Impact of Interdisciplinary Undergraduate Research in mathematics and biology on the development of a new course integrating five STEM disciplines.

Science.gov (United States)

Caudill, Lester; Hill, April; Hoke, Kathy; Lipan, Ovidiu

2010-01-01

Funded by innovative programs at the National Science Foundation and the Howard Hughes Medical Institute, University of Richmond faculty in biology, chemistry, mathematics, physics, and computer science teamed up to offer first- and second-year students the opportunity to contribute to vibrant, interdisciplinary research projects. The result was not only good science but also good science that motivated and informed course development. Here, we describe four recent undergraduate research projects involving students and faculty in biology, physics, mathematics, and computer science and how each contributed in significant ways to the conception and implementation of our new Integrated Quantitative Science course, a course for first-year students that integrates the material in the first course of the major in each of biology, chemistry, mathematics, computer science, and physics.

Experience in presenting short courses in waste management technologies for secondary science and mathematics teachers

International Nuclear Information System (INIS)

Toth, W.J.; Smith, T.H.; Garcia, M.M.; Ferguson, J.E.

1991-01-01

The Department of Energy (DOE) and its Idaho National Engineering Laboratory (INEL) are developing educational programs that will help avert projected shortages in scientific and engineering manpower. One approach to this end is to help teachers become better prepared to teach topics that enthuse more students. INEL developed and offered a Short Course in Waste Management Technologies for Secondary Science and Mathematics Teachers. Short Course has two purposes: (1) to provide secondary-level science and mathematics teachers with training and information that will be useful to them in the classroom, and (2) to provide information on a topic of widespread interest in today's society, i.e., the management of hazardous and radioactive wastes and the restoration and preservation of the environment. This paper describes the development of the Short Course and summarizes some of the lessons learned in the preparation and presentation of such courses. 2 refs., 2 tabs

A First Course in Applied Mathematics

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Rebaza, Jorge

2012-01-01

Explore real-world applications of selected mathematical theory, concepts, and methods Exploring related methods that can be utilized in various fields of practice from science and engineering to business, A First Course in Applied Mathematics details how applied mathematics involves predictions, interpretations, analysis, and mathematical modeling to solve real-world problems. Written at a level that is accessible to readers from a wide range of scientific and engineering fields, the book masterfully blends standard topics with modern areas of application and provides the needed foundation

The link between middle school mathematics course placement and achievement.

Science.gov (United States)

Domina, Thurston

2014-01-01

The proportion of eighth graders in United States public schools enrolled in algebra or a more advanced mathematics course doubled between 1990 and 2011. This article uses Early Childhood Longitudinal Study's Kindergarten Cohort data to consider the selection process into advanced middle school mathematics courses and estimate the effects of advanced courses on students' mathematics achievement (n = 6,425; mean age at eighth grade = 13.7). Eighth-grade algebra and geometry course placements are academically selective, but considerable between-school variation exists in students' odds of taking these advanced courses. While analyses indicate that advanced middle school mathematics courses boost student achievement, these effects are most pronounced in content areas closely related to class content and may be contingent on student academic readiness. © 2014 The Author. Child Development © 2014 Society for Research in Child Development, Inc.

Discrete mathematics course supported by CAS MATHEMATICA

Science.gov (United States)

Ivanov, O. A.; Ivanova, V. V.; Saltan, A. A.

2017-08-01

In this paper, we discuss examples of assignments for a course in discrete mathematics for undergraduate students majoring in business informatics. We consider several problems with computer-based solutions and discuss general strategies for using computers in teaching mathematics and its applications. In order to evaluate the effectiveness of our approach, we conducted an anonymous survey. The results of the survey provide evidence that our approach contributes to high outcomes and aligns with the course aims and objectives.

Tracking Developmental Students into Their First College Level Mathematics Course

Science.gov (United States)

Waycaster, Pansy

2011-01-01

A recent SACS review at the author's institution prompted an assessment of the school's developmental mathematics program. The author needed to examine the effectiveness of the developmental mathematics courses in preparing students for their first college level mathematics course. Rather than just examine success rates in developmental…

28 CFR 54.415 - Access to course offerings.

Science.gov (United States)

2010-07-01

..., music, and adult education courses. (b)(1) With respect to classes and activities in physical education... SEX IN EDUCATION PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE Discrimination on the Basis of Sex in Education Programs or Activities Prohibited § 54.415 Access to course offerings. (a) A...

Effects of an Additional Mathematics Content Course on Elementary Teachers' Mathematical Beliefs and Knowledge for Teaching

Science.gov (United States)

Smith, Marvin E.; Swars, Susan L.; Smith, Stephanie Z.; Hart, Lynn C.; Haardorfer, Regine

2012-01-01

This longitudinal study examines the effects of changes in an elementary teacher preparation program on mathematics beliefs and content knowledge for teaching of two groups of prospective teachers (N = 276): (1) those who completed a program with three mathematics content courses and two mathematics methods courses and (2) those who completed a…

Teaching Writing and Communication in a Mathematical Modeling Course

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Linhart, Jean Marie

2014-01-01

Writing and communication are essential skills for success in the workplace or in graduate school, yet writing and communication are often the last thing that instructors think about incorporating into a mathematics course. A mathematical modeling course provides a natural environment for writing assignments. This article is an analysis of the…

Mathematics 2

CERN Document Server

Kodaira, Kunihiko

1996-01-01

This is the translation from the Japanese textbook for the grade 11 course, "General Mathematics". It is part of the easier of the three elective courses in mathematics offered at this level and is taken by about 40% of students. The book covers basic notions of probability and statistics, vectors, exponential, logarithmic, and trigonometric functions, and an introduction to differentiation and integration.

A Multisite Study of High School Mathematics Curricula and the Impact of Taking a Developmental Mathematics Course in College

Science.gov (United States)

Harwell, Michael; Dupuis, Danielle; Post, Thomas R.; Medhanie, Amanuel; LeBeau, Brandon

2014-01-01

The relationship between high school mathematics curricula and the likelihood of students who enroll in a developmental (non-credit bearing) course in college taking additional mathematics courses was studied. The results showed that high school mathematics curriculum, years of high school mathematics completed, and ACT mathematics scores were…

A short course in discrete mathematics

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Bender, Edward A

2004-01-01

What sort of mathematics do I need for computer science? In response to this frequently asked question, a pair of professors at the University of California at San Diego created this text. Its sources are two of the university's most basic courses: Discrete Mathematics, and Mathematics for Algorithm and System Analysis. Intended for use by sophomores in the first of a two-quarter sequence, the text assumes some familiarity with calculus. Topics include Boolean functions and computer arithmetic; logic; number theory and cryptography; sets and functions; equivalence and order; and induction, seq

A course of higher mathematics

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Smirnov, Vladimir Ivanovich

1964-01-01

A Course of Higher Mathematics, Volume II: Advanced Calculus covers the theory of functions of real variable in advanced calculus. This volume is divided into seven chapters and begins with a full discussion of the solution of ordinary differential equations with many applications to the treatment of physical problems. This topic is followed by an account of the properties of multiple integrals and of line integrals, with a valuable section on the theory of measurable sets and of multiple integrals. The subsequent chapters deal with the mathematics necessary to the examination of problems in

Discrete Mathematics Course Supported by CAS MATHEMATICA

Science.gov (United States)

Ivanov, O. A.; Ivanova, V. V.; Saltan, A. A.

2017-01-01

In this paper, we discuss examples of assignments for a course in discrete mathematics for undergraduate students majoring in business informatics. We consider several problems with computer-based solutions and discuss general strategies for using computers in teaching mathematics and its applications. In order to evaluate the effectiveness of our…

A practical course in differential equations and mathematical modeling

CERN Document Server

Ibragimov , Nail H

2009-01-01

A Practical Course in Differential Equations and Mathematical Modelling is a unique blend of the traditional methods of ordinary and partial differential equations with Lie group analysis enriched by the author's own theoretical developments. The book which aims to present new mathematical curricula based on symmetry and invariance principles is tailored to develop analytic skills and working knowledge in both classical and Lie's methods for solving linear and nonlinear equations. This approach helps to make courses in differential equations, mathematical modelling, distributions and fundame

41 CFR 101-4.415 - Access to course offerings.

Science.gov (United States)

2010-07-01

..., music, and adult education courses. (b)(1) With respect to classes and activities in physical education... EDUCATION PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE Discrimination on the Basis of Sex in Education Programs or Activities Prohibited § 101-4.415 Access to course offerings. (a) A...

Problem posing as a didactic resource in formal mathematics courses to train future secondary school mathematics teachers

Directory of Open Access Journals (Sweden)

Lorena Salazar Solórzano

2015-06-01

Full Text Available Beginning university training programs must focus on different competencies for mathematics teachers, i.e., not only on solving problems, but also on posing them and analyzing the mathematical activity. This paper reports the results of an exploratory study conducted with future secondary school mathematics teachers on the introduction of problem-posing tasks in formal mathematics courses, specifically in abstract algebra and real analysis courses. Evidence was found that training which includes problem-posing tasks has a positive impact on the students’ understanding of definitions, theorems and exercises within formal mathematics, as well as on their competency in reflecting on the mathematical activity. 

A course of mathematics for engineerings and scientists

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Chirgwin, Brian H

1984-01-01

A Course of Mathematics for Engineers and Scientists, Volume 2 continues the course of pure and applied mathematics for undergraduate science and engineering students. It contains further examples and exercises from examination papers from Oxford University, Cambridge University, and the University of London. The topics covered in this book include differential equations, linear equations, matrices and determinants, vector algebra and coordinate geometry, and differentiation and integration of functions of two or more variables. This book is intended as a reference for students taking science

The Moodle platform in atypical mathematics university courses

Directory of Open Access Journals (Sweden)

Luciana Zuccheri

2011-12-01

Full Text Available Report on experiences using the Moodle e-learning platform for university courses in mathematics history, mathematics education and teacher education. The objective was to stimulate students’ interest, develop their capacity to analyse topics in-depth, and foster their cooperation.

A critical evaluation of mathematics courses in architectural education and practice

OpenAIRE

Çıkış, Şeniz

2010-01-01

Mathematics courses are integral part of architectural education. The content and objectives of these courses were determined in the Age of Enlightenment. Although conditions have changed since then, they still exist without being subjected to a radical revision. This study aims to introduce the necessary information for upgrading the content of mathematics courses to contemporary conditions. On these grounds, the historical conditions when these courses were first considered within architect...

Moving toward Positive Mathematics Beliefs and Developing Socio-Mathematical Authority: Urban Preservice Teachers in Mathematics Methods Courses

Science.gov (United States)

Saran, Rupam; Gujarati, Joan

2013-01-01

This article explores how preservice elementary teachers change their negative beliefs toward mathematics into positive ones after taking a mathematics methods course that follows the Concrete-Pictorial-Abstract (CPA) instructional method. Also explored is the relationship between those beliefs and sociomathematical authority. By administering…

Infusing Mathematics Content into a Methods Course: Impacting Content Knowledge for Teaching

Science.gov (United States)

Burton, Megan; Daane, C. J.; Giesen, Judy

2008-01-01

This study compared content knowledge for teaching mathematics differences between elementary pre-service teachers in a traditional versus an experimental mathematics methods course. The experimental course replaced 20 minutes of traditional methods, each class, with an intervention of elementary mathematics content. The difference between groups…

What Math Matters? Types of Mathematics Knowledge and Relationships to Methods Course Performance

Science.gov (United States)

Kajander, Ann; Holm, Jennifer

2016-01-01

This study investigated the effect of a departmental focus on enhanced mathematics knowledge for teaching on overall performance in upper elementary mathematics methods courses. The study examined the effect of performance on a new course in mathematics for teaching on performance at the methods course level. In addition, the effect of performance…

Introductory Life Science Mathematics and Quantitative Neuroscience Courses

Science.gov (United States)

Duffus, Dwight; Olifer, Andrei

2010-01-01

We describe two sets of courses designed to enhance the mathematical, statistical, and computational training of life science undergraduates at Emory College. The first course is an introductory sequence in differential and integral calculus, modeling with differential equations, probability, and inferential statistics. The second is an…

Difficulties encountered by the teachers in fifth grade applications of mathematics course

Directory of Open Access Journals (Sweden)

Fatma Nur Çoban

2013-12-01

Full Text Available The purpose of this study was to determine the teachers’ practices and the difficulties encountered by the teachers in 5th grade optional ‘mathematics applications’ course, which came into effect with the new 4+4+4 educational system.  The study was conducted in 2012-2013 academic year using the qualitative research method of semi-structured interview with 8 mathematics teachers who were teaching this course. The teachers were from four schools situated in socioeconomically average quarters of Eskişehir. The interview consisted of questions under three categories; aims and contents of the course, teachers’ practices and assessment of the course.Key Words:    Mathematics applications course, curriculum, teaching resources, teacher views

(Re)Envisioning Mathematics Education: Examining Equity and Social Justice in an Elementary Mathematics Methods Course

Science.gov (United States)

Koestler, Courtney

2010-01-01

In this dissertation, I present my attempts at designing an elementary mathematics methods course to support prospective teachers in developing an understanding of how to teach all students in learning powerful mathematics. To do this, I introduced them to teaching mathematics for equity and social justice by discussing ways to support students'…

Mathematics Prerequisites for Introductory Geoscience Courses: Using Technology to Help Solve the Problem

Science.gov (United States)

Burn, H. E.; Wenner, J. M.; Baer, E. M.

2011-12-01

The quantitative components of introductory geoscience courses can pose significant barriers to students. Many academic departments respond by stripping courses of their quantitative components or by attaching prerequisite mathematics courses [PMC]. PMCs cause students to incur additional costs and credits and may deter enrollment in introductory courses; yet, stripping quantitative content from geoscience courses masks the data-rich, quantitative nature of geoscience. Furthermore, the diversity of math skills required in geoscience and students' difficulty with transferring mathematical knowledge across domains suggest that PMCs may be ineffective. Instead, this study explores an alternative strategy -- to remediate students' mathematical skills using online modules that provide students with opportunities to build contextual quantitative reasoning skills. The Math You Need, When You Need It [TMYN] is a set of modular online student resources that address mathematical concepts in the context of the geosciences. TMYN modules are online resources that employ a "just-in-time" approach - giving students access to skills and then immediately providing opportunities to apply them. Each module places the mathematical concept in multiple geoscience contexts. Such an approach illustrates the immediate application of a principle and provides repeated exposure to a mathematical skill, enhancing long-term retention. At the same time, placing mathematics directly in several geoscience contexts better promotes transfer of learning by using similar discourse (words, tools, representations) and context that students will encounter when applying mathematics in the future. This study uses quantitative and qualitative data to explore the effectiveness of TMYN modules in remediating students' mathematical skills. Quantitative data derive from ten geoscience courses that used TMYN modules during the fall 2010 and spring 2011 semesters; none of the courses had a PMC. In all courses

Understanding Prospective Teachers' Mathematical Modeling Processes in the Context of a Mathematical Modeling Course

Science.gov (United States)

Zeytun, Aysel Sen; Cetinkaya, Bulent; Erbas, Ayhan Kursat

2017-01-01

This paper investigates how prospective teachers develop mathematical models while they engage in modeling tasks. The study was conducted in an undergraduate elective course aiming to improve prospective teachers' mathematical modeling abilities, while enhancing their pedagogical knowledge for the integrating of modeling tasks into their future…

A course in mathematical statistics and large sample theory

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Bhattacharya, Rabi; Patrangenaru, Victor

2016-01-01

This graduate-level textbook is primarily aimed at graduate students of statistics, mathematics, science, and engineering who have had an undergraduate course in statistics, an upper division course in analysis, and some acquaintance with measure theoretic probability. It provides a rigorous presentation of the core of mathematical statistics. Part I of this book constitutes a one-semester course on basic parametric mathematical statistics. Part II deals with the large sample theory of statistics — parametric and nonparametric, and its contents may be covered in one semester as well. Part III provides brief accounts of a number of topics of current interest for practitioners and other disciplines whose work involves statistical methods. Large Sample theory with many worked examples, numerical calculations, and simulations to illustrate theory Appendices provide ready access to a number of standard results, with many proofs Solutions given to a number of selected exercises from Part I Part II exercises with ...

MATHEMATICS COURSES AND NEW EMERGING DESIGN TOOL AN OVERVIEW OF ARCHITECTURAL EDUCATION IN INDONESIA

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Aswin Indraprastha

2008-01-01

Full Text Available Since the beginning, mathematics courses are inherent within architecture education. In Indonesia, the legacy from Dutch education system has influenced most of the architectural schools and this courses stand as one of basic engineering courses for architecture education system. This situation has been remaining well adopted until recently, some of architectural schools are tailoring mathematics to shape with contemporary challenges particularly regards to the digital tools. This paper aims to present brief information about mathematics courses in architectural schools in Indonesia, the importance of mathematics in learning digital design tools and propose thoughts to upgrade mathematics content in architectural education towards new emerging design tools.

44 CFR 19.415 - Access to course offerings.

Science.gov (United States)

2010-10-01

... 44 Emergency Management and Assistance 1 2010-10-01 2010-10-01 false Access to course offerings. 19.415 Section 19.415 Emergency Management and Assistance FEDERAL EMERGENCY MANAGEMENT AGENCY... in wrestling, boxing, rugby, ice hockey, football, basketball, and other sports the purpose or major...

A College-Level Foundational Mathematics Course: Evaluation, Challenges, and Future Directions

Science.gov (United States)

Maciejewski, Wes

2012-01-01

Recently in Ontario, Canada, the College Math Project brought to light startling data on the achievement of students in Ontario's College of Applied Arts and Technology System related to their performance in first-year mathematics courses: one-third of the students had failed their first-year mathematics course or were at risk of not completing…

Learning to Teach Mathematics Specialists in a Synchronous Online Course: A Self-Study

Science.gov (United States)

Hjalmarson, Margret A.

2017-01-01

This article uses a self-study research methodology to explore teaching an online course for mathematics specialists. The course included weekly videoconferencing sessions and focused on supporting their development as mathematics coaches working with K-8 teachers to enhance mathematics teaching and learning. The central question for the…

Cross Coursing in Mathematics: Physical Modelling in Differential Equations Crossing to Discrete Dynamical Systems

Science.gov (United States)

Winkel, Brian

2012-01-01

We give an example of cross coursing in which a subject or approach in one course in undergraduate mathematics is used in a completely different course. This situation crosses falling body modelling in an upper level differential equations course into a modest discrete dynamical systems unit of a first-year mathematics course. (Contains 1 figure.)

The history of mathematics a brief course

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Cooke, Roger L

2012-01-01

Praise for the Second Edition ""An amazing assemblage of worldwide contributions in mathematics and, in addition to use as a course book, a valuable resource . . . essential."" -CHOICE This Third Edition of The History of Mathematics examines the elementary arithmetic, geometry, and algebra of numerous cultures, tracing their usage from Mesopotamia, Egypt, Greece, India, China, and Japan all the way to Europe during the Medieval and Renaissance periods where calculus was developed. Aimed primarily at undergraduate students studying the history of

Undergraduate Mathematics Students' Emotional Experiences in Linear Algebra Courses

Science.gov (United States)

Martínez-Sierra, Gustavo; García-González, María del Socorro

2016-01-01

Little is known about students' emotions in the field of Mathematics Education that go beyond students' emotions in problem solving. To start filling this gap this qualitative research has the aim to identify emotional experiences of undergraduate mathematics students in Linear Algebra courses. In order to obtain data, retrospective focus group…

Introductory discrete mathematics

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Balakrishnan, V K

2010-01-01

This concise text offers an introduction to discrete mathematics for undergraduate students in computer science and mathematics. Mathematics educators consider it vital that their students be exposed to a course in discrete methods that introduces them to combinatorial mathematics and to algebraic and logical structures focusing on the interplay between computer science and mathematics. The present volume emphasizes combinatorics, graph theory with applications to some stand network optimization problems, and algorithms to solve these problems.Chapters 0-3 cover fundamental operations involv

Outdoor Education Course - The New Product of a Company Offer

OpenAIRE

Beránek, Jiří

2007-01-01

and Key Words Title: Outdoor Education Course- The New Product of a Company Offer Aim: Analysis and evaluation of needs and attitudes of the present company clients of Firma na zážitky, s.r.o. company in the outdoor education field to frame a pilot project of an outdoor course programme. Method: Method of questionnare was used to analyse and evaluate needs and attitudes ofthe company clients. Results: A project of outdoor course programme was created according to results of realized research....

Latina girls of Puerto Rican origin who are successful in science and mathematics high school courses

Science.gov (United States)

Oquendo-Rodriguez, Aida L.

Professions and careers related to science and mathematics lack representation of minorities. Within these underrepresented minority populations there is no other group more affected than Latina women and girls. Women in general, are still underrepresented in many areas of our society. While women's roles are changing in today's society, most changes encourage the participation of more White/Anglo women in traditionally male roles. Latina women are still more disadvantaged than White women. There is no doubt that education is significant in increasing the participation of minorities in the fields of science and mathematics, especially for minority girls (Oakes, 1990; Rodriguez, 1993). This study explored the interests, life experiences, characteristics and motivations of Latina girls of Puerto Rican origin who are successful in science and mathematics high school courses. The study identifies factors that can influence the interest of Latina girls of Puerto Rican origin in science and mathematics career choices. This research is significant and relevant to educators and policy makers, especially to science and mathematics educators. The research is primarily descriptive and exploratory. It explores the social characteristics of Latina girls and professional women who have been successful in science and mathematics high school courses. The research offers the reader a visit to the participants' homes with descriptions and the opportunity to explore the thoughts and life experiences of Latina girls, their mothers and young Latina professionals of Puerto Rican origin. This research reveals the common characteristics of successful students found in the Latina girls of Puerto Rican origin who where interviewed. Creating a portrait of Latina girls of Puerto Rican origin who are successful in science and mathematics high school courses in one of the school districts of western Massachusetts. The research findings reveal that teacher relationships, family expectations

Conversations about Curriculum Change: Mathematical Thinking and Team-Based Learning in a Discrete Mathematics Course

Science.gov (United States)

Paterson, Judy; Sneddon, Jamie

2011-01-01

This article reports on the learning conversations between a mathematician and a mathematics educator as they worked together to change the delivery model of a third year discrete mathematics course from a traditional lecture mode to team-based learning (TBL). This change prompted the mathematician to create team tasks which increasingly focused…

Mathematical Practices and Arts Integration in an Activity-Based Projective Geometry Course

Science.gov (United States)

Ernest, Jessica Brooke

It is a general assumption that the mathematical activity of students in school should, at least to some degree, parallel the practices of professional mathematicians (Brown, Collins, Duguid, 1989; Moschkovich, 2013). This assumption is reflected in the Common Core State Standards (CCSSI, 2010) and National Council of Teachers of Mathematics (NCTM, 2000) standards documents. However, the practices included in these standards documents, while developed to reflect the practices of professional mathematicians, may be idealized versions of what mathematicians actually do (Moschkovich, 2013). This might lead us to question then: "What is it that mathematicians do, and what practices are not being represented in the standards documents?" In general, the creative work of mathematicians is absent from the standards and, in turn, from school mathematics curricula, much to the dismay of some mathematicians and researchers (Lockhart, 2009; Rogers, 1999). As a result, creativity is not typically being fostered in mathematics students. As a response to this lack of focus on fostering creativity (in each of the science, technology, engineering, and mathematics disciplines--the STEM disciplines), a movement to integrate the arts emerged. This movement, called the STEAM movement--introducing the letter A into the acronym STEM to signify incorporating the arts--has been gaining momentum, yet limited research has been carried out on the efficacy of integrating the arts into mathematics courses. My experiences as the co-instructor for an activity-based course focused on projective geometry led me to consider the course as a setting for investigating both mathematical practices and arts integration. In this work, I explored the mathematical practices in which students engaged while working to develop an understanding of projective geometry through group activities. Furthermore, I explored the way in which students' learning experiences were enriched through artistic engagement in the

MODERN OR TRADITIONAL TEACHING STRATEGY IN LEARNING ENGINEERING MATHEMATICS COURSE

Directory of Open Access Journals (Sweden)

N. RAZALI

2016-11-01

Full Text Available First-year engineering students of the Faculty of Engineering and Built Environment, UKM are in the process of transition in the way they learn mathematics from pre-university level to the undergraduate level. It is essential for good engineers to have the ability to unfold mathematical problems in an efficient way. Thus, this research is done to investigate students preference in learning KKKQ1123 Engineering Mathematics I (Vector Calculus (VC course; either individually or in a team; using modern (e-learning or traditional (cooperative-learning teaching strategy. Questionnaires are given to the first year Chemical and Process Engineering students from academic year 2015/2016 and the results were analysed. Based on the finding, the students believed that the physical educators or teachers play an important role and that they have slightest preference in the traditional teaching strategy to learn engineering mathematics course.

Structuring an Undergraduate Mathematics Seminar Dealing with Options and Hedging

Science.gov (United States)

Prevot, K. J.

2006-01-01

Offering mathematics majors the opportunity to engage in current, real-world applications can be an important enhancement to their undergraduate course curriculum. Instead of focusing on the traditional topic areas in pure and/or applied mathematics, one may structure a seminar course for senior mathematics majors by concentrating on a specific…

The Evolution of an Undergraduate Actuarial Mathematics Program

Science.gov (United States)

Kennedy, Kristin; Schumacher, Phyllis

2014-01-01

Bryant University was originally a school for business majors and offered only a few mathematics courses. After becoming accredited by the New England Association of Colleges and Universities in the 1960s, the college was required to upgrade its offerings in the area of mathematics. In the 1970s, the department offerings were increased to include…

The Effect of a Math Emporium Course Redesign in Developmental and Introductory Mathematics Courses on Student Achievement and Students' Attitudes toward Mathematics at a Two-Year College

Science.gov (United States)

Bishop, Amy Renee

2010-01-01

The purpose of this research was to determine the effect of computer-based instruction on student mathematics achievement and students' attitudes toward mathematics in developmental and introductory mathematics courses, namely Elementary Algebra, Intermediate Algebra, and College Algebra, at a community college. The researcher also examined the…

Talking the talk…but walking the walk? How do non-specialist mathematics teachers come to see themselves as mathematics teachers?

OpenAIRE

Crisan, C.; Rodd, M.

2014-01-01

In order to address the shortage of mathematics teachers in England, the UK government has funded various in-service subject knowledge courses for practising teachers, who are not mathematics specialists. These courses aim to develop these teachers’ mathematical subject knowledge (e.g., DfE 2014). In this TAS session we will report on a research project which was set up to investigate how teachers on the in-service programmes offered by our institution developed as teachers of mathematics. We...

Two Project-Based Strategies in an Interdisciplinary Mathematical Modeling in Biology Course

Science.gov (United States)

Ludwig, Patrice; Tongen, Anthony; Walton, Brian

2018-01-01

James Madison University faculty team-teach an interdisciplinary mathematical modeling course for mathematics and biology students. We have used two different project-based approaches to emphasize the mathematical concepts taught in class, while also exposing students to new areas of mathematics not formally covered in class. The first method…

Eighth Grade Algebra Course Placement and Student Motivation for Mathematics

Science.gov (United States)

Simzar, Rahila M.; Domina, Thurston; Tran, Cathy

2016-01-01

This study uses student panel data to examine the association between Algebra placement and student motivation for mathematics. Changes in achievement goals, expectancy, and task value for students in eighth grade Algebra are compared with those of peers placed in lower-level mathematics courses (N = 3,306). In our sample, students placed in Algebra reported an increase in performance-avoidance goals as well as decreases in academic self-efficacy and task value. These relations were attenuated for students who had high mathematics achievement prior to Algebra placement. Whereas all students reported an overall decline in performance-approach goals over the course of eighth grade, previously high-achieving students reported an increase in these goals. Lastly, previously high-achieving students reported an increase in mastery goals. These findings suggest that while previously high-achieving students may benefit motivationally from eighth grade Algebra placement, placing previously average- and low-performing students in Algebra can potentially undermine their motivation for mathematics. PMID:26942210

Eighth Grade Algebra Course Placement and Student Motivation for Mathematics.

