecting careers.

Ely, Jane Alice

429

Mathematical Models for Doppler Measurements  

NASA Technical Reports Server (NTRS)

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

Lear, William M.

1987-01-01

430

Mathematics & MMath (Single Honours Degrees)  

E-print Network

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

Brierley, Andrew

431

On the Limitations of Biological Knowledge  

PubMed Central

Scientific knowledge is grounded in a particular epistemology and, owing to the requirements of that epistemology, possesses limitations. Some limitations are intrinsic, in the sense that they depend inherently on the nature of scientific knowledge; others are contingent, depending on the present state of knowledge, including technology. Understanding limitations facilitates scientific research because one can then recognize when one is confronted by a limitation, as opposed to simply being unable to solve a problem within the existing bounds of possibility. In the hope that the role of limiting factors can be brought more clearly into focus and discussed, we consider several sources of limitation as they apply to biological knowledge: mathematical complexity, experimental constraints, validation, knowledge discovery, and human intellectual capacity. PMID:23633917

Dougherty, Edward R; Shmulevich, Ilya

2012-01-01

432

Human Infants' Preference for Left-to-Right Oriented Increasing Numerical Sequences  

PubMed Central

While associations between number and space, in the form of a spatially oriented numerical representation, have been extensively reported in human adults, the origins of this phenomenon are still poorly understood. The commonly accepted view is that this number-space association is a product of human invention, with accounts proposing that culture, symbolic knowledge, and mathematics education are at the roots of this phenomenon. Here we show that preverbal infants aged 7 months, who lack symbolic knowledge and mathematics education, show a preference for increasing magnitude displayed in a left-to-right spatial orientation. Infants habituated to left-to-right oriented increasing or decreasing numerical sequences showed an overall higher looking time to new left-to-right oriented increasing numerical sequences at test (Experiment 1). This pattern did not hold when infants were presented with the same ordinal numerical information displayed from right to left (Experiment 2). The different pattern of results was congruent with the presence of a malleable, context-dependent baseline preference for increasing, left-to-right oriented, numerosities (Experiment 3). These findings are suggestive of an early predisposition in humans to link numerical order with a left-to-right spatial orientation, which precedes the acquisition of symbolic abilities, mathematics education, and the acquisition of reading and writing skills. PMID:24802083

de Hevia, Maria Dolores; Girelli, Luisa; Addabbo, Margaret; Macchi Cassia, Viola

2014-01-01

433

Knowledge translation of research findings  

PubMed Central

Background One of the most consistent findings from clinical and health services research is the failure to translate research into practice and policy. As a result of these evidence-practice and policy gaps, patients fail to benefit optimally from advances in healthcare and are exposed to unnecessary risks of iatrogenic harms, and healthcare systems are exposed to unnecessary expenditure resulting in significant opportunity costs. Over the last decade, there has been increasing international policy and research attention on how to reduce the evidence-practice and policy gap. In this paper, we summarise the current concepts and evidence to guide knowledge translation activities, defined as T2 research (the translation of new clinical knowledge into improved health). We structure the article around five key questions: what should be transferred; to whom should research knowledge be transferred; by whom should research knowledge be transferred; how should research knowledge be transferred; and, with what effect should research knowledge be transferred? Discussion We suggest that the basic unit of knowledge translation should usually be up-to-date systematic reviews or other syntheses of research findings. Knowledge translators need to identify the key messages for different target audiences and to fashion these in language and knowledge translation products that are easily assimilated by different audiences. The relative importance of knowledge translation to different target audiences will vary by the type of research and appropriate endpoints of knowledge translation may vary across different stakeholder groups. There are a large number of planned knowledge translation models, derived from different disciplinary, contextual (i.e., setting), and target audience viewpoints. Most of these suggest that planned knowledge translation for healthcare professionals and consumers is more likely to be successful if the choice of knowledge translation strategy is informed by an assessment of the likely barriers and facilitators. Although our evidence on the likely effectiveness of different strategies to overcome specific barriers remains incomplete, there is a range of informative systematic reviews of interventions aimed at healthcare professionals and consumers (i.e., patients, family members, and informal carers) and of factors important to research use by policy makers. Summary There is a substantial (if incomplete) evidence base to guide choice of knowledge translation activities targeting healthcare professionals and consumers. The evidence base on the effects of different knowledge translation approaches targeting healthcare policy makers and senior managers is much weaker but there are a profusion of innovative approaches that warrant further evaluation. PMID:22651257

2012-01-01

434

Authenticity of Mathematical Modeling  

ERIC Educational Resources Information Center

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…

Tran, Dung; Dougherty, Barbara J.

