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Articles 211 - 240 of 9095
Full-Text Articles in Entire DC Network
M 115.11: Probability And Linear Mathematics With Co-Requisite Support, Scott Davis
M 115.11: Probability And Linear Mathematics With Co-Requisite Support, Scott Davis
University of Montana Course Syllabi, 2021-2025
No abstract provided.
M 115.12: Probability And Linear Mathematics With Co-Requisite Support, Scott Davis
M 115.12: Probability And Linear Mathematics With Co-Requisite Support, Scott Davis
University of Montana Course Syllabi, 2021-2025
No abstract provided.
M 115.13: Probability And Linear Mathematics With Co-Requisite Support, Lauren S. Fern
M 115.13: Probability And Linear Mathematics With Co-Requisite Support, Lauren S. Fern
University of Montana Course Syllabi, 2021-2025
No abstract provided.
M 115.50: Probability And Linear Mathematics, Blake P. Miller
M 115.50: Probability And Linear Mathematics, Blake P. Miller
University of Montana Course Syllabi, 2021-2025
No abstract provided.
M 121.05: College Algebra With Co-Requisite Support, Bergen J. Dolan
M 121.05: College Algebra With Co-Requisite Support, Bergen J. Dolan
University of Montana Course Syllabi, 2021-2025
No abstract provided.
M 121.50: College Algebra, Lauren S. Fern
M 121.50: College Algebra, Lauren S. Fern
University of Montana Course Syllabi, 2021-2025
No abstract provided.
M 121.H51: College Algebra With Co-Requisite Support - Hamilton, Jaime C. Middleton
M 121.H51: College Algebra With Co-Requisite Support - Hamilton, Jaime C. Middleton
University of Montana Course Syllabi, 2021-2025
No abstract provided.
Stat 216.10: Introduction To Statistics, Blake P. Miller
Stat 216.10: Introduction To Statistics, Blake P. Miller
University of Montana Course Syllabi, 2021-2025
No abstract provided.
Stat 216.50: Introduction To Statistics, Scott Davis
Stat 216.50: Introduction To Statistics, Scott Davis
University of Montana Course Syllabi, 2021-2025
No abstract provided.
Stat 216.Xh1: Introduction To Statistics - Hamilton, Jaime C. Middleton
Stat 216.Xh1: Introduction To Statistics - Hamilton, Jaime C. Middleton
University of Montana Course Syllabi, 2021-2025
No abstract provided.
Bfin 322.03: Business Finance, Tony Crawford
Bfin 322.03: Business Finance, Tony Crawford
University of Montana Course Syllabi, 2021-2025
No abstract provided.
Bfin 322.04: Business Finance, Tony Crawford
Bfin 322.04: Business Finance, Tony Crawford
University of Montana Course Syllabi, 2021-2025
No abstract provided.
Bgen 105s.50: Introduction To Business, Justin W. Angle
Bgen 105s.50: Introduction To Business, Justin W. Angle
University of Montana Course Syllabi, 2021-2025
No abstract provided.
Documents From The September 24, 2025 Meeting Of The Associated Students Of The University Of Montana (Asum), Associated Students Of The University Of Montana, Kate Austin Payne
Documents From The September 24, 2025 Meeting Of The Associated Students Of The University Of Montana (Asum), Associated Students Of The University Of Montana, Kate Austin Payne
Senate Meeting Agendas and Minutes, 2007-Present
Agenda and meeting minutes from the September 24, 2025 meeting of the Associated Students of the University of Montana (ASUM).