Science.gov (United States)

Simzar, Rahila M; Domina, Thurston; Tran, Cathy

2016-01-01

This study uses student panel data to examine the association between Algebra placement and student motivation for mathematics. Changes in achievement goals, expectancy, and task value for students in eighth grade Algebra are compared with those of peers placed in lower-level mathematics courses (N = 3,306). In our sample, students placed in Algebra reported an increase in performance-avoidance goals as well as decreases in academic self-efficacy and task value. These relations were attenuated for students who had high mathematics achievement prior to Algebra placement. Whereas all students reported an overall decline in performance-approach goals over the course of eighth grade, previously high-achieving students reported an increase in these goals. Lastly, previously high-achieving students reported an increase in mastery goals. These findings suggest that while previously high-achieving students may benefit motivationally from eighth grade Algebra placement, placing previously average- and low-performing students in Algebra can potentially undermine their motivation for mathematics.

Elective Drama Course in Mathematics Education: An Assessment of Pre-Service Teachers

Science.gov (United States)

Sagirli, Meryem Özturan

2014-01-01

This study aimed to evaluate a newly introduced elective course "Drama in Mathematics Education" into mathematics education curriculum from the viewpoints of pre-service mathematics teachers. A case study was employed in the study. The study group consisted of 37 pre-service mathematics teachers who were enrolled in a Turkish state…

A course in mathematical analysis

CERN Document Server

Garling, D J H

The three volumes of A Course in Mathematical Analysis provide a full and detailed account of all those elements of real and complex analysis that an undergraduate mathematics student can expect to encounter in the first two or three years of study. Containing hundreds of exercises, examples and applications, these books will become an invaluable resource for both students and instructors. Volume 1 focuses on the analysis of real-valued functions of a real variable. Volume 2 goes on to consider metric and topological spaces. This third volume develops the classical theory of functions of a complex variable. It carefully establishes the properties of the complex plane, including a proof of the Jordan curve theorem. Lebesgue measure is introduced, and is used as a model for other measure spaces, where the theory of integration is developed. The RadonÐNikodym theorem is proved, and the differentiation of measures discussed.

EXPERIENCE OF THE REMOTE COURSE IMPLEMENTATION FOR THE ORGANIZATION OF THE INDEPENDENT WORK OF STUDENTS FROM MATHEMATICAL ANALYSIS

Directory of Open Access Journals (Sweden)

Botuzova Y.

2017-12-01

Full Text Available The article raises the problem of organization independent work of students. In particular, the model of integration of traditional and distance learning in the form of a blended learning is considered. The experience of introducing a distance course in the discipline "Mathematical Analysis" is described. The purpose of this distance course is the effective organization of independent out of class work of future mathematics teachers. In this paper, the structure of educational and methodological support of the educational process on mathematical analysis is examined, as well as its model in a blended learning is presented. The didactic capabilities of distance technologies are analyzed. The step-by-step scheme of organization of independent work of students in the context of the use of distance course is offered. The scheme consists of the following stages: preparatory, theoretical, practical-activity, controlling, corrective. The author describes in detail the contents of the work of the teacher and students at each of these stages. The peculiarities of planning, developing and implementing a distance course, and the leadership of independent work of students are revealed. For this, the teacher performs the following functions: the formation of a permanent positive student motivation; defining and setting goals and objectives; organization of interaction between students; control and counseling of students in the learning process. A number of psychological and pedagogical problems are highlighted in the implementation of the distance learning form and the ways of their partial or complete elimination are indicated.

Shifting Pre-Service Teachers' Beliefs about Mathematics Teaching: The Contextual Situation of a Mathematics Methods Course

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Jao, Limin

2017-01-01

For pre-service teachers (PSTs) who have been exposed to traditional approaches, teacher education courses can be a revelatory experience in their development as educators. This study explores if Canadian upper elementary/lower secondary (grades 4-10) PSTs change their beliefs about mathematics teaching as a result of taking a mathematics methods…

The Opinions of Middle School Mathematics Teachers on the Integration of Mathematics Course and Social Issues

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Turhan Turkkan, Buket; Karakus, Memet

2018-01-01

The purpose of this study is to examine the opinions of middle school mathematics teachers on the integration of mathematics course and social issues. For this purpose, qualitative research method was used in this study. As for determining the participants of the research, criterion sampling among purposeful sampling methods was used. Being a…

An introduction to mathematical modeling a course in mechanics

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Oden, Tinsley J

2011-01-01

A modern approach to mathematical modeling, featuring unique applications from the field of mechanics An Introduction to Mathematical Modeling: A Course in Mechanics is designed to survey the mathematical models that form the foundations of modern science and incorporates examples that illustrate how the most successful models arise from basic principles in modern and classical mathematical physics. Written by a world authority on mathematical theory and computational mechanics, the book presents an account of continuum mechanics, electromagnetic field theory, quantum mechanics, and statistical mechanics for readers with varied backgrounds in engineering, computer science, mathematics, and physics. The author streamlines a comprehensive understanding of the topic in three clearly organized sections: Nonlinear Continuum Mechanics introduces kinematics as well as force and stress in deformable bodies; mass and momentum; balance of linear and angular momentum; conservation of energy; and constitutive equation...

Student Performance in Mathematics: Should We Be Concerned? Evidence from a Retail Course

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Enderson, Mary C.; Mann, Manveer

2018-01-01

This article describes how for many college students the transition to college-level mathematics courses presents new challenges beyond those that were part of the high school experience. In this interdisciplinary study forty-four non-mathematics and non-science majors, enrolled in a retail-buying course, were studied to examine student confidence…

The Views of Mathematics Teachers on the Factors Affecting the Integration of Technology in Mathematics Courses

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Kaleli-Yilmaz, Gül

2015-01-01

The aim of this study was to determine the views of mathematics teachers on the factors that affect the integration of technology in mathematic courses. It is a qualitative case study. The sample size of the study is 10 teachers who are receiving postgraduate education in a university in Turkey. The current study was conducted in three stages. At…

The Benefits of Adding SETI to the University Curriculum and What We Have Learned from a SETI Course Recently Offered at UCLA

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Lesyna, Larry; Margot, Jean-Luc; Greenberg, Adam; Shinde, Akshay; Alladi, Yashaswi; Prasad MN, Srinivas; Bowman, Oliver; Fisher, Callum; Gyalay, Szilard; McKibbin, William; Miles, Brittany E.; Nguyen, Donald; Power, Conor; Ramani, Namrata; Raviprasad, Rashmi; Santana, Jesse

2017-01-01

We advocate for the inclusion of a full-term course entirely devoted to SETI in the university curriculum. SETI usually warrants only a few lectures in a traditional astronomy or astrobiology course. SETI’s rich interdisciplinary character serves astronomy students by introducing them to scientific and technological concepts that will aid them in their dissertation research or later in their careers. SETI is also an exciting topic that draws students from other disciplines and teaches them astronomical concepts that they might otherwise never encounter in their university studies. We have composed syllabi that illustrate the breadth and depth that SETI courses provide for advanced undergraduate or graduate students. The syllabi can also be used as a guide for an effective SETI course taught at a descriptive level.After a pilot course in 2015, UCLA formally offered a course titled "EPSS C179/279 - Search for Extraterrestrial Intelligence: Theory and Applications" in Spring 2016. The course was designed for advanced undergraduate students and graduate students in the science, technical, engineering, and mathematical fields. In 2016, 9 undergraduate students and 5 graduate students took the course. Students designed an observing sequence for the Arecibo and Green Bank telescopes, observed known planetary systems remotely, wrote a sophisticated and modular data processing pipeline, analyzed the data, and presented the results. In the process, they learned radio astronomy fundamentals, software development, signal processing, and statistics. The instructor believes that the students were eager to learn because of the engrossing nature of SETI. The students rated the course highly, in part because of the observing experience and the teamwork approach. The next offering will be in Spring 2017.See lxltech.com and seti.ucla.edu

Influences of Technology Integrated Professional Development Course on Mathematics Teachers

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Kul, Umit

2018-01-01

The aim of this study was to explore the degree to which a professional development (PD) program designed using GeoGebra influences a group of Turkish middle school teachers' beliefs in relation to mathematics and role of GeoGebra in mathematics education. In order to collect the required data, the PD course was established to provide six teachers…

Reframing Research on Methods Courses to Inform Mathematics Teacher Educators' Practice

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Kastberg, Signe E.; Tyminski, Andrew M.; Sanchez, Wendy B.

2017-01-01

Calls have been made for the creation of a shared knowledge base in mathematics teacher education with the power to inform the design of scholarly inquiry and mathematics teacher educators' (MTEs) scholarly practices. Focusing on mathematics methods courses, we summarize and contribute to literature documenting activities MTEs use in mathematics…

Effects of Mathematics Integration in a Teaching Methods Course on Mathematics Ability of Preservice Agricultural Education Teachers

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Stripling, Christopher T.; Roberts, T. Grady

2014-01-01

The purpose of this study was to determine the effects of incorporating mathematics teaching and integration strategies (MTIS) in a teaching methods course on preservice agricultural teachers' mathematics ability. The research design was quasi-experimental and utilized a nonequivalent control group. The MTIS treatment had a positive effect on the…

Learning Mathematics or Losing Money--Betting as a Topic for Mathematical Education

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Siller, Hans-Stefan; MaaB, Jurgen

2012-01-01

No risk, no fun--betting on sports events costs the gamblers a lot of money and brings excellent profits to those who offer the bets. Among the people who bet on a regular basis, the proportion of young adults is frighteningly high. We now suggest a concept (as part of a basic mathematics course) for acquiring the necessary mathematical knowledge…

An Evaluation of the Mathematics Foundation Course in Sultan Qaboos University: Does High School Performance Matter?

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Mohammad Mazharul Islam

2018-01-01

Full Text Available Although the mathematics foundation program was introduced in Sultan Qaboos University (SQU half a decade ago, there has been no evaluation or assessment of the program. The aim of this study was to evaluate the students’ performance in the Mathematics foundation course in SQU and to examine the predictive value of  a student’s high school performance for success in the math foundation course. The study considered a sample of 551 students who took the math course (MATH2107 during 2014 Spring semester. More than 95% of the students were admitted to SQU with a high school score of 80 and above.  The analysis revealed that, in general, female students were admitted to SQU with a significantly higher average high school score than the male students. The findings indicate a very unsatisfactory performance of the students in the mathematics foundation course as the mean GPA was 1.66 and more than half (59% of the students obtained a GPA less than 2 (i.e. below grade C, of which 14% failed and 35% obtained grade D. Female students outperformed male students in the mathematics course. High school mathematics performance, gender and cohort of students were identified as significant predictors of success in the mathematics foundation course.  To increase the success rate of the mathematics course, the high school curriculum needs to be aligned with the University standards and the admission authority should continue to give more attention to high school mathematics scores along with overall high school performance while making admission decisions for the College of Science in SQU.

Using Financial Calculators in a Business Mathematics Course.

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Heller, William H.; Taylor, Monty B.

2000-01-01

Discusses the authors' experiences with integrating financial calculators into a business mathematics course. Presents a brief overview of the operation of financial calculators, reviews some of the more common models, discusses how to use the equation solver utility on other calculators to emulate a financial calculator, and explores the…

Interventions to Improve Teaching and Learning in First Year Mathematics Courses

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Engelbrecht, Johann; Harding, Ansie

2015-01-01

In keeping with the national mandate of increasing graduates in the sciences in South Africa, a concerted effort in improving the first year experience becomes imperative. First year mathematics courses commonly provide the base knowledge necessary for progression in different degree programmes at university. Success in mathematics courses…

The Effect of Project-Based Learning on Student Self-Efficacy in a Developmental Mathematics Course

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Deutsch, Melissa

2017-01-01

Each year, post-secondary institutions across the nation enroll thousands of students into developmental mathematics courses. Success rates are low for students placed in developmental mathematics courses employing traditional teaching practices. Secondary institutions utilizing more engaging pedagogies and high impact practices, such as…

Impact of Interdisciplinary Undergraduate Research in Mathematics and Biology on the Development of a New Course Integrating Five STEM Disciplines

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Caudill, Lester; Hill, April; Hoke, Kathy; Lipan, Ovidiu

2010-01-01

Funded by innovative programs at the National Science Foundation and the Howard Hughes Medical Institute, University of Richmond faculty in biology, chemistry, mathematics, physics, and computer science teamed up to offer first- and second-year students the opportunity to contribute to vibrant, interdisciplinary research projects. The result was not only good science but also good science that motivated and informed course development. Here, we describe four recent undergraduate research proj...

Track Placement and the Motivational Predictors of Math Course Enrollment

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Reyes, Marcela; Domina, Thurston

2017-01-01

Background: Virtually all high schools offer a range of courses to allow students to enroll in four years of high school mathematics. However, only two thirds of U.S. high school graduates took mathematics courses each school year. Purpose/Research Question: This study addresses three research questions: First, how do students' math course…

Using e-Learning Platforms for Mastery Learning in Developmental Mathematics Courses

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Boggs, Stacey; Shore, Mark; Shore, JoAnna

2004-01-01

Many colleges and universities have adopted e-learning platforms to utilize computers as an instructional tool in developmental (i.e., beginning and intermediate algebra) mathematics courses. An e-learning platform is a computer program used to enhance course instruction via computers and the Internet. Allegany College of Maryland is currently…

Course of mathematics for engineers and scientists v.1

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Chirgwin, Brian H

1961-01-01

A Course of Mathematics for Engineers and Scientists, Volume 1 studies the various concepts in pure and applied mathematics, specifically the technique and applications of differentiation and integration of one variable, geometry of two dimensions, and complex numbers. The book is divided into seven chapters, wherein the first of which presents the introductory concepts, such as the functional notation and fundamental definitions; the roots of equations; and limits and continuity. The text then tackles the techniques and applications of differentiation and integration. Geometry of two dimensio

Course of mathematics for engineerings and scientists v.5

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Chirgwin, Brian H

2013-01-01

A Course of Mathematics for Engineers and Scientists, Volume 5 presents the solutions of differential equations by obtaining the results in different forms. This book discusses the significant branch of mathematics generalizing the elementary ideas of function, integration, and differentiation. Organized into four chapters, this volume begins with an overview of the use of Fourier series that leads to solutions consisting of infinite series. This text then discusses the fundamental advantage of Laplace and Fourier transformation. Other chapters consider the technique of obtaining the solutions

Exploration of offering photoelectric experimental general elective courses for college students of science and technology

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Tao, Shen; Sun, Binchao

2017-08-01

The necessity of offering photoelectric experiment general elective courses, such as the experiments of modern optical and innovational photoelectric design for non optic-electric's science and engineering students were discussed based on the analysis of the status quo and problems in experimental general elective course in science and engineering colleges of our country. And the characters of photoelectric disciplines, the goal of science and engineering quality-oriented education and the reform of science education at home and abroad were also considered. The instructional objectives, contents and characteristics of the courses were investigated. The specific methods, the CDIO (conceive, design, implement and operate) mode in the general courses has been proposed; the experiences and practical effects of offering these courses were concluded.

Integrating quantitative thinking into an introductory biology course improves students' mathematical reasoning in biological contexts.

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Hester, Susan; Buxner, Sanlyn; Elfring, Lisa; Nagy, Lisa

2014-01-01

Recent calls for improving undergraduate biology education have emphasized the importance of students learning to apply quantitative skills to biological problems. Motivated by students' apparent inability to transfer their existing quantitative skills to biological contexts, we designed and taught an introductory molecular and cell biology course in which we integrated application of prerequisite mathematical skills with biology content and reasoning throughout all aspects of the course. In this paper, we describe the principles of our course design and present illustrative examples of course materials integrating mathematics and biology. We also designed an outcome assessment made up of items testing students' understanding of biology concepts and their ability to apply mathematical skills in biological contexts and administered it as a pre/postcourse test to students in the experimental section and other sections of the same course. Precourse results confirmed students' inability to spontaneously transfer their prerequisite mathematics skills to biological problems. Pre/postcourse outcome assessment comparisons showed that, compared with students in other sections, students in the experimental section made greater gains on integrated math/biology items. They also made comparable gains on biology items, indicating that integrating quantitative skills into an introductory biology course does not have a deleterious effect on students' biology learning.

Integrating Quantitative Thinking into an Introductory Biology Course Improves Students’ Mathematical Reasoning in Biological Contexts

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Hester, Susan; Buxner, Sanlyn; Elfring, Lisa; Nagy, Lisa

2014-01-01

Recent calls for improving undergraduate biology education have emphasized the importance of students learning to apply quantitative skills to biological problems. Motivated by students’ apparent inability to transfer their existing quantitative skills to biological contexts, we designed and taught an introductory molecular and cell biology course in which we integrated application of prerequisite mathematical skills with biology content and reasoning throughout all aspects of the course. In this paper, we describe the principles of our course design and present illustrative examples of course materials integrating mathematics and biology. We also designed an outcome assessment made up of items testing students’ understanding of biology concepts and their ability to apply mathematical skills in biological contexts and administered it as a pre/postcourse test to students in the experimental section and other sections of the same course. Precourse results confirmed students’ inability to spontaneously transfer their prerequisite mathematics skills to biological problems. Pre/postcourse outcome assessment comparisons showed that, compared with students in other sections, students in the experimental section made greater gains on integrated math/biology items. They also made comparable gains on biology items, indicating that integrating quantitative skills into an introductory biology course does not have a deleterious effect on students’ biology learning. PMID:24591504

Primary Trait Analysis to Assess a Learner-Centered, Upper-Level Mathematics Course

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Alsardary, Salar; Pontiggia, Laura; Hamid, Mohammed; Blumberg, Phyllis

2011-01-01

This study presents a primary trait analysis of a learner-centered, discrete mathematics course based on student-to-student instruction. The authors developed a scoring rubric for the primary traits: conceptual knowledge, procedural knowledge, application of understanding, and mathematical communication skills. Eleven students took an exam…

Does an Observer's Content Knowledge Influence the Feedback Offered about Mathematics Lessons?

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Peck, Duane C.

2016-01-01

The purpose of this study was two-fold. First, feedback from 3 different groups of observers: math content specialists, content specialists in areas other than mathematics, and building principals, was analyzed using an inductive approach to identify themes within the feedback. Second, differences in the feedback offered by participants of the 3…

Effectiveness of an Online Social Constructivist Mathematical Problem Solving Course for Malaysian Pre-Service Teachers

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Kim-Leong Lai

2009-07-01

Full Text Available This study assessed the effectiveness of an online mathematical problem solving course designed using a social constructivist approach for pre-service teachers. Thirty-seven pre-service teachers at the Batu Lintang Teacher Institute, Sarawak, Malaysia were randomly selected to participate in the study. The participants were required to complete the course online without the typical face-to-face classes and they were also required to solve authentic mathematical problems in small groups of 4-5 participants based on the Polya’s Problem Solving Model via asynchronous online discussions. Quantitative and qualitative methods such as questionnaires and interviews were used to evaluate the effects of the online learning course. Findings showed that a majority of the participants were satisfied with their learning experiences in the course. There were no significant changes in the participants’ attitudes toward mathematics, while the participants’ skills in problem solving for “understand the problem” and “devise a plan” steps based on the Polya Model were significantly enhanced, though no improvement was apparent for “carry out the plan” and “review”. The results also showed that there were significant improvements in the participants’ critical thinking skills. Furthermore, participants with higher initial computer skills were also found to show higher performance in mathematical problem solving as compared to those with lower computer skills. However, there were no significant differences in the participants’ achievements in the course based on gender. Generally, the online social constructivist mathematical problem solving course is beneficial to the participants and ought to be given the attention it deserves as an alternative to traditional classes. Nonetheless, careful considerations need to be made in the designing and implementing of online courses to minimize problems that participants might encounter while

Three Different Teaching Approaches in Pre-Calculus Bridging Mathematics

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Miller-Reilly, Barbara

2007-01-01

During the past decade three different bridging mathematics courses have been offered at the University of Auckland. A case study approach was used to investigate the effectiveness of these courses: two larger courses and one individual study programme. A different teaching approach, by committed experienced teachers, was used in each course. The…

A mathematics content course and teaching efficacy beliefs of undergraduate majors in education.

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Alkhateeb, Haitham M; Abed, Adnan S

2003-10-01

This study was designed to assess the mathematics teaching efficacy beliefs of undergraduates in elementary education through a manipulative-based course in mathematics. Responses of 106 university undergraduates to the 21-item Mathematics Teaching Efficacy Beliefs administered as pre- and posttest without a control group showed a significant immediate postcourse change in their efficacy beliefs using dependent t test.

Mathematics for secondary education project (Matem-UNA: perception of students about of the courses received and the profesional careers they selected for higher education

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Ana Lucía Alfaro Arce

2013-03-01

Full Text Available This paper summarizes the opinions of students who have enrolled in the Precalculus course offered by the MATEM project. The aim is to systematize the views expressed by the students enrolled in MATEM, which are related to general aspects of the project, and also to know the professional areas these students select when entering to the university. The information for this study was collected through two questionnaires administered to the participating students during 2005-2009. The most relevant results are the following: the students listed benefits from MATEM such as the opportunity to practice for their Mathematics test (Ministry of Education exam, obtaining new knowledge and developing mathematical and reasoning skills. Most students would recommend others to participate in the project. Regarding the careers that students pursue, it was found a preference for higher studies in public universities at Costa Rica; these majors include mathematics courses in their curriculum (Engineering, Economics, Statistics, Medicine, among others.

Becoming a Teacher Educator: A Self-Study of the Use of Inquiry in a Mathematics Methods Course

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Marin, Katherine Ariemma

2014-01-01

This article details the self-study of a beginning teacher educator in her first experience in teaching a mathematics methods course. The transition from teacher to teacher educator is explored through the experience of a course focused on inquiry. Inquiry is embedded within the course from two perspectives: mathematical inquiry and teaching as…

Basic training in mathematics a fitness program for science students

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Shankar, R

1995-01-01

Based on course material used by the author at Yale University, this practical text addresses the widening gap found between the mathematics required for upper-level courses in the physical sciences and the knowledge of incoming students This superb book offers students an excellent opportunity to strengthen their mathematical skills by solving various problems in differential calculus By covering material in its simplest form, students can look forward to a smooth entry into any course in the physical sciences

Applied mathematics for engineers and physicists

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Pipes, Louis A

2014-01-01

One of the most widely used reference books on applied mathematics for a generation, distributed in multiple languages throughout the world, this text is geared toward use with a one-year advanced course in applied mathematics for engineering students. The treatment assumes a solid background in the theory of complex variables and a familiarity with complex numbers, but it includes a brief review. Chapters are as self-contained as possible, offering instructors flexibility in designing their own courses. The first eight chapters explore the analysis of lumped parameter systems. Succeeding topi

Preparing and Supporting Black Students to Enroll and Achieve in Advanced Mathematics Classes in Middle School: A Case Study

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Cobbs, Joyce Bernice

2015-01-01

The literature on minority student achievement indicates that Black students are underrepresented in advanced mathematics courses. Advanced mathematics courses offer students the opportunity to engage with challenging curricula, experience rigorous instruction, and interact with quality teachers. The middle school years are particularly significant for mathematics education since the courses students pursue during those years affect later access to rigorous mathematics coursework at the high ...

Outline of High School Credit Courses.

Science.gov (United States)

South Carolina State Dept. of Education, Columbia.

An outline is presented of the objectives and content of courses offered for credit in high schools in South Carolina. Courses in the following subjects are described: (1) art; (2) drama; (3) driver education; (4) environmental education; (5) foreign language: French, German, Russian, Spanish; (6) health; (7) language arts; (8) mathematics; (9)…

A Study of Coordination Between Mathematics and Chemistry in the Pre-Technical Program.

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Loiseau, Roger A.

This research was undertaken to determine whether the mathematics course offered to students taking courses in chemical technology was adequate. Students in a regular class and an experimental class were given mathematics and chemistry pretests and posttests. The experimental class was taught using a syllabus designed to maximize the coherence…

A Study of Placement and Grade Prediction in First College Mathematics Courses

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Madison, Bernard L.; Linde, Cassandra S.; Decker, Blake R.; Rigsby, E. Myron; Dingman, Shannon W.; Stegman, Charles E.

2015-01-01

A college mathematics placement test with 25 basic algebra items and 15 calculus readiness items was administered to 1572 high school seniors, and first college mathematics course grades were obtained for 319 of these students. Test results indicated that more than two thirds of the high school graduates were not college ready, and the test…

Student School-Level Math Knowledge Influence on Applied Mathematics Study Courses

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Rima Kriauzienė

2013-08-01

Full Text Available Purpose—to find out the influence of student school-level math knowledge on courses of applied mathematics studies: what is the importance of having a math maturity exam for students, an estimate of social science students’ motivation to learn math, and attendance of seminars. Students who did take the state exam attended more seminars than the students who did not take math exam, and vice versa. Design/methodology/approach—this work describes research which involved persistent MRU Public Administration degree program second-year students. Doing statistical analysis of the data will be a link between school-level mathematics knowledge and attendance activity in seminars and motivation to learn mathematics. Findings—the research is expected to establish a connection between school-level mathematics knowledge and student motivation to learn mathematics. It was found that there is no correlation between student opinions about school mathematics courses and result of their first test. Determine relationship between attendance of exercises and public examinations. Between the stored type of exam and test results are dependent. Determine relationship between exercise attendance and test results, as shown by the calculated correlation coefficient Based on the results, it’s recommended to increase the number of exercises. A more refined analysis of the data is subject to further investigation. Research limitations/implications—this method is just one of the possible ways of application. Practical implications—that kind of research and its methodology can be applied not only to the subject of applied mathematics studies, but also to other natural or social sciences. Originality/Value—empirical experiment data can be used in other studies of Educology nature analysis.

Student School-Level Math Knowledge Influence on Applied Mathematics Study Courses

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Tadas Laukevičius

2011-12-01

Full Text Available Purpose—to find out the influence of student school-level math knowledge on courses of applied mathematics studies: what is the importance of having a math maturity exam for students, an estimate of social science students’ motivation to learn math, and attendance of seminars. Students who did take the state exam attended more seminars than the students who did not take math exam, and vice versa.Design/methodology/approach—this work describes research which involved persistent MRU Public Administration degree program second-year students. Doing statistical analysis of the data will be a link between school-level mathematics knowledge and attendance activity in seminars and motivation to learn mathematics.Findings—the research is expected to establish a connection between school-level mathematics knowledge and student motivation to learn mathematics.It was found that there is no correlation between student opinions about school mathematics courses and result of their first test.Determine relationship between attendance of exercises and public examinations.Between the stored type of exam and test results are dependent.Determine relationship between exercise attendance and test results, as shown by the calculated correlation coefficientBased on the results, it’s recommended to increase the number of exercises. A more refined analysis of the data is subject to further investigation.Research limitations/implications—this method is just one of the possible ways of application.Practical implications—that kind of research and its methodology can be applied not only to the subject of applied mathematics studies, but also to other natural or social sciences.Originality/Value—empirical experiment data can be used in other studies of Educology nature analysis.

A beginner's guide to mathematical logic

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Smullyan, Raymond M

2014-01-01

Combining stories of great philosophers, quotations, and riddles with the fundamentals of mathematical logic, this new textbook for first courses in mathematical logic was written by the subject's creative master. Raymond Smullyan offers clear, incremental presentations of difficult logic concepts with creative explanations and unique problems related to proofs, propositional logic and first-order logic, undecidability, recursion theory, and other topics.