2014-01-01

435

Reading Mathematics is Different  

NSDL National Science Digital Library

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

2009-01-01

436

Faculty of Science: MATHEMATICS  

E-print Network

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

Brownstone, Rob

437

Mathematics Department Millersville University  

E-print Network

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

Hardy, Christopher R.

438

China's E-Science Knowledge Grid Environment  

Microsoft Academic Search

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

Hai Zhuge

2004-01-01

439

Awareness of Pattern and Structure in Early Mathematical Development  

ERIC Educational Resources Information Center

Recent educational research has turned increasing attention to the structural development of young students' mathematical thinking. Early algebra, multiplicative reasoning, and spatial structuring are three areas central to this research. There is increasing evidence that an awareness of mathematical structure is crucial to mathematical competence…

Mulligan, Joanne; Mitchelmore, Michael

2009-01-01

440

Doctoring the Knowledge Worker  

ERIC Educational Resources Information Center

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…

Tennant, Mark

2004-01-01

441

Doctoring the knowledge worker  

Microsoft Academic Search

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 examines and then dismisses the proposition

Mark Tennant

2004-01-01

442

Dynamic Knowledge Management Toolkit  

Microsoft Academic Search

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

Nader Nada; Mohamed Kholief; W. Bakry

443

From Knowledge Engineering to Knowledge Management  

Microsoft Academic Search

Knowledge management is seen by many to be a prerequisite for the successful organ-ization, and one that relies heavily, though not exclusively, on a sound technological infrastructure. A major drawback, though, with current technology (e. g. Lotus Notes and www) is its focus on information management and communication rather than on knowledge itself. What knowledge management needs is tools and

Nigel Shadbolt; Nick Milton

1999-01-01

444

Digging for knowledge  

NASA Astrophysics Data System (ADS)

The "smile of a mother" is always recognized, whenever and wherever. But why is my PC always dumb and unable to recognize me or my needs, whoever or whatever? This paper postulates that such a 6 W's query and search system needs matching storage. Such a lament will soon be mended with a smarter PC, or a smarter Google engine, a network computer, working in the field of data retrieval, feature extraction, reduction, and knowledge precipitation. Specifically, the strategy of modern information storage and retrieval shall work like our brains, which are constantly overwhelmed by 5 pairs of identical tapes taken by eyes, ears, etc. 5 high fidelity sensors generate 5 pairs of high definition tapes which produce the seeing and hearing etc. in our perception. This amounts to 10 tapes recorded in a non-abridged fashion. How can we store and retrieve them when we need to? We must reduce the redundancy, enhancing the signal noise ratio, and fusing invariant features using a simple set of mathematical operations to write according to the union and read by the intersection in the higher dimensional vector space. For example, (see paper for equation) where the query must be phrased in terms of the union of imprecise or partial set of 6w's denoted by the union of lower case w's. The upper case W's are the archival storage of a primer tree. A simplified humanistic representation may be called the 6W space (who, what, where, when, why, how), also referred to as the Newspaper geometry. It seems like mapping the 6W to the 3W (World Wide Web) is becoming relatively easier. It may thus become efficient and robust by rapidly digging for knowledge through the set operations of union, writing, and intersection, reading, upon the design of 6 W query searching engine matched efficiently by the 6W vector index databases. In fact, Newspaper 6D geometry may be reduced furthermore by PCA (Principal Component Analysis) eigenvector mathematics and mapped into the 2D causality space comprised of the causes (What, How, Why) and the effects (Where, When and Who). If this hypothesis of brain strategy were true, one must then develop a 6W query language to support a 6Wordered set storage of linkage pointers in high D space. In other words, one can easily map the basic 1st Gen. Google Web, 1-D statistical PageRanking databases, to a nested 6W tree where each branch of sub-6-W is stemming from the prime 6 W tree, using a system of automated text mining assisted by syntactic semantics to discern the properties of the 6W for that query. Goehl et al. has demonstrated previously that such is doable, but one may need more tools to support the knowledge extraction and automated feature reduction. In this paper, we have set out to demonstrate lossless down sampling using the 2nd Gen wavelet transform, the so-called "1-D Cartesian lifting processing of Swelden" adopted by JPEG 2000. "The loss of statistics, if any (including PageRanking and 1-D lifting), is the loss of geometry insights," such as 2-D vector time series, video, whose 1-D lifting Cartesian product will loss the diagonal changes insights.

