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Articles 1471 - 1500 of 9095
Full-Text Articles in Entire DC Network
Geo 595.01: St - Numeracy: The Power Of Numbers, Rebecca O. Bendick Kier
Geo 595.01: St - Numeracy: The Power Of Numbers, Rebecca O. Bendick Kier
University of Montana Course Syllabi
No abstract provided.
Bios 534.01: Integrated Systems Ecology, John S. Kimball
Bios 534.01: Integrated Systems Ecology, John S. Kimball
University of Montana Course Syllabi
No abstract provided.
Phsx 456.01: General Relativity, Alexander P. Bulmahn
Phsx 456.01: General Relativity, Alexander P. Bulmahn
University of Montana Course Syllabi
No abstract provided.
Psyx 521.01: Advanced Psychological Statistics Ii, Daniel Denis
Psyx 521.01: Advanced Psychological Statistics Ii, Daniel Denis
University of Montana Course Syllabi
No abstract provided.
Stat 544.01: Bayesian Data Analysis, David Patterson
Stat 544.01: Bayesian Data Analysis, David Patterson
University of Montana Course Syllabi
No abstract provided.
Stat 452.01: Statistical Methods Ii, Jon M. Graham
Stat 452.01: Statistical Methods Ii, Jon M. Graham
University of Montana Course Syllabi
No abstract provided.
Stat 216.00: Introduction To Statistics, Steven T. Phillips
Stat 216.00: Introduction To Statistics, Steven T. Phillips
University of Montana Course Syllabi
No abstract provided.
M 584.01: Topics In Combinatorics And Optimization, Cory T. Palmer
M 584.01: Topics In Combinatorics And Optimization, Cory T. Palmer
University of Montana Course Syllabi
No abstract provided.
Stat 422.01: Mathematical Statistics, David Patterson
Stat 422.01: Mathematical Statistics, David Patterson
University of Montana Course Syllabi
No abstract provided.
M 462.01: Theoretical Basics Of Big Data Analytics And Real Time Computation Algorithms, Brian M. Steele
M 462.01: Theoretical Basics Of Big Data Analytics And Real Time Computation Algorithms, Brian M. Steele
University of Montana Course Syllabi
No abstract provided.
M 221.01: Introduction To Linear Algebra, Javier P. Alvaro
M 221.01: Introduction To Linear Algebra, Javier P. Alvaro
University of Montana Course Syllabi
No abstract provided.
M 172.01: Calculus Ii, Elizabeth A. Gillaspy
M 172.01: Calculus Ii, Elizabeth A. Gillaspy
University of Montana Course Syllabi
No abstract provided.
M 171.03: Calculus I, Richard D. Brown
M 171.03: Calculus I, Richard D. Brown
University of Montana Course Syllabi
No abstract provided.
M 132.01: Numbers And Operations For Elementary School Teachers, Frederick Peck
M 132.01: Numbers And Operations For Elementary School Teachers, Frederick Peck
University of Montana Course Syllabi
No abstract provided.
M 122.02: College Trigonometry, Regina P. Souza
M 122.02: College Trigonometry, Regina P. Souza
University of Montana Course Syllabi
No abstract provided.
M 191.01: St - M 115 Plus, Lauren S. Fern
M 191.01: St - M 115 Plus, Lauren S. Fern
University of Montana Course Syllabi
No abstract provided.
Biob 595.07: St - Ecological Models And Data, Robert O. Hall
Biob 595.07: St - Ecological Models And Data, Robert O. Hall
University of Montana Course Syllabi
No abstract provided.