Becoming A More Effective Instructor Using Primary Source Projects, Tricia Muldoon Brown
Becoming A More Effective Instructor Using Primary Source Projects, Tricia Muldoon Brown
The Mathematics Enthusiast
Inquiry-based Learning (IBL) is a pedagogical practice with much supporting research for its effectiveness with all students, but especially among traditionally underrepresented student groups in mathematics. However, IBL classrooms are not easy to implement; in particular, instructors need to know how to write appropriate materials, lead effective class discussions, and deal with student expectations. Primary Source Projects (PSPs) helped me address my deficiencies in these areas and become a more effective instructor. In this narrative, I relate my experiences using PSPs to transform my lecture classroom into a fully student-centered class, starting modestly by utilizing IBL with only one PSP …
From Geometric Intuition To Arithmetical Rigor: Teaching Analysis With Bolzano’S Original Text, Anne Duffee
From Geometric Intuition To Arithmetical Rigor: Teaching Analysis With Bolzano’S Original Text, Anne Duffee
The Mathematics Enthusiast
In this paper I argue for the value of reading primary historical texts in mathematics courses. In particular, I show how close readings of Bolzano’s 1817 paper on the Intermediate Value Theorem in an introductory analysis course helps students understand the working use of fundamental analytic concepts and problems. I further argue that the philosophical purpose of reading primary texts is the “desedimentation” of knowledge, a process through which students come to understand the origins of mathematical concepts as solutions to historical problems.
Inclusive Pedagogy In Mathematics Via Primary Source Projects, Abe Edwards, Dominic Klyve, Kenneth M. Monks
Inclusive Pedagogy In Mathematics Via Primary Source Projects, Abe Edwards, Dominic Klyve, Kenneth M. Monks
The Mathematics Enthusiast
Teaching undergraduate mathematics using Primary Source Projects (PSPs) has recently shown great promise with regards to creating an inclusive classroom. In this article, the authors share examples of this from their own teaching and conclude with a call to action so that this benefit, perhaps unique to PSPs, may be more fully explored and utilized to the benefit of our students.
The Figurate Numbers: From Verbal Expression To Algebraic Symbolism, Jerry Lodder
The Figurate Numbers: From Verbal Expression To Algebraic Symbolism, Jerry Lodder
The Mathematics Enthusiast
We study the historical development of the figurate numbers, from ancient Greece through Pierre de Fermat to the work of Blaise Pascal, examining key passages for the construction and computation of the figurate numbers as well as their use in enumerating combinations. To assist in a transition to algebraic equivalents of these verbal passages, we introduce tools from transformational grammar to rewrite the surface structure of certain sentences in terms of more streamlined sentences amenable to algebraic formation. These linguistic techniques allow for the identification of key nouns that become single algebraic symbols, while other linguistic rules show how these …
Advances In Using Primary Historical Sources To Teach Mathematics: A Special Issue Introduction And Invitation, Janet Heine Barnett, Dominic Klyve, Daniel E. Otero
Advances In Using Primary Historical Sources To Teach Mathematics: A Special Issue Introduction And Invitation, Janet Heine Barnett, Dominic Klyve, Daniel E. Otero
The Mathematics Enthusiast
In this introductory article, the guest editors describe the genesis of this special issue of The Mathematics Enthusiast, provide an overview of its contents, and invite readers to join the authors of these articles and others in contributing to the ongoing efforts to bring primary historical sources to the mathematics classroom and research their impact on students and teachers.
Team Teaching With Primary Historical Sources, Tara Davis
Team Teaching With Primary Historical Sources, Tara Davis
The Mathematics Enthusiast
This article describes experiences involving team teaching using primary source projects. Both educational techniques are important on their own, and the novelty introduced is using them together. Both interdisciplinary and disciplinary courses were taught, so this article may be of interest to those teaching liberal arts, general education, or pure mathematics. Impacts on student learning and instructor professional development will be described, as well as challenges and benefits.
Situating The Statistical Legacies Of Galton And Fisher: Multi-Layered Discussions In The Mathematics Classroom, Deborah Kent, Jemma Lorenat
Situating The Statistical Legacies Of Galton And Fisher: Multi-Layered Discussions In The Mathematics Classroom, Deborah Kent, Jemma Lorenat
The Mathematics Enthusiast
When ethics requirements are confined to courses taught by non-STEM faculty, students may erroneously conclude that such considerations are at most marginal to their professional training. Primary source readings and discussion frameworks can tangibly link data analysis to questions of values within data science, computing ethics, or statistics courses. The particular cases of Sir Francis Galton and Sir Ronald Fisher—both statisticians and eugenicists—provide a rich collection of easily accessible digitized primary source material as well as a vast number of related popular and technical publications. Galton and Fisher figured centrally in the development of statistics as it is currently practiced …
Trusted Together: A Commognitive Perspective On A Primary Source Project In Multivariable Calculus, Abe Edwards
Trusted Together: A Commognitive Perspective On A Primary Source Project In Multivariable Calculus, Abe Edwards
The Mathematics Enthusiast
When an instructor asks their students to read, discuss, and learn from primary historical sources as replacements for traditional textbook expositions, it requires trust both of their students and of the source authors. This article draws on the commognitive theory of learning to justify this trust. The article demonstrates how a primary source project related to Green’s Theorem can be used to both help students see that mathematical objects evolve over time, and to give students opportunities to increase their participation in the mathematical community through the adoption of new mathematical discourses.