Szu, Harold; Jenkins, Jeffrey; Hsu, Charles; Goehl, Steve; Miao, Liden; Cader, Masud; Benachenhou, Dalila

2009-04-01

445

Bridging Knowing and Proving in Mathematics: A Didactical Perspective  

Microsoft Academic Search

\\u000a The learning of mathematics starts early but remains far from any theoretical considerations: pupils’ mathematical knowledge\\u000a is first rooted in pragmatic evidence or conforms to procedures taught. However, learners develop a knowledge which they can\\u000a apply in significant problem situations, and which is amenable to falsification and argumentation. They can validate what\\u000a they claim to be true but using means

Nicolas Balacheff

446

CLIMATE CHANGE: STATE OF KNOWLEDGE  

EPA Science Inventory

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...

447

Mathematics and Cognition  

NASA Astrophysics Data System (ADS)

Mathematics is a human pursuit. Whether the truths of mathematics lie outside the human mind or emerge out of it, the actual practice of mathematics is conducted by human beings. In other words, human mathematics is the only kind of mathematics that we can pursue and human mathematics has to be built on top of cognitive capacities that are possessed by all human beings. Another way of stating the same claim is that mathematics is experienced by human beings using their cognitive capacities. This paper argues that exploring the experience of mathematics is a useful way to make headway on the foundations of mathematics. Focusing on the experience of mathematics is an empirical approach to the study of mathematics that sidesteps some of the thorniest debates from an earlier era about Platonism and Formalism in the foundations of mathematics.

Kasturirangan, Rajesh

2014-07-01

448

Internet Mathematics Library  

NSDL National Science Digital Library

The Internet Mathematics Library is an annotated catalog of mathematics and mathematics education web sites and includes a list of hierarchical categories for browsing. Open-access, subscription fee-for-use, and commercial sites are included in the library.

449

Mathematics and Engineering  

E-print Network

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

Linder, Tamás

450

MATHEMATICS AND TECHNOLOGIES: BRIDGING DIVERSE LANGUAGES Isabel Cabrita  

E-print Network

the construction of new mathematical and technological competencies. Thus, an adequate mathematical education may, experimentation and evaluation of innovative teaching methods in curricular didactics as ways towards the interactive construction of knowledge; · to design, develop and evaluate continuous education programmes

Spagnolo, Filippo

451

Student Growth in Elementary Mathematics: A Cross Level Investigation  

ERIC Educational Resources Information Center

The primary purpose of this study is to examine the effect of knowledge for teaching mathematics and teaching practice on student mathematics achievement growth. Thirty two teachers and 299 fourth grade students in three elementary schools from one school district in urban area participated in the study. Most of them are Hispanic in origin and…

Kim, Seong Hee

2012-01-01

452

Assessing the Potential of Mathematics Textbooks to Promote Deep Learning  

ERIC Educational Resources Information Center

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…

Shield, Malcolm; Dole, Shelley

2013-01-01

453

The Emergence of Mathematical Goals in a Recreational Practice  

ERIC Educational Resources Information Center

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…

Meira, Luciano; Correia, Monica

2003-01-01

454

Extending Students' Mathematical Thinking during Whole-Group Discussions  

ERIC Educational Resources Information Center

Studies show that extending students' mathematical thinking during whole-group discussions is a challenging undertaking. To better understand what extending student thinking looks like and how teachers' mathematical knowledge for teaching (MKT) supports teachers in their efforts to extend student thinking, the teaching of six experienced…

Cengiz, Nesrin; Kline, Kate; Grant, Theresa J.

2011-01-01

455

Visual Modelling as a Motivation for Studying Mathematics and Art  

Microsoft Academic Search

The paper deals with the possibility of enriching the curriculum in mathematics, informatics and art by means of visual modelling of abstract paintings. The authors share their belief that in building a computer model of a construct the students gain deeper insight into the construct and are especially motivated to elaborate their knowledge in mathematics and informatics. This idea is

Evgenia Sendova; Slavica Grkovska

2005-01-01

456

Visual Modeling as a Motivation for Studying Mathematics and Art  

ERIC Educational Resources Information Center

The paper deals with the possibility of enriching the curriculum in mathematics, informatics and art by means of visual modeling of abstract paintings. The authors share their belief that in building a computer model of a construct, one gains deeper insight into the construct, and is motivated to elaborate one's knowledge in mathematics and…

Sendova, Evgenia; Grkovska, Slavica

2005-01-01

457

Mathematics Competition  

E-print Network

has perimeter 2(8) + 2(15) = 46. When we move to Rectangle 8, the height increases by 1 and the width, its height is 5. Since Rectangle 4 has 9 columns, its width is 9. Therefore, the perimeter increases by 2. This increase the perimeter by 2(1) + 2(2) = 6. The same increase in perimeter occurs

Le Roy, Robert J.