Editorial, Bharath Sriraman
On The Definition Of Periodic Decimal Representations: An Alternative Point Of View, Giuseppina Anatriello, Giovanni Vincenzi
On The Definition Of Periodic Decimal Representations: An Alternative Point Of View, Giuseppina Anatriello, Giovanni Vincenzi
The Mathematics Enthusiast
Until the seventeenth century, rational numbers were represented as fractions. It was starting from that century, thanks to Simon Stevin, that for all practical purposes the use of decimal notation became widespread. Although decimal numbers are widely used, their organic development is lacking, while a vast literature propagates misconceptions about them, among both students and teachers. In particular, the case of the period 9 is especially interesting. In this paper, changing the point of view, we propose substituting the usual definitions of the periodic decimal representation of a rational number - the one obtained through long division introduced in the …
Ways Of Knowing School Mathematics, Ingrid Dash
Ways Of Knowing School Mathematics, Ingrid Dash
The Mathematics Enthusiast
Three ways of knowing; associative knowing, compositional knowing and contextual knowing are theoretically explored and illustrated. The main implication for mathematics education is that communication needs to focus on students’ authorship. Classrooms in India and Sweden are compared and analyzed for these three ways of knowing.
Graphs Of Two Variable Inequalities: Alternate Approaches To The Solution Test, Kyunghee Moon
Graphs Of Two Variable Inequalities: Alternate Approaches To The Solution Test, Kyunghee Moon
The Mathematics Enthusiast
In this article I suggest some alternatives to the solution test for the understanding of graphs of inequalities in two variables. Based on the work done with two groups of preservice secondary mathematics teachers, and by using the idea of variation and the framework of action and process conceptions of inequalities, I explain how graphs of inequalities can be viewed as a collection of rays or curves. I also explain the potential benefits of these alternative explanations in the solving of optimization problems and in the instruction of functions as a medium of one variable and two variable functions.
Elementary Teachers On Orchestrating Teaching For Mathematically Highly Able Pupils, Elisabet Mellroth, Jorryt Van Bommel, Yvonne Liljekvist
Elementary Teachers On Orchestrating Teaching For Mathematically Highly Able Pupils, Elisabet Mellroth, Jorryt Van Bommel, Yvonne Liljekvist
The Mathematics Enthusiast
Studies on high ability in mathematics rarely take a teacher’s perspective. The purpose of our study is to add such a perspective, which we will do by using positioning theory to analyze elementary teachers’ discussions on mathematical tasks, aiming to challenge all pupils, including the highly able. The study is conducted in the context of a two-year long teacher professional development program on high ability. Teachers expressed both their teaching and the mathematical tasks as helpful in orchestrating teaching suitable for highly able pupils. They highlight the opportunities given by some tasks as well as the importance of guiding highly …
Number Series And Computer, Petr Eisenmann, Martin Kuril
Number Series And Computer, Petr Eisenmann, Martin Kuril
The Mathematics Enthusiast
This article describes the discovery and the subsequent proof of a hypothesis concerning harmonic series. The whole situation happened directly in the course of the process of a maths lesson. The formulation of the hypothesis was supported by the computer. The hypothesis concerns an interesting connection between harmonic series and the Euler's number 𝑒. Let 𝐻𝑛 denote the 𝑛’th partial sum of the harmonic series. Let’s notice the sums 𝐻1, 𝐻4, 𝐻11, . . ., where the partial sum reaches 1, 2, 3, . . . for the first time. Let’s mark the …
Designing Digital Storytelling For Mathematics Special Education: An Experience In Support Teacher Education, Giovannina Albano, Umberto Dello Iacono
Designing Digital Storytelling For Mathematics Special Education: An Experience In Support Teacher Education, Giovannina Albano, Umberto Dello Iacono
The Mathematics Enthusiast
In this paper we present and discuss a designing experience carried out by prospective support teacher. They have been introduced to digital storytelling methodology and they are required to design story-problems in mathematics, devoted to support students with disabilities. Story-problems have been analyzed with respect to the narrative dimension and mathematical correctness. The teachers, who worked in groups, have been able to design and implement striped problems, i.e. stories with a deep integration between the mathematical and narrative aspects. However, most of the groups showed difficulties in creating well-posed problems from a mathematical point of view.
