Learning mathematics in the middle
grades is a critical component in the
education of our nation’s youth. The
mathematics foundation laid during
these years provides students with the
skills and knowledge to study higher
level mathematics during high school,
provides the necessary mathematical
base for success in other disciplines such
as science, and lays the groundwork for
mathematically literate citizens. A
variety of evidence suggests that the
mathematics education landscape is
shifting and evolving rapidly....
The mathematics students need to learn today is not the same mathematics that
their parents and grandparents needed to learn. When today's students become
adults, they will face new demands for mathematical proficiency that school
mathematics should attempt to anticipate. Moreover, mathematics is a realm no
longer restricted to a select few. All young Americans must learn to think
mathematically, and they must think mathematically to learn.
Today the United States has the challenge and the opportunity to provide
all students with the mathematical knowledge, skills, and confidence
they will need in a highly technical world. There is considerable nationwide
interest in improving students’ understanding of mathematics, combined
with an emerging consensus about the essential elements of mathematics
instruction; in addition, research has provided valuable insights into how children
learn. Together these factors are opening the way to substantial and enduring
progress in school mathematics....
It is fun to solve problem, and is solving problem about something a good way to learn something? The answers seem to be yes, provided the problems are neither too hard nor too easy. The book is addressed to students ( and teachers) off undergraduate linear algebra it might supplement but not ( I hope) replace my old Finite Dimesional Vector Spaces....
The main objective of the doctoral research was to improve the performance in
Physics and Mathematics, at Advanced Level Examinations, of two rural girls’
secondary schools in Arua (Muni and Ediofe) through application of e-learning.
Both schools have no functional science laboratories and libraries. They also
have no qualified and committed teachers who can competently teach at that
level of education. The research included participatory action research
methodology and the use of interactive multimedia CD-ROMs for Physics and
Mathematics as the main course delivery platform.
n this book you find the basic mathematics that is needed by computer scientists. The author will help you to understand the meaning and function of mathematical concepts. The best way to learn it, is by doing it, the exercises in this book will help you do just that.
Topics as Elementary logic, factorization, plotting functions and matrices are explained.
The Matlab programming language provides an excellent introductory language, with built-in graph-ical, mathematical, and user-interface capabilities. The goal is that the student learns tobuild computational models with graphical user interfaces (GUIs) that enable exploration of model behavior.
The ﬁrst edition of this text was published in 1981. Each subsequent revision since
then has undergone more than a few changes. Topics have been added, com-
puter software and simulations introduced, and examples redone. What has not
changed over the years is our pedagogical focus. As the title indicates, this book
is an introduction to mathematical statistics and its applications. Those last three
words are not an afterthought.
The purpose of this book is to bring together readings which explore the culture of
learning in a mathematics classroom. These readings show how knowledge of this
culture assists teachers and learners to improve the teaching and learning of mathematics
and to address concerns of social justice and the need for equity.
Early childhood education has risen to the top of the national policy
agenda with recognition that ensuring educational success and attainment
must begin in the earliest years of schooling. There is now a substantial
body of research to guide efforts to support young children’s learning.
Over the past 15 years, great strides have been made in supporting young
children’s literacy. This report summarizes the now substantial literature on
learning and teaching mathematics for young children in hopes of catalyzing
a similar effort in mathematics....
Mathematics in Action: An Introduction to Algebraic, Graphical, and Numerical Problem
Solving, Fourth Edition, is intended to help college mathematics students gain mathematical
literacy in the real world and simultaneously help them build a solid foundation for future
study in mathematics and other disciplines.
In 1984, the UK Department of Education & Science announced design &
technology as a new field of enquiry to be tackled by its research branch, the
Assessment of Performance Unit (APU). Established in 1975, the APU’s
prime task was surveying and monitoring levels of achievement in schools.
By the time the design & technology contract was issued, it had conducted
extensive surveys in mathematics, English, science and modern languages,
typically at ages 8, 11 and 15.
First impression: not sure yet, could be good, could be cut and pasted from the Wolfram documentation. ( Aren't most computer books written like that? )
As is the case with all programming books, once you are profound in a language, books seem redundant because you can basically dream the manual anyway. The Manual. Oddly enough, books, ( including manuals ) aren't popular among those who are still learning a language ( or should I say platform ).
Mathematics in Action: Prealgebra Problem Solving, Third Edition, is intended to help college
mathematics students gain mathematical literacy in the real world and simultaneously
help them build a solid foundation for future study in mathematics and other disciplines.
Our authoring team used the AMATYC Crossroads standards to develop a three-book series
to serve a large and diverse population of college students who, for whatever reason, have not
yet succeeded in learning mathematics.
The United States must restructure mathematics education--both what is learned and the way it is taught--if children are to develop the mathematical knowledge and skills they will need to be personally and professionally competent in the twenty-first century. Joining the recent reports that have opened a national dialogue on these issues, Reshaping School Mathematics focuses discussion on essential ideas that transcend details of current curricula or assessment results.
As states and local school districts implement more rigorous assessment and accountability systems,
teachers often face long lists of mathematics topics or learning expectations to address at each grade level,
with many topics repeating from year to year. Lacking clear, consistent priorities and focus, teachers stretch to
find the time to present important mathematical topics effectively and in depth.
Diane Ravitch, the noted education historian points out “At every level
of formal education, from nursery school to graduate school, equal opportu-
nity became the overriding goal of postwar7 educational reformers. Some-
times those who led the battles seemed to forget why it was important to
keep students in school longer; to forget that the ﬁght for higher enroll-
ments was part of a crusade against ignorance, and that institutions would
be judged by what their students had learned as well as by how many were
This book is not simply a collection of teaching ideas and activities. It
describes an approach to teaching and learning mathematics.
This book can be best used as part of an approach to teaching using a
plan or scheme of work to guide your teaching. This book is only one
resource out of several that can be used to help you with ideas for
activities and teaching methods to meet the needs of all pupils and to
raise standards of achievement.
The Eisenstein irreducibility critierion is part of the training of every mathematician.
I first learned the criterion as an undergraduate and, like many before me, was struck
by its power and simplicity. This article will describe the unexpectedly rich history of
the discovery of the Eisenstein criterion and in particular the role played by Theodor
Calls for standards in education have been echoing across the nation for several years, especially since political leaders
of both parties decided to adopt bipartisan national goals for education. Standards without appropriate means of
measuring progress, however, amount to little more than empty rhetoric. To stay the course and achieve the national
goals for education, we must measure the things that really count.