Mentoring At-Risk Students in a Remedial Mathematics Course

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Khazanov, Leonid

2011-01-01

A peer mentoring program has been implemented to support a group of at-risk students enrolled in two sections of an elementary algebra course at an urban community college. Peer mentors were recruited from advanced mathematics classes and trained to provide individualized tutoring and mentoring support to at-risk students. The results show that…

Fostering Experiential Learning and Service through Client Projects in Graduate Business Courses Offered Online

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Hagan, Linda M.

2012-01-01

Undergraduate marketing and public relations capstone courses utilize client projects to allow students to apply their knowledge and encourage collaboration. Yet, at the graduate level, especially with courses offered in an online modality, experiential service learning in the form of client project assignments presents unique challenges. However,…

How to Build a Course in Mathematical-Biological Modeling: Content and Processes for Knowledge and Skill

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Hoskinson, Anne-Marie

2010-01-01

Biological problems in the twenty-first century are complex and require mathematical insight, often resulting in mathematical models of biological systems. Building mathematical-biological models requires cooperation among biologists and mathematicians, and mastery of building models. A new course in mathematical modeling presented the opportunity…

Impact of a required pharmaceutical calculations course on mathematics ability and knowledge retention.

Science.gov (United States)

Hegener, Michael A; Buring, Shauna M; Papas, Elizabeth

2013-08-12

To assess doctor of pharmacy (PharmD) students' mathematics ability by content area before and after completing a required pharmaceutical calculations course and to analyze changes in scores. A mathematics skills assessment was administered to 2 cohorts of pharmacy students (class of 2013 and 2014) before and after completing a pharmaceutical calculations course. The posttest was administered to the second cohort 6 months after completing the course to assess knowledge retention. Both cohorts performed significantly better on the posttest (cohort 1, 13% higher scores; cohort 2, 15.9% higher scores). Significant improvement on posttest scores was observed in 6 of the 10 content areas for cohorts 1 and 2. Both cohorts scored lower in percentage calculations on the posttest than on the pretest. A required, 1-credit-hour pharmaceutical calculations course improved PharmD students' overall ability to perform fundamental and application-based calculations.

Collaborating to Improve Inquiry-Based Teaching in Elementary Science and Mathematics Methods Courses

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Magee, Paula A.; Flessner, Ryan

2012-01-01

This study examines the effect of promoting inquiry-based teaching (IBT) through collaboration between a science methods course and mathematics methods course in an elementary teacher education program. During the collaboration, preservice elementary teacher (PST) candidates experienced 3 different types of inquiry as a way to foster increased…

Great Problems of Mathematics: A Course Based on Original Sources.

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Laubenbacher, Reinhard C.; Pengelley, David J.

1992-01-01

Describes the history of five selected problems from mathematics that are included in an undergraduate honors course designed to utilize original sources for demonstrating the evolution of ideas developed in solving these problems: area and the definite integral, the beginnings of set theory, solutions of algebraic equations, Fermat's last…

Effects of Teacher Preparation Courses: Do Graduates Use What They Learned to Plan Mathematics Lessons?

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Morris, Anne K.; Hiebert, James

2017-01-01

We investigated whether the content pre-service teachers studied in elementary teacher preparation mathematics courses was related to their performance on a mathematics lesson planning task 2 and 3 years after graduation. The relevant mathematics knowledge was studied when the teachers were freshmen, 5 to 6 years earlier. Results showed that when…

Developing Mathematical Knowledge for Teaching in a Methods Course: The Case of Function

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Steele, Michael D.; Hillen, Amy F.; Smith, Margaret S.

2013-01-01

This study describes teacher learning in a teaching experiment consisting of a content-focused methods course involving the mathematical knowledge for teaching function. Prospective and practicing teachers in the course showed growth in their ability to define function, to provide examples of functions and link them to the definition, in the…

A Hybrid and Flipped Version of an Introductory Mathematics Course for Higher Education

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Salinas Martínez, N. Patricia; Quintero Rodríguez, Eliud

2018-01-01

This in practice paper describes the experience of seven lecturers in a hybrid and flipped version of an introductory mathematics course for higher education. In a Mexican university, lecturers adapted to this innovation supported by an adjusted Massive Open Online Course. The experience revealed the relevance of leaving conventional assessment…

A Mixed Methods Study of Teach for America Teachers' Mathematical Beliefs, Knowledge, and Classroom Teaching Practices during a Reform-Based University Mathematics Methods Course

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Swars, Susan Lee

2015-01-01

This mixed methods study examined the mathematical preparation of elementary teachers in a Teach for America (TFA) program, focal participants for whom there is scant extant research. Data collection occurred before and after a university mathematics methods course, with a particular focus on the participants' (n = 22) mathematical beliefs,…

Experiences Teaching a Software Aided Mathematics Course for a General University Audience.

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McGivney, Raymond J., Jr.

1990-01-01

Described is a nonmajor mathematics course taught using computers and lab experiments. Included are the challenge, solution, description of the first class, problems, successes, the syllabus, student comments, and the conclusion. (KR)

Factors Affecting Student Success in a First-Year Mathematics Course: A South African Experience

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Kizito, Rita; Munyakazi, Justin; Basuayi, Clement

2016-01-01

In spite of sustained efforts tertiary institutions implement to try and improve student academic performance, the number of students succeeding in first-year mathematics courses remains disturbingly low. For most students, the gap between their mathematical capability and the competencies they are expected and need to develop to function…

Preparing and Supporting Black Students to Enroll and Achieve in Advanced Mathematics Classes in Middle School: A Case Study

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Cobbs, Joyce Bernice

2014-01-01

The literature on minority student achievement indicates that Black students are underrepresented in advanced mathematics courses. Advanced mathematics courses offer students the opportunity to engage with challenging curricula, experience rigorous instruction, and interact with quality teachers. The middle school years are particularly…

Offering an Anatomy and Physiology Course through a High School-University Partnership: The Minnesota Model

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Jensen, Murray; Mattheis, Allison; Loyle, Anne

2013-01-01

This article describes a one-semester anatomy and physiology course that is currently offered through the concurrent enrollment program at the University of Minnesota. The article explains how high school teachers are prepared to teach the course and describes efforts to promote program quality, student inquiry, and experiential learning.…

A discrete transition to advanced mathematics

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Richmond, Bettina

2009-01-01

As the title indicates, this book is intended for courses aimed at bridging the gap between lower-level mathematics and advanced mathematics. The text provides a careful introduction to techniques for writing proofs and a logical development of topics based on intuitive understanding of concepts. The authors utilize a clear writing style and a wealth of examples to develop an understanding of discrete mathematics and critical thinking skills. While including many traditional topics, the text offers innovative material throughout. Surprising results are used to motivate the reader. The last thr

Advanced Mathematics Online: Assessing Particularities in the Online Delivery of a Second Linear Algebra Course

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Montiel, Mariana; Bhatti, Uzma

2010-01-01

This article presents an overview of some issues that were confronted when delivering an online second Linear Algebra course (assuming a previous Introductory Linear Algebra course) to graduate students enrolled in a Secondary Mathematics Education program. The focus is on performance in one particular aspect of the course: "change of basis" and…

Formative questioning in computer learning environments: a course for pre-service mathematics teachers

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Akkoç, Hatice

2015-11-01

This paper focuses on a specific aspect of formative assessment, namely questioning. Given that computers have gained widespread use in learning and teaching, specific attention should be made when organizing formative assessment in computer learning environments (CLEs). A course including various workshops was designed to develop knowledge and skills of questioning in CLEs. This study investigates how pre-service mathematics teachers used formative questioning with technological tools such as Geogebra and Graphic Calculus software. Participants are 35 pre-service mathematics teachers. To analyse formative questioning, two types of questions are investigated: mathematical questions and technical questions. Data were collected through lesson plans, teaching notes, interviews and observations. Descriptive statistics of the number of questions in the lesson plans before and after the workshops are presented. Examples of two types of questions are discussed using the theoretical framework. One pre-service teacher was selected and a deeper analysis of the way he used questioning during his three lessons was also investigated. The findings indicated an improvement in using technical questions for formative purposes and that the course provided a guideline in planning and using mathematical and technical questions in CLEs.

Equations in mathematical physics a practical course

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Pikulin, Victor P

2001-01-01

Many physical processes in fields such as mechanics, thermodynamics, electricity, magnetism or optics are described by means of partial differential equations. The aim of the present book is to demonstrate the basic methods for solving the classical linear problems in mathematical physics of elliptic, parabolic and hyperbolic type. In particular, the methods of conformal mappings, Fourier analysis and Green`s functions are considered, as well as the perturbation method and integral transformation method, among others. Every chapter contains concrete examples with a detailed analysis of their solution. The book is intended as a textbook for students in mathematical physics, but will also serve as a handbook for scientists and engineers.   ------------ [A] manual for future engineers must strongly differ from the textbook for pure mathematicians, and the book by Pikulin and Pohozaev is the good example. (…) The purpose (…)  is to offer quick access to the principal facts (…) This well written book is a...

Fostering Students' Preparation and Achievement in Upper Level Mathematics Courses

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Celik, Mehmet; Shaqlaih, Ali

2017-01-01

This study describes an intervention to address both motivation, student engagement and preparation in upper-level mathematics courses. The effect of the intervention regarding students' achievements is investigated via students' opinions and data analysis from students' assessments. The results of this study show the featured intervention…

STEM Education: What Does Mathematics Have to Offer?

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Fitzallen, Noleine

2015-01-01

The emphasis on science, technology, engineering, and mathematics (STEM) education in recent times could be perceived as business as usual or as an opportunity for innovation and change in mathematics classrooms. Either option presents challenges for mathematics educators who are expected to contribute to the foundations of a STEM literate…

A Study of Student Retention and Attitudes in a Community College Preparatory Mathematics Course.

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Rhodes, Jolene M.

This study explored the effects of the use of laboratory activities on students' attitudes and retention in a community college preparatory mathematics course. It also examined whether the use of numerical, analytical, and graphical methods of solution in preparatory classes would affect student retention in the succeeding algebra course. The…

Improving Student Retention and Performance in Quantitative Courses Using Clickers

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Liu, Wallace C.; Stengel, Donald N.

2011-01-01

Clickers offer instructors of mathematics-related courses an opportunity to involve students actively in class sessions while diminishing the embarrassment of being wrong. This paper reports on the use of clickers in two university-level courses in quantitative analysis and business statistics. Results for student retention and examination…

Methods of OR: A new graduate course

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P DuT Fourie

2014-01-01

Full Text Available A new course entitled "Methods of Operations Research (OR" was introduced at the Department of Applied Mathematics of Stellenbosch University during the second half of 2001. The aim of this course was to introduce students of OR to the trauma of mathematical modelling in real-world scenarios, instead of merely teaching them a number of theoretical OR-related topics in the form of a lecture-driven course with an examination at the end. Therefore this project-driven course, which is offered in collaboration with a number of partners in industry, is assessed on a continued evaluation basis, by means of written reports and oral presentations by students, after having physically, or at least virtually, visited real-world OR application sites. The objectives of the course, its structure and contents, as well as lessons learnt and some student feedback are described in this paper. A selection of projects used in the course are described in some detail in an appendix.

Closing the Gap: First Year Success in College Mathematics at an HBCU

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Harrington, Melissa A.; Lloyd, Andrew; Smolinski, Tomasz; Shahin, Mazen

2016-01-01

At our Historically-Black University, about 89% of first-year students place into developmental mathematics, negatively impacting retention and degree completion. In 2012, an NSF-funded learning enrichment project began offering the introductory and developmental mathematics courses on-line over the summer to incoming science, technology,…

Engaging Primary Students in Working Mathematically within a Virtual Enrichment Programme.

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Frid, Sandra

2002-01-01

Investigates student learning in a mathematics enrichment program offered via the Internet. Describes a course aimed at fostering students' capabilities to work like a mathematician. Examines students' correspondence and work for evidence of how students were working mathematically. Explains how to design both face-to-face and on-line teaching to…

Mathematics, commonness and integral pedagogy: offering trends from a humanist integral optics

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Milagros Elena Rodríguez

2010-10-01

Full Text Available In the educative institutions, numerous difficulties still are being perceived to teach Mathematics as it is circumscribed in a traditional pedagogy, th educative, cultural and social context is still being planned in an hegemonic way. Using a hermeneutical methodology in this qualitative research, offerer tendencies are given on the triad: Mathematics-daily life experiences-integral pedagogy, to provide a swerve to the teaching of science and to present it with an improved, active and liberating pedagogy; tending to change the perspective of the teaching of science. Among such tendencies we can find: the contribution to educate a honorable, supportive and humanist individual; the preparation on the intellectual, moral and spiritual levels; and authentic education, taking into account the scholar’s potentialities and an individual educated on mind, body and heart. To do so, the teacher must be skilled on history, philosophy, psychology, sociology, semiotics among other categories; and they must be ethical, critics on their own praxis, opened to the changes and innovations individuals.

Undergraduate Students' Perceptions of Collaborative Learning in a Differential Equations Mathematics Course

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Hajra, Sayonita Ghosh; Das, Ujjaini

2015-01-01

This paper uses collaborative learning strategies to examine students' perceptions in a differential equations mathematics course. Students' perceptions were analyzed using three collaborative learning strategies including collaborative activity, group-quiz and online discussion. The study results show that students identified both strengths and…

Preservice Teachers' Reconciliation of an Epistemological Issue in an Integrated Mathematics/Science Methods Course

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Cormas, Peter C.

2017-01-01

Preservice teachers in six sections (n = 87) of a sequenced, methodological and process-integrated elementary mathematics/science methods course were able to reconcile an issue centered on a similar area of epistemology. Preservice teachers participated in a science inquiry lesson on biological classification and a mathematics problem-solving…

A Space-Age University without Campus or Faculty Offers Its TV Courses Nationwide via Satellite.

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Fields, Cheryl M.

1987-01-01

The National Technological University, a consortium of engineering schools, offers programs based on satellite transmissions of live and videotaped graduate courses to industrial sites around the country. (MSE)

Pre-service teachers’ TPACK competencies for spreadsheet integration: insights from a mathematics-specific instructional technology course

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Agyei, D.D.; Voogt, J.M.

2015-01-01

This article explored the impact of strategies applied in a mathematics instructional technology course for developing technology integration competencies, in particular in the use of spreadsheets, in pre-service teachers. In this respect, 104 pre-service mathematics teachers from a teacher training

Finite Mathematics and Discrete Mathematics: Is There a Difference?

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Johnson, Marvin L.

Discrete mathematics and finite mathematics differ in a number of ways. First, finite mathematics has a longer history and is therefore more stable in terms of course content. Finite mathematics courses emphasize certain particular mathematical tools which are useful in solving the problems of business and the social sciences. Discrete mathematics…

Transparency masters for mathematics revealed

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Berman, Elizabeth

1980-01-01

Transparency Masters for Mathematics Revealed focuses on master diagrams that can be used for transparencies for an overhead projector or duplicator masters for worksheets. The book offers information on a compilation of master diagrams prepared by John R. Stafford, Jr., audiovisual supervisor at the University of Missouri at Kansas City. Some of the transparencies are designed to be shown horizontally. The initial three masters are number lines and grids that can be used in a mathematics course, while the others are adaptations of text figures which are slightly altered in some instances. The

Integration of Technology in Elementary Pre-Service Teacher Education: An Examination of Mathematics Methods Courses

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Mitchell, Rebecca; Laski, Elida

2013-01-01

Instructors (N = 204) of elementary mathematics methods courses completed a survey assessing the extent to which they stay informed about research related to effective uses of educational technology and the kinds and numbers of educational technologies they include in their courses. Findings indicate that, while they view educational technology…

ESSEA On-Line Courses and the WestEd Eisenhower Regional Consortium (WERC)

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Rognier, E.

2001-12-01

The WestEd Eisenhower Regional Consortium (WERC) is in its second year of offering two Earth Systems Science On-line Graduate courses from IGES - one for High School teachers, and one for Middle School teachers. These high-quality courses support WERC's commitment to "supporting increased scientific and mathematical literacy among our nation's youth through services and other support aimed at enhancing the efforts of those who provide K-12 science and mathematics education." WERC has been able to use its EdGateway online community network to offer these courses to environmental education and science teachers nationwide. Through partnerships with the North American Association for Environmental Education (NAAEE), the National Environmental Education Advancement Project (NEEAP), and other regional, state and local science and environmental education organizations, WERC has a broad reach in connecting with science educators nationwide. WERC manages several state and national listservs, which enable us to reach thousands of educators with information about the courses. EdGateway also provides a private online community in which we offer the courses. WERC partners with two Master Teachers from Utah, who facilitate the courses, and with the Center for Science and Mathematics Education at Weber State University, who provides low-cost graduate credit for the courses. Our students have included classroom teachers from upper elementary through high school, community college science teachers, and environmental science center staff who provide inservice for teachers. Educators from Hawaii to New Jersey have provided diverse personal experiences of Earth Systems Science events, and add richness to the online discussions. Two Earth Science Experts, Dr. Rick Ford from Weber State University, and Dr. Art Sussman from WestEd also contribute to the high caliber of learning the students experience in the courses. (Dr. Sussman's book, Dr. Art's Guide to Planet Earth, is used as one of

Becoming a Reflective Mathematics Teacher: A Guide for Observations and Self-Assessment. Studies in Mathematical Thinking and Learning Series.

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Artzt, Alice F.; Armour-Thomas, Eleanor

This activity-oriented book for preservice mathematics teachers who are taking methods courses or who have been student teaching offers a framework for teacher reflection and self- assessment. It supplies detailed observation instruments for observing other teachers, reflective activities, and guidelines and instruments for supervisors. There are…

The Relationship of Mathematics Anxiety and Mathematical Knowledge to the Learning of Mathematical Pedagogy by Preservice Elementary Teachers.

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Battista, Michael T.

1986-01-01

Examined how preservice elementary teachers' (N=38) mathematical knowledge and mathematics anxiety affect their success in a mathematics methods course. Also examined the hypothesis that a mathematics methods course can reduce the mathematics anxiety of these teachers. One finding is that mathematics anxiety does not inhibit their learning of…

ANALYSIS OF SUBJECT DISCRETE MATHEMATICS PARTS AND PROPOSAL OF E-COURSE MODEL FOLLOWING PETRI NETS FOR INFORMATICS EDUCATION

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TURČÁNI, Milan

2013-03-01

Full Text Available Nowadays, quality Mathematical basis - Informatics is an inherent part of study. Mathematical basis is provided by Discrete Mathematics that is taught as a compulsory subject in stated study program in the Department of Mathematics. Authors clarify significance and importance of simple thematic units of subject Discrete Mathematics in teaching technical-system subjects in study programme Applied Informatics. Mentioned subject is being taught in first year of University study and knowledge that students acquire during the study of this course are the "cornerstone" for their further development in technical-system study. Justness and importance of individual topics were analysed based on the evaluation of questionnaires, in which pedagogues teaching professional IT subjects alloted weighted coefficients to individual thematic units. Weighted coefficients were alloted based on the significance of the given topic of the subject Discrete Math, with regard to the IT subject they are teaching. Upon designing the e-course, experience with the creation of linear and branch teaching software were used. For the simulation of the transition of students through individual lessons as well as the whole course, authors employed the method of the teaching process simulation using Petri nets.

How Do We Train Our Future Faculty to Teach? A Multidisciplinary Comparison of Graduate-Level Pedagogy Courses Offered at A Large Midwestern University

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O'Loughlin, Valerie Dean; Kearns, Katherine; Sherwood-Laughlin, Catherine; Robinson, Jennifer Meta

2017-01-01

This study examines and documents graduate pedagogy courses offered at a large Midwestern research university. Thirty-three graduate pedagogy course instructors from 32 departments (a majority of those offering courses) completed an online survey. We report on enrollment demographics, preparation of faculty to teach such a course, and how a…

Argumentative Knowledge Construction in an Online Graduate Mathematics Course: A Case Study

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Bayazit, Nermin; Clarke, Pier Angeli Junor; Vidakovic, Draga

2018-01-01

The authors report on three students' argumentative knowledge construction in an asynchronous online graduate level geometry course designed for in-service secondary mathematics (ISM) teachers. Using Weinberger and Fischer's framework, they analyzed the ISM teachers' (a) geometry autobiography and (b) discussion board posts (both comments and…

Predicting Success in College Mathematics from High School Mathematics Preparation

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Shepley, Richard A.

1983-01-01

The purpose of this study was to develop a model to predict the college mathematics courses a freshman could expect to pass by considering their high school mathematics preparation. The high school information that was used consisted of the student's sex, the student's grade point average in mathematics, the highest level of high school mathematics courses taken, and the number of mathematics courses taken in high school. The high school sample was drawn from graduated Seniors in the State...

Adults Learning Mathematics: What We Should Know about Betting and Bookkeeping?

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Maasz, Juergen; Siller, Hans-Stefan

2010-01-01

A lot of people risk money with bets on sport events or other events. Bookkeepers that offer such bets earn a lot of money. We are making a proposal (more exactly: a concept for a part of a basic mathematics course) for learning mathematics behind the screen (internet bets are very popular). Learners should organize a "sports event"…

What Mathematical Competencies Are Needed for Success in College.

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Garofalo, Joe

1990-01-01

Identifies requisite math skills for a microeconomics course, offering samples of supply curves, demand curves, equilibrium prices, elasticity, and complex graph problems. Recommends developmental mathematics competencies, including problem solving, reasoning, connections, communication, number and operation sense, algebra, relationships,…

An Analysis of Students Enrolled to an Undergraduate University Course Offered Also Online

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Scarabottolo, Nello

2016-01-01

This paper analyzes the main characteristics of the students enrolled to a three-years undergraduate course on Security of Computer Systems and Networks, offered in traditional, classroom based fashion as well as online at the University of Milan (Italy). This allows to compare classroom and online students from several points of view, and gives…

Pre-Service Teachers' TPACK Competencies for Spreadsheet Integration: Insights from a Mathematics-Specific Instructional Technology Course

Science.gov (United States)

Agyei, Douglas D.; Voogt, Joke M.

2015-01-01

This article explored the impact of strategies applied in a mathematics instructional technology course for developing technology integration competencies, in particular in the use of spreadsheets, in pre-service teachers. In this respect, 104 pre-service mathematics teachers from a teacher training programme in Ghana enrolled in the mathematics…

Mathematics Practicum at St. Olaf College: Project-Based Learning through Academic Civic Engagement

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Sanft, Rebecca; Ziegler-Graham, Kathryn

2018-01-01

The Mathematics Practicum has been offered at St. Olaf College for over 30 years. The Practicum is a 4-week, January Interim course where three teams of five students work on consulting problems solicited from area businesses, government agencies, and non-profit organizations. These problems have significant mathematical, statistical, and…

Developing CORE model-based worksheet with recitation task to facilitate students’ mathematical communication skills in linear algebra course

Science.gov (United States)

Risnawati; Khairinnisa, S.; Darwis, A. H.

2018-01-01

The purpose of this study was to develop a CORE model-based worksheet with recitation task that were valid and practical and could facilitate students’ communication skills in Linear Algebra course. This study was conducted in mathematics education department of one public university in Riau, Indonesia. Participants of the study were media and subject matter experts as validators as well as students from mathematics education department. The objects of this study are students’ worksheet and students’ mathematical communication skills. The results of study showed that: (1) based on validation of the experts, the developed students’ worksheet was valid and could be applied for students in Linear Algebra courses; (2) based on the group trial, the practicality percentage was 92.14% in small group and 90.19% in large group, so the worksheet was very practical and could attract students to learn; and (3) based on the post test, the average percentage of ideals was 87.83%. In addition, the results showed that the students’ worksheet was able to facilitate students’ mathematical communication skills in linear algebra course.

Smart teaching technologies used in blended e-learning course mathematics

OpenAIRE

Schreurs, J.

2013-01-01

A literature study about changes in learning models and learning environment is reported and relevant best practices were described in the first part of the paper. An e-tutor solution for the course mathematics of first year bachelor business economic sciences in Hasselt University has been developed, based on these concepts. LAB lecture capturing has been used for the development of presentation video's. Attractive visual presentations of the theoretical modules are focusing on the concepts,...

Implementing a Flipped Classroom Approach in a University Numerical Methods Mathematics Course

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Johnston, Barbara M.

2017-01-01

This paper describes and analyses the implementation of a "flipped classroom" approach, in an undergraduate mathematics course on numerical methods. The approach replaced all the lecture contents by instructor-made videos and was implemented in the consecutive years 2014 and 2015. The sequential case study presented here begins with an…

Quantitative Literacy at Michigan State University, 3: Designing General Education Mathematics Courses

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Samuel L. Tunstall

2016-07-01

Full Text Available In this paper, we describe the process at Michigan State University whereby we have created two courses, Math 101 and 102, designed to foster numeracy and alleviate mathematics anxiety. The courses--which are not sequential--provide a means of satisfying the University's general education requirement without taking college algebra or calculus, among other options. They are context-driven and broken into modules such as "The World and Its People" and "Health and Risk." They have been highly successful thus far, with students providing positive feedback on their interest in the material and the utility they see of it in their daily lives. We include background on the courses' history, their current status, and present and future challenges, ending with suggestions for others as they attempt to implement quantitative literacy courses at their own institution.

NATO Advanced Research Workshop on The Design of Mathematical Modelling Courses for Engineering Education

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Moscardini, Alfredo

1994-01-01

As the role of the modern engineer is markedly different from that of even a decade ago, the theme of engineering mathematics educa­ tion (EME) is an important one. The need for mathematical model­ ling (MM) courses and consideration of the educational impact of computer-based technology environments merit special attention. This book contains the proceeding of the NATO Advanced Research Workshop held on this theme in July 1993. We have left the industrial age behind and have entered the in­ formation age. Computers and other emerging technologies are penetrating society in depth and gaining a strong influence in de­ termining how in future society will be organised, while the rapid change of information requires a more qualified work force. This work force is vital to high technology and economic competitive­ ness in many industrialised countries throughout the world. Within this framework, the quality of EME has become an issue. It is expected that the content of mathematics courses taught in schools o...

Persistence and withdrawal by students in a preservice science and mathematics teacher education course

Science.gov (United States)

Tulip, David F.; Lucas, Keith B.

1991-12-01

At a time when recruitment into preservice teacher education courses in mathematics and science is difficult, one strategy to increase the number of graduates is to minimise the number of students who fail to complete their university courses. This study sought to determine factors which distinguish withdrawers from persisters in the first semester of a B.Ed course. Discriminant analysis was employed; a discriminant function employing seven factors resulted in correct classification in 81% of cases. Further analysis distinguishing between dropouts and transferees resulted in two discriminant functions with some common variables.

Mathematical finance theory review and exercises from binomial model to risk measures

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Gianin, Emanuela Rosazza

2013-01-01

The book collects over 120 exercises on different subjects of Mathematical Finance, including Option Pricing, Risk Theory, and Interest Rate Models. Many of the exercises are solved, while others are only proposed. Every chapter contains an introductory section illustrating the main theoretical results necessary to solve the exercises. The book is intended as an exercise textbook to accompany graduate courses in mathematical finance offered at many universities as part of degree programs in Applied and Industrial Mathematics, Mathematical Engineering, and Quantitative Finance.

Smart Teachig Technologies used in blended e-learning course mathematics

OpenAIRE

Schreurs, Jeanne

2013-01-01

A literature study about changes in learning models and learning environment is reported and relevant best practices were described in the first part of the paper. An e-tutor solution for the course mathematics of first year bachelor business economic sciences in Hasselt University has been developed, based on these concepts. LAB lecture capturing has been used for the development of presentation video’s. Attractive visual presentations of the theoretical modules are focusing on the co...

