Digital Commons Network^™

The Swaying Equations: An Exhibition Of Mathematical And Algorithmic Art, Awansika Nimuthumana, Anuradha Mahasinghe

Journal of Humanistic Mathematics

An exhibition of mathematical and algorithmic art took place on 30th September and 01st October 2023 at the Lionel Wendt art gallery in Colombo, Sri Lanka. To our knowledge, this is the first-ever mathematical art exhibition in Sri Lanka. This report contains a brief overview of the artworks and some highlights of the exhibition.

Engaging Mathematicians One Step At A Time: Math Trails, Mary L. Dalton, Jennifer Yantz

Journal of Humanistic Mathematics

Mathematics is present in everything we see and do. Sometimes we look past it, looking for some mathematical mystery when the beauty of mathematics is evident in the most obvious ways. One way to engage students to notice connections to mathematics in these everyday objects and events is to direct them in a guided math trail. A math trail is an activity where participants follow a map or guide to various locations while they are encouraged to take notice of connections to mathematical patterns and concepts in the objects around them. An important benefit is that going on a math …

Chatgpt As A Boundary Object Between In-School And Out-Of-School Mathematical Practices: The Case Of Numeracy Practices, Murad E. Jurdak

Journal of Humanistic Mathematics

This article explores the theoretical basis and practical potential of ChatGPT in bridging the gap between school-based and out-of-school mathematical practices. Drawing on Cultural Historical Activity Theory and the concept of boundary objects, we highlight how ChatGPT can serve as a boundary object to connect these two domains. Our analysis of ChatGPT-generated lesson plans designed to align with out-of-school practices reveals that the model had the greatest impact on the social and institutional relations component of the numeracy practices framework [6], while their impact was weakest in the values and beliefs component.

An Unlikely Duo: Injecting Art Projects In The Lower-Division Mathematics Classroom, Douglas T. Pfeffer, Christina Durón

Journal of Humanistic Mathematics

Too often society has sterilized mathematics to the point that many view it as drab and deplete of aesthetic intrigue---in higher education, this is particularly true of students in the lower-division classroom. In this paper, we propose the use of art projects as a novel way to alter this perspective. Art projects function as a hands-on, active way to invite students to both identify connections between math and various non-mathematical disciplines as well as view math as overall more intriguing, inviting, and interesting. This paper details our implementation and discusses anonymously solicited survey data that highlights our successes.

Teaching Mathematics For Labour Emancipation: An Autoethnography Of A Math Teacher In Mykonos, Dimitris T. Maris, Konstantinos P. Christou

Journal of Humanistic Mathematics

A wealthy society does not necessarily ensure a good education for its students, just as it does not guarantee wealth for its workers. In this paper we visit a junior high school mathematics classroom on the Greek island of Mykonos, where a significant number of students are employed. In this context, we explore how a mathematics teacher, inspired by social justice mathematics, can empower students in their work environments. We adopt an autoethnographic approach in our narrative, presenting the process of designing and implementing specific mathematical activities aimed at revealing the issue of labour exploitation in the touristic Greek islands. …

Math Is _______: A Study On Prospective Teachers' Perceptions Of Math And Teaching Math, Kayla Mead, Katherine Baker

Journal of Humanistic Mathematics

In this project, we examined one cohort of twenty-eight college students and their perceptions of mathematics at the beginning and end of a semester-long mathematics content course for K-8 prospective teachers (PTs). More specifically, our study explored PTs’ perceptions of what mathematics is and what mathematics teaching is, and how and why those perceptions might change over the semester-long mathematics course. PTs’ perceptions were captured through open-ended surveys and follow-up interviews. Our intention was to better understand the reasonings for changes in perceptions during the course to support teacher educators in their work of preparing prospective teachers.

Stem Major Perspectives For Humanizing Undergraduate Mathematics Classes, Kelly Macarthur, Derek Williams, Bryce Hughes

Journal of Humanistic Mathematics

Using the eight dimensions of the rehumanizing framework [32] by Gutiérrez, built on a sociopolitical foundation, we report on research findings about what Latin* [41], Native American, LGBTQ+ and/or women science, technology, engineering, and mathematics (STEM) majors at two primarily white institutions (PWI) perceive as humanizing in their mathematics courses. In analysis of interviews with twenty students, we found that the core aspects of a humanized learning experience center relationality and a caring classroom environment. We then explore tensions that arose regarding the implementation of one teaching strategy reflecting the Cultures & Theirstories rehumanizing dimension, suggesting that implementation of such …

Rehumanizing Mathematics, Mark Huber, Gizem Karaali

Journal of Humanistic Mathematics

No abstract provided.

Front Matter

Journal of Humanistic Mathematics

No abstract provided.

Translation Of: Dupin'sche Hyperflächen In E^4, Manuscripta Math By Ulrich Pinkall, Thomas E. Cecil

Mathematics and Computer Science Department Faculty Scholarship

This is an English translation of the article "Dupin'sche Hyperflächen in E⁴" by Ulrich Pinkall, which was originally published in manuscripta math. 51 (1985), 89-119.

A note from Thomas E. Cecil, translator: This is an unofficial translation of the original paper which was written in German. All references should be made to the original paper.

