Education Commons^™

An Investigation Of Secondary Teachers’ Knowledge Of Rate Of Change In The Context Of Teaching A Standards-Based Curriculum, Jihwa Noh

Dissertations

This study investigated teachers' mathematical content knowledge and pedagogical content knowledge with respect to rate of change in the context of teaching a Standards-based high school mathematics curriculum that emphasizes rate of change as a central theme, the Core-Plus Mathematics Project (CPMP) materials. A framework was designed to provide a comprehensive guide for analyzing different aspects of rate of change knowledge incorporating existing frameworks relative to rate of change, NCTM recommendations described in Curriculum and Evaluation Standards for School Mathematics andPrinciples and Standards for School Mathematics (NCTM, 2000), and research related to pedagogical understanding of rate of change.

Data …

Mathematics Placement Test: Helping Students Succeed, Norma Rueda, Carole Sokolowski

Mathematics Faculty Publications

A study was conducted at Merrimack College in Massachusetts to compare the grades of students who took the recommended course as determined by their mathematics placement exam score and those who did not follow this recommendation. The goal was to decide whether the mathematics placement exam used at Merrimack College was effective in placing students in the appropriate mathematics class. During five years, first-year students who took a mathematics course in the fall semester were categorized into four groups: those who took the recommended course, those who took an easier course than recommended, those who took a course more difficult …

Magical Miscellany, Francis Su

All HMC Faculty Publications and Research

What is a Math Fun Fact, you ask? A Math Fun Fact is any mathematical tidbit that can be presented or grasped quickly, is surprising or captivating, can be generally enjoyed by friends of mathematics, and is hopefully fun! Of course, part of the fun is thinking about why the Fun Fact is true--so we won't spoil the fun. Though, we may give you some hints and references

However, since there are infinitely many Math Fun Facts (prove this), we can only bring you a few each time... here are a few whose conclusions might be considered "magical".

Is Mathematics Education Taking A Step Backward?, Frances Kuwahara Chinn

Humanistic Mathematics Network Journal

This paper considers the recent history of mathematics teaching.

Using Humanistic Content And Teaching Methods To Motivate Students And Counteract Negative Perceptions Of Mathematics, Roger Haglund

Humanistic Mathematics Network Journal

This paper examines the following questions: How is math commonly taught, why is it taught this way, and what are the outcomes? Who are some of the voices calling for change and what are they saying? Can a humanistic approach produce positive results in students who have learned to dislike math and have not been successful in a traditional classroom?

Taxicab Geometry As A Vehicle For The Journey Toward Enlightenment, Neil Greenspan

Humanistic Mathematics Network Journal

No abstract provided.

Man's Cards And God's Dice: A Conceptual Analysis Of Probability For The Advanced Student, Elie Feder

Humanistic Mathematics Network Journal

No abstract provided.

What Are Mathematical Problems?, Emam Hoosain

Humanistic Mathematics Network Journal

No abstract provided.

Humanistic Mathematics As Mathematics For All, Michael N. Fried

Humanistic Mathematics Network Journal

No abstract provided.

Humanistic Mathematics: Personal Evaluation And Excavations, Stephen I. Brown

Humanistic Mathematics Network Journal

No abstract provided.

Innumeracy And Its Perils, Numeracy And Its Promises, Ramakrishnan Menon

Humanistic Mathematics Network Journal

No abstract provided.

Mathematics As “Gate-Keeper” (?): Three Theoretical Perspectives That Aim Toward Empowering All Children With A Key To The Gate, David W. Stinson

Middle-Secondary Education and Instructional Technology Faculty Publications

In this article, the author’s intent is to begin a conversation centered on the question: How might mathematics educators ensure that gatekeeping mathematics becomes an inclusive instrument for empowerment rather than an exclusive instrument for stratification? In the first part of the discussion, the author provides a historical perspective of the concept of “gatekeeper” in mathematics education. After substantiating mathematics as a gatekeeper, the author proceeds to provide a definition of empowering mathematics within a Freirian frame, and describes three theoretical perspectives of mathematics education that aim toward empowering all children with a key to the gate: the situated perspective, …

Mathematical Magic, Arthur T. Benjamin

All HMC Faculty Publications and Research

In this paper, we present simple strategies for performing mathematical calculations that appear magical to most audiences. Specifically, we explain how to square large numbers, memorize pi to 100 places and determine the day of the week of any given date.

Advances And Applications Of Dezert-Smarandache Theory (Dsmt), Vol. 1, Florentin Smarandache, Jean Dezert

Branch Mathematics and Statistics Faculty and Staff Publications

The Dezert-Smarandache Theory (DSmT) of plausible and paradoxical reasoning is a natural extension of the classical Dempster-Shafer Theory (DST) but includes fundamental differences with the DST. DSmT allows to formally combine any types of independent sources of information represented in term of belief functions, but is mainly focused on the fusion of uncertain, highly conflicting and imprecise quantitative or qualitative sources of evidence. DSmT is able to solve complex, static or dynamic fusion problems beyond the limits of the DST framework, especially when conflicts between sources become large and when the refinement of the frame of the problem under consideration …