The Effect of the Courses of School Experience and Teaching Practice on Primary School Mathematics Teachers

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Huseyin, Aksu Hasan

2015-01-01

The aim of this study is to determine elementary mathematics teachers' thoughts and feelings on the courses of school-experience and teacher-practice. In this study was used the qualitative research method. Those involved in the study were 20 mathematics teachers employed in formal/government primary schools in the Province of Giresun and in the…

Should I take Further Mathematics? Physics undergraduates’ experiences of post-compulsory Mathematics

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Bowyer, Jessica; Darlington, Ellie

2017-01-01

It is essential that physics undergraduates are appropriately prepared for the mathematical demands of their course. This study investigated physics students’ perceptions of post-compulsory mathematics as preparation for their degree course. 494 physics undergraduates responded to an online questionnaire about their experiences of A-level Mathematics and Further Mathematics. The findings suggest that physics undergraduates would benefit from studying Further Mathematics and specialising in mechanics during their A-level studies. As both A-level Mathematics and Further Mathematics are being reformed, universities should look closely at the benefits of Further Mathematics as preparation for their physics courses and either increase their admissions requirements, or recommend that students take Further Mathematics.

Teaching the Blue-Eyed Islanders Puzzle in a Liberal Arts Mathematics Course

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Shea, Stephen

2012-01-01

The blue-eyed islanders puzzle is an old and challenging logic puzzle. This is a narrative of an experience introducing a variation of this puzzle on the first day of classes in a liberal arts mathematics course for non-majors. I describe an exercise that was used to facilitate the class's understanding of the puzzle.

Desegregating undergraduate mathematics and biology--interdisciplinary instruction with emphasis on ongoing biomedical research.

Science.gov (United States)

Robeva, Raina

2009-01-01

The remarkable advances in the field of biology in the last decade, specifically in the areas of biochemistry, genetics, genomics, proteomics, and systems biology, have demonstrated how critically important mathematical models and methods are in addressing questions of vital importance for these disciplines. There is little doubt that the need for utilizing and developing mathematical methods for biology research will only grow in the future. The rapidly increasing demand for scientists with appropriate interdisciplinary skills and knowledge, however, is not being reflected in the way undergraduate mathematics and biology courses are structured and taught in most colleges and universities nationwide. While a number of institutions have stepped forward and addressed this need by creating and offering interdisciplinary courses at the juncture of mathematics and biology, there are still many others at which there is little, if any, interdisciplinary interaction between the curricula. This chapter describes an interdisciplinary course and a textbook in mathematical biology developed collaboratively by faculty from Sweet Briar College and the University of Virginia School of Medicine. The course and textbook are designed to provide a bridge between the mathematical and biological sciences at the lower undergraduate level. The course is developed for and is being taught in a liberal arts setting at Sweet Briar College, Virginia, but some of the advanced modules are used in a course at the University of Virginia for advanced undergraduate and beginning graduate students. The individual modules are relatively independent and can be used as stand-alone projects in conventional mathematics and biology courses. Except for the introductory material, the course and textbook topics are based on current biomedical research.

Students' Views About Potentially Offering Physics Courses Online

Science.gov (United States)

Ramlo, Susan E.

2016-06-01

Nationally, many public universities have started to move into the online course and program market that is most often associated with for-profit institutions of higher education. Administrators in public universities make statements regarding benefits to students' desire for flexibility and profit margins related to online courses. But do students attending a large public university want to take courses online especially science courses perceived to be difficult such as freshmen-level physics courses? This study took place at a large, public, Midwestern university and involved students enrolled in the first semester of a face-to-face, flipped physics course for engineering technology majors. Statements were collected from comments about online courses made by the university's administration and students in the course. Twenty students sorted 45 statements. Two student views emerged with one rejecting online courses in general and the other primarily rejecting online math, science, and technology courses, including physics. Students' descriptions of their previous online course experiences were used to inform the analyses and to assist in describing the two views that emerged in conjunction with the distinguishing statements. Consensus among the two views is also discussed. Overall, the results indicate a potential divergence between student views and what university administrators believe students want.

Methods of applied mathematics

CERN Document Server

Hildebrand, Francis B

1992-01-01

This invaluable book offers engineers and physicists working knowledge of a number of mathematical facts and techniques not commonly treated in courses in advanced calculus, but nevertheless extremely useful when applied to typical problems in many different fields. It deals principally with linear algebraic equations, quadratic and Hermitian forms, operations with vectors and matrices, the calculus of variations, and the formulations and theory of linear integral equations. Annotated problems and exercises accompany each chapter.

The Development and Evolution of an Introductory Statistics Course for In-Service Middle-Level Mathematics Teachers

Science.gov (United States)

Schmind, Kendra K.; Blankenship, Erin E.; Kerby. April T.; Green, Jennifer L.; Smith, Wendy M.

2014-01-01

The statistical preparation of in-service teachers, particularly middle school teachers, has been an area of concern for several years. This paper discusses the creation and delivery of an introductory statistics course as part of a master's degree program for in-service mathematics teachers. The initial course development took place before the…

Foundations in Science and Mathematics Program for Middle School and High School Students

Science.gov (United States)

Desai, Karna Mahadev; Yang, Jing; Hemann, Jason

2016-01-01

The Foundations in Science and Mathematics (FSM) is a graduate student led summer program designed to help middle school and high school students strengthen their knowledge and skills in mathematics and science. FSM provides two-week-long courses over a broad spectrum of disciplines including astronomy, biology, chemistry, computer programming, geology, mathematics, and physics. Students can chose two types of courses: (1) courses that help students learn the fundamental concepts in basic sciences and mathematics (e.g., "Precalculus"); and (2) knowledge courses that might be excluded from formal schooling (e.g., "Introduction to Universe"). FSM has served over 500 students in the Bloomington, IN, community over six years by acquiring funding from Indiana University and the Indiana Space Grant Consortium. FSM offers graduate students the opportunity to obtain first hand experience through independent teaching and curriculum design as well as leadership experience.We present the design of the program, review the achievements, and explore the challenges we face. We are open to collaboration with similar educational outreach programs. For more information, please visit http://www.indiana.edu/~fsm/ .

Listening to Early Career Teachers: How Can Elementary Mathematics Methods Courses Better Prepare Them to Utilize Standards-Based Practices in Their Classrooms?

Science.gov (United States)

Coester, Lee Anne

2010-01-01

This study was designed to gather input from early career elementary teachers with the goal of finding ways to improve elementary mathematics methods courses. Multiple areas were explored including the degree to which respondents' elementary mathematics methods course focused on the NCTM Process Standards, the teachers' current standards-based…

Remedial mathematics for quantum chemistry

NARCIS (Netherlands)

Koopman, L.; Brouwer, N.; Heck, A.; Buma, W.J.

2008-01-01

Proper mathematical skills are important for every science course and mathematics-intensive chemistry courses rely on a sound mathematical pre-knowledge. In the first-year quantum chemistry course at this university, it was noticed that many students lack basic mathematical knowledge. To tackle the

MATHEMATICS EDUCATION FOR LOGISTICS ENGINEERING

OpenAIRE

BÉLA ILLÉS; GABRIELLA BOGNÁR

2012-01-01

Mathematics is a crucial language in all engineering courses and researches where mathematical modeling, simulation and manipulation are commonly used. Engineering Mathematics courses are considered difficult courses in engineering curricula. This is reflected in engineering students’ performance at the end of each semester for these courses. Our goal is to overview a few questions on mathematics as a core subject of engineering.

Mathematics of students’ culture: A goal of localized ethnomathematics

Directory of Open Access Journals (Sweden)

Lawrence Shirley

2015-07-01

Full Text Available Ethnomathematics is the mathematics of cultural groups, but often those cultural groups are “others” and “elsewhere”. However, it is also valuable to look inward to see the interaction of mathematics and one’s own culture. An assignment in a graduate course offers this opportunity to students. The assignment is to find an area of the student’s personal “culture” (sometimes defined rather broadly and find its use of mathematics. Students are asked to write about (a the cultural area; (b how they are personally tied to it; and (c how and where it uses mathematics. In addition to the paper, students make an oral presentation. Thus, all students learn (often surprising aspects of their classmates’ non-professional life, and the presenter digs into areas of family and heritage that may not have been reviewed before. Since all students are classroom mathematics teachers, finding their own cultural mathematics is not only enlightening for themselves, but also offers opportunities to include new mathematics applications in their teaching. This paper includes much personal background that led to this assignment and is a report on more than a decade of using it, including brief student examples.

MIT Orients Course Materials Online to K-12

Science.gov (United States)

Cavanagh, Sean

2008-01-01

Many science and mathematics educators across the country are taking advantage of a Web site created by the Massachusetts Institute of Technology (MIT), the famed research university located in Cambridge, Massachusetts, which offers free video, audio, and print lectures and course material taken straight from the school's classes. Those resources…

Computer-aided Teaching of Math in Electromechanics Vocational Course

Directory of Open Access Journals (Sweden)

Eduardo Shigueo Hoji

2013-03-01

Full Text Available This paper describes the experience of teaching mathematics in the electromechanics vocational course with aid of the computer. Instead of giving a bunch of equations and a calculator to the students, as it is usual in vocational courses, we offer them Octave, which is a numerical computational tool. Furthermore, the mathematical concepts involved in the solution of applied problems are provided within a multidisciplinary framework. The proposed approach helped to reduce the abstraction of mathematics for the students. Despite the deficiencies the students in vocational courses have in their formation, we could notice that their perception regarding mathematics has changed after figuring out that “a bunch of numbers” can be useful in the solution of problems they shall face in their professional life. The approach was applied to three groups already. All of them are composed of mature students, who passed by a flawed basic educational system and stayed away from school for a long time.

Computer Aided Mathematics

DEFF Research Database (Denmark)

Sinclair, Robert

1998-01-01

Course notes of a PhD course held in 1998. The central idea is to introduce students to computational mathematics using object oriented programming in C++.......Course notes of a PhD course held in 1998. The central idea is to introduce students to computational mathematics using object oriented programming in C++....

A Digital Storytelling Study Project on Mathematics Course with Preschool Pre-Service Teachers

Science.gov (United States)

Inan, Cemil

2015-01-01

Digital storytelling technique is based on a presentation of course content in a story form using multimedia tools. In this study, digital stories were designed for mathematics instruction with preschool pre-service teachers. At the end of the six-week study, preschool students viewed the digital stories created. The study aimed to determine the…

Mathematical E-Learning: State of the Art and Experiences at the Open University of Catalonia

Science.gov (United States)

Juan, A.; Huertas, A.; Steegmann, C.; Corcoles, C.; Serrat, C.

2008-01-01

In this article we present a review of the state of the art in mathematical e-learning and some personal experiences on this area developed during the last eleven years at the Open University of Catalonia (UOC), a completely online university located in Spain. The article discusses important aspects related to online mathematics courses offered in…

Mathematical physics classical mechanics

CERN Document Server

Knauf, Andreas

2018-01-01

As a limit theory of quantum mechanics, classical dynamics comprises a large variety of phenomena, from computable (integrable) to chaotic (mixing) behavior. This book presents the KAM (Kolmogorov-Arnold-Moser) theory and asymptotic completeness in classical scattering. Including a wealth of fascinating examples in physics, it offers not only an excellent selection of basic topics, but also an introduction to a number of current areas of research in the field of classical mechanics. Thanks to the didactic structure and concise appendices, the presentation is self-contained and requires only knowledge of the basic courses in mathematics. The book addresses the needs of graduate and senior undergraduate students in mathematics and physics, and of researchers interested in approaching classical mechanics from a modern point of view.

Using Mathematics Literature with Prospective Secondary Mathematics Teachers

Science.gov (United States)

Jett, Christopher C.

2014-01-01

Literature in mathematics has been found to foster positive improvements in mathematics learning. This manuscript reports on a mathematics teacher educator's use of literature via literature circles with 11 prospective secondary mathematics teachers in a mathematics content course. Using survey and reflection data, the author found that…

Self-Regulated Learning: The Role of Motivation, Emotion, and Use of Learning Strategies in Students' Learning Experiences in a Self-Paced Online Mathematics Course

Science.gov (United States)

Cho, Moon-Heum; Heron, Michele L.

2015-01-01

Enrollment in online remedial mathematics courses has increased in popularity in institutions of higher learning; however, students unskilled in self-regulated learning (SRL) find online remedial mathematics courses particularly challenging. We investigated the role of SRL, specifically motivation, emotion, and learning strategies, in students'…

The Effects of Migration to a Blended Self-Paced Format for a Remedial Pre-College Algebra Mathematics Course

Science.gov (United States)

Deshler, Jessica; Fuller, Edgar

2016-01-01

Approximately 30% of students entering West Virginia University (WVU) are not ready for college mathematics. The WVU Department of Mathematics has been tasked with remediating these students and has worked over the last decade to find the most efficient way to teach the Pre-College Algebra Workshop; the prerequisite course students must complete…

Improving University Students' Perception of Mathematics and Mathematics Ability

Directory of Open Access Journals (Sweden)

Shelly L. Wismath

2015-01-01

Full Text Available Although mathematical and quantitative reasoning skills are an essential part of adult life in our society, many students arrive at post-secondary education without such skills. Taking a standard mathematics course such as calculus may do little to improve those skills. Using a modification of the Tapia & Marsh questionnaire, we surveyed 62 students taking a broad quantitative reasoning course designed to develop quantitative skills, with respect to two broad attitudinal areas: students’ perception of their own ability, confidence and anxiety, and their perception of the value of mathematics in their studies and their lives. Pre- to post-course comparisons were done by both paired t-tests and Wilcoxon signed-rank tests. Our results showed a significant increase in confidence and decrease in anxiety, while perception of the value of mathematics was already high and changed little by the end of the course.

Teach the Mathematics of Mathematicians

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Peter Taylor

2018-04-01

Full Text Available The secondary-school mathematics curriculum is narrow in scope and technical in character; this is quite different from the nature of the discipline itself. As a result, it offers little inspiration to both students and teachers, and provides students with poor preparation for university mathematics courses and indeed for life. Over the past century, recently more than ever, there have been calls for change, for a curriculum that is true to the subject of mathematics as the creation and study of patterns and structures. While there are hopeful responses to this at the elementary level, there is almost nothing at the secondary level. Ironically, it is felt that in order to prepare students for university calculus, the secondary curriculum simply has to be what it is. This is a special case of a myth that needs to be destroyed.

Gendered Pathways: How Mathematics Ability Beliefs Shape Secondary and Postsecondary Course and Degree Field Choices

Science.gov (United States)

Perez-Felkner, Lara; Nix, Samantha; Thomas, Kirby

2017-01-01

Do mathematics ability beliefs explain gender gaps in the physical science, engineering, mathematics, and computer science fields (PEMC) and other science fields? We leverage U.S. nationally representative longitudinal data to estimate gendered differences in girls' and boys' perceptions of mathematics ability with the most difficult or challenging material. Our analyses examine the potentially interacting effects of gender and these ability beliefs on students' pathways to scientific careers. Specifically, we study how beliefs about ability with challenging mathematics influence girls' and boys' choices to pursue PEMC degrees, evaluating educational milestones over a 6-year period: advanced science course completion in secondary school and postsecondary major retention and selection. Our findings indicate even at the same levels of observed ability, girls' mathematics ability beliefs under challenge are markedly lower than those of boys. These beliefs matter over time, potentially tripling girls' chances of majoring in PEMC sciences, over and above biological science fields, all else being equal. Implications and potential interventions are discussed. PMID:28428762

Changing Students Minds and Achievement in Mathematics: The Impact of a Free Online Student Course

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Jo Boaler

2018-04-01

Full Text Available This study reports on the impact of a “massive, open, online course” (MOOC designed to change students' ideas about mathematics and their own potential and improve their mathematics achievement. Many students hold damaging fixed mindsets, believing that their intelligence is unchangeable. When students shift to a growth mindset (believing that their intelligence is malleable, their achievement increases. This study of a MOOC intervention differs from previous mindset research in three ways (1 the intervention was delivered through a free online course with the advantage of being scalable nationwide (2 the intervention infused mindset messages into mathematics, specifically targeting students' beliefs about mathematics (3 the research was conducted with a teacher randomized controlled design to estimate its effects. Results show that the treatment group who took the MOOC reported more positive beliefs about math, engaged more deeply in math in class, and achieved at significantly higher levels on standardized mathematics assessments.

Initial Results of On-Line Earth System Science Course Offerings at the University of Nebraska-Omaha Through the Earth System Science Education Alliance

Science.gov (United States)

Shuster, R. D.; Grandgenett, N. F.; Schnase, W. L.; Hamersky, S.; Moshman, R.

2008-12-01

The University of Nebraska at Omaha has been offering on-line Earth System Science coursework to teachers in Nebraska since 2002. UNO was one of the initial members in the Earth Systems Science Education Alliance (ESSEA) and has offered three different ESSEA courses, with nearly 200 students having taken ESSEA courses at UNO for graduate credit. Our experiences in delivering this coursework have involved both teachers who have received a stipend to take the course and those who have paid their own tuition and fees and received graduate credit for the course. We will report on the online behavior of teachers from both populations and also discuss pros and cons of each approach. UNO has also experimented with different approaches in the support and management of the course, including using undergraduate majors as content experts. This improves access of teachers to content-related feedback and is a positive experience for the undergraduate major. Feedback surveys from earlier ESSEA offerings indicate a strongly positive perception of the courses by the teachers enrolled in the coursework. Project impact has been documented in teacher projects, quotes, and lessons associated with the coursework activities. We will also describe online course modules being developed within the UNO online course efforts, including one focusing on the global amphibian crisis.

Algorithmic mathematics

CERN Document Server

Hougardy, Stefan

2016-01-01

Algorithms play an increasingly important role in nearly all fields of mathematics. This book allows readers to develop basic mathematical abilities, in particular those concerning the design and analysis of algorithms as well as their implementation. It presents not only fundamental algorithms like the sieve of Eratosthenes, the Euclidean algorithm, sorting algorithms, algorithms on graphs, and Gaussian elimination, but also discusses elementary data structures, basic graph theory, and numerical questions. In addition, it provides an introduction to programming and demonstrates in detail how to implement algorithms in C++. This textbook is suitable for students who are new to the subject and covers a basic mathematical lecture course, complementing traditional courses on analysis and linear algebra. Both authors have given this "Algorithmic Mathematics" course at the University of Bonn several times in recent years.

Rational orderliness of study course modules

Directory of Open Access Journals (Sweden)

A. S. Domnikov

2014-01-01

Full Text Available Modern electronic courses and textbooks are based, as a rule, on the separate educational modules, which are developed and tested in advance and intended for use in various educational situations. Numerous publications of domestic and foreign authors have discussed a task to form a module-based structure of study course. For its solution have been offered various methods of discrete mathematics, the theory of graphs, and artificial intelligence: semantic networks, ontologies, etc. The important problem that has been much less deeply studied is a rational orderliness of the study course modules.In the work this task is set as a problem to search the best linear approximation of the directed graph the tops of which are modules, while the arches are precedence relations between them. The directed graph is considered as a graphical representation of a binary precedence relation, which has been specified using a set of pairs of educational modules. This relation can be presented as a sum of two components of the symmetric and asymmetric sub-relations. The first sub-relation represents the tolerance relation, and the second one is preorder.To solve the task essentially various ways for processing these components must be used. If a sub-relation of the preorder can be transformed into serial structure, for tolerance any attempts of this kind are doomed to failure. Modules belonging to the relation of tolerance are expedient to merge in a separate educational component. The paper offers a mathematical model in which the problem of merging modules is formulated as a problem of discrete mathematical programming.The paper considers the structure of educational modules formed by hypertext references. It is shown that search of the best linear approximation of such structure is reduced to a classical task about the smallest covering in matrix statement.

Use of Tablet PCs to Enhance Instruction and Promote Group Collaboration in a Course to Prepare Future Mathematics Specialists

Science.gov (United States)

Ellington, Aimee J.; Wilson, Jill H.; Nugent, Jeffrey S.

2011-01-01

This article details the use of tablet PCs in a mathematics content course for future Mathematics Specialists. Instructors used tablet PCs instead of a traditional whiteboard to capture demonstration and discussion. Students were grouped for collaborative problem solving and exploration exercises. Each group was provided with a tablet PC for…

Enhancing Interdisciplinary Mathematics and Biology Education: A Microarray Data Analysis Course Bridging These Disciplines

Science.gov (United States)

Tra, Yolande V.; Evans, Irene M.

2010-01-01

"BIO2010" put forth the goal of improving the mathematical educational background of biology students. The analysis and interpretation of microarray high-dimensional data can be very challenging and is best done by a statistician and a biologist working and teaching in a collaborative manner. We set up such a collaboration and designed a course on…

Prediction of Basic Math Course Failure Rate in the Physics, Meteorology, Mathematics, Actuarial Sciences and Pharmacy Degree Programs

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Luis Rojas-Torres

2014-09-01

Full Text Available This paper summarizes a study conducted in 2013 with the purpose of predicting the failure rate of math courses taken by Pharmacy, Mathematics, Actuarial Science, Physics and Meteorology students at Universidad de Costa Rica (UCR. Using the Logistics Regression statistical techniques applied to the 2010 cohort, failure rates were predicted of students in the aforementioned programs in one of their Math introductory courses (Calculus 101 for Physics and Meteorology, Math Principles for Mathematics and Actuarial Science and Applied Differential Equations for Pharmacy. For these models, the UCR admission average, the student’s genre, and the average correct answers in the Quantitative Skills Test were used as predictor variables. The most important variable for all models was the Quantitative Skills Test, and the model with the highest correct classification rate was the Logistics Regression. For the estimated Physics-Meteorology, Pharmacy and Mathematics-Actuarial Science models, correct classifications were 89.8%, 73.6%, and 93.9%, respectively.

Entry to medical schools with 'A' level in mathematics rather than biology.

Science.gov (United States)

Spurgin, C B

1975-09-01

The majority of British medical schools now accept for their shortest courses students who have mathematics at A level in place of the former requirement of biology A level. Only a small fraction of the entry, less than one-fifth, enters this way, in spite of statements by most medical schools that they make no distinction between those with mathematics and those with biology when making conditional offers of places. There is no evidence that those without biology are at a disadvantage in the courses. If the prospects of entry without A level biology were better publicized medical schools would have a wider field of possibly abler entrants, and pupils entering sixth forms could defer for a year a choice between a medical (or dental) career and one involving physical science, engineering, or other mathematics-based university education.

The Relationships among Mathematics Teaching Efficacy, Mathematics Self-Efficacy, and Mathematical Beliefs for Elementary Pre-Service Teachers

Science.gov (United States)

Briley, Jason S.

2012-01-01

Ninety-five elementary pre-service teachers enrolled in a mathematics content course for elementary school teachers completed 3 surveys to measure mathematics teaching efficacy, mathematics self-efficacy, and mathematical beliefs. The pre-service teachers who reported stronger beliefs in their capabilities to teach mathematics effectively were…

Lectures on Applications-Oriented Mathematics

CERN Document Server

Friedman, Bernard

2011-01-01

Meets the need for a program of short courses involving the essentials of a number of mathematical topics taken by physics and engineering students. Basically applications-oriented, the courses do include selected topics of abstract mathematics. While several courses can be used as practical appendices to conventional mathematics, others serve as introductions, providing motivation for self-study in areas of conceptual math.

Do Mathematics and Reading Competencies Integrated into Career and Technical Education Courses Improve High School Student State Assessment Scores?

Science.gov (United States)

Pierce, Kristin B.; Hernandez, Victor M.

2015-01-01

A quasi experimental study tested a contextual teaching and learning model for integrating reading and mathematics competencies through 13 introductory career and technical education (CTE) courses. The treatment group consisted of students in the 13 introductory courses taught by the CTE teachers who designed the units and the control group…

Refresher Course in Mathematics

Indian Academy of Sciences (India)

at Department of Mathematics, Berhampur University, Berhampur 760007, Orissa ... Applications are invited. from University/College teachers and Researchers interested in ... Pre-requisites: A basic knowledge of analysis, topology, differential ...

6 CFR 17.415 - Access to course offerings.

Science.gov (United States)

2010-01-01

..., home economics, music, and adult education courses. (b)(1) With respect to physical education classes... THE BASIS OF SEX IN EDUCATION PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE Discrimination on the Basis of Sex in Education Programs or Activities Prohibited § 17.415 Access to course...

Experiences of Student Mathematics-Teachers in Computer-Based Mathematics Learning Environment

Science.gov (United States)

Karatas, Ilhan

2011-01-01

Computer technology in mathematics education enabled the students find many opportunities for investigating mathematical relationships, hypothesizing, and making generalizations. These opportunities were provided to pre-service teachers through a faculty course. At the end of the course, the teachers were assigned project tasks involving…

Socioeconomic Status, Higher-Level Mathematics Courses, Absenteeism, and Student Mobility as Indicators of Work Readiness

Science.gov (United States)

Folds, Lea D.; Tanner, C. Kenneth

2014-01-01

The purpose of this study was to analyze the relations among socioeconomic status, highest-level mathematics course, absenteeism, student mobility and measures of work readiness of high school seniors in Georgia. Study participants were 476 high school seniors in one Georgia county. The full regression model explained 27.5% of the variance in…

REASONS FOR STUDENT DISCONTINUATION IN ENGINEERING DEGREE COURSES OFFERED AT A DISTANCE

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S. Anbahan ARIADURAI

2009-01-01

Full Text Available Faculty of Engineering Technology of the Open University of Sri Lanka has been offering engineering programmes at a distance for the last two decades or so. However, completion rates in Faculty of Engineering Technology are lower compared to the other faculties of the University. This paper investigates the reasons for low completion rates in the faculty and suggests ways and means to overcome this problem. The study concludes that increasing student numbers will not necessarily increase percentage of students completing the programme though the number of students completing is increased. It is found that students offering courses for the first time in the system of distance education in their academic career perform poorer because they are not conversant with distance education techniques. It is recommended that the Faculty must offer an orientation programme on distance education to all the students enrolling for the first time, before they commence their regular programmes. Further, it has been found that considerable percentage of students who obtain eligibility to sit the final examination by completing the continuous assessments do not sit the final examination. This has been found to contribute towards non-completion of programmes as students sitting the final examination in the subsequent years perform poorly in their exams. To overcome this problem, it is recommended that current practise of allowing the student to carry forward their eligibility to unlimited period of time must be disbanded.

Beliefs and Attitudes about Science and Mathematics in Pre-Service Elementary Teachers, STEM, and Non-STEM Majors in Undergraduate Physics Courses

Science.gov (United States)

Michaluk, Lynnette; Stoiko, Rachel; Stewart, Gay; Stewart, John

2018-04-01

Elementary teachers often hold inaccurate beliefs about the Nature of Science (NoS) and have negative attitudes toward science and mathematics. Using a pre-post design, the current study examined beliefs about the NoS, attitudes toward science and mathematics, and beliefs about the teaching of mathematics and science in a large sample study ( N = 343) of pre-service teachers receiving a curriculum-wide intervention to improve these factors in comparison with Science, Technology, Engineering, and Mathematics (STEM) and non-STEM majors in other physics courses ( N = 6697) who did not receive the intervention, over a 10-year period. Pre-service teachers evidenced initially more negative attitudes about mathematics and science than STEM majors and slightly more positive attitudes than non-STEM majors. Their attitudes toward mathematics and science and beliefs about the NoS were more similar to non-STEM than STEM majors. Pre-service teachers initially evidenced more positive beliefs about the teaching of mathematics and science, and their beliefs even increased slightly over the course of the semester, while these beliefs in other groups remained the same. Beliefs about the NoS and the teaching of mathematics and science were significantly negatively correlated for STEM and non-STEM majors, but were not significantly correlated for pre-service teachers. Beliefs about the NoS and attitudes toward mathematics and science were significantly positively correlated for both pre-service teachers and STEM students pursing the most mathematically demanding STEM majors. Attitudes toward science and mathematics were significantly positively correlated with accurate beliefs about the teaching of mathematics and science for all student groups.