458

Knowledge Management and Employees.  

ERIC Educational Resources Information Center

Knowledge management requires analysis of what is necessary knowledge, who possesses it, who profits from it, and what is the role of mistakes. Successful knowledge management must acknowledge that people are the most important factor. (Contains 23 references.) (SK)

Van Buskirk, Mary Ellen; Lee, Doris

2001-01-01

459

Effects of First-Grade Number Knowledge Tutoring With Contrasting Forms of Practice  

PubMed Central

The purpose of this study was to investigate the effects of 1st-grade number knowledge tutoring with contrasting forms of practice. Tutoring occurred 3 times per week for 16 weeks. In each 30-min session, the major emphasis (25 min) was number knowledge; the other 5 min provided practice in 1 of 2 forms. Nonspeeded practice reinforced relations and principles addressed in number knowledge tutoring. Speeded practice promoted quick responding and use of efficient counting procedures to generate many correct responses. At-risk students were randomly assigned to number knowledge tutoring with speeded practice (n = 195), number knowledge tutoring with nonspeeded practice (n = 190), and control (no tutoring, n = 206). Each tutoring condition produced stronger learning than control on all 4 mathematics outcomes. Speeded practice produced stronger learning than nonspeeded practice on arithmetic and 2-digit calculations, but effects were comparable on number knowledge and word problems. Effects of both practice conditions on arithmetic were partially mediated by increased reliance on retrieval, but only speeded practice helped at-risk children compensate for weak reasoning ability. PMID:24065865

Fuchs, Lynn S.; Geary, David C.; Compton, Donald L.; Fuchs, Douglas; Schatschneider, Christopher; Hamlett, Carol L.; DeSelms, Jacqueline; Seethaler, Pamela M.; Wilson, Julie; Craddock, Caitlin F.; Bryant, Joan D.; Luther, Kurstin; Changas, Paul

2013-01-01

460

Effects of First-Grade Number Knowledge Tutoring With Contrasting Forms of Practice.  

PubMed

The purpose of this study was to investigate the effects of 1st-grade number knowledge tutoring with contrasting forms of practice. Tutoring occurred 3 times per week for 16 weeks. In each 30-min session, the major emphasis (25 min) was number knowledge; the other 5 min provided practice in 1 of 2 forms. Nonspeeded practice reinforced relations and principles addressed in number knowledge tutoring. Speeded practice promoted quick responding and use of efficient counting procedures to generate many correct responses. At-risk students were randomly assigned to number knowledge tutoring with speeded practice (n = 195), number knowledge tutoring with nonspeeded practice (n = 190), and control (no tutoring, n = 206). Each tutoring condition produced stronger learning than control on all 4 mathematics outcomes. Speeded practice produced stronger learning than nonspeeded practice on arithmetic and 2-digit calculations, but effects were comparable on number knowledge and word problems. Effects of both practice conditions on arithmetic were partially mediated by increased reliance on retrieval, but only speeded practice helped at-risk children compensate for weak reasoning ability. PMID:24065865

Fuchs, Lynn S; Geary, David C; Compton, Donald L; Fuchs, Douglas; Schatschneider, Christopher; Hamlett, Carol L; Deselms, Jacqueline; Seethaler, Pamela M; Wilson, Julie; Craddock, Caitlin F; Bryant, Joan D; Luther, Kurstin; Changas, Paul

2013-01-01

461

Literacy knowledge among teachers.  

E-print Network

??A literacy knowledge assessment survey was designed to assess in-service teachers' literacy knowledge and determine the effect of professional training in reading instruction, teaching credentials,… (more)

Love, Amy F. Conner.

2010-01-01

462

Mathematical Optimization  

NSDL National Science Digital Library

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

Leske, Cavin.

463

Mathematical Language and Advanced Mathematics Learning  

ERIC Educational Resources Information Center

This paper is concerned with the role of language in mathematics learning at college level. Its main aim is to provide a perspective on mathematical language appropriate to effectively interpret students' linguistic behaviors in mathematics and to suggest new teaching ideas. Examples are given to show that the explanation of students' behaviors…

Ferrari, Pier Luigi

2004-01-01

464

Mathematics at Queen's Mathematics (BSc and MSci)  

E-print Network

, students may to tailor their programmes to reflect their individual strengths and interests from second) Mathematics is the universal language of science, and a beautiful subject in itself. Mathematics, Statistics Mathematics at Queen's University there is the opportunity to learn new skills and to take advantage

Paxton, Anthony T.

