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Physical Sciences and Mathematics Commons™
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Articles 1 - 16 of 16
Full-Text Articles in Physical Sciences and Mathematics
Σ-Ary, Minnesota State University Moorhead, Mathematics Department
Σ-Ary, Minnesota State University Moorhead, Mathematics Department
Math Department Newsletters
No abstract provided.
Frg: Collaborative Research: Homotopy Renormalization Of Topological Field Theories, Nathan Geer
Frg: Collaborative Research: Homotopy Renormalization Of Topological Field Theories, Nathan Geer
Funded Research Records
No abstract provided.
One = Zero, Eric John Gofen
One = Zero, Eric John Gofen
Journal of Humanistic Mathematics
In this paper, I use Mathematics in addition to the three most pure sciences --- Physics, Chemistry, and Rap --- to prove that 1=0. The argument uses The Ideal Gas Law, Ohm's Law, the Definitions of Power and Velocity in addition to indefinite integrals, simple mathematical operations, and the 99 Problems Law. The intuition-crushing result can be applied to all branches of mathematics and sciences and will likely go down as one of the greatest discoveries of all time.
Disciple, Jessica K. Sklar
Disciple, Jessica K. Sklar
Journal of Humanistic Mathematics
This is a love poem for mathematics.
Mathematics In The Mind's Eye: Michael Schultheis Paints Poetic And Conceptual Geometries, Patricia Grieve Watkinson
Mathematics In The Mind's Eye: Michael Schultheis Paints Poetic And Conceptual Geometries, Patricia Grieve Watkinson
Journal of Humanistic Mathematics
Michael Schultheis is an established artist and a formally-educated mathematician. In his practice the two disciplines are inextricably linked. His large-scale lyrical paintings at first glance seem to focus on the effects of light and atmospheres, representing cloudscapes or waterscapes in resonant color. Yet moving through these mists are decidedly mathematical references --- drawn geometric shapes and hand-written equations. These are employed by Schultheis to represent the physical world or to express feelings (or both). For example, he may examine the structure of a pine cone or reflect on human relationships or do both at the same time. The resulting …
Integrating Non-Euclidean Geometry Into High School, John Buda
Integrating Non-Euclidean Geometry Into High School, John Buda
Honors Thesis
The purpose of this project is to provide the framework for integrating the study of non-Euclidean geometry into a high school math class in such a way that both aligns with the Common Core State Standards and makes use of research-based practices to enhance the learning of traditional geometry. Traditionally, Euclidean geometry has been the only strand of geometry taught in high schools, even though mathematicians have developed several other strands. The non-Euclidean geometry that I focus on in this project is what is known as taxicab geometry. With the Common Core Standards for Math Practice pushing students to “model …
Student-Created Test Sheets, Samuel Laderach
Student-Created Test Sheets, Samuel Laderach
Honors Projects
Assessment plays a necessary role in the high school mathematics classroom, and testing is a major part of assessment. Students often struggle with mathematics tests and examinations due to math and test anxiety, a lack of student learning, and insufficient and inefficient student preparation. Practice tests, teacher-created review sheets, and student-created test sheets are ways in which teachers can help increase student performance, while ridding these detrimental factors. Student-created test sheets appear to be the most efficient strategy, and this research study examines the effects of their use in a high school mathematics classroom.
Final Report For Chesnutt Library Fellows Information Literacy Program (Final Report), Dong Wang
Final Report For Chesnutt Library Fellows Information Literacy Program (Final Report), Dong Wang
Chesnutt Fellows Information Literacy Projects
No abstract provided.
Information Literacy In Class Room, Asitha Kodippili
Information Literacy In Class Room, Asitha Kodippili
Chesnutt Fellows Information Literacy Projects
No abstract provided.
Fsu Chesnutt Library Fellows Information Literacy Program Presentation, Dong Wang
Fsu Chesnutt Library Fellows Information Literacy Program Presentation, Dong Wang
Chesnutt Fellows Information Literacy Projects
No abstract provided.
Information Literacy And Precalculus Mathematics I, Wu Jing
Information Literacy And Precalculus Mathematics I, Wu Jing
Chesnutt Fellows Information Literacy Projects
No abstract provided.
My Experience Of Being A Chesnutt Fellow On Information Literacy (Final Report), Asitha Kodippili
My Experience Of Being A Chesnutt Fellow On Information Literacy (Final Report), Asitha Kodippili
Chesnutt Fellows Information Literacy Projects
No abstract provided.
Information Literacy- Math 129 Precalculus Mathematics I Redesign (Final Report), Wu Jing
Information Literacy- Math 129 Precalculus Mathematics I Redesign (Final Report), Wu Jing
Chesnutt Fellows Information Literacy Projects
No abstract provided.
The University Of Montana Department Of Mathematics Post-Apocalyptic Working Seminar, Kenan A. Ince
The University Of Montana Department Of Mathematics Post-Apocalyptic Working Seminar, Kenan A. Ince
Journal of Humanistic Mathematics
No abstract provided.
The Expectation For The Center Of Mass Of Finite Integer Grids, Finnegan Maximilan Muller Hardy
The Expectation For The Center Of Mass Of Finite Integer Grids, Finnegan Maximilan Muller Hardy
Senior Projects Spring 2017
Senior Project submitted to The Division of Science, Mathematics and Computing of Bard College.
Four Years With Russell, Gödel, And Erdős: An Undergraduate's Reflection On His Mathematical Education, Michael H. Boggess
Four Years With Russell, Gödel, And Erdős: An Undergraduate's Reflection On His Mathematical Education, Michael H. Boggess
CMC Senior Theses
Senior Thesis at CMC is often described institutionally as the capstone of one’s undergraduate education. As such, I wanted my own to accurately capture and reflect how I’ve grown as a student and mathematician these past four years. What follows is my attempt to distill lessons I learned in mathematics outside the curriculum, written for incoming undergraduates and anyone with just a little bit of mathematical curiosity. In it, I attempt to dispel some common preconceptions about mathematics, namely that it’s uninteresting, formulaic, acultural, or completely objective, in favor of a dynamic historical and cultural perspective, with particular attention paid …