Improving Chemistry Education by Offering Salient Technology Training to Preservice Teachers: A Graduate-Level Course on Using Software to Teach Chemistry

Science.gov (United States)

Tofan, Daniel C.

2009-01-01

This paper describes an upper-level undergraduate and graduate-level course on computers in chemical education that was developed and offered for the first time in Fall 2007. The course provides future chemistry teachers with exposure to current software tools that can improve productivity in teaching, curriculum development, and education…

Mathematics Models in Chemistry--An Innovation for Non-Mathematics and Non-Science Majors

Science.gov (United States)

Rash, Agnes M.; Zurbach, E. Peter

2004-01-01

The intention of this article is to present a year-long interdisciplinary course, Mathematical Models in Chemistry. The course is comprised of eleven units, each of which has both a mathematical and a chemical component. A syllabus of the course is given and the format of the class is explained. The interaction of the professors and the content is…

Cosmology. A first course

Science.gov (United States)

Lachieze-Rey, Marc

This book delivers a quantitative account of the science of cosmology, designed for a non-specialist audience. The basic principles are outlined using simple maths and physics, while still providing rigorous models of the Universe. It offers an ideal introduction to the key ideas in cosmology, without going into technical details. The approach used is based on the fundamental ideas of general relativity such as the spacetime interval, comoving coordinates, and spacetime curvature. It provides an up-to-date and thoughtful discussion of the big bang, and the crucial questions of structure and galaxy formation. Questions of method and philosophical approaches in cosmology are also briefly discussed. Advanced undergraduates in either physics or mathematics would benefit greatly from use either as a course text or as a supplementary guide to cosmology courses.

Offers INTERSOCCER

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Staff Association

2014-01-01

  Summer Football camps   New offer to the members of the Staff Association – INTERSOCCER: 12% discount on summer football camps and courses for children (bilingual) so do not hesitate anymore!    

The Effect of Using an Educational Website in Achievement of Bachelor Students in the Course of Basic Concepts in Mathematics at Al al-Bayt University

Science.gov (United States)

Qudah, Ahmad Hassan

2016-01-01

The study aimed to detect the effect of using an educational site on the Internet in the collection of bachelor's students in the course of basic concepts in mathematics at Al al-Bayt University, and the study sample consisted of all students in the course basic concepts in mathematics in the first semester of the academic year 2014/2015 and the…

A refresher course in mathematics

CERN Document Server

Camm, F J

2003-01-01

Readers wishing to renew and extend their acquaintance with a variety of branches of mathematics will find this volume a practical companion. Geared toward those who already possess some familiarity with its subjects, the easy-to-follow explanations and straightforward tone make this book highly accessible. The contents are arranged logically and in order of difficulty: fractions, decimals, square and cube root, the metric system, algebra, quadratic and cubic equations, graphs, and the calculus are among the topics. Explanations of mathematical principles are followed by worked examples, and t

Mathematics for physics with calculus

CERN Document Server

Das, Biman

2005-01-01

Designed for students who plan to take or who are presently taking calculus-based physics courses. This book will develop necessary mathematical skills and help students gain the competence to use precalculus, calculus, vector algebra, vector calculus, and the statistical analysis of experimental data. Students taking intermediate physics, engineering, and other science courses will also find the book useful-and will be able to use the book as a mathematical resource for these intermediate level courses. The book emphasizes primarily the use of mathematical techniques and mathematical concepts in Physics and does not go into their rigorous developments.

Mathematical Modeling in the Undergraduate Curriculum

Science.gov (United States)

Toews, Carl

2012-01-01

Mathematical modeling occupies an unusual space in the undergraduate mathematics curriculum: typically an "advanced" course, it nonetheless has little to do with formal proof, the usual hallmark of advanced mathematics. Mathematics departments are thus forced to decide what role they want the modeling course to play, both as a component of the…

The history of mathematics a brief course

CERN Document Server

Cooke, Roger

2005-01-01

This new edition brings the fascinating and intriguing history of mathematics to life. The Second Edition of this internationally acclaimed text has been thoroughly revised, updated, and reorganized to give readers a fresh perspective on the evolution of mathematics. Written by one of the world's leading experts on the history of mathematics, the book details the key historical developments in the field, providing an understanding and appreciation of how mathematics influences today's science, art, music, literature, and society. In the first edition, each chapter was devoted to a single cultu

Women in Mathematics: A Nested Approach

Science.gov (United States)

Köse, Emek; Johnson, Angela C.

2016-01-01

In this article, we present a case study of a course called Women in Mathematics. Students in the course studied the lives and the mathematical contributions of women mathematicians throughout history, as well as current gender equity issues in the study of mathematics and in mathematical careers. They also mentored 20 middle school girls…

Teaching mathematical modelling through project work

DEFF Research Database (Denmark)

Blomhøj, Morten; Kjeldsen, Tinne Hoff

2006-01-01

are reported in manners suitable for internet publication for colleagues. The reports and the related discussions reveal interesting dilemmas concerning the teaching of mathematical modelling and how to cope with these through “setting the scene” for the students modelling projects and through dialogues......The paper presents and analyses experiences from developing and running an in-service course in project work and mathematical modelling for mathematics teachers in the Danish gymnasium, e.g. upper secondary level, grade 10-12. The course objective is to support the teachers to develop, try out...... in their own classes, evaluate and report a project based problem oriented course in mathematical modelling. The in-service course runs over one semester and includes three seminars of 3, 1 and 2 days. Experiences show that the course objectives in general are fulfilled and that the course projects...

Lowering Preservice Teachers' Mathematics Anxiety through an Experience-Based Mathematics Methods Course.

Science.gov (United States)

Conrad, Karen S.; Tracy, Dyanne M.

Research has shown that elementary teachers are mathematics anxious, and that this anxiousness can be transmitted to their students. Therefore, many students are not afforded the opportunity to participate in a comfortable mathematics environment. Preservice elementary teachers (n=63) reported their pre- and posttest mathematics anxiety using the…

A richer picture of mathematics the göttingen tradition and beyond

CERN Document Server

Rowe, David E

2018-01-01

Historian David E. Rowe captures the rich tapestry of mathematical creativity in this collection of essays from the “Years Ago” column of The Mathematical Intelligencer. With topics ranging from ancient Greek mathematics to modern relativistic cosmology, this collection conveys the impetus and spirit of Rowe’s various and many-faceted contributions to the history of mathematics. Centered on the Göttingen mathematical tradition, these stories illuminate important facets of mathematical activity often overlooked in other accounts.  Six sections place the essays in chronological and thematic order, beginning with new introductions that contextualize each section. The essays that follow recount episodes relating to the section’s overall theme. All of the essays in this collection, with the exception of two, appeared over the course of more than 30 years in The Mathematical Intelligencer. Based largely on archival and primary sources, these vignettes offer unusual insights into behind-the-scenes events. ...

Development of Meta-Subject Competencies of the 7-9 Grades Basic School Students through the Implementation of Interdisciplinary Mathematical Courses

Science.gov (United States)

Gorev, Pavel M.; Masalimova, Alfiya R.

2017-01-01

The article is aimed at describing one of the possible interdisciplinary courses for students of the 7-9 classes of the basic school connecting mathematics with natural sciences and the study of such courses role in the formation and development of meta-subject competencies of students. The leading method for this is the modeling of…

Developing Distinct Mathematical and Scientific Pedagogical Content Knowledge in an Early Childhood Dual-Content Methods Course: An Alternative to Integration

Science.gov (United States)

Kalchman, Mindy; Kozoll, Richard H.

2017-01-01

Methods for teaching early childhood mathematics and science are often addressed in a single, dual-content course. Approaches to teaching this type of course include integrating the content and the pedagogy of both subjects, or keeping the subject areas distinct. In this article, the authors discuss and illustrate their approach to such a combined…

Discrete Mathematics

DEFF Research Database (Denmark)

Sørensen, John Aasted

2010-01-01

The introduction of the mathematics needed for analysis, design and verification of discrete systems, including applications within programming languages for computer systems. Course sessions and project work. Semester: Spring 2010 Ectent: 5 ects Class size: 18......The introduction of the mathematics needed for analysis, design and verification of discrete systems, including applications within programming languages for computer systems. Course sessions and project work. Semester: Spring 2010 Ectent: 5 ects Class size: 18...

Discrete Mathematics

DEFF Research Database (Denmark)

Sørensen, John Aasted

2010-01-01

The introduction of the mathematics needed for analysis, design and verification of discrete systems, including applications within programming languages for computer systems. Course sessions and project work. Semester: Autumn 2010 Ectent: 5 ects Class size: 15......The introduction of the mathematics needed for analysis, design and verification of discrete systems, including applications within programming languages for computer systems. Course sessions and project work. Semester: Autumn 2010 Ectent: 5 ects Class size: 15...

Should I Take Further Mathematics? Physics Undergraduates' Experiences of Post-Compulsory Mathematics

Science.gov (United States)

Bowyer, Jessica; Darlington, Ellie

2017-01-01

It is essential that physics undergraduates are appropriately prepared for the mathematical demands of their course. This study investigated physics students' perceptions of post-compulsory mathematics as preparation for their degree course. 494 physics undergraduates responded to an online questionnaire about their experiences of A-level…

Examining the Impact of a Video Case-Based Mathematics Methods Course on Secondary Pre-Service Teachers' Skills at Analysing Students' Strategies

Science.gov (United States)

Martinez, Mara Vanina; Superfine, Alison Castro; Carlton, Theresa; Dasgupta, Chandan

2015-01-01

This paper focuses on results from a study conducted with two cohorts of pre-service teachers (PSTs) in a video case-based mathematics methods course at a large Midwestern university in the US. The motivation for this study was to look beyond whether or not PSTs pay attention to mathematical thinking of students, as shown by previous studies when…

The Mathematics Education Debates: Preparing Students to Become Professionally Active Mathematics Teachers

Science.gov (United States)

Munakata, Mika

2010-01-01

The Mathematics Education Debate is an assignment designed for and implemented in an undergraduate mathematics methods course for prospective secondary school mathematics teachers. For the assignment, students read and analyze current research and policy reports related to mathematics education, prepare and present their positions, offer…

Giving Reason to Prospective Mathematics Teachers

Science.gov (United States)

D'Ambrosio, Beatriz; Kastberg, Signe

2012-01-01

This article describes the development of the authors' understanding of the contradictions in their mathematics teacher education practice. This understanding emerged from contrasting analyses of the impact of the authors' practices in mathematics content courses versus mathematics methods courses. Examples of the authors' work with two students,…

Mathematical methods in physics and engineering

CERN Document Server

Dettman, John W

2011-01-01

Intended for college-level physics, engineering, or mathematics students, this volume offers an algebraically based approach to various topics in applied math. It is accessible to undergraduates with a good course in calculus which includes infinite series and uniform convergence. Exercises follow each chapter to test the student's grasp of the material; however, the author has also included exercises that extend the results to new situations and lay the groundwork for new concepts to be introduced later. A list of references for further reading will be found at the end of each chapter. For t

Educating mathematics teacher educators

DEFF Research Database (Denmark)

Højgaard, Tomas; Jankvist, Uffe Thomas

2014-01-01

The paper argues for a three-dimensional course design structure for future mathematics teacher educators. More precisely we describe the design and implementation of a course basing itself on: the two mathematical competencies of modelling and problem tackling, this being the first dimension......; the two mathematical topics of differential equations and stochastics, this being the second dimension; and finally a third dimension the purpose of which is to deepen the two others by means of a didactical perspective....

Mathematical analysis fundamentals

CERN Document Server

Bashirov, Agamirza

2014-01-01

The author's goal is a rigorous presentation of the fundamentals of analysis, starting from elementary level and moving to the advanced coursework. The curriculum of all mathematics (pure or applied) and physics programs include a compulsory course in mathematical analysis. This book will serve as can serve a main textbook of such (one semester) courses. The book can also serve as additional reading for such courses as real analysis, functional analysis, harmonic analysis etc. For non-math major students requiring math beyond calculus, this is a more friendly approach than many math-centric o

ASSOCIATION AMONG MATHEMATICAL CRITICAL THINKING SKILL, COMMUNICATION, AND CURIOSITY ATTITUDE AS THE IMPACT OF PROBLEM-BASED LEARNING AND COGNITIVE CONFLICT STRATEGY (PBLCCS) IN NUMBER THEORY COURSE

OpenAIRE

Zetriuslita Zetriuslita; Wahyudin Wahyudin; Jarnawi Afgani Dahlan

2018-01-01

This research aims to find out the association amongMathematical Critical Thinking (MCT) ability, Mathematical Communication, and Mathematical Curiosity Attitude (MCA) as the impact of applying Problem-Based Learning Cognitive Conflict Strategy(PBLCCS) in Number Theory course. The research method is correlative study. The instruments include a test for mathematical critical thinking skill and communication, and questionnaire to obtain the scores of mathematical curiosity attitude. The finding...

Architecture and Urban Studies to offer overseas design course

OpenAIRE

Chadwick, Heather Riley

2006-01-01

Virginia Tech's College of Architecture and Urban Studies invites professional architects and designers to participate in the 11th annual International Architecture and Design Continuing Education Course in Italy to be held in May. The deadline to register for this course is Saturday, April 15.

Philosophical dimensions in mathematics education

CERN Document Server

Francois, Karen

2007-01-01

This book brings together diverse recent developments exploring the philosophy of mathematics in education. The unique combination of ethnomathematics, philosophy, history, education, statistics and mathematics offers a variety of different perspectives from which existing boundaries in mathematics education can be extended. The ten chapters in this book offer a balance between philosophy of and philosophy in mathematics education. Attention is paid to the implementation of a philosophy of mathematics within the mathematics curriculum.

Lectures on the mathematics of quantum mechanics I

CERN Document Server

Dell'Antonio, Gianfausto

2015-01-01

The first volume (General Theory) differs from most textbooks as it emphasizes the mathematical structure and mathematical rigor, while being adapted to the teaching the first semester of an advanced course in Quantum Mechanics (the content of the book are the lectures of courses actually delivered.). It differs also from the very few texts in Quantum Mechanics that give emphasis to the mathematical aspects because this book, being written as Lecture Notes, has the structure of lectures delivered in a course, namely introduction of the problem, outline of the relevant points, mathematical tools needed, theorems, proofs. This makes this book particularly useful for self-study and for instructors in the preparation of a second course in Quantum Mechanics (after a first basic course). With some minor additions it can be used also as a basis of a first course in Quantum Mechanics for students in mathematics curricula. The second part (Selected Topics) are lecture notes of a more advanced course aimed at giving th...

A course in mathematical physics 3 quantum mechanics of atoms and molecules

CERN Document Server

Thirring, Walter

1981-01-01

In this third volume of A Course in Mathematical Physics I have attempted not simply to introduce axioms and derive quantum mechanics from them, but also to progress to relevant applications. Reading the axiomatic litera­ ture often gives one the impression that it largely consists of making refined axioms, thereby freeing physics from any trace of down-to-earth residue and cutting it off from simpler ways of thinking. The goal pursued here, however, is to come up with concrete results that can be compared with experimental facts. Everything else should be regarded only as a side issue, and has been chosen for pragmatic reasons. It is precisely with this in mind that I feel it appropriate to draw upon the most modern mathematical methods. Only by their means can the logical fabric of quantum theory be woven with a smooth structure; in their absence, rough spots would . inevitably appear, especially in the theory of unbounded operators, where the details are too intricate to be comprehended easily. Great care...

Mathematics++ selected topics beyond the basic courses

CERN Document Server

Kantor, Ida; Šámal, Robert

2015-01-01

Mathematics++ is a concise introduction to six selected areas of 20th century mathematics providing numerous modern mathematical tools used in contemporary research in computer science, engineering, and other fields. The areas are: measure theory, high-dimensional geometry, Fourier analysis, representations of groups, multivariate polynomials, and topology. For each of the areas, the authors introduce basic notions, examples, and results. The presentation is clear and accessible, stressing intuitive understanding, and it includes carefully selected exercises as an integral part. Theory is comp

OPPORTUNITIES FOR SELF-UPDATING OF THE IDENTITY OF THE STUDENT IN THE COURSE OF TRAINING IN MATHEMATICS

Directory of Open Access Journals (Sweden)

Maria Sergeevna Artjukhina

2015-11-01

Full Text Available In article ways of self-updating of students are offered it is aware of training in mathema-tics, by means of application of interactive technologies. Self-updating trained during training in mathematics at the higher school it is aimed at the development of integrative qualities of the personality, such as self-development, self-determination, self-checking, development of the creative potential. Mathematical education owing to the features, allows to construct the educational process directed not only on mathematical preparation, but also on self-updating of the identity of the student. The most expedient for a solution of the problem of self-updating of students it is aware of mathematics, fragmentary or complete introduction of interactive training is. Training in active dialogue interaction of all subjects of educational process in the information educational environment. Interactive interaction allows to develop personal and interpersonal skills, abilities to prove decisions, to distribute and carry out certain roles.

Mathematization in introductory physics

Science.gov (United States)

Brahmia, Suzanne M.

Mathematization is central to STEM disciplines as a cornerstone of the quantitative reasoning that characterizes these fields. Introductory physics is required for most STEM majors in part so that students develop expert-like mathematization. This dissertation describes coordinated research and curriculum development for strengthening mathematization in introductory physics; it blends scholarship in physics and mathematics education in the form of three papers. The first paper explores mathematization in the context of physics, and makes an original contribution to the measurement of physics students' struggle to mathematize. Instructors naturally assume students have a conceptual mastery of algebra before embarking on a college physics course because these students are enrolled in math courses beyond algebra. This paper provides evidence that refutes the validity of this assumption and categorizes some of the barriers students commonly encounter with quantification and representing ideas symbolically. The second paper develops a model of instruction that can help students progress from their starting points to their instructor's desired endpoints. Instructors recognize that the introductory physics course introduces new ideas at an astonishing rate. More than most physicists realize, however, the way that mathematics is used in the course is foreign to a large portion of class. This paper puts forth an instructional model that can move all students toward better quantitative and physical reasoning, despite the substantial variability of those students' initial states. The third paper describes the design and testing of curricular materials that foster mathematical creativity to prepare students to better understand physics reasoning. Few students enter introductory physics with experience generating equations in response to specific challenges involving unfamiliar quantities and units, yet this generative use of mathematics is typical of the thinking involved in

Effects of an Emotion Control Treatment on Academic Emotions, Motivation and Achievement in an Online Mathematics Course

Science.gov (United States)

Kim, ChanMin; Hodges, Charles B.

2012-01-01

We designed and developed an emotion control treatment and investigated its effects on college students' academic emotions, motivation, and achievement in an online remedial mathematics course. The treatment group showed more positive emotions of enjoyment and pride than the control group. The treatment group also showed a higher level of…

Racial Differences in Mathematics Test Scores for Advanced Mathematics Students

Science.gov (United States)

Minor, Elizabeth Covay

2016-01-01

Research on achievement gaps has found that achievement gaps are larger for students who take advanced mathematics courses compared to students who do not. Focusing on the advanced mathematics student achievement gap, this study found that African American advanced mathematics students have significantly lower test scores and are less likely to be…

Primary School Pre-Service Mathematics Teachers' Views on Mathematical Modeling

Science.gov (United States)

Karali, Diren; Durmus, Soner

2015-01-01

The current study aimed to identify the views of pre-service teachers, who attended a primary school mathematics teaching department but did not take mathematical modeling courses. The mathematical modeling activity used by the pre-service teachers was developed with regards to the modeling activities utilized by Lesh and Doerr (2003) in their…

Mathematics for physical chemistry

CERN Document Server

Mortimer, Robert G

2005-01-01

Mathematics for Physical Chemistry, Third Edition, is the ideal text for students and physical chemists who want to sharpen their mathematics skills. It can help prepare the reader for an undergraduate course, serve as a supplementary text for use during a course, or serve as a reference for graduate students and practicing chemists. The text concentrates on applications instead of theory, and, although the emphasis is on physical chemistry, it can also be useful in general chemistry courses. The Third Edition includes new exercises in each chapter that provide practice in a technique immediately after discussion or example and encourage self-study. The first ten chapters are constructed around a sequence of mathematical topics, with a gradual progression into more advanced material. The final chapter discusses mathematical topics needed in the analysis of experimental data.* Numerous examples and problems interspersed throughout the presentations * Each extensive chapter contains a preview, objectives, and ...

The Use of the History of Mathematics in the Teaching Pre-Service Mathematics Teachers

Science.gov (United States)

Galante, Dianna

2014-01-01

Many scholars have written about using the history of mathematics in the teaching of pre-service mathematics teachers. For this study, pre-service mathematics teachers developed an electronic journal of reflections based on presentations in the history of mathematics in a secondary mathematics education course. The main purpose of the…

A first course in mathematical physics

CERN Document Server

Whelan, Colm T

2016-01-01

The book assumes next to no prior knowledge of the topic. The first part introduces the core mathematics, always in conjunction with the physical context. In the second part of the book, a series of examples showcases some of the more conceptually advanced areas of physics, the presentation of which draws on the developments in the first part. A large number of problems helps students to hone their skills in using the presented mathematical methods. Solutions to the problems are available to instructors on an associated password-protected website for lecturers.

Meeting in mathematics

DEFF Research Database (Denmark)

Mogensen, Arne; Georgiev, Vladimir; Ulovec, Andreas

To encourage many more young people to appreciate the real nature and spirit of mathematics and possibly to be enrolled in mathematics study it is important to involve them in doing mathematics (not just learning about mathematics). This goal could be achieved if mathematics teachers are prepared...... to identify and work with mathematically gifted students (without loosing the rest). The book offers chapters on gifted students, mathematical competences and other issues....

Mathematics education giving meaning to Social Science students

DEFF Research Database (Denmark)

Andersson, Annica; Valero, Paola

Compulsory mathematics for social science students is problematic. We discuss the case of a group of students in Sweden who met a mathematics course inspired on the ideas of critical mathematics education and ethnomathematics. The evidence collected about students' experiences on this course...

Continuum mechanics the birthplace of mathematical models

CERN Document Server

Allen, Myron B

2015-01-01

Continuum mechanics is a standard course in many graduate programs in engineering and applied mathematics as it provides the foundations for the various differential equations and mathematical models that are encountered in fluid mechanics, solid mechanics, and heat transfer.  This book successfully makes the topic more accessible to advanced undergraduate mathematics majors by aligning the mathematical notation and language with related courses in multivariable calculus, linear algebra, and differential equations; making connections with other areas of applied mathematics where parial differe

Students’ Opinions on Administering Optional Online Quizzes in a two-year College Mathematics Course

Directory of Open Access Journals (Sweden)

Harun ÇİĞDEM

2014-12-01

Full Text Available The aim of this study is to determine students’ opinions about optional online quiz used under the content of blended instruction. Blended instruction has been created using a combination of face-to-face instruction with web-based learning management system. This is a descriptive study. This study was conducted on students of Mathematics-I course at a military vocational college. Courses have been conducted in the classroom setting and MS Power Point presentations, lecture notes, and quizzes were presented to the students via the intranet. Optional online quizzes based unit with multiple-choice question item pool was provided for the benefit of students. In the end of the semester Online Quiz Evaluation Form was applied to students to determine their opinions on online quizzes. 103 students have filled out the form. Data was analyzed using frequency, mean and t-test. In general it has been found that students are undecided about online quizzes. According to findings of this study, students who have a computer, internet connection in their home, and the web-based exam experience were more positive than students who have not own a computer, internet connection in their home, and the web-based exam experience about online quizzes. The online quiz applications and question bank creation especially for Mathematics were quite time consuming. The most important advantages of online quiz applications are the reduction in the time required for to read the students’ quiz and effective use of resources.

Student comprehension of mathematics through astronomy

Science.gov (United States)

Search, Robert

The purpose of this study is to examine how knowledge of astronomy can enhance college-level learning situations involving mathematics. The fundamental symbiosis between mathematics and astronomy was established early in the 17th century when Johannes Kepler deduced the 3 basic laws of planetary motion. This mutually harmonious relationship between these sciences has been reinforced repeatedly in history. In the early 20th century, for example, astronomer Arthur Eddington used photographic evidence from a 1919 solar eclipse to verify Einstein's mathematical theory of relativity. This study was conducted in 5 undergraduate mathematics classes over the course of 2 years. An introductory course in ordinary differential equations, taught in Spring Semester 2013, involved 4 students. A similar course in Spring Semester 2014 involved 6 students, a Summer Semester 2014 Calculus II course involved 2 students, and a Summer 2015 Astronomy course involved 8 students. The students were asked to use Kepler's astronomical evidence to deduce mathematical laws normally encountered on an undergraduate level. They were also asked to examine the elementary mathematical aspects involved in a theoretical trajectory to the planet Neptune. The summer astronomy class was asked to draw mathematical conclusions about large numbers from the recent discoveries concerning the dwarf planet Pluto. The evidence consists primarily of videotaped PowerPoint presentations conducted by the students in both differential equations classes, along with interviews and tests given in all the classes. All presentations were transcribed and examined to determine the effect of astronomy as a generator of student understanding of mathematics. An analysis of the data indicated two findings: definite student interest in a subject previously unknown to most of them and a desire to make the mathematical connection to celestial phenomena.

Impact of Maple(TM) on the design, instruction and performance in an undergraduate physics mathematical methods course

Science.gov (United States)

Runge, Alan Paul

1997-10-01

A traditional undergraduate physics course on mathematical methods has been redesigned to incorporate the use of Maplesp{sc {TM}}, a computer algebra program, during all aspects of the course. Topics covered were: complex number theory; series approximations; matrix theory; partial differentiation; vector algebra; and vector calculus. Five undergraduate students were enrolled, from sophomore to senior in academic class standing. A qualitative case study methodology was used to describe the changes in the course design resulting from the incorporation of Maplesp{sc {TM}} and their impact on the instruction of the course, and to determine the effects on the students' learning and development of problem solving skills in physics using Maplesp{sc {TM}} as a problem solving tool. The impact of using Maplesp{sc {TM}} on the number and types of interactions is presented. The entire semester long course was included in this study. Each class session is described in detail. Examples of the Maplesp{sc {TM}} materials used are given. The use of the Maplesp{sc {TM}} program was allowed on all homework and exams with each student having their own computer during class. Constraints were made so that the assessment emphasis remained on the mathematics and the conceptual understanding of the problem solving methods. All of the students demonstrated some level of proficiency in using Maplesp{TM} to solve the assigned problems. Strategies for effectively using Maplesp{TM} were presented and were individualized by the students. The students reported positive and negative impacts of using Maplesp{sc {TM}}. All of the students satisfactorily completed the course requirements, receiving final course grades from B to A+. All of them continued to voluntarily use Maplesp{sc {TM}} during the following semester. Instructional methods used included various lecture techniques without Maplesp{sc {TM}} assistance, lectures and demonstrations using only Maplesp{sc {TM}}, and student tasks

Teaching Undergraduate Mathematics Using CAS Technology: Issues and Prospects

Science.gov (United States)

Tobin, Patrick C.; Weiss, Vida

2016-01-01

The use of handheld CAS technology in undergraduate mathematics courses in Australia is paradoxically shrinking under sustained disapproval or disdain from the professional mathematics community. Mathematics education specialists argue with their mathematics colleagues over a range of issues in course development and this use of CAS or even…

Explorations in Elementary Mathematical Modeling

Science.gov (United States)

Shahin, Mazen

2010-01-01

In this paper we will present the methodology and pedagogy of Elementary Mathematical Modeling as a one-semester course in the liberal arts core. We will focus on the elementary models in finance and business. The main mathematical tools in this course are the difference equations and matrix algebra. We also integrate computer technology and…

Developmental Mathematics Students: Who are They and What is Their Mathematics Self-Efficacy?