A Counting-Focused Instructional Treatment To Improve Number Sense:An Exploratory Classroom-Based Intervention Study, Jessica F. Shumway, Patricia S. Moyer-Packenham
A Counting-Focused Instructional Treatment To Improve Number Sense:An Exploratory Classroom-Based Intervention Study, Jessica F. Shumway, Patricia S. Moyer-Packenham
The Mathematics Enthusiast
Developing students’ number sense is a critical area of research in mathematics education because of the role number sense plays in early mathematics learning. In particular, cognitive psychology research has pinpointed verbal counting as a number sense construct that is critical in later mathematics achievement. This study explored variations in 7- and 8-year-old students’ number sense outcomes as they engaged in a counting-focused instructional treatment for differing durations. Sixty students in three elementary classrooms in the United States participated in the counting-focused instructional treatment. A generalized estimating equations (GEE) analysis showed an associated average increase in test scores for students …
Revisiting Multiplication Area Models For Whole Numbers, Oh Hoon Kwon, Ji-Won Son, Ji Yeong I
Revisiting Multiplication Area Models For Whole Numbers, Oh Hoon Kwon, Ji-Won Son, Ji Yeong I
The Mathematics Enthusiast
We argue that there are two conceptually different area models for whole number multiplication: area-to-area model and lengths-to-area model depending on how multiplication operation is conceived: action on / change of an initial quantity, or operation / coordination of two quantities. These models complement each other to promote students’ conceptual understanding of whole number multiplication and help students extend their understanding of whole number multiplication to fraction multiplication.
Use Of Animation To Facilitate Students In Acquiring Problem-Solving: From Theory To Practice, Huixuan Dilys Han, Tin Lam Toh
Use Of Animation To Facilitate Students In Acquiring Problem-Solving: From Theory To Practice, Huixuan Dilys Han, Tin Lam Toh
The Mathematics Enthusiast
In this article the use of animations is explored to facilitate students acquiring of problem-solving. The goal is to spur interest in educators for further research on the use of animated videos, which combine contextualised stories, animated worked examples and practice questions on an interactive platform to teach learners mathematics concepts and problem solving skills.
A Problem Solving Medicine Wheel, Paul Betts, Sari Rosenberg
A Problem Solving Medicine Wheel, Paul Betts, Sari Rosenberg
The Mathematics Enthusiast
We use a Medicine Wheel to describe our professional understanding of the nature, teaching and learning of problem solving. We developed this understanding via a professional learning project over several years, and based on our observations of children's efforts and struggles to solve rich and open-ended mathematical problems.
Pre-Service Teacher Statistical Misconceptions During Teacher Preparation Program, Tracey Gorham Blanco, Scott A. Chamberlin
Pre-Service Teacher Statistical Misconceptions During Teacher Preparation Program, Tracey Gorham Blanco, Scott A. Chamberlin
The Mathematics Enthusiast
The purpose of the investigation was to identify pre-service elementary teachers’ (PST) misconceptions at the culmination of their methods semester, prior to entering student teaching. Participants, n=134 (116 female) were pre-service elementary teachers from two universities in the intermountain region. The Statistical Reasoning Assessment (SRA) developed by Garfield (2003) was used to investigate student misconceptions in statistics and probability. Of the eight misconceptions, the Representativeness misconception and the Outcome orientation misconception were the least common (12.3 and 28.2% respectively) and the Comparing groups of the same size, Equi-probability bias, and Correlation implies causation misconceptions were the most common (70.2, 64.3, …
Factors That Influence Mathematical Creativity, Joseph S. Kozlowski, Scott A. Chamberlin, Eric Mann
Factors That Influence Mathematical Creativity, Joseph S. Kozlowski, Scott A. Chamberlin, Eric Mann
The Mathematics Enthusiast
Creativity is a psychological construct that has gained research popularity (Akgul & Kaveci, 2016), however it remains a challenging one to define. The variety of definitions promulgated to understand creativity hints at the complexity of the mental process. Furthermore, as a subset of creativity, domain-specific mathematical creativity has also garnered a variety of definitions. The transdisciplinary research on creativity (Sriraman & Haavold, 2017) is seminal in this world of fast-paced innovation, invention, solution, and synthesis. Considering every human being with at least average cognitive abilities possesses the ability to think creatively (Baran, 2011), developing students’ creative talents and abilities must …