Education Commons^™

Theology And Philosophy Of Mathematics, Russell V. Benson

ACMS Conference Proceedings 1981

This paper examines history and philosophy to explore the answer to the theological question of whether or not Christians should pursue the mathematical sciences.

Some Contributions Of Stanley Jaki To An Understanding Of Mathematics, Paul Devries

ACMS Conference Proceedings 1981

This paper comments on passages from the books by Stanley L. Jaki, Science and Creation, The Relevance of Physics, and The Road to Science and The Ways to God.

Random Variables And A Sovereign God, Lloyd Montzingo

ACMS Conference Proceedings 1981

This paper takes a brief look at the history of conflict between the concepts of chance and divine activity. After reviewing some evidence for randomness in the universe, present philosophical and theological views from four different scientists on this subject are presented. The discussion concludes with some questions and observations concerning those questions.

A Response To Professor Poythress’S “Science As Allegory”, Paul Devries

ACMS Conference Proceedings 1981

This paper critiques some of the arguments given by Vern Sheridan Poythress in his paper, Science as Allegory, particularly about the claims that the universe is poetry and that science is poetry.

Probabilistic Ways Of Thinking, Garnet Hauger

ACMS Conference Proceedings 1981

Events of the tiniest probabilities occur every day, and yet we tend to think of these events as unusual and even miraculous. So what should be a Christian's response to such events? Beginning with some simple concepts of probability, this paper examines the role that chance plays in our lives.

The Development Of Algebraic Structures During The Nineteenth Century, Richard Stout

ACMS Conference Proceedings 1981

I remember entering the faculty lounge one day while I was in graduate school and hearing a logician chiding some of the algebraists in the room. He said, "Don't you fellows ever get tired of just plus and times?" His remark, said in jest, had more to it than he may have realized. The fact that there is structure to algebra, represented by plus and times, was a vital discovery in the nineteenth century. It would lead algebra away from a reliance on numbers to a much more formal approach, one in which many different types of algebraic structures could …

A Reaction To The Poythress Paper, Paul J. Zwier

ACMS Conference Proceedings 1981

This paper reacts to the metaphor of Vern Sheridan Poythress’s papers, Science as Allegory, exploring what makes a good metaphor and the quality of argument it produces.

Teaching Mathematics Distinctively, Paul J. Zwier

ACMS Conference Proceedings 1981

By examining previously used education models, Paul Zwier how he developed his current methods of teaching mathematically distinctively.

An Integration Of Integrations Of Christianity And Mathematics—A Response To Harold Heie, Gene B. Chase

ACMS Conference Proceedings 1981

There are three general approaches taken to integrate Christianity and Mathematics: the applicational, the incarnation, and the philosophical. This paper discusses these views and responds to the approaches of Harold Heie.

Reality And Imagination In Mathematics And Religion, Dave Neuhouser

ACMS Conference Proceedings 1981

What does either reality or imagination have to do with mathematics? What does either reality or imagination have to do with religion? The thesis of this paper is that mathematics and religion, both, should be closely related to reality and that imagination is essential in both areas. In fact, imagination is essential in our attempts to understand reality.

Introduction (1981), Robert Brabenec

ACMS Conference Proceedings 1981

A Third Conference on Mathematics from a Christian Perspective

Table Of Contents (1981), Association Of Christians In The Mathematical Sciences

ACMS Conference Proceedings 1981

No abstract provided.

The Annual Meeting Of The Iowa Academy Of Science April 24-25, 1981 [Program, 93th Meeting], Iowa Academy Of Science

Iowa Academy of Science Documents

No abstract provided.