OpenAIRE

Baxter, Ryan; Bates, Alan; Al-Bataineh, Adel Tawfig

2017-01-01

The purpose of this quantitative study was to determine differences indevelopmental mathematics students’ self-efficacy within the demographic datafrom the survey. Data from a sample of 240 Intermediate Algebra students at asingle four-year university using the Mathematics Self-Efficacy Resultsindicate that males possess higher levels of mathematics self-efficacy andconfidence with their mathematical abilities than females. Students whocompleted a lower developmental mathematics course prior ...

How we understand mathematics conceptual integration in the language of mathematical description

CERN Document Server

Woźny, Jacek

2018-01-01

This volume examines mathematics as a product of the human mind and analyzes the language of "pure mathematics" from various advanced-level sources. Through analysis of the foundational texts of mathematics, it is demonstrated that math is a complex literary creation, containing objects, actors, actions, projection, prediction, planning, explanation, evaluation, roles, image schemas, metonymy, conceptual blending, and, of course, (natural) language. The book follows the narrative of mathematics in a typical order of presentation for a standard university-level algebra course, beginning with analysis of set theory and mappings and continuing along a path of increasing complexity. At each stage, primary concepts, axioms, definitions, and proofs will be examined in an effort to unfold the tell-tale traces of the basic human cognitive patterns of story and conceptual blending. This book will be of interest to mathematicians, teachers of mathematics, cognitive scientists, cognitive linguists, and anyone interested...

Financial mathematics

CERN Document Server

Jothi, A Lenin

2009-01-01

Financial services, particularly banking and insurance services is the prominent sector for the development of a nation. After the liberalisation of financial sector in India, the scope of getting career opportunities has been widened. It is heartening to note that various universities in India have introduced professional courses on banking and insurance. A new field of applied mathematics has come into prominence under the name of Financial Mathematics. Financial mathematics has attained much importance in the recent years because of the role played by mathematical concepts in decision - m

Discrete Mathematics

DEFF Research Database (Denmark)

Sørensen, John Aasted

2011-01-01

The objectives of Discrete Mathematics (IDISM2) are: The introduction of the mathematics needed for analysis, design and verification of discrete systems, including the application within programming languages for computer systems. Having passed the IDISM2 course, the student will be able...... to accomplish the following: -Understand and apply formal representations in discrete mathematics. -Understand and apply formal representations in problems within discrete mathematics. -Understand methods for solving problems in discrete mathematics. -Apply methods for solving problems in discrete mathematics......; construct a finite state machine for a given application. Apply these concepts to new problems. The teaching in Discrete Mathematics is a combination of sessions with lectures and students solving problems, either manually or by using Matlab. Furthermore a selection of projects must be solved and handed...

Lectures on constructive mathematical analysis

CERN Document Server

Kushner, B A

1984-01-01

The basis of this book was a special course given by the author at the Mechanics-Mathematics Faculty of Moscow University. The material presumes almost no previous knowledge and is completely understandable to a reader who is in command of a standard course of mathematical analysis. There are an extensive bibliography and indexes which will be helpful to students.

Lectures on the mathematics of quantum mechanics II selected topics

CERN Document Server

Dell'Antonio, Gianfausto

2016-01-01

The first volume (General Theory) differs from most textbooks as it emphasizes the mathematical structure and mathematical rigor, while being adapted to the teaching the first semester of an advanced course in Quantum Mechanics (the content of the book are the lectures of courses actually delivered.). It differs also from the very few texts in Quantum Mechanics that give emphasis to the mathematical aspects because this book, being written as Lecture Notes, has the structure of lectures delivered in a course, namely introduction of the problem, outline of the relevant points, mathematical tools needed, theorems, proofs. This makes this book particularly useful for self-study and for instructors in the preparation of a second course in Quantum Mechanics (after a first basic course). With some minor additions it can be used also as a basis of a first course in Quantum Mechanics for students in mathematics curricula. The second part (Selected Topics) are lecture notes of a more advanced course aimed at giving th...

Mathematical bridges

CERN Document Server

Andreescu, Titu; Tetiva, Marian

2017-01-01

Building bridges between classical results and contemporary nonstandard problems, Mathematical Bridges embraces important topics in analysis and algebra from a problem-solving perspective. Blending old and new techniques, tactics and strategies used in solving challenging mathematical problems, readers will discover numerous genuine mathematical gems throughout that will heighten their appreciation of the inherent beauty of mathematics. Most of the problems are original to the authors and are intertwined in a well-motivated exposition driven by representative examples. The book is structured to assist the reader in formulating and proving conjectures, as well as devising solutions to important mathematical problems by making connections between various concepts and ideas from different areas of mathematics. Instructors and educators teaching problem-solving courses or organizing mathematics clubs, as well as motivated mathematics students from high school juniors to college seniors, will find Mathematical Bri...

Core-Plus Mathematics. What Works Clearinghouse Intervention Report

Science.gov (United States)

What Works Clearinghouse, 2010

2010-01-01

"Core-Plus Mathematics" is a four-year curriculum that replaces the traditional sequence with courses that each feature interwoven strands of algebra and functions, statistics and probability, geometry and trigonometry, and discrete mathematics. The first three courses in the series provide a common core of broadly useful mathematics,…

Interest in mathematics and science among students having high mathematics aptitude

Science.gov (United States)

Ely, Jane Alice

The study investigates why men and women differ in their interest in mathematics and science and in the pursuit of careers in mathematics and science. The most persistent gender differential in educational standard testing is the scores in mathematics achievement. The mean Scholastic Aptitude Test (Mathematics) scores for women are consistently below that of men by about 40 points. One result of this gender differential in mathematics is that few women entertain a career requiring a robust knowledge of higher mathematics (i.e. engineering, computing, or the physical sciences). A large body of literature has been written attempting to explain why this is happening. Biological, cultural, structural and psychological explanations have been suggested and empirically examined. Controlling for mathematical ability is one method of sorting out these explanations. Eliminating mathematical ability as a factor, this dissertation reports the results of a study of men and women college students who all had high mathematics ability. Thus, any differences we found among them would have to be a result of other variables. Using a Mathematics Placement Exam and the SAT-M, forty-two students (12 males and 30 females) with high scores in both were interviewed. Student were asked about their experiences in high school and college mathematics, their career choices, and their attitudes toward mathematics. The findings, that there were no gender differences in the course selection, attitudes towards mathematics, and career choice, differed from my initial expectations. This negative finding suggests that women with high ability in mathematics are just as likely as men to pursue interests in mathematics and related courses in college and in selecting careers.

Developmental Mathematics Students: Who are They and What is Their Mathematics Self-Efficacy?

OpenAIRE

Ryan Baxter; Alan Bates; Adel Tawfig Al-Bataineh

2016-01-01

The purpose of this quantitative study was to determine differences in developmental mathematics students’ self-efficacy within the demographic data from the survey. Data from a sample of 240 Intermediate Algebra students at a single four-year university using the Mathematics Self-Efficacy Results indicate that males possess higher levels of mathematics self-efficacy and confidence with their mathematical abilities than females. Students who completed a lower developmental mathematics course ...

Statistics for mathematicians a rigorous first course

CERN Document Server

Panaretos, Victor M

2016-01-01

This textbook provides a coherent introduction to the main concepts and methods of one-parameter statistical inference. Intended for students of Mathematics taking their first course in Statistics, the focus is on Statistics for Mathematicians rather than on Mathematical Statistics. The goal is not to focus on the mathematical/theoretical aspects of the subject, but rather to provide an introduction to the subject tailored to the mindset and tastes of Mathematics students, who are sometimes turned off by the informal nature of Statistics courses. This book can be used as the basis for an elementary semester-long first course on Statistics with a firm sense of direction that does not sacrifice rigor. The deeper goal of the text is to attract the attention of promising Mathematics students.

Impact of clicker technology in a mathematics course

Directory of Open Access Journals (Sweden)

Sibongile Simelane

2012-09-01

Full Text Available This article reports on the implementation of clickers to improve the success rate of first-year mathematics students. There were 105 students registered in this course, in a university of technology in South Africa. In order to do this, an orientation test in the form of a paper-based assessment was first conducted to determine what students already knew. About 21.9% of the students did not take the test and 20% did not pass it. These results raised concerned. Thereafter students were taught. After four weeks they were evaluated on their understanding of the concept taught in class. Results did not improve much, as 48.6% of the students did not pass the test. Therefore, a technology-engagement teaching strategy (TETS using clicker technology was developed and implemented in order to improve the pass rate. Weekly continuous assessments or diagnostic tests were conducted in order to establish the changes in students’ academic performance. A survey questionnaire was administered after the teaching and learning of incorporating clickers. This questionnaire also examined students’ perspective on the usefulness of clickers in teaching and learning. The results showed that the effective implementation of clickers with the integration of a TETS improved students’ success rate.

Mathematical Modeling Using MATLAB

National Research Council Canada - National Science Library

Phillips, Donovan

1998-01-01

.... Mathematical Modeling Using MA MATLAB acts as a companion resource to A First Course in Mathematical Modeling with the goal of guiding the reader to a fuller understanding of the modeling process...

Essential Mathematics for the Physical Sciences; Volume I: Homogeneous boundary value problems, Fourier methods, and special functions

Science.gov (United States)

Borden, Brett; Luscombe, James

2017-10-01

Physics is expressed in the language of mathematics; it is deeply ingrained in how physics is taught and how it's practiced. A study of the mathematics used in science is thus a sound intellectual investment for training as scientists and engineers. This first volume of two is centered on methods of solving partial differential equations and the special functions introduced. This text is based on a course offered at the Naval Postgraduate School (NPS) and while produced for NPS needs, it will serve other universities well.

Reorganizing Freshman Business Mathematics II: Authentic Assessment in Mathematics through Professional Memos

Science.gov (United States)

Green, Kris; Emerson, Allen

2008-01-01

The first part of this two-part paper [see EJ787497] described the development of a new freshman business mathematics (FBM) course at our college. In this paper, we discuss our assessment tool, the business memo, as a venue for students to apply mathematical skills, via mathematical modelling, to realistic business problems. These memos have…

Mathematics Teaching Today

Science.gov (United States)

Martin, Tami S.; Speer, William R.

2009-01-01

This article describes features, consistent messages, and new components of "Mathematics Teaching Today: Improving Practice, Improving Student Learning" (NCTM 2007), an updated edition of "Professional Standards for Teaching Mathematics" (NCTM 1991). The new book describes aspects of high-quality mathematics teaching; offers a model for observing,…

Using Technology to Promote Mathematical Discourse Concerning Women in Mathematics

Science.gov (United States)

Phy, Lyn

2008-01-01

This paper discusses uses of technology to facilitate mathematical discourse concerning women in mathematics. Such a topic can be introduced in various traditional courses such as algebra, geometry, trigonometry, probability and statistics, or calculus, but it is not included in traditional textbooks. Through the ideas presented here, you can…

A course in BE-algebras

CERN Document Server

Mukkamala, Sambasiva Rao

2018-01-01

This book presents a unified course in BE-algebras with a comprehensive introduction, general theoretical basis and several examples. It introduces the general theoretical basis of BE-algebras, adopting a credible style to offer students a conceptual understanding of the subject. BE-algebras are important tools for certain investigations in algebraic logic, because they can be considered as fragments of any propositional logic containing a logical connective implication and the constant "1", which is considered as the logical value “true”.  Primarily aimed at graduate and postgraduate students of mathematics, it also helps researchers and mathematicians to build a strong foundation in applied abstract algebra. Presenting insights into some of the abstract thinking that constitutes modern abstract algebra, it provides a transition from elementary topics to advanced topics in BE-algebras. With abundant examples and exercises arranged after each section, it offers readers a comprehensive, easy-to-follow int...

Massive Open Online Courses in Dental Education: Two Viewpoints: Viewpoint 1: Massive Open Online Courses Offer Transformative Technology for Dental Education and Viewpoint 2: Massive Open Online Courses Are Not Ready for Primetime.

Science.gov (United States)

Kearney, Rachel C; Premaraj, Sundaralingam; Smith, Becky M; Olson, Gregory W; Williamson, Anne E; Romanos, Georgios

2016-02-01

This point/counterpoint article discusses the strengths and weaknesses of incorporating Massive Open Online Courses (MOOCs) into dental education, focusing on whether this relatively new educational modality could impact traditional dental curricula. Viewpoint 1 asserts that MOOCs can be useful in dental education because they offer an opportunity for students to learn through content and assessment that is delivered online. While specific research on MOOCs is limited, some evidence shows that online courses may produce similar learning outcomes to those in face-to-face courses. Given that MOOCs are intended to be open source, there could be opportunities for dental schools with faculty shortages and financial constraints to incorporate these courses into their curricula. In addition to saving money, dental schools could use MOOCs as revenue sources in areas such as continuing education. Viewpoint 2 argues that the hype over MOOCs is subsiding due in part to weaker than expected evidence about their value. Because direct contact between students, instructors, and patients is essential to the dental curriculum, MOOCs have yet to demonstrate their usefulness in replacing more than a subset of didactic courses. Additionally, learning professionalism, a key component of health professions education, is best supported by mentorship that provides significant interpersonal interaction. In spite of the potential of early MOOC ideology, MOOCs in their current form require either further development or altered expectations to significantly impact dental education.

Effective use of Wikis in College Mathematics Classes

Directory of Open Access Journals (Sweden)

Paul Martin

2010-12-01

Full Text Available Wikis are used in mathematics education in a variety of ways [3]. As with Wikipedia, mathematics related Wikis provide pages and links that describe many different branches of mathematics. Another common use is as a portal for distributing and collecting mathematics course materials [1]. This article describes the authors' use of course wikis for two different purposes in two undergraduate math courses. In Calculus-I, a wiki was utilized to share and present the outcome of an optimization problem that required small groups to collect information about student homes' attic insulation status and eventually to compute the optimal amount of new insulation to add that maximizes heating savings. The second wiki was for a small seminar-style course on Mathematical Mysteries where students collected and posted the results of their research relating to famous unsolved problems in mathematics. This wiki was also used as a platform for in-class presentations by the students and the instructors. In both cases, the bulk of the wiki contribution was by students.

Teaching secondary mathematics

CERN Document Server

Rock, David

2013-01-01

Solidly grounded in up-to-date research, theory and technology,?Teaching Secondary Mathematics?is a practical, student-friendly, and popular text for secondary mathematics methods courses. It provides clear and useful approaches for mathematics teachers, and shows how concepts typically found in a secondary mathematics curriculum can be taught in a positive and encouraging way. The thoroughly revised fourth edition combines this pragmatic approach with truly innovative and integrated technology content throughout. Synthesized content between the book and comprehensive companion websi

22 CFR 229.415 - Access to course offerings.

Science.gov (United States)

2010-04-01

..., and adult education courses. (b)(1) With respect to classes and activities in physical education at..., that deal exclusively with human sexuality may be conducted in separate sessions for boys and girls. (6... EDUCATION PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE Discrimination on the Basis of Sex...

22 CFR 146.415 - Access to course offerings.

Science.gov (United States)

2010-04-01

..., and adult education courses. (b)(1) With respect to classes and activities in physical education at..., that deal exclusively with human sexuality may be conducted in separate sessions for boys and girls. (6... EDUCATION PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE Discrimination on the Basis of Sex...

How Bob Barker Would (Probably) Teach Discrete Mathematics

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Urness, Timothy

2010-01-01

This article proposes a discrete mathematics course in which games from "The Price Is Right" are used to engage students in a deeper, practical study of discrete mathematics. The games themselves are not the focus of the course; rather, the mathematical principles of the games give motivation for the concepts being taught. The game examples are…

Mathematical analysis II

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Canuto, Claudio

2015-01-01

The purpose of the volume is to provide a support textbook for a second lecture course on Mathematical Analysis. The contents are organised to suit, in particular, students of Engineering, Computer Science and Physics, all areas in which mathematical tools play a crucial role. The basic notions and methods concerning integral and differential calculus for multivariable functions, series of functions and ordinary differential equations are presented in a manner that elicits critical reading and prompts a hands-on approach to concrete applications. The pedagogical layout echoes the one used in the companion text Mathematical Analysis I. The book’s structure has a specifically-designed modular nature, which allows for great flexibility in the preparation of a lecture course on Mathematical Analysis. The style privileges clarity in the exposition and a linear progression through the theory. The material is organised on two levels. The first, reflected in this book, allows students to grasp the essential ideas, ...

Math 3310--Technical Mathematics I. Course Outline.

Science.gov (United States)

New York Inst. of Tech., Old Westbury.

This document contains the course syllabus and 12 independent practice modules for a college pre-calculus designed as the first course in a two-semester sequence for students in a Bachelor of Technology program. The course emphasizes engineering technology applications and verbal problems. Topics include a review of elementary algebra; factoring…

Math 3007--Developmental Mathematics I. Course Outline.

Science.gov (United States)

New York Inst. of Tech., Old Westbury.

This document contains the course syllabus and 12 independent practice modules for an introductory college algebra course designed to develop student proficiency in the basic algebraic skills. This course is designed as the first of a two-semester sequence. Topics include operations with signed numbers; simple operations on monomials and…

10 CFR 1042.415 - Access to course offerings.

Science.gov (United States)

2010-01-01

... education courses. (b)(1) With respect to classes and activities in physical education at the elementary... not prohibit grouping of students in physical education classes and activities by ability as assessed... exclusively with human sexuality may be conducted in separate sessions for boys and girls. (6) Recipients may...

49 CFR 25.415 - Access to course offerings.

Science.gov (United States)

2010-10-01

... education courses. (b)(1) With respect to classes and activities in physical education at the elementary... not prohibit grouping of students in physical education classes and activities by ability as assessed... exclusively with human sexuality may be conducted in separate sessions for boys and girls. (6) Recipients may...

12th International School of Mathematics "G Stampacchia" : Applied Mathematics in the Aerospace Field "Ettore Majorana"

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Salvetti, Attilio; Applied Mathematics in Aerospace Science and Engineering

1994-01-01

This book contains the proceedings ofthe meeting on "Applied Mathematics in the Aerospace Field," held in Erice, Sicily, Italy from September 3 to September 10, 1991. The occasion of the meeting was the 12th Course of the School of Mathematics "Guido Stampacchia," directed by Professor Franco Giannessi of the University of Pisa. The school is affiliated with the International Center for Scientific Culture "Ettore Majorana," which is directed by Professor Antonino Zichichi of the University of Bologna. The objective of the course was to give a perspective on the state-of­ the-art and research trends concerning the application of mathematics to aerospace science and engineering. The course was structured with invited lectures and seminars concerning fundamental aspects of differential equa­ tions, mathematical programming, optimal control, numerical methods, per­ turbation methods, and variational methods occurring in flight mechanics, astrodynamics, guidance, control, aircraft design, fluid mechanic...

Mathematical physics applied mathematics for scientists and engineers

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Kusse, Bruce R

2006-01-01

What sets this volume apart from other mathematics texts is its emphasis on mathematical tools commonly used by scientists and engineers to solve real-world problems. Using a unique approach, it covers intermediate and advanced material in a manner appropriate for undergraduate students. Based on author Bruce Kusse's course at the Department of Applied and Engineering Physics at Cornell University, Mathematical Physics begins with essentials such as vector and tensor algebra, curvilinear coordinate systems, complex variables, Fourier series, Fourier and Laplace transforms, differential and integral equations, and solutions to Laplace's equations

The Role of History and Philosophy of in University Mathematics

DEFF Research Database (Denmark)

Kjeldsen, Tinne Hoff; Carter, Jessica M H Grund

2014-01-01

uses of history and the research direction in philosophy of mathematics denoted ‘Philosophy of Mathematical Practice’. We link history and philosophy of mathematical practices to recent ideas in mathematics education in order to identify different roles history and philosophy can play in the learning...... of mathematics at university level. We present, analyse and discuss different examples of inclusions of history and philosophy in university programmes in mathematics. These presentations are divided into courses in history and philosophy, respectively, since this is the main way they are organised...... at the universities. We shall see, however, that the history courses address philosophical questions and that the philosophy courses employ historical material. The chapter ends with comments on how mathematics educations at university level can benefit from history and philosophy of mathematics...

Delivering Online Professional Development in Mathematics to Rural Educators

Science.gov (United States)

Cady, Jo; Rearden, Kristin

2009-01-01

Rural school districts struggle to attract, retain, and support highly qualified mathematics teachers. A series of four online professional development courses in the form of integrated mathematics content and pedagogy courses was designed to meet the professional development needs of rural middle school mathematics teachers. Changes in teachers'…

In-serviceMathematics and Chemistry Teachers’ Preparednessfor Mathematics and Chemistry Courses at the University of Botswana: Issues and Challenges

Directory of Open Access Journals (Sweden)

Lesego Tawana

2013-12-01

Full Text Available This research study’s aim was to track the paths of chemistry and mathematics in-service students studying for a degree at the University of Botswana who seemed to struggle with degree level concepts in their respective programmes despite holding diplomas in their fields. The authors are lecturers of both methodology and content courses in science and mathematics who became concerned about the seeminglyunderpreparedness of most in-service students for degree courses over the years. The study can be located within a social structuralist theoretical perspective where learning is viewed as a social entity, social structure referring to the ways people are interrelated or interdependent within their cultural mores as is the norm in an academic setting. The research team identified four categories of operational challenges that the students are most likely to face as university leaners, namely academic, social and emotional, economic and environmental challenges and these formed the basis on which the data collection process ensued. The qualitative methods paradigm was found to appropriate and the study was conducted within the framework of an action research approach. A qualitative research was relevant to the study because it had the capacity to enable the researchers to identify the cognitive views held by in-service students and the meanings they made of their experiences concerning their studies or the program (Hancock, 2004. The research sought to identify where the identified challenges emanated from with a view to make those involved in the academic paths of these learners to take heed of their problems. The study found that in-service learners are faced with all sorts of problems including lack of accommodation on campus, uncooperative lecturers, the university system which lumps them together with pre-service students making them academic prisoners, large class sizes which render learning a near impossibility for some, and the fast

Optimization of courses offer in educational institutions

Directory of Open Access Journals (Sweden)

Rafael López Bracho

2015-08-01

Full Text Available In the problem of scheduling of courses, it is generally assumed that the allocation of subjects to teaching periods is an input of the problem, which is defined by the academic authorities. This paper presents a methodology that makes use of linear programs with 0-1 integer variables, to establish the assignment of subjects to teaching periods, which takes into account the degree of difficulty of each subject and academic requirements of these, with the objective of minimizing the differences in degree of difficulty between the various academic periods.

Marine Geology and Geophysics Field Course Offered by The University of Texas Institute for Geophysics

Science.gov (United States)

Duncan, D.; Davis, M. B.; Allison, M. A.; Gulick, S. P.; Goff, J. A.; Saustrup, S.

2012-12-01

The University of Texas Institute for Geophysics, part of the Jackson School of Geosciences, annually offers an intensive three-week marine geology and geophysics field course during the spring-summer intersession. Now in year six, the course provides hands-on instruction and training for graduate and upper-level undergraduate students in data acquisition, processing, interpretation, and visualization. Techniques covered include high-resolution seismic reflection, CHIRP sub-bottom profiling, multibeam bathymetry, sidescan sonar, several types of sediment coring, grab sampling, and the sedimentology of resulting seabed samples (e.g., core description, grain size analysis, x-radiography, etc.). Students participate in an initial period of classroom instruction designed to communicate geological context of the field area (which changes each year) along with theoretical and technical background on each field method. The class then travels to the Gulf Coast for a week of at-sea field work. Our field sites at Port Aransas and Galveston, Texas, and Grand Isle, Louisiana, have provided ideal locations for students to investigate coastal and sedimentary processes of the Gulf Coast and continental shelf through application of geophysical techniques. In the field, students rotate between two research vessels: one vessel, the 22' aluminum-hulled R/V Lake Itasca, owned and operated by UTIG, is used principally for multibeam bathymetry, sidescan sonar, and sediment sampling; the other, NOAA's R/V Manta or the R/V Acadiana, operated by the Louisiana Universities Marine Consortium, and is used primarily for high-resolution seismic reflection, CHIRP sub-bottom profiling, multibeam bathymetry, gravity coring, and vibrocoring. While at sea, students assist with survey design, learn instrumentation set up, acquisition parameters, data quality control, and safe instrument deployment and retrieval. In teams of three, students work in onshore field labs preparing sediment samples for

The Mathematics of "Star Trek"--An Honors Colloquium

Science.gov (United States)

Karls, Michael A.

2011-01-01

After the success of a course on cryptography for a general audience, based on Simon Singh's "The Code Book" [49], I decided to try again and create a mathematics course for a general audience based on "The Physics of Star Trek" by Lawrence Krauss [32]. This article looks at the challenges of designing a physics-based mathematics course "from…

Mathematical physics

CERN Document Server

Geroch, Robert

1985-01-01

Mathematical Physics is an introduction to such basic mathematical structures as groups, vector spaces, topological spaces, measure spaces, and Hilbert space. Geroch uses category theory to emphasize both the interrelationships among different structures and the unity of mathematics. Perhaps the most valuable feature of the book is the illuminating intuitive discussion of the ""whys"" of proofs and of axioms and definitions. This book, based on Geroch's University of Chicago course, will be especially helpful to those working in theoretical physics, including such areas as relativity, particle

Mathematical Investigations for Supporting Pre-Service Primary Teachers Repeating a Mathematics Education Course

Science.gov (United States)

Bailey, Judy

2014-01-01

Preparing to become an effective primary school mathematics teacher is a challenging and complex task; and is influenced by one's past experiences, personal knowledge of, and beliefs and attitudes towards mathematics. This paper examines the experiences of a small group of pre-service teachers who did not pass their first year mathematics…

Collaborative Workshops and Student Academic Performance in Introductory College Mathematics Courses: A Study of a Treisman Model Math Excel Program.

Science.gov (United States)

Duncan, Hollis; Dick, Thomas

2000-01-01

Describes the Treisman model which involves supplemental workshops in which college students solve problems in collaborative learning groups. Reports on the effectiveness of Math Excel, an implementation of the Treisman model for introductory mathematics courses at Oregon State University over five academic terms. Reveals a significant effect on…

Incorporating Quantitative Reasoning in Common Core Courses: Mathematics for The Ghost Map

Directory of Open Access Journals (Sweden)

John R. Jungck

2012-01-01

Full Text Available How can mathematics be integrated into multi-section interdisciplinary courses to enhance thematic understandings and shared common readings? As an example, four forms of quantitative reasoning are used to understand and critique one such common reading: Steven Berlin Johnson’s "The Ghost Map: The Story of London's Most Terrifying Epidemic - and How it Changed Science, Cities and the Modern World" (Riverhead Books, 2006. Geometry, statistics, modeling, and networks are featured in this essay as the means of depicting, understanding, elaborating, and critiquing the public health issues raised in Johnson’s book. Specific pedagogical examples and resources are included to illustrate applications and opportunities for generalization beyond this specific example. Quantitative reasoning provides a robust, yet often neglected, lens for doing literary and historical analyses in interdisciplinary education.