465

Mathematics Coursework Regulates Growth in Mathematics Achievement  

ERIC Educational Resources Information Center

Using data from the Longitudinal Study of American Youth (LSAY), we examined the extent to which students' mathematics coursework regulates (influences) the rate of growth in mathematics achievement during middle and high school. Graphical analysis showed that students who started middle school with higher achievement took individual mathematics

Ma, Xin; Wilkins, Jesse L. M.

2007-01-01

466

Analyzing Mathematical Tasks: A Catalyst for Change?  

ERIC Educational Resources Information Center

In this study we investigate a strategy for engaging high school mathematics teachers in an "initial" examination of their teaching in a way that is nonthreatening and at the same time effectively supports the development of teachers' pedagogical content knowledge [Shulman (1986). "Educational Researcher," 15(2), 4-14]. Based on the work…

Arbaugh, Fran; Brown, Catherine A.

2005-01-01

467

Can Mathematics be Justified by Natural Logic?  

NASA Astrophysics Data System (ADS)

Charles Darwin claimed that the forms and the behaviour of living beings can be explained from their will to survive. But what are the consequences of this idea for humans knowledge, their theories of nature and their mathematics?. We discuss the view that even Plato's objective world of mathematical objects does not exist absolutely, without the intentions of mathematicians. Using Husserl's Phenomenological Method, cognition can be understood as a process by which meaning is deduced from empirical data relative to intentions. Thereby the essential structure of any cognition process can be detected and this structure is mirrored in logic. A natural logic becomes the direct result of cognition. Only in a second step, mathematics is obtained by abstraction from natural logic. In this way mathematics gains a well-defined foundation and is no longer part of a dubious 'a-priori knowledge' (Kant). This access to mathematics offers a new look on many old problems, e.g. the Petersburg problem and the problem 'P = NP?'. We demonstrate that this new justification of mathematics has also important applications in Artificial Intelligence. Our method provides a procedure to construct an adequate logic to solve most efficiently the problems of a given problem class. Thus, heuristics can be tailor-made for the necessities of applications.

Schreiber, Lothar; Sommer, Hanns

2010-11-01

468

Development of Personal Constructs about Mathematical Tasks--A Qualitative Study Using Repertory Grid Methodology  

ERIC Educational Resources Information Center

We can fill the gap between theory (of ambitious teacher education) and practice (in mathematics classrooms) more easily, when we take into account that teacher education is not only explicit acquisition of knowledge and methods but also development of individual personal constructs of mathematics and mathematics education. But how can we get…

Lengnink, Katja; Prediger, Susanne

2003-01-01

469

National Mathematics Advisory Panel Reports of the Task Groups and Subcommittees  

ERIC Educational Resources Information Center

For students to compete in the 21st-century global economy, knowledge of and proficiency in mathematics are critical. Whether headed to college or to the workforce, today's high school graduates need solid mathematics skill. The National Mathematics Advisory Panel was created in 2006 and charged with reviewing the best available scientific…

US Department of Education, 2008

2008-01-01

470

Developing Prospective Mathematics Teachers in Mexico: A Lesson on the Relationship between Integration and Differentiation  

ERIC Educational Resources Information Center

Mexican authorities and universities are actively working to improve mathematics teaching and learning across the education system. Thus, efforts are underway to raise the historically low performance in mathematics, which include theoretically grounded pedagogy and curriculum development to raise mathematical knowledge in teacher education…

Ponce-Campuzano, Juan Carlos

2013-01-01

471

Gender Differences in First-Grade Mathematics Strategy Use: Social and Metacognitive Influences  

Microsoft Academic Search

Social and metacognitive contributors to gender differences in 1st grader's mathematics strategy use were explored. Fifty-eight children solved addition and subtraction problems individually and in groups of 3 in October, January, and May. The children's strategy use was assessed individually, as well as their metacognitive knowledge for mathematics strategies and their rationales for the use of different mathematics strategies. The

Martha Carr; Donna L. Jessup

1997-01-01

472

Activities for Students: Connecting Spatial Reasoning Ideas in Mathematics and Chemistry  