Abstracts Of Papers, 93rd Session, Iowa Academy Of Science, April 24-25, 1981, Iowa Academy Of Science

Iowa Academy of Science Documents

Presentation abstracts from the annual meeting of the Iowa Academy of Science

93rd Session Iowa Academy Of Science Awards Luncheon, April 24, 1981, Iowa Academy Of Science

Iowa Academy of Science Documents

Program:

--- Introduction of Head Table - Donald M. Huffman, Central College, President, Iowa Academy of Science
--- Recognition of students participating in various state-wide activities - Gary Downs, Chair, Student Programs Committee
--- Presentation of students selected to present papers at the 1981 Iowa Academy Meeting and announcement of those selected to represent Iowa at the American Junior Academy of Science Meeting, Washington DC, January 1982 - Joe Moore, Director, Iowa Junior Academy of Science
--- Presentation of the Excellence in Science Teaching Award in Biology, Chemistry, Physics, Earth Science, Elementary Science, Junior High Science - David McCalley, University …

A Comparison Of Calculation Speed And Accuracy On Two Levels Of Problem Difficulty Using The Conventional And Hutchings’ "Low Stress" Subtraction Algorithms And The Pocket Calculator, Margaret T. Mcglinchey

Masters Theses

This study involved a comparison of three different calculation procedures for solving two different sizes of subtraction problems. A multi-element baseline design was used with three subjects: 2 females and 1 male, whose ages were 9.6, 24, and 8.1, respectively. The calculation procedures were varied randomly within, sessions, and the problem sizes varied randomly across sessions. Dependent measures included rate correct, rate incorrect, and percent accuracy. For all subjects, the conventional algorithm was the fastest calculation procedure. Accuracy data were not as consistent, since they varied across subjects and problem array sizes. Future research in this area might involve larger …

A Comparison Of Speed And Accuracy In Addition Calculation For High And Low Achieving Math Students Using The Calculator, Conventional Algorithm And The Hutchings' “Low Stress Algorithm”, Edward S. Drew

Masters Theses

This study was an attempt to compare the differential calculation power (speed plus accuracy) with addition for the conventional algorithm as compared with the Hutchings' low stress algorithm as compared to hand held calculators for high and low achievers with two levels of difficulty. Also, it is a systematic replication of Zoref's (1976) previous research. The subjects were eight third grade students, four male and four female, approximately nine years old. A multielement baseline design was used varying type calculation method within sessions and level of difficulty across sessions. The Hutchings' "low stress" algorithm produced markedly better results in correct …

Goals And Objectives For Teaching Science In The Junior High Schools Of Kalamazoo, Michigan, Gary W. Wester

Dissertations

The purpose of this research study was to determine the similarities and disparities among the expected learning outcomes of three sets of performance objectives for science education: (1) the teacher-written science objectives of the Goals-Objectives-Test (GOT) Program for the seventh, eight, and ninth grades in the Kalamazoo Public School System; (2) the objectives prepared by the Department of Research and Development of the Kalamazoo Public School System from test items on Test 8: Science of the Metropolitan Achievement Tests (MAT) - Advanced Forms; and (3) the science objectives of the Michigan Department of Education (MDOE) for grades 7-9.

The methodology …

Component Analysis Of Hutchings' Low-Stress Addition Algorithm, Daniel V. Mccallum

Masters Theses

An A-B-A-C counterbalanced reversal design was used with two groups to analyze the two components of Hutching's Low-Stress addition algorithm. Fourth grade students achieving 96% accuracy on a pretest of basic math facts were subjects of this study. Subjects were taught two new methods of computation; Hutchings' Low-Stress and the Conventional algorithm with a written record, along with reviewing the Conventional algorithm. Students were given worksheets containing fixed size addition problems and asked to complete as many as possible with a five-minute times session. Accuracy and speed were monitored across the three methods of computation. The results showed superior performance …

The Effects Of Hutchings’ Low Stress Addition And Subtraction Algorithms On The Accuracy And Rate Of Problem Solving With Low Performing Math Students, Stephen Edgar Hadden

Masters Theses

The accuracy and rate of problem solving using Hutchings' low stress addition and subtraction algorithms was investigated using four, fourth-grade low performers. Two multiple baseline designs were used, (one for addition and one for subtraction) where subjects were required to work addition and subtraction problems using the conventional method during Baseline. As Baseline for each subject stabilized, a brief training program was implemented using Hutchings' low stress addition or subtraction algorithm. Following training, subjects were required to work the addition and subtraction problems using the new algorithm. Probes were administered before and after training to measure knowledge of place value …