Mathematical Biology Modules Based on Modern Molecular Biology and Modern Discrete Mathematics

Science.gov (United States)

Davies, Robin; Hodge, Terrell; Enyedi, Alexander

2010-01-01

We describe an ongoing collaborative curriculum materials development project between Sweet Briar College and Western Michigan University, with support from the National Science Foundation. We present a collection of modules under development that can be used in existing mathematics and biology courses, and we address a critical national need to introduce students to mathematical methods beyond the interface of biology with calculus. Based on ongoing research, and designed to use the project-based-learning approach, the modules highlight applications of modern discrete mathematics and algebraic statistics to pressing problems in molecular biology. For the majority of projects, calculus is not a required prerequisite and, due to the modest amount of mathematical background needed for some of the modules, the materials can be used for an early introduction to mathematical modeling. At the same time, most modules are connected with topics in linear and abstract algebra, algebraic geometry, and probability, and they can be used as meaningful applied introductions into the relevant advanced-level mathematics courses. Open-source software is used to facilitate the relevant computations. As a detailed example, we outline a module that focuses on Boolean models of the lac operon network. PMID:20810955

Mathematical biology modules based on modern molecular biology and modern discrete mathematics.

Science.gov (United States)

Robeva, Raina; Davies, Robin; Hodge, Terrell; Enyedi, Alexander

2010-01-01

We describe an ongoing collaborative curriculum materials development project between Sweet Briar College and Western Michigan University, with support from the National Science Foundation. We present a collection of modules under development that can be used in existing mathematics and biology courses, and we address a critical national need to introduce students to mathematical methods beyond the interface of biology with calculus. Based on ongoing research, and designed to use the project-based-learning approach, the modules highlight applications of modern discrete mathematics and algebraic statistics to pressing problems in molecular biology. For the majority of projects, calculus is not a required prerequisite and, due to the modest amount of mathematical background needed for some of the modules, the materials can be used for an early introduction to mathematical modeling. At the same time, most modules are connected with topics in linear and abstract algebra, algebraic geometry, and probability, and they can be used as meaningful applied introductions into the relevant advanced-level mathematics courses. Open-source software is used to facilitate the relevant computations. As a detailed example, we outline a module that focuses on Boolean models of the lac operon network.

Mathematics for physical chemistry

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Mortimer, Robert G

2013-01-01

Mathematics for Physical Chemistry is the ideal supplementary text for practicing chemists and students who want to sharpen their mathematics skills while enrolled in general through physical chemistry courses. This book specifically emphasizes the use of mathematics in the context of physical chemistry, as opposed to being simply a mathematics text. This 4e includes new exercises in each chapter that provide practice in a technique immediately after discussion or example and encourage self-study. The early chapters are constructed around a sequence of mathematical topics, wit

Mathematics in civilization

CERN Document Server

Resnikoff, Howard L

2015-01-01

Space flight, computers, lasers, and information technology ― these are but a few examples of the spectacular growth, development, and far-reaching applications of mathematics. But what of the field's past? Upon which intellectual milestones were the foundations of modern mathematics constructed? How has our comprehension of the physical universe, language, and the nature of thought itself been influenced and informed by the developments of mathematics through the ages?This lucid presentation examines how mathematics shaped and was shaped by the course of human events. In a format suited to co

ICT-Aided Engineering Courses: A Multi-Campus Course Management

Science.gov (United States)

Dana-Picard, Thierry; Kidron, Ivy; Komar, Meir; Steiner, Joseph

2006-01-01

Jerusalem College of Technology (JCT) is a multi-campus institution with identical syllabi for courses in every campus. Moreover, learning at JCT requires at the same time synchronous and asynchronous learning and teaching. For some introductory courses in Mathematics for Engineering students, websites have been built and now upgraded in order to…

Authentic Teaching Experiences in Secondary Mathematics Methods

Science.gov (United States)

Stickles, Paula R.

2015-01-01

Often secondary mathematics methods courses include classroom peer teaching, but many pre-service teachers find it challenging to teach their classmate peers as there are no discipline issues and little mathematical discourse as the "students" know the content. We will share a recent change in our methods course where pre-service…

Secondary School Mathematics Teachers’ and Students’ Views on Computer Assisted Mathematics Instruction in Turkey: Mathematica Example

Directory of Open Access Journals (Sweden)

Mehmet Alper Ardıç

2017-01-01

Full Text Available This study aimed at determining the secondary school mathematics teachers’ and students’ views on computer-assisted mathematics instruction (CAMI conducted via Mathematica. Accordingly, three mathematics teachers in Adıyaman and nine 10th-grade students participated in the research. Firstly, the researchers trained the mathematics teachers in the Mathematica program, a computer algebra system (CAS and CAMI. Then, they provided a suitable environment for teachers to practice CAMI with their students to teach quadratic functions (parabola. Case study, a qualitative research design, was utilized in the study. Semi-structured interview forms were used as data collection tools. The interview data were analyzed using descriptive and content analysis, and the codes and themes related to the topic were obtained. The findings revealed that all the teachers found CAMI implementations interesting as supported by students’ views. While all mathematics teachers wanted to benefit from CAMI in mathematics and geometry courses, most of the students asked that CAMI be used in different courses. It was found that students did not have any problems with the Mathematica used with CAMI activities. However, it was also revealed by one student and one teacher that involving CAMI constantly in the courses would hinder preparations for the university entrance exam.

Who Can Know Mathematics?

Science.gov (United States)

Walshaw, Margaret

2014-01-01

This paper explores contemporary thinking about learning mathematics, and within that, social justice within mathematics education. The discussion first looks at mechanisms offered by conventional explanations on the emancipatory project and then moves towards more recent insights developed within mathematics education. Synergies are drawn between…

Preservice Secondary Teachers Perceptions of College-Level Mathematics Content Connections with the Common Core State Standards for Mathematics

Science.gov (United States)

Olson, Travis A.

2016-01-01

Preservice Secondary Mathematics Teachers (PSMTs) were surveyed to identify if they could connect early-secondary mathematics content (Grades 7-9) in the Common Core State Standards for Mathematics (CCSSM) with mathematics content studied in content courses for certification in secondary teacher preparation programs. Respondents were asked to…

Pre-college Mathematics *Optional subject

OpenAIRE

ISHIDA, Yukio

2015-01-01

This course is a companion course to Calculus I. It aims to help students with little or no precalculus knowledge to master the basic calculus material in preparation for the more advanced course of Calculus I. This is done by reviewing high school mathematics.

Computer programming in the UK undergraduate mathematics curriculum

Science.gov (United States)

Sangwin, Christopher J.; O'Toole, Claire

2017-11-01

This paper reports a study which investigated the extent to which undergraduate mathematics students in the United Kingdom are currently taught to programme a computer as a core part of their mathematics degree programme. We undertook an online survey, with significant follow-up correspondence, to gather data on current curricula and received replies from 46 (63%) of the departments who teach a BSc mathematics degree. We found that 78% of BSc degree courses in mathematics included computer programming in a compulsory module but 11% of mathematics degree programmes do not teach programming to all their undergraduate mathematics students. In 2016, programming is most commonly taught to undergraduate mathematics students through imperative languages, notably MATLAB, using numerical analysis as the underlying (or parallel) mathematical subject matter. Statistics is a very popular choice in optional courses, using the package R. Computer algebra systems appear to be significantly less popular for compulsory first-year courses than a decade ago, and there was no mention of logic programming, functional programming or automatic theorem proving software. The modal form of assessment of computing modules is entirely by coursework (i.e. no examination).

Implementing a flipped classroom approach in a university numerical methods mathematics course

Science.gov (United States)

Johnston, Barbara M.

2017-05-01

This paper describes and analyses the implementation of a 'flipped classroom' approach, in an undergraduate mathematics course on numerical methods. The approach replaced all the lecture contents by instructor-made videos and was implemented in the consecutive years 2014 and 2015. The sequential case study presented here begins with an examination of the attitudes of the 2014 cohort to the approach in general as well as analysing their use of the videos. Based on these responses, the instructor makes a number of changes (for example, the use of 'cloze' summary notes and the introduction of an extra, optional tutorial class) before repeating the 'flipped classroom' approach the following year. The attitudes to the approach and the video usage of the 2015 cohort are then compared with the 2014 cohort and further changes that could be implemented for the next cohort are suggested.

Modularization of Courses.

Science.gov (United States)

Eastern Arizona Coll., Thatcher.

Eastern Arizona College has developed a modularized system of instruction for five vocational and vocationally related courses--Introduction to Business, Business Mathematics, English, Drafting, and Electronics. Each course is divided into independent segments of instruction and students have open-entry and exit options. This document reviews the…

FEATURES OF FOREIGN STUDENTS PRE-UNIVERSITY MATHEMATICAL TRAINING

Directory of Open Access Journals (Sweden)

Наталья Александровна Пыхтина

2017-12-01

Full Text Available The aim of improving the international competitiveness of the higher education Russian system at the global level by increasing the number of foreign students leads to the fact, that pre-university training is becoming essential for next years at higher educational programmes.Pre-university mathematical training of international students contributes to the scientific style formation of speech skills, which is so useful in higher educational institute. This article highlights some of the features of foreign students pre-university mathematical training.Design of “Mathematics” course methodical ware for preparatory departments of higher educational institutions is an important element of the educational process. Features of mathematics teaching are shown by the example of such important for foreign students pre-university mathematical training branch of mathematics like the set theory.The article also gives consideration to such aspects of mathematics teaching for foreign students as the inclusion of text mathematical problems in the “Mathematics” course programme for helping to achieve lexical skills and abilities, as well as the organization of individual work of the students with the use of information and communication technologies.The paper refers to the collection of exercises and tasks for the “Mathematics” course for foreign citizens studying at the preparatory departments of higher educational institutions, it additionally gives the themes of the course.

Offers

CERN Multimedia

Staff Association

2012-01-01

proposes the following offer: 15% discount for the Staff Association members who enroll their children in summer FUTUREKIDS activities. Extracurricular Activities For Your Children The FUTUREKIDS Geneva Learning Center is open 6 days a week and offers a selection of after-school extracurricular activities for children and teenagers (ages 5 to 16). In addition to teaching in its Learning Centers, Futurekids collaborates with many private schools in Suisse Romande (Florimont, Moser, Champittet, Ecole Nouvelle, etc.) and with the Département de l'Instruction Publique (DIP) Genève. Courses and camps are usually in French but English groups can be set up on demand. FUTUREKIDS Computer Camps (during school holidays) FUTUREKIDS Computer Camps are a way of having a great time during vacations while learning something useful, possibly discovering a new hobby or even, why not, a future profession. Our computer camps are at the forefront of technology. Themes are diverse and suit all ...

The Necessity and Applicability Levels of the Courses that are Offered in the Departments of Computer Education and Instructional Technologies (CEIT)

Science.gov (United States)

Acat, M. Bahaddin; Kilic, Abdurrahman; Girmen, Pinar; Anagun, Senegul S.

2007-01-01

The main purpose of this study is to identify the levels of the necessity and applicability of the courses offered in the Departments of Computer Education and Instructional Technologies based on the views of the fourth grade and graduated students. In the study descriptive research model was used. The population of the study were final-year and…

Mathematical logic

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Kleene, Stephen Cole

1967-01-01

Undergraduate students with no prior instruction in mathematical logic will benefit from this multi-part text. Part I offers an elementary but thorough overview of mathematical logic of 1st order. Part II introduces some of the newer ideas and the more profound results of logical research in the 20th century. 1967 edition.

Mathematical analysis I

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Zorich, Vladimir A

2015-01-01

VLADIMIR A. ZORICH is professor of mathematics at Moscow State University. His areas of specialization are analysis, conformal geometry, quasiconformal mappings, and mathematical aspects of thermodynamics. He solved the problem of global homeomorphism for space quasiconformal mappings. He holds a patent in the technology of mechanical engineering, and he is also known by his book Mathematical Analysis of Problems in the Natural Sciences . This second English edition of a very popular two-volume work presents a thorough first course in analysis, leading from real numbers to such advanced topics as differential forms on manifolds; asymptotic methods; Fourier, Laplace, and Legendre transforms; elliptic functions; and distributions. Especially notable in this course are the clearly expressed orientation toward the natural sciences and the informal exploration of the essence and the roots of the basic concepts and theorems of calculus. Clarity of exposition is matched by a wealth of instructive exercises, problems...

Exploring Kuwaiti mathematics: student-teachers' beliefs toward using Logo and mathematics education

OpenAIRE

Sulaiman, NAJ

2011-01-01

The main objective of this study is to explore the effect of one taught course, a Logo module, on Kuwaiti elementary mathematics student-teachers’ beliefs about Information and Communication Technology (ICT) and Logo. The Logo module incorporated ICT, in particular the Logo programming language, as a cognitive tool, that supports the constructivist perspective for mathematics instruction. The Logo module comprised of 24-sessions (deducted from the hours of the Methods of Teaching Mathematics ...

Establishing a mathematical Lesson Study culture in Danish teacher education

DEFF Research Database (Denmark)

Skott, Charlotte Krog; Østergaard, Camilla Hellsten

Bridging theory and practice is a general challenge in mathematics teacher education. Research shows that Lesson Study (LS) is an effective way for prospective mathematics teachers to build relations between course work and field experiences......Bridging theory and practice is a general challenge in mathematics teacher education. Research shows that Lesson Study (LS) is an effective way for prospective mathematics teachers to build relations between course work and field experiences...

Mathematics Self-Related Beliefs and Online Learning

Science.gov (United States)

Ichinose, Cherie; Bonsangue, Martin

2016-01-01

This study examined students' mathematical self-related beliefs in an online mathematics course. Mathematical self-related beliefs of a sample of high school students learning mathematics online were compared with student response data from the 2012 Programme for International Student Assessment (PISA). The treatment group reported higher levels…

Notes for Applied Mathematics in Trigonometry and Earth Geometry/Navigation

Science.gov (United States)

Faulkner, Peter

2004-01-01

As time has progressed, the role of applied mathematics has become increasingly important. Indeed there are now more students enrolled in applied mathematics courses in senior high schools and colleges than in pure mathematics. Such courses become more relevant both to the student and to future employers, if the same constants and equations that…

Teaching Mathematics as Agape

Science.gov (United States)

Amidon, Joel C.

2011-01-01

What happens when the problem of inequitable access to mathematics is addressed by agape (pronounced agapa) or attending to the relationships students develop with mathematics? To respond to this question, this paper offers a description of the journey towards teaching mathematics as agape. First, I organized examples of equity pedagogy around the…

The argument of mathematics

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Aberdein, Andrew

2014-01-01

This book presents a comprehensive investigation into the relationship between argumentation theory and the philosophy of mathematical practice. It offers large array of examples ranging from the history of mathematics to formal proof verification.

Course Resource Lists.

Science.gov (United States)

England, Robert G.

The Mountain-Plains Course Resource List is presented by job title for 26 curriculum areas. For each area the printed materials, audiovisual aids, and equipment needed for the course are listed. The 26 curriculum areas are: mathematics skills, communication skills, office education, lodging services, food services, marketing and distribution,…

Introduction to mathematical systems theory a behavioral approach

CERN Document Server

Polderman, Jan Willem

1998-01-01

Mathematics is playing an ever more important role in the physical and biological sciences, provoking a blurring of boundaries between scientific disciplines and a resurgence of interest in the modem as well as the classical techniques of applied mathematics. This renewal of interest,both in research and teaching, has led to the establishment of the series: Texts in Applied Mathematics (TAM). The developmentof new courses is a natural consequenceof a high level of excite­ ment on the research frontier as newer techniques, such as numerical and symbolic computersystems,dynamicalsystems,and chaos, mix with and reinforce the tradi­ tional methods of applied mathematics. Thus, the purpose of this textbook series is to meet the current and future needs of these advances and encourage the teaching of new courses. TAM will publish textbookssuitable for use in advancedundergraduate and begin­ ning graduate courses, and will complement the Applied Mathematical Seiences (AMS) series, which will focus on advanced tex...

PRELIMINARY ASSESSMENT OF FAMILIARITY WITH CONCEPTS MATHEMATICAL GEOGRAPHY OF COURSE UNDERGRADUATE

Directory of Open Access Journals (Sweden)

Luis Alberto Martins Palhares de Melo

2015-12-01

Full Text Available The objective of the work described in this paper was to conduct a preliminary assessment about the familiarity with basic mathematical concepts by undergraduate students of Geography. This work assumed that the domain of basic concepts of mathematics is important for the students for the real understanding of quantification techniques applied to geography, used for better understanding about geographical space. Therefore, it was applied a questionnaire with six questions related to some basic mathematical concepts. 384 questionnaires were applied in undergraduate courses in geography, in six public institutions of higher education and a private college, located in the Federal District, Goias, Tocantins, Mato Grosso do Sul, Paraná and Rio Grande do Sul in May / 2013 June / 2013 August / 2013 and April / 2014. The results showed that the 384 respondents answered correctly on average 2,3 questions of an amount of six questions. This may mean that a priori there is little familiarity of undergraduate Geography students with basic concepts of mathematics. O objetivo do trabalho descrito neste artigo foi realizar uma avaliação preliminar a respeito da familiaridade com conceitos matemáticos em nível de Educação Básica por parte de graduandos de cursos de Geografia. Essa investigação partiu do princípio de que o domínio de conceitos básicos de Matemática é importante para a capacitação em técnicas de quantificação em Geografia, que por sua vez auxiliam o geógrafo, bacharel ou licenciado, a entender melhor o espaço geográfico. Para tanto foi utilizado o instrumento questionário com seis questões versando sobre alguns conceitos matemáticos básicos em nível de Educação Básica. Foram aplicados 384 questionários em cursos de graduação em Geografia, em seis instituições públicas de ensino superior e uma faculdade particular, localizadas no Distrito Federal, Goiás, Tocantins, Mato Grosso do Sul, Paraná e Rio Grande do

First course in mathematical logic

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Suppes, Patrick

2010-01-01

In modern mathematics, both the theory of proof and the derivation of theorems from axioms bear an unquestioned importance. The necessary skills behind these methods, however, are frequently underdeveloped. This book counters that neglect with a rigorous introduction that is simple enough in presentation and context to permit relatively easy comprehension. It comprises the sentential theory of inference, inference with universal quantifiers, and applications of the theory of inference developed to the elementary theory of commutative groups. Throughout the book, the authors emphasize the perva

Higher engineering mathematics

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John Bird

2014-01-01

A practical introduction to the core mathematics principles required at higher engineering levelJohn Bird's approach to mathematics, based on numerous worked examples and interactive problems, is ideal for vocational students that require an advanced textbook.Theory is kept to a minimum, with the emphasis firmly placed on problem-solving skills, making this a thoroughly practical introduction to the advanced mathematics engineering that students need to master. The extensive and thorough topic coverage makes this an ideal text for upper level vocational courses. Now in

Mathematics

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Stein, Sherman K

2010-01-01

Anyone can appreciate the beauty, depth, and vitality of mathematics with the help of this highly readable text, specially developed from a college course designed to appeal to students in a variety of fields. Readers with little mathematical background are exposed to a broad range of subjects chosen from number theory, topology, set theory, geometry, algebra, and analysis. Starting with a survey of questions on weight, the text discusses the primes, the fundamental theorem of arithmetic, rationals and irrationals, tiling, tiling and electricity, probability, infinite sets, and many other topi

Predicting Student Success in a Major's Introductory Biology Course via Logistic Regression Analysis of Scientific Reasoning Ability and Mathematics Scores

Science.gov (United States)

Thompson, E. David; Bowling, Bethany V.; Markle, Ross E.

2018-02-01

Studies over the last 30 years have considered various factors related to student success in introductory biology courses. While much of the available literature suggests that the best predictors of success in a college course are prior college grade point average (GPA) and class attendance, faculty often require a valuable predictor of success in those courses wherein the majority of students are in the first semester and have no previous record of college GPA or attendance. In this study, we evaluated the efficacy of the ACT Mathematics subject exam and Lawson's Classroom Test of Scientific Reasoning in predicting success in a major's introductory biology course. A logistic regression was utilized to determine the effectiveness of a combination of scientific reasoning (SR) scores and ACT math (ACT-M) scores to predict student success. In summary, we found that the model—with both SR and ACT-M as significant predictors—could be an effective predictor of student success and thus could potentially be useful in practical decision making for the course, such as directing students to support services at an early point in the semester.

The mathematics textbook at tertiary level as curriculum material - exploring the teacher's decision-making process

Science.gov (United States)

Randahl, Mira

2016-08-01

This paper reports on a study about how the mathematics textbook was perceived and used by the teacher in the context of a calculus part of a basic mathematics course for first-year engineering students. The focus was on the teacher's choices and the use of definitions, examples and exercises in a sequence of lectures introducing the derivative concept. Data were collected during observations of lectures and an interview, and informal talks with the teacher. The introduction and the treatment of the derivative as proposed by the teacher during the lectures were analysed in relation to the results of the content text analysis of the textbook. The teacher's decisions were explored through the lens of intended learning goals for engineering students taking the mathematics course. The results showed that the sequence of concepts and the formal introduction of the derivative as proposed by the textbook were closely followed during the lectures. The examples and tasks offered to the students focused strongly on procedural knowledge. Although the textbook proposes both examples and exercises that promote conceptual knowledge, these opportunities were not fully utilized during the observed lectures. Possible reasons for the teacher's choices and decisions are discussed.

COMUNICAÇÃO E SABERES DOCENTES: UMA BREVE REFLEXÃO A RESPEITO DAS DISCIPLINAS DE TEORIA E PRÁTICA PEDAGÓGICA OFERTADAS NO CURSO DE LICENCIATURA EM MATEMÁTICA DA UNIVERSIDADE ESTADUAL DE MARINGÁ. PRACTICE SUBJECTS OF THE TEACHER TRAINING IN MATHEMATICS COURSE OFFERED IN THE STATE UNIVERSITY OF MARINGÁ

Directory of Open Access Journals (Sweden)

Sandra Regina D'Antonio

2012-11-01

ógica.This paper diagnoses the Teacher Training in Mathematics course from UEM (State University of Maringá, Brazil. The research, using discourse analysis and pedagogical practices was developed through observation of Educational Theory and Practice I, II, III and IV lessons offered to students of the Teacher Training in Mathematics course of UEM, in order to verify what has been the contribution of these subjects in the construction of teacher knowledge and the development of more communicative and reflective classrooms as well as the influence of the discourse of professors in the practice of future teachers, keeping in mind that knowledge construction relies on the use of practices that enable students to publish their thoughts, their ideas, and to compare, negotiate and modify their representations, conceptions and beliefs. From the analysis of the data, we observed that with the open space for student participation, creating differentiated strategies, the teacher has the possibility to redesign, in confrontations, debates and discussions, not only the thought of the students, but their own thoughts in order to make their message clearer and more objective. In order to achieve the desired objectives, a total of 54 classes were observed from June 2010 to November 2011. The described analysis refers to classes of three professors: (A and (B are tenured professors in the department of mathematics whose post-graduation courses (masters and doctorate are in the area of mathematics. The third one, professor (C, is an employee of the department of mathematics, with a Masters in Education for Science and Mathematics Teaching. The three worked in the field of mathematics education, teaching the subjects of Educational Theory and Practice.

CDM: Teaching Discrete Mathematics to Computer Science Majors

Science.gov (United States)

Sutner, Klaus

2005-01-01

CDM, for computational discrete mathematics, is a course that attempts to teach a number of topics in discrete mathematics to computer science majors. The course abandons the classical definition-theorem-proof model, and instead relies heavily on computation as a source of motivation and also for experimentation and illustration. The emphasis on…

Democratizing education? Examining access and usage patterns in massive open online courses.

Science.gov (United States)

Hansen, John D; Reich, Justin

2015-12-04

Massive open online courses (MOOCs) are often characterized as remedies to educational disparities related to social class. Using data from 68 MOOCs offered by Harvard and MIT between 2012 and 2014, we found that course participants from the United States tended to live in more-affluent and better-educated neighborhoods than the average U.S. resident. Among those who did register for courses, students with greater socioeconomic resources were more likely to earn a certificate. Furthermore, these differences in MOOC access and completion were larger for adolescents and young adults, the traditional ages where people find on-ramps into science, technology, engineering, and mathematics (STEM) coursework and careers. Our findings raise concerns that MOOCs and similar approaches to online learning can exacerbate rather than reduce disparities in educational outcomes related to socioeconomic status. Copyright © 2015, American Association for the Advancement of Science.

Mathematics of aperiodic order

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Lenz, Daniel; Savinien, Jean

2015-01-01

What is order that is not based on simple repetition, that is, periodicity? How must atoms be arranged in a material so that it diffracts like a quasicrystal? How can we describe aperiodically ordered systems mathematically? Originally triggered by the – later Nobel prize-winning – discovery of quasicrystals, the investigation of aperiodic order has since become a well-established and rapidly evolving field of mathematical research with close ties to a surprising variety of branches of mathematics and physics. This book offers an overview of the state of the art in the field of aperiodic order, presented in carefully selected authoritative surveys. It is intended for non-experts with a general background in mathematics, theoretical physics or computer science, and offers a highly accessible source of first-hand information for all those interested in this rich and exciting field. Topics covered include the mathematical theory of diffraction, the dynamical systems of tilings or Delone sets, their cohomolog...

Math 3008--Developmental Mathematics II. Course Outline.

Science.gov (United States)

New York Inst. of Tech., Old Westbury.

This document contains the course syllabus and 12 independent practice modules for an introductory college algebra course designed to develop student proficiency in the basic algebraic skills. This is designed as the second of a two-semester sequence. Topics include performing operations with radicals and exponents; learning to solve equations;…

First-Year Seminar (FYS)--The Advantages That This Course Offers

Science.gov (United States)

Jaijairam, Paul

2016-01-01

First-Year Seminar (FYS) is an introductory class offered to first-year students to help them acclimate to the college environment, develop effective strategies for studying, and learn techniques that will allow them to swiftly complete small assignments and sizable research projects. In 2014, approximately 80 percent of universities offered FYS,…

Theoretical Basics of Teaching Discrete Mathematics

Directory of Open Access Journals (Sweden)

Y. A. Perminov

2012-01-01

Full Text Available  The paper deals with the research findings concerning the process of mastering the theoretical basics of discrete mathematics by the students of vocational pedagogic profile. The methodological analysis is based on the subject and functions of the modern discrete mathematics and its role in mathematical modeling and computing. The modern discrete mathematics (i.e. mathematics of the finite type structures plays the important role in modernization of vocational training. It is especially rele- vant to training students for vocational pedagogic qualifications, as in the future they will be responsible for training the middle and the senior level specialists in engineer- ing and technical spheres. Nowadays in different industries, there arise the problems which require for their solving both continual – based on the classical mathematical methods – and discrete modeling. The teaching course of discrete mathematics for the future vocational teachers should be relevant to the target qualification and aimed at mastering the mathematical modeling, systems of computer mathematics and computer technologies. The author emphasizes the fundamental role of mastering the language of algebraic and serial structures, as well as the logical, algorithmic, combinatory schemes dominating in dis- crete mathematics. The guidelines for selecting the content of the course in discrete mathematics are specified. The theoretical findings of the research can be put into practice whilst developing curricula and working programs for bachelors and masters’ training. 

THE IMPORTANCE OF INDIVIDUAL APPROACH IN TEACHING HIGHER MATHEMATICS AT TECHNICAL UNIVERSITIES

Directory of Open Access Journals (Sweden)

Medvedeva Natal'ya Aleksandrovna

2015-12-01

Full Text Available The article discusses the importance of an individual approach when considering the time needed for learning basic technical courses of a technical University (such as higher mathematics, physics, etc. to motivate a student to obtain 100% standard of mastering the educational material using the experience of the Department of mathematics. In the modern conditions of the world of information technologies it is extremely important to teach people how to handle information independently and, what is the most important, to assess it. As you know, universities set a certain studying time for each academic subject fixed by curriculum. But time should not be a constant component. Obviously, such a new approach will require innovation in the methodological literature. Using the experience of the Department of Mathematics of MGSU the author offers methodical developments and research works for studying under the direction of a teacher along with standard digestion of the curriculum.