ERIC Educational Resources Information Center

Concepts in mathematics are often universally applicable to other fields. A critical aspect for success in high school or college is the ability to transfer content knowledge from one discipline to another. This is especially true for material learned in the sciences and mathematics. Several studies have suggested that strong mathematical skills…

Raje, Sonali; Krach, Michael; Kaplan, Gail

2013-01-01

473

Presenting Practical Application of Mathematics by the Use of Programming Software with Easily Available Visual Components  

ERIC Educational Resources Information Center

One of the biggest problems in teaching Mathematics is the motivation of students (Kloosterman, 1997; Lambic, 2008). The core of this problem is insufficient comprehension of reasons by students, why they want to learn Mathematics and in which way they could apply acquired knowledge of Mathematics (Southwell, 1994; Musto, 2008). Since programming…

Lambic, Dragan

2011-01-01

474

The Effects of "Math Pathways and Pitfalls" on Students' Mathematics Achievement: National Science Foundation Final Report  

ERIC Educational Resources Information Center

This study was designed to assess the impact of "Mathematics Pathways and Pitfalls" ("MPP") on the mathematics that second-, fourth-, and sixth-grade students learn. The specific research questions that were addressed are: (a) What is the impact of "MPP" on students' knowledge of the mathematics topics addressed, compared to that of students using…

Heller, Joan I.; Curtis, Deborah A.; Rabe-Hesketh, Sophia; Verboncoeur, Carol J.

2007-01-01

475

Foundations for Success: The Final Report of the National Mathematics Advisory Panel  

ERIC Educational Resources Information Center

On March 13, 2008, the National Mathematics Advisory Panel submitted its Final Report to the President of the United States and the Secretary of Education, and it was officially released to the public on that date, as well. The Panel agrees that the delivery system in mathematics education--the system that translates mathematical knowledge into…

US Department of Education, 2008

2008-01-01

476

MATHEMATICS ENHANCEMENT IN HORTICULTURE CURRICULUM: AN EXPLORATORY EXAMINATION OF TEACHER CONCERNS DURING INITIAL IMPLEMENTATION  

Microsoft Academic Search

There is an abundance of mathematical concepts in the agricultural education curriculum. Teachers of agriculture have a unique opportunity to teach application skills that enhance their students' mathematical skill level and problem solving ability. This study examines an effort to enhance mathematical knowledge in the context of horticulture. The purpose of this research effort was to examine the concerns of

Daniel J. Jansen; Larry G. Enochs; Gregory W. Thompson

477

Application of Knowledge Management: Pressing questions and practical answers  

SciTech Connect

Sandia National Laboratory are working on ways to increase production using Knowledge Management. Knowledge Management is: finding ways to create, identify, capture, and distribute organizational knowledge to the people who need it; to help information and knowledge flow to the right people at the right time so they can act more efficiently and effectively; recognizing, documenting and distributing explicit knowledge (explicit knowledge is quantifiable and definable, it makes up reports, manuals, instructional materials, etc.) and tacit knowledge (tacit knowledge is doing and performing, it is a combination of experience, hunches, intuition, emotions, and beliefs) in order to improve organizational performance and a systematic approach to find, understand and use knowledge to create value.

FROMM-LEWIS,MICHELLE

2000-02-11

478

A Mathematics Education Researcher's Travels  

E-print Network

A Mathematics Education Researcher's Travels: Perspectives on Mathematics Education Research from Revision in progress Partially to respond to the Common Core State Standards Writing team and Mathematical Practices From my prior research, undergraduate mathematics and graduate mathematics education

Belding, Juliana

479

The relationship between immediate relevant basic science knowledge and clinical knowledge: physiology knowledge and transthoracic echocardiography image interpretation.  

PubMed

Two major views on the relationship between basic science knowledge and clinical knowledge stand out; the Two-world view seeing basic science and clinical science as two separate knowledge bases and the encapsulated knowledge view stating that basic science knowledge plays an overt role being encapsulated in the clinical knowledge. However, resent research has implied that a more complex relationship between the two knowledge bases exists. In this study, we explore the relationship between immediate relevant basic science (physiology) and clinical knowledge within a specific domain of medicine (echocardiography). Twenty eight medical students in their 3rd year and 45 physicians (15 interns, 15 cardiology residents and 15 cardiology consultants) took a multiple-choice test of physiology knowledge. The physicians also viewed images of a transthoracic echocardiography (TTE) examination and completed a checklist of possible pathologies found. A total score for each participant was calculated for the physiology test, and for all physicians also for the TTE checklist. Consultants scored significantly higher on the physiology test than did medical students and interns. A significant correlation between physiology test scores and TTE checklist scores was found for the cardiology residents only. Basic science knowledge of immediate relevance for daily clinical work expands with increased work experience within a specific domain. Consultants showed no relationship between physiology knowledge and TTE interpretation indicating that experts do not use basic science knowledge in routine daily practice, but knowledge of immediate relevance remains ready for use. PMID:21952688

Nielsen, Dorte Guldbrand; Gotzsche, Ole; Sonne, Ole; Eika, Berit

2012-10-01

480

Mathematical modeling of hematological malignancies.  