A Study Of Types Of Presentations & Materials Utilized In Selected Title I Math Programs In Kentucky, Judith White

Masters Theses & Specialist Projects

Two groups of Title I Math teachers, one representing school systems which reported second and third grade student achievement gains of one year or more on the Comprehensive Test of Basic Skills for 1978-79, and one group which reported gains of less than eight months, were surveyed in an effort to identify which methods of presentation and types of materials apparently contributed to the most successful Title I Math programs, in terms of student achievement gains.

A study of survey results indicated that a Title I Math pull-out program served by a teacher in groups of less than ten students …

A Comparison Of The Hutchings' “Low-Stress", Fulkerson "Full-Record" And Conventional Addition Algorithms For Speed, Accuracy And Preference With Regular Education Students, John Robert Vanhevel

Masters Theses

The differential calculation power (speed and accuracy) of three different addition procedures were investigated using the Hutchings " Low-stress", Fulkerson "Full-record" and conventional algorithms. The subjects were nine fourth grade students, five female and four male, approximately ten years of age. Elements of both multiple baseline and reversal designs were employed, varying the type of calculation method across phases. After exposure to each algorithm, students were given a choice of methods to use in solving a problem. Results indicated that both the Hutchings "Low-stress" and Fulkerson "Full-record" algorithms were generally superior in producing stable, accurate and efficient calculations. When given …

Iowa Academy Of Science Leadership Directory And Membership List, 1981-82, Iowa Academy Of Science

Iowa Academy of Science Documents

Table of Contents:

Board of Directors ... 2
Section Chairs ... 3
Section Vice Chairs ... 6
Committees ... 8
Past Presidents ... 22
Award Recipients ... 23
Membership Roster ... 27
Constitution, Article III ... 42

Cover - Front Matter - Table Of Contents

Iowa Science Teachers Journal

No abstract provided.

Help Keep Hawks In Hawkeye Land, Steve Duecker

Iowa Science Teachers Journal

Many people have watched a hawk soar on a warm spring day. As the hawk turns lazy circles in the sky, he is riding currents of air that push him up. Not much hunting is done from this soar. Hawks are equipped with strong feet and sharp claws called talons. These are for capturing and killing their food. Their hooked beak is used to tear the food up for swallowing. Hawks have ear openings and can hear fairly well. The eyes of the hawk are about eight times more powerful than a human's and are especially built to detect movement …

Due To Technical Difficulties

Iowa Science Teachers Journal

The worst thing about a burning issue is that no one can smell it until there's a fire. We all spend our days deeply engrossed in ourselves, noses pressed to the grindstone. Who can see anything in that position? Then, something ignites a spark - and, suddenly, everyone calls "Fire!"

Rocketry Workshop, Robert L. Cannon

Iowa Science Teachers Journal

Would you like a popular, educationally sound, hands-on workshop for your next convention or conference? The workshops on the educational applications of model rocketry put on by Estes Industries have proven very popular.

Science, Religion And The Classroom, James Hungerford

Iowa Science Teachers Journal

First Amendment Rights protect freedom of religious choice. Americans are free to practice any religion they choose, or may decide to have no religion. The Federal Government may not establish an official religion and the State may not pass laws that endorse any particular religious concept.

Chemistry Curricula: Past, Present, And Future, Robert W. Hanson

Iowa Science Teachers Journal

At the University of Northern Iowa we have four so-called "Current Curricula" courses - one each in junior high science, biology, chemistry, and physics. Each is preceded in the teaching degree programs by a course called "Orientation to Science Teaching." Most students who take these Current Curricula courses are juniors or seniors and have had at least part of their professional sequence in the College of Education.

Declining Birthrate, James Hungerford

Iowa Science Teachers Journal

Iowa State Health Department records indicate a steady decrease in the number of babies born to teen-age women. From 1971-1979, there was a 20% decrease in babies born to women under the age of 18.