New Methods Of Capturing Students’ Experiences With Primary Source Projects: Pioneering A Transgressive Lens, Mark Watford, Kathleen Michelle Clark, Cihan Can
New Methods Of Capturing Students’ Experiences With Primary Source Projects: Pioneering A Transgressive Lens, Mark Watford, Kathleen Michelle Clark, Cihan Can
The Mathematics Enthusiast
The mathematics education research landscape possesses limited examples of large-scale research regarding students’ experience with primary historical sources in the learning of mathematics at the undergraduate level. However, the field continues to investigate methods of determining how students might overcome obstacles to reach new outcomes. This article documents an exploration within the TRansforming Instruction in Undergraduate Mathematics via Primary Historical Sources (TRIUMPHS) project that combined transgressions theory and situated learning theory, thereby illuminating three components of the former—boundaries, transgressive actions, and outcomes. In this regard, we capture students’ Primary Source Project (PSP) learning experiences in Abstract Algebra courses and bring …
June 2025 News Releases, University Of Montana--Missoula. Office Of University Relations
June 2025 News Releases, University Of Montana--Missoula. Office Of University Relations
University of Montana News Releases, 1928, 1956-present
No abstract provided.
Writ 101.52: College Writing I - Rhetoric And Storytelling, Danielle N. Cooney
Writ 101.52: College Writing I - Rhetoric And Storytelling, Danielle N. Cooney
University of Montana Course Syllabi, 2021-2025
No abstract provided.
Writ 201.51: College Writing Ii - Rhetoric Of Food, Danielle N. Cooney
Writ 201.51: College Writing Ii - Rhetoric Of Food, Danielle N. Cooney
University of Montana Course Syllabi, 2021-2025
No abstract provided.
From Fables To Facts: Discovering The World Through Stories And Science, Lucille Helen Vanek
From Fables To Facts: Discovering The World Through Stories And Science, Lucille Helen Vanek
Graduate Student Portfolios, Professional Papers, and Capstone Projects
From Fables to Facts: Discovering the World Through Stories and Science examines the integration of narrative storytelling and hands-on scientific exploration as a means of cultivating environmental literacy, ethical reflection, and sustained engagement with the natural world. Grounded in environmental philosophy, aesthetics, and ethics, the project draws on theoretical insights from Holmes Rolston III, Marcia Muelder Eaton, Allen Carlson, Arnold Berleant, and C. Thi Nguyen to develop a multidimensional model of education that unites imagination, cognition, and participatory experience. Implemented in diverse Montana community settings—including libraries, early learning centers, science museums, and faith-based organizations—the program paired fables, parables, and literary …
Master’S In Social Work: Professional Portfolio, Josephine Star Lange
Master’S In Social Work: Professional Portfolio, Josephine Star Lange
Graduate Student Portfolios, Professional Papers, and Capstone Projects
No abstract provided.
Zero Waste Initiatives Across Three Institutions: Local Government, An Academic Institution, And A Retail Business, Soren G. Gray
Zero Waste Initiatives Across Three Institutions: Local Government, An Academic Institution, And A Retail Business, Soren G. Gray
Graduate Student Portfolios, Professional Papers, and Capstone Projects
No abstract provided.
Montana Kaimin, May 1, 2025, Students Of The University Of Montana, Missoula
Montana Kaimin, May 1, 2025, Students Of The University Of Montana, Missoula
Montana Kaimin, 1898-present
Student newspaper of the University of Montana, Missoula.