PubMed

Mathematical models addressing important aspects of hematological malignancies have recently facilitated an improved understanding of the involved complex biological processes and the prediction of potential targets for therapeutic approaches. These models investigate a wide spectrum of topics ranging from metabolic processes, gene regulatory networks and signal transduction up to the behavior of cell populations. However, despite this range of biological processes, the modeling strategies share many common features. Biological knowledge is translated into abstract descriptions representing complex networks and the parameters of these mathematical models are derived from literature data or estimated from experimental measurements. The established mathematical models are used to interrogate key properties of the investigated system by model simulations. These predictions are validated based on previously published or novel experiments. Additionally, new drug targets are predicted or novel insights into biological processes are provided. Here, we summarize the strategies employed to establish four mathematical models that address different processes in leukemia and lymphoma cells. Furthermore, we show how these systems biology approaches could contribute to elucidate the pathobiology of hematological malignancies. PMID:22201981

Schilling, Marcel; Klingmuller, Ursula

2012-01-01

481

Assessing Students' Conceptions of Reform Mathematics.  

ERIC Educational Resources Information Center

As the use of National Science Foundation (NSF)-sponsored, reform- oriented mathematics curricula has become more prevalent across the U.S., an increasing number of researchers are attempting to study the "impact" of reform. In particular, mathematics educators are interested in determining whether reforms are having the desired effects on…

Star, Jon R.; Hoffmann, Amanda J.

482

Hierarchies in Mathematics Education.  

ERIC Educational Resources Information Center

Different types of hierarchies in the learning of mathematics and criteria by which they might be judged are examined. Current works on mathematical learning hierarchies are illustrated and in particular the work of the mathematics team of the research project "Concepts in Secondary School Mathematics and Science" is examined. (MP)

Hart, K.

1981-01-01

483

BachelorofScience Mathematics  

E-print Network

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

Seldin, Jonathan P.

484

BachelorofScience Mathematics  

E-print Network

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

Seldin, Jonathan P.

485

BachelorofScience Mathematics  

E-print Network

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

Seldin, Jonathan P.

486

BachelorofScience Mathematics  

E-print Network

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

Seldin, Jonathan P.

487

BachelorofScience Mathematics  

E-print Network

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

Seldin, Jonathan P.

488

study programs in mathematics  

E-print Network

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

Â?umer, Slobodan

489

Desegregating undergraduate mathematics and biology--interdisciplinary instruction with emphasis on ongoing biomedical research.  

PubMed

The remarkable advances in the field of biology in the last decade, specifically in the areas of biochemistry, genetics, genomics, proteomics, and systems biology, have demonstrated how critically important mathematical models and methods are in addressing questions of vital importance for these disciplines. There is little doubt that the need for utilizing and developing mathematical methods for biology research will only grow in the future. The rapidly increasing demand for scientists with appropriate interdisciplinary skills and knowledge, however, is not being reflected in the way undergraduate mathematics and biology courses are structured and taught in most colleges and universities nationwide. While a number of institutions have stepped forward and addressed this need by creating and offering interdisciplinary courses at the juncture of mathematics and biology, there are still many others at which there is little, if any, interdisciplinary interaction between the curricula. This chapter describes an interdisciplinary course and a textbook in mathematical biology developed collaboratively by faculty from Sweet Briar College and the University of Virginia School of Medicine. The course and textbook are designed to provide a bridge between the mathematical and biological sciences at the lower undergraduate level. The course is developed for and is being taught in a liberal arts setting at Sweet Briar College, Virginia, but some of the advanced modules are used in a course at the University of Virginia for advanced undergraduate and beginning graduate students. The individual modules are relatively independent and can be used as stand-alone projects in conventional mathematics and biology courses. Except for the introductory material, the course and textbook topics are based on current biomedical research. PMID:19216932