Comparing Two Psychometric Approaches: The Case Of Item Analysis For A Classroom Test In Mathematics, Mark Lester B. Garcia, Kevin Carl P. Santos, Catherine P. Vistro-Yu

Mathematics Faculty Publications

Multiple-choice and constructed-response item formats are widely used in Philippine classrooms where tests are primarily summative. Conducting item analysis provides teachers the professional possibility to independently improve their test items while also allowing them to make informed decisions about test improvement and ensure that their assessments provide meaningful scores. Comparisons of item analysis approaches have been extensively used in standardized tests but not so much in small-scale testing such as classroom assessments. Hence, this research reports an empirical study where a summative test for classroom use is analyzed using psychometric techniques from the Classical Test Theory (CTT) and the Item …

A Euclidean Proof For The Fourth Postulate, José Gil-Férez, Piotr Błaszczyk, M. Andrew Moshier, Alberto Naibo, Marco Panza, Jean-Michel Salanskis

MPP Published Research

We discuss some classical conundrums about Euclid's Fourth Postulate. Our inquire sheds lights on the role the postulate is playing within the deductive structure of Book I of the Elements and provides a proof of it fully admissible within Euclid's original setting.

Module 5 - Project, Karon Klipple, Cheryl Hedden

Module 5 Assessments

For this project, you will create a video in which you TEACH someone how to find the surface area and volume of a box.

Module 5 - Student Workbook, Karon Klipple, Cheryl Hedden

Module 5 Workbook

No abstract provided.

Module 3 - Exam, Karon Klipple, Cheryl Hedden

Module 3 Assessments

Use only class notes and assignments and Use of calculator, computer and internet is forbidden. Do not get help from others and just take it by yourself.

Module 4 - Solar System Activity Cards, Karon Klipple, Cheryl Hedden

Module 4 Workbook

No abstract provided.

Module 3 - Student Workbook, Karon Klipple, Cheryl Hedden

Module 3 Workbook

No abstract provided.

Module 4 - Rules Of Exponents Game, Karon Klipple, Cheryl Hedden

Module 4 Workbook

No abstract provided.

Module 3 Barbie Bungie Contest, Karon Klipple, Cheryl Hedden

Module 3 Assessments

Your goal is to have Barbie or Ken safely bungie jump from 218cm above ground.

Whichever group gets their Barbie or Ken closest to the ground, without hitting their head, wins!

Module 3 - 3.3 Activity Cards, Karon Klipple, Cheryl Hedden

Module 3 Workbook

No abstract provided.

Module 4 - Student Workbook, Karon Klipple, Cheryl Hedden

Module 4 Workbook

No abstract provided.

Ramanujan–Fine Integrals For Level 10, Shaun Cooper, Timothy Huber, Jeffery Opoku

School of Mathematical & Statistical Sciences Faculty Publications

We investigate the question of when an eta quotient is a derivative of a formal power series with integer coefficients and present an analysis in the case of level 10. As a consequence, we establish and classify an infinite number of integral evaluations such as

∫e−2π/10√0q∏j=1∞(1−qj)3(1−q10j)8(1−q5j)7dq=14(10−45–√−−−−−−−−√−1). We describe how the results were found and give reasons for why it is reasonable to conjecture that the list is complete for level 10.

Module 4 - Project 4.2 - Mutual Funds, Karon Klipple, Cheryl Hedden

Module 4 Assessments

Mutual funds are another type of investment used by many people. A mutual fund is a company that brings together money from many people and invests it in stocks, bonds, or other assets. Each investor in the fund owns shares, which represent a part of these holdings. Mutual funds are an attractive investment to many people for several reasons.

Module 4 - Project, Karon Klipple, Cheryl Hedden

Module 4 Assessments

Project 4 – Exponential Functions & Properties of Exponents

Module 2 Check Ups, Karon Klipple, Cheryl Hedden

Module 2 Assessments

Table : Matching Division Expressions

Module 2 Exam Questions, Karon Klipple, Cheryl Hedden

Module 2 Assessments

Use only class notes and assignments and NOT computers, Internet and calculator.

Module 1 Student Workbook, Karon Klipple, Cheryl Hedden

Module 1 Workbook

No abstract provided.

Module 1 Project I, Karon Klipple, Cheryl Hedden

Module 1 Assessments

Your instructor will give you a variety of news clippings that include percentages and a set of questions associated with each. Select one that you find the most interesting.

Module 1 Exam, Karon Klipple, Cheryl Hedden

Module 1 Assessments

Directions:

- Your exam must be completed by you and you alone.

- No resources - books, websites, people - can be used, except a calculator.

- You will have to sign a statement affirming that you followed these rules.

- Once you start the exam, you must finish it.

- The exam includes 11 questions.

- It will probably take you about an hour, but Canvas will allow you up to 4 hours to complete it.

- The exam is due NO LATER THAN Thursday February 15th at 12:45pm. NO LATE EXAMS WILL BE ACCEPTED. I encourage you to …

Module 2 Fall 2024 Project Sample, Karon Klipple, Cheryl Hedden

Module 2 Assessments

Individual Tax Rates for New Mexico