Robeva, Raina

2009-01-01

490

Interactive epistemology I: Knowledge  

Microsoft Academic Search

.   Formal Interactive Epistemology deals with the logic of knowledge and belief when there is more than one agent or “player.”\\u000a One is interested not only in each person's knowledge about substantive matters, but also in his knowledge about the others'\\u000a knowledge. This paper examines two parallel approaches to the subject. The first is the semantic approach, in which knowledge

Robert J. Aumann

1999-01-01

491

Knowledge Discovery Nuggets Directory  

NSDL National Science Digital Library

Knowledge Discovery Nuggets is both a web site and an associated newsletter. The newsletter focuses on the latest research, new applications, conference announcements, and news about data mining and knowledge discovery. The web site offers a large index of categorized pointers to data mining and knowledge discovery software, informative reference materials, related research projects, data sets, and much more. While somewhat difficult to navigate, Knowledge Discovery Nuggets offers an excellent place to start a data mining or knowledge discovery related search.

492

Diagrammatic Reasoning Skills of Pre-Service Mathematics Teachers  

ERIC Educational Resources Information Center

This study attempted to explore a possible relationship between diagrammatic reasoning and geometric knowledge of pre-service mathematics teachers. Diagrammatic reasoning skills, as a sequence of steps from visualization, to interpretation, to formalisms, are at the core of teachers' content knowledge for teaching. However, there is no course…

Karrass, Margaret

2012-01-01

493

Enhancing Thinking Skills in the Sciences and Mathematics.  

ERIC Educational Resources Information Center

The need to provide an improved science and mathematics curriculum is imperative. Over recent years cognitive psychologists and educators have responded to this need by designing instructional programs that are more compatible with our knowledge of how people acquire, use, and retain knowledge. This book contains many of the guiding principles…

Halpern, Diane F., Ed.

494

Applying Personal Construct Psychology to the Study of Teachers' Knowledge of Fractions.  

ERIC Educational Resources Information Center

Reports case studies using personal construct psychology and the logic of fuzzy sets to elucidate the content and organization of two elementary school teachers' knowledge of fractions and mathematical pedagogy. Results identified four personal constructions that affected classroom events; knowledge of fractions, general pedagogical knowledge,…

Lehrer, Richard; Franke, Megan Loef

1992-01-01

495

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

E-print Network

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

Sussex, University of

496

FROM MATHEMATICS FOR LIVING TO LIVING FOR MATHEMATICS  

E-print Network

FROM MATHEMATICS FOR LIVING TO LIVING FOR MATHEMATICS George Malaty, University of Joensuu, Finland "Life is good for only two things, discovering mathematics and teaching mathematics". Siméon Poisson (1781-1840) Mathematics for living and living for mathematics are related to the goals of mathematics

Spagnolo, Filippo

497

Tacit Knowledge: Revisiting the Epistemology of Knowledge  

ERIC Educational Resources Information Center

The concept of tacit knowledge encompasses all of the intricacy of the different experiences that people acquire over time, and which they utilize and bring to bear in carrying out tasks effectively, reacting to unforeseen circumstances, or innovating. The intuitive nature of tacit knowledge, its particular context, and the difficulty of…

Lejeune, Michel

2011-01-01

498

Explicit feedback maintains implicit knowledge.  

PubMed

The role of feedback was investigated with respect to conscious and unconscious knowledge acquired during artificial grammar learning (AGL). After incidental learning of training sequences, participants classified further sequences in terms of grammaticality and reported their decision strategy with or without explicit veridical feedback. Sequences that disobeyed the learning structure conformed to an alternative structure. Feedback led to an increase in the amount of reported conscious knowledge of structure (derived rules and recollections) but did not increase its accuracy. Conversely, feedback maintained the accuracy of unconscious knowledge of structure (intuition or familiarity-based responses) which otherwise degraded. Results support a dual-process account of AGL. They suggest that implicit learning of the to-be-rejected structure at test contaminates familiarity-based classifications whereas feedback allows competing familiarity signals to be contextualised, which is incompatible with theories that consider familiarity context-insensitive. PMID:23770696

Mealor, Andy D; Dienes, Zoltan

2013-09-01

499

Supporting Assessment in Undergraduate Mathematics  

ERIC Educational Resources Information Center

This publication contains 29 case studies offering lessons learned during a four year NSF-supported MAA project designed to support mathematicians and mathematics departments in the increasingly important challenge of assessing student learning. Three introductory essays set assessment in broader academic and national contexts; an appendix…

Steen, Lynn Arthur, Ed.

2006-01-01

500

Mathematics Awareness Month: Mathematics and the Cosmos  

NSDL National Science Digital Library

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