Undergraduate mathematics competitions (1995–2016) Taras Shevchenko National University of Kyiv

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Brayman, Volodymyr

2017-01-01

Versatile and comprehensive in content, this book of problems will appeal to students in nearly all areas of mathematics. The text offers original and advanced problems proposed from 1995 to 2016 at the Mathematics Olympiads. Essential for undergraduate students, PhD students, and instructors, the problems in this book vary in difficulty and cover most of the obligatory courses given at the undergraduate level, including calculus, algebra, geometry, discrete mathematics, measure theory, complex analysis, differential equations, and probability theory. Detailed solutions to all of the problems from Part I are supplied in Part II, giving students the ability to check their solutions and observe new and unexpected ideas. Most of the problems in this book are not technical and allow for a short and elegant solution. The problems given are unique and non-standard; solving the problems requires a creative approach as well as a deep understanding of the material. Nearly all of the problems are originally authored by...

Impact of Interdisciplinary Undergraduate Research in Mathematics and Biology on the Development of a New Course Integrating Five STEM Disciplines

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Caudill, Lester; Hill, April; Hoke, Kathy; Lipan, Ovidiu

2010-01-01

Funded by innovative programs at the National Science Foundation and the Howard Hughes Medical Institute, University of Richmond faculty in biology, chemistry, mathematics, physics, and computer science teamed up to offer first- and second-year students the opportunity to contribute to vibrant, interdisciplinary research projects. The result was…

Adaptation of abbreviated mathematics anxiety rating scale for engineering students

Science.gov (United States)

Nordin, Sayed Kushairi Sayed; Samat, Khairul Fadzli; Sultan, Al Amin Mohamed; Halim, Bushra Abdul; Ismail, Siti Fatimah; Mafazi, Nurul Wirdah

2015-05-01

Mathematics is an essential and fundamental tool used by engineers to analyse and solve problems in their field. Due to this, most engineering education programs involve a concentration of study in mathematics courses whereby engineering students have to take mathematics courses such as numerical methods, differential equations and calculus in the first two years and continue to do so until the completion of the sequence. However, the students struggled and had difficulties in learning courses that require mathematical abilities. Hence, this study presents the factors that caused mathematics anxiety among engineering students using Abbreviated Mathematics Anxiety Rating Scale (AMARS) through 95 students of Universiti Teknikal Malaysia Melaka (UTeM). From 25 items in AMARS, principal component analysis (PCA) suggested that there are four mathematics anxiety factors, namely experiences of learning mathematics, cognitive skills, mathematics evaluation anxiety and students' perception on mathematics. Minitab 16 software was used to analyse the nonparametric statistics. Kruskal-Wallis Test indicated that there is a significant difference in the experience of learning mathematics and mathematics evaluation anxiety among races. The Chi-Square Test of Independence revealed that the experience of learning mathematics, cognitive skills and mathematics evaluation anxiety depend on the results of their SPM additional mathematics. Based on this study, it is recommended to address the anxiety problems among engineering students at the early stage of studying in the university. Thus, lecturers should play their part by ensuring a positive classroom environment which encourages students to study mathematics without fear.

A second course in topos quantum theory

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Flori, Cecilia

2018-01-01

This advanced course, a sequel to the first volume of this lecture series on topos quantum theory, delves deeper into the theory, addressing further technical aspects and recent advances. These include, but are not limited to, the development of physical quantities and self-adjoint operators; insights into the quantization process; the description of an alternative, covariant version of topos quantum theory; and last but not least, the development of a new concept of spacetime. The book builds on the concepts introduced in the first volume (published as Lect. Notes Phys. 868), which presents the main building blocks of the theory and how it could provide solutions to interpretational problems in quantum theory, such as: What are the main conceptual issues in quantum theory? And how can these issues be solved within a new theoretical framework of quantum theory? These two volumes together provide a complete, basic course on topos quantum theory, offering a set of mathematical tools to readers interested in tac...

Adding Vectors across the North: Development of Laboratory Component of Distance Education Physics Course

Science.gov (United States)

Spencer, V. K.; Solie, D. J.

2010-12-01

Bush Physics for the 21st Century (BP21) is a distance education physics course offered through the Interior Aleutians Campus of the University of Alaska Fairbanks. It provides an opportunity for rural Alaskan high school and community college students, many of whom have no other access to advanced science courses, to earn university science credit. The curriculum is mathematically rigorous and includes a laboratory component to prepare students who wish to pursue science and technology careers. The laboratory component has been developed during the past 3 years. Students learn lab safety, basic laboratory technique, experiment components and group collaboration. Experiments have place-based themes and involve skills that translate to rural Alaska when possible. Preliminary data on the general effectiveness of the labs have been analyzed and used to improve the course.

Developing Understanding of Mathematical Modeling in Secondary Teacher Preparation

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Anhalt, Cynthia Oropesa; Cortez, Ricardo

2016-01-01

This study examines the evolution of 11 prospective teachers' understanding of mathematical modeling through the implementation of a modeling module within a curriculum course in a secondary teacher preparation program. While the prospective teachers had not previously taken a course on mathematical modeling, they will be expected to include…

Preservice Elementary Teachers' Mathematics Content Knowledge and Teacher Efficacy

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Newton, Kristie Jones; Leonard, Jacqueline; Evans, Brian R.; Eastburn, Julie A.

2012-01-01

The purpose of this study was to examine the relationship between mathematics content knowledge and teacher efficacy during an elementary mathematics methods course. A positive moderate relationship between content knowledge and personal teaching efficacy was found, and this relationship was stable during the course. No relationship was found…

Mathematics Teacher Educators' Perceptions and Use of Cognitive Research

Science.gov (United States)

Laski, Elida V.; Reeves, Todd D.; Ganley, Colleen M.; Mitchell, Rebecca

2013-01-01

Instructors ("N"?=?204) of elementary mathematics methods courses completed a survey assessing the extent to which they value cognitive research and incorporate it into their courses. Instructors' responses indicated that they view cognitive research to be fairly important for mathematics education, particularly studies of domain-specific topics,…

Pre-Service Teachers' Mathematics Language and Reflection in the Context of an Early Childhood Mathematics Methods Course

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Boyd, Soleil

2016-01-01

Preschool teachers are expected to engage young children in challenging and supportive mathematics learning. Rich and responsive language experiences in mathematics support children's language acquisition and engagement related to mathematics, however, such engaging experiences may be minimally available to many young children. Professional…

Matriculation Mathematics, Pure Mathematics - Test Papers. Circular of Information to Secondary Schools.

Science.gov (United States)

Victoria Education Dept. (Australia).

This document consists of test questions used in three state high schools teaching the new Matriculation pure mathematics course (approximately grade 12). This material was circulated to all schools teaching this course as a teacher resource. The questions are arranged in 14 papers of varying structure and length. Most questions are of the essay…

Developing Creativity of Schoolchildren through the Course "Developmental Mathematics"

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Gorev, Pavel M.; Masalimova, Alfiya R.; Mukhametzyanova, Farida Sh.; Makarova, Elena V.

2017-01-01

The relevance of the present study is due to the importance of developing creativity which can be achieved through a variety of school subjects including mathematics. In the article the potential of extended (supplementary) mathematical education (in primary and secondary schools) is highlighted. The main objective of this study is to examine and…

The Effects of a Serious Digital Game on the Animal Science Competency, Mathematical Competency, Knowledge Transfer Ability, and Motivation of Secondary Agricultural Education Students

Science.gov (United States)

Bunch, James Charles

2012-01-01

The purpose of this study was twofold: 1) to compare the effectiveness of two teaching methods (i.e., lecture/discussion and digital game-based learning) on student achievement in agriculture and mathematics regarding a unit on swine diseases in animal science courses offered through secondary agricultural education programs in Oklahoma; 2) to…

Integrating interactive multimedia into mathematics course modules ...

African Journals Online (AJOL)

kofi.mereku

African Journal of Educational Studies in Mathematics and Sciences Vol. 12, 2016. 35 ... diploma in basic education at one of 23 study centers of the University of Education, Winneba participated. ..... State College, PA: Learning. Services.

Expectations and implementations of the flipped classroom model in undergraduate mathematics courses

Science.gov (United States)

Naccarato, Emilie; Karakok, Gulden

2015-10-01

The flipped classroom model is being used more frequently in undergraduate mathematics courses. As with any new teaching model, in-depth investigations of both various implementation styles and how the new model improves student learning are needed. Currently, many practitioners have been sharing their implementations of this model. However, there has not yet been an investigation of the various implementations of the model to discern general trends in this movement. With this research goal in mind, we conducted a study exploring various implementations of the flipped classroom model by interviewing 19 faculty members who experienced using this model at 14 different institutes. Results indicate that participants had similar motivations for implementation; however, subsequent implementations were different. In addition, we share participants' perspectives on (a) student learning of pre-requisite, procedural and conceptual knowledge, and (b) how this particular model promotes such knowledge developments. Finally, we provide suggestions for future implementations and research regarding this particular teaching model.

The use of mathematical models in teaching wastewater treatment engineering

DEFF Research Database (Denmark)

Morgenroth, Eberhard Friedrich; Arvin, Erik; Vanrolleghem, P.

2002-01-01

Mathematical modeling of wastewater treatment processes has become increasingly popular in recent years. To prepare students for their future careers, environmental engineering education should provide students with sufficient background and experiences to understand and apply mathematical models...... efficiently and responsibly. Approaches for introducing mathematical modeling into courses on wastewater treatment engineering are discussed depending on the learning objectives, level of the course and the time available....

What Is Discrete Mathematics?

Science.gov (United States)

Sharp, Karen Tobey

This paper cites information received from a number of sources, e.g., mathematics teachers in two-year colleges, publishers, and convention speakers, about the nature of discrete mathematics and about what topics a course in this subject should contain. Note is taken of the book edited by Ralston and Young which discusses the future of college…

An introduction to financial mathematics

OpenAIRE

Mármol, Maite

2016-01-01

The present document includes the slides used in the course Mathematics For Finance (International Business and Business Administration and Management). The course content is divided into five units: “Introduction: Some general ideas”, “Financial arrangements”, “Annuities”, “Loans” and “Bonds”

MOOCs and the AI-Stanford Like Courses: Two Successful and Distinct Course Formats for Massive Open Online Courses

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Rodriguez, C. Osvaldo

2012-01-01

Open online courses (OOC) with a massive number of students have represented an important development for online education in the past years. A course on artificial intelligence, CS221, at the University of Stanford was offered in the fall of 2011 free and online which attracted 160,000 registered students. It was one of three offered as an…

Introductory course on differential equations

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Gorain, Ganesh C

2014-01-01

Introductory Course on DIFFERENTIAL EQUATIONS provides an excellent exposition of the fundamentals of ordinary and partial differential equations and is ideally suited for a first course of undergraduate students of mathematics, physics and engineering. The aim of this book is to present the elementary theories of differential equations in the forms suitable for use of those students whose main interest in the subject are based on simple mathematical ideas. KEY FEATURES: Discusses the subject in a systematic manner without sacrificing mathematical rigour. A variety of exercises drill the students in problem solving in view of the mathematical theories explained in the book. Worked out examples illustrated according to the theories developed in the book with possible alternatives. Exhaustive collection of problems and the simplicity of presentation differentiate this book from several others. Material contained will help teachers as well as aspiring students of different competitive examinations.

Mathematicians' and Math Educators' Views on "Doing Mathematics"

Science.gov (United States)

Brandt, Jim; Lunt, Jana; Meilstrup, Gretchen Rimmasch

2016-01-01

Educators often argue that mathematics should be taught so that the students in the course are actually "doing mathematics." Is there a consensus among mathematicians and mathematics educators as to the meaning of "doing mathematics?" In an effort to answer this question, we administered a survey to hundreds of university-level…

Total Quality Management in the Classroom: Applications to University-Level Mathematics.

Science.gov (United States)

Williams, Frank

1995-01-01

Describes a Total Quality Management-based system of instruction that is used in a variety of undergraduate mathematics courses. The courses that incorporate this approach include mathematics appreciation, introductory calculus, and advanced applied linear algebra. (DDR)

Business Mathematics Curriculum Guide. Bulletin 1612. Revised.

Science.gov (United States)

Louisiana State Dept. of Education, Baton Rouge. Div. of Academic Programs.

This curriculum guide for business mathematics was developed to establish statewide curriculum standards for the Louisiana Competency-based Education Program. Following an overview of the secondary school mathematics curriculum, eight goals for the business mathematics course are listed. A pacing chart with suggested time periods for each major…

A bridge to advanced mathematics

CERN Document Server

Sentilles, Dennis

2011-01-01

This helpful workbook-style ""bridge"" book introduces students to the foundations of advanced mathematics, spanning the gap between a practically oriented calculus sequence and subsequent courses in algebra and analysis with a more theoretical slant. Part 1 focuses on logic and number systems, providing the most basic tools, examples, and motivation for the manner, method, and concerns of higher mathematics. Part 2 covers sets, relations, functions, infinite sets, and mathematical proofs and reasoning. Author Dennis Sentilles also discusses the history and development of mathematics as well a

Perception determinants in learning mathematics

Science.gov (United States)

Mokhtar, Siti Fairus; Ali, Noor Rasidah; Rashid, Nurazlina Abdul

2015-05-01

This article described a statistical study of students' perception in mathematics. The objective of this study is to identify factors related to perception about learning mathematics among non mathematics' student. This study also determined the relationship between of these factors among non mathematics' student. 43 items questionnaires were distributed to one hundred students in UiTM Kedah who enrolled in the Business Mathematics course. These items were measured by using a semantic scale with the following anchors: 1 = strongly disagree to 7 = strongly agree. A factor analysis of respondents were identified into five factors that influencing the students' perception in mathematics. In my study, factors identified were attitude, interest, role of the teacher, role of peers and usefulness of mathematics that may relate to the perception about learning mathematics among non mathematics' student.

Physical mathematics

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Cahill, Kevin

2013-01-01

Unique in its clarity, examples and range, Physical Mathematics explains as simply as possible the mathematics that graduate students and professional physicists need in their courses and research. The author illustrates the mathematics with numerous physical examples drawn from contemporary research. In addition to basic subjects such as linear algebra, Fourier analysis, complex variables, differential equations and Bessel functions, this textbook covers topics such as the singular-value decomposition, Lie algebras, the tensors and forms of general relativity, the central limit theorem and Kolmogorov test of statistics, the Monte Carlo methods of experimental and theoretical physics, the renormalization group of condensed-matter physics and the functional derivatives and Feynman path integrals of quantum field theory.

Hazardous Asteroids: Cloaking STEM Skills Training within an Attention-Grabbing Science/Math Course

Science.gov (United States)

Ryan, Eileen V.; Ryan, William H.

2015-11-01

A graduate-level course was designed and taught during the summer months from 2009 - 2015 in order to contribute to the training and professional development of K-12 teachers residing in the Southwest. The teachers were seeking Master’s degrees via the New Mexico Institute of Mining and Technology’s (NMT’s) Masters of Science Teaching (MST) program, and the course satisfied a science or math requirement. The MST program provides opportunities for in-service teachers to enhance their content backgrounds in science, mathematics, engineering, and technology (SMET). The ultimate goal is to assist teachers in gaining knowledge that has direct application in the classroom.The engaging topic area of near-Earth object (NEO) characterization studies was used to create a fun and exciting framework for mastering basic skills and concepts in physics and astronomy. The objective was to offer a class that had the appropriate science rigor (with an emphasis on mathematics) within a non-threatening format. The course, entitled “Hazardous Asteroids”, incorporates a basic planetary physics curriculum, with challenging laboratories that include a heavy emphasis on math and technology. Since the authors run a NASA-funded NEO research and follow-up program, also folded into the course is the use of the Magdalena Ridge Observatory’s 2.4-meter telescope so participants can take and reduce their own data on a near-Earth asteroid.In exit assessments, the participants have given the course excellent ratings for design and implementation, and the overall degree of satisfaction was high. This validates that a well-constructed (and rigorous) course can be effective in receptively reaching teachers in need of basic skills refreshment. Many of the teachers taking the course were employed in school districts serving at-risk or under-prepared students, and the course helped provide them with the confidence vital to developing new strategies for successful teaching.

Mathematical Rigor in Introductory Physics

Science.gov (United States)

Vandyke, Michael; Bassichis, William

2011-10-01

Calculus-based introductory physics courses intended for future engineers and physicists are often designed and taught in the same fashion as those intended for students of other disciplines. A more mathematically rigorous curriculum should be more appropriate and, ultimately, more beneficial for the student in his or her future coursework. This work investigates the effects of mathematical rigor on student understanding of introductory mechanics. Using a series of diagnostic tools in conjunction with individual student course performance, a statistical analysis will be performed to examine student learning of introductory mechanics and its relation to student understanding of the underlying calculus.

Implicit Theories, Expectancies, and Values Predict Mathematics Motivation and Behavior across High School and College.

Science.gov (United States)

Priess-Groben, Heather A; Hyde, Janet Shibley

2017-06-01

Mathematics motivation declines for many adolescents, which limits future educational and career options. The present study sought to identify predictors of this decline by examining whether implicit theories assessed in ninth grade (incremental/entity) predicted course-taking behaviors and utility value in college. The study integrated implicit theory with variables from expectancy-value theory to examine potential moderators and mediators of the association of implicit theories with college mathematics outcomes. Implicit theories and expectancy-value variables were assessed in 165 American high school students (47 % female; 92 % White), who were then followed into their college years, at which time mathematics courses taken, course-taking intentions, and utility value were assessed. Implicit theories predicted course-taking intentions and utility value, but only self-concept of ability predicted courses taken, course-taking intentions, and utility value after controlling for prior mathematics achievement and baseline values. Expectancy for success in mathematics mediated associations between self-concept of ability and college outcomes. This research identifies self-concept of ability as a stronger predictor than implicit theories of mathematics motivation and behavior across several years: math self-concept is critical to sustained engagement in mathematics.

Problem solving in the borderland between mathematics and physics

DEFF Research Database (Denmark)

Jensen, Jens Højgaard; Niss, Martin; Jankvist, Uffe Thomas

2017-01-01

The article addresses the problématique of where mathematization is taught in the educational system, and who teaches it. Mathematization is usually not a part of mathematics programs at the upper secondary level, but we argue that physics teaching has something to offer in this respect, if it fo......The article addresses the problématique of where mathematization is taught in the educational system, and who teaches it. Mathematization is usually not a part of mathematics programs at the upper secondary level, but we argue that physics teaching has something to offer in this respect...

Continental Mathematics League.

Science.gov (United States)

Quartararo, Joseph

2002-01-01

This article describes the activities of the Continental Mathematics League, which offers a series of meets for children in grades 3 though 9. In addition, a Calculus League and a Computer Contest are offered. The league allows schools to participate by mail so that rural schools can participate. (CR)

Needs Analysis and Course Design; A Framework for Designing Exam Courses

Directory of Open Access Journals (Sweden)

Reza Eshtehardi

2017-09-01

Full Text Available This paper introduces a framework for designing exam courses and highlights the importance of needs analysis in designing exam courses. The main objectives of this paper are to highlight the key role of needs analysis in designing exam courses, to offer a framework for designing exam courses, to show the language needs of different students for IELTS (International English Language Testing System exam, to offer an analysis of those needs and to explain how they will be taken into account for the design of the course. First, I will concentrate on some distinguishing features in exam classes, which make them different from general English classes. Secondly, I will introduce a framework for needs analysis and diagnostic testing and highlight the importance of needs analysis for the design of syllabus and language courses. Thirdly, I will describe significant features of syllabus design, course assessment, and evaluation procedures.

Basic mathematics for biochemists

CERN Document Server

Cornish-Bowden, Athel

1981-01-01

Some teachers of biochemistry think it positively beneficial for students to struggle with difficult mathematics. I do not number myself among these people, although I have derived much personal pleasure from the study of mathematics and from applying it to problems that interest me in biochemistry. On the contrary, I think that students choose courses in biochemistry out of interest in biochemistry and that they should not be encumbered with more mathematics than is absolutely required for a proper understanding of biochemistry. This of course includes physical chemistry, because a biochemist ignorant of physical chemistry is no biochemist. I have been guided by these beliefs in writing this book. I have laid heavy emphasis on those topics, such as the use of logarithms, that play an important role in biochemistry and often cause problems in teaching; I have ignored others, such as trigonometry, that one can manage without. The proper treatment of statistics has been more difficult to decide. Although it cle...

The Mathematics-language symbiosis: The learners' benefits ...

African Journals Online (AJOL)

On their own part, those whose course of study is mathematics are curious ... of Applied Linguistics propounded by Leonard Bloomfield in 1941 guides the study. ... a mathematics classroom so as to continue learning advanced concepts.

How Ordinary Meaning Underpins the Meaning of Mathematics.

Science.gov (United States)

Ormell, Christopher

1991-01-01

Discusses the meaning of mathematics by looking at its uses in the real world. Offers mathematical modeling as a way to represent mathematical applications in real or potential situations. Presents levels of applicability, modus operandi, relationship to "pure mathematics," and consequences for education for mathematical modeling. (MDH)

Mathematical theory of compressible viscous fluids analysis and numerics

CERN Document Server

Feireisl, Eduard; Pokorný, Milan

2016-01-01

This book offers an essential introduction to the mathematical theory of compressible viscous fluids. The main goal is to present analytical methods from the perspective of their numerical applications. Accordingly, we introduce the principal theoretical tools needed to handle well-posedness of the underlying Navier-Stokes system, study the problems of sequential stability, and, lastly, construct solutions by means of an implicit numerical scheme. Offering a unique contribution – by exploring in detail the “synergy” of analytical and numerical methods – the book offers a valuable resource for graduate students in mathematics and researchers working in mathematical fluid mechanics. Mathematical fluid mechanics concerns problems that are closely connected to real-world applications and is also an important part of the theory of partial differential equations and numerical analysis in general. This book highlights the fact that numerical and mathematical analysis are not two separate fields of mathematic...

Construction mathematics

CERN Document Server

Virdi, Surinder; Virdi, Narinder Kaur

2014-01-01

Construction Mathematics is an introductory level mathematics text, written specifically for students of construction and related disciplines. Learn by tackling exercises based on real-life construction maths. Examples include: costing calculations, labour costs, cost of materials and setting out of building components. Suitable for beginners and easy to follow throughout. Learn the essential basic theory along with the practical necessities. The second edition of this popular textbook is fully updated to match new curricula, and expanded to include even more learning exercises. End of chapter exercises cover a range of theoretical as well as practical problems commonly found in construction practice, and three detailed assignments based on practical tasks give students the opportunity to apply all the knowledge they have gained. Construction Mathematics addresses all the mathematical requirements of Level 2 construction NVQs from City & Guilds/CITB and Edexcel courses, including the BTEC First Diploma in...

Mathematical background and attitudes toward statistics in a sample of Spanish college students.

Science.gov (United States)

Carmona, José; Martínez, Rafael J; Sánchez, Manuel

2005-08-01

To examine the relation of mathematical background and initial attitudes toward statistics of Spanish college students in social sciences the Survey of Attitudes Toward Statistics was given to 827 students. Multivariate analyses tested the effects of two indicators of mathematical background (amount of exposure and achievement in previous courses) on the four subscales. Analysis suggested grades in previous courses are more related to initial attitudes toward statistics than the number of mathematics courses taken. Mathematical background was related with students' affective responses to statistics but not with their valuing of statistics. Implications of possible research are discussed.

Discrete Mathematics and Its Applications

Science.gov (United States)

Oxley, Alan

2010-01-01

The article gives ideas that lecturers of undergraduate Discrete Mathematics courses can use in order to make the subject more interesting for students and encourage them to undertake further studies in the subject. It is possible to teach Discrete Mathematics with little or no reference to computing. However, students are more likely to be…

Skolem and pessimism about proof in mathematics.

Science.gov (United States)

Cohen, Paul J

2005-10-15

Attitudes towards formalization and proof have gone through large swings during the last 150 years. We sketch the development from Frege's first formalization, to the debates over intuitionism and other schools, through Hilbert's program and the decisive blow of the Gödel Incompleteness Theorem. A critical role is played by the Skolem-Lowenheim Theorem, which showed that no first-order axiom system can characterize a unique infinite model. Skolem himself regarded this as a body blow to the belief that mathematics can be reliably founded only on formal axiomatic systems. In a remarkably prescient paper, he even sketches the possibility of interesting new models for set theory itself, something later realized by the method of forcing. This is in contrast to Hilbert's belief that mathematics could resolve all its questions. We discuss the role of new axioms for set theory, questions in set theory itself, and their relevance for number theory. We then look in detail at what the methods of the predicate calculus, i.e. mathematical reasoning, really entail. The conclusion is that there is no reasonable basis for Hilbert's assumption. The vast majority of questions even in elementary number theory, of reasonable complexity, are beyond the reach of any such reasoning. Of course this cannot be proved and we present only plausibility arguments. The great success of mathematics comes from considering 'natural problems', those which are related to previous work and offer a good chance of being solved. The great glories of human reasoning, beginning with the Greek discovery of geometry, are in no way diminished by this pessimistic view. We end by wishing good health to present-day mathematics and the mathematics of many centuries to come.

Magical mathematics the mathematical ideas that animate great magic tricks

CERN Document Server

Diaconis, Persi

2012-01-01

Magical Mathematics reveals the secrets of amazing, fun-to-perform card tricks--and the profound mathematical ideas behind them--that will astound even the most accomplished magician. Persi Diaconis and Ron Graham provide easy, step-by-step instructions for each trick, explaining how to set up the effect and offering tips on what to say and do while performing it. Each card trick introduces a new mathematical idea, and varying the tricks in turn takes readers to the very threshold of today's mathematical knowledge. For example, the Gilbreath Principle--a fantastic effect where the cards remain in control despite being shuffled--is found to share an intimate connection with the Mandelbrot set. Other card tricks link to the mathematical secrets of combinatorics, graph theory, number theory, topology, the Riemann hypothesis, and even Fermat's last theorem.

Being a Mathematics Teacher Educator in China: Challenges and Strategic Responses

Science.gov (United States)

Wu, Yingkang; Hwang, Stephen; Cai, Jinfa

2017-01-01

In this exploratory study, we developed a portrait of the challenges and strategic responses of secondary mathematics teacher educators (MTEs) in Chinese universities. The MTEs reported encountering more challenges when teaching pedagogical courses and supervising student teachers than when teaching college mathematics courses and teaching…

MATHEMATICS PROGRAMS AS A MEANS TO IMPROVE JOB QUALIFICATIONS FOR WOMEN

NARCIS (Netherlands)

Harskamp, E.G.; Suhre, C.J.M.

1995-01-01

Pass rates in courses for vocational (re)schooling of adults are generally low. Lack of mathematical skills is one of the factors that can be responsible. To enhance pass rates, most courses supply additional mathematics schooling. The present study investigated whether the effectiveness of

Mathematical biology

CERN Document Server

Murray, James D

1993-01-01

The book is a textbook (with many exercises) giving an in-depth account of the practical use of mathematical modelling in the biomedical sciences. The mathematical level required is generally not high and the emphasis is on what is required to solve the real biological problem. The subject matter is drawn, e.g. from population biology, reaction kinetics, biological oscillators and switches, Belousov-Zhabotinskii reaction, reaction-diffusion theory, biological wave phenomena, central pattern generators, neural models, spread of epidemics, mechanochemical theory of biological pattern formation and importance in evolution. Most of the models are based on real biological problems and the predictions and explanations offered as a direct result of mathematical analysis of the models are important aspects of the book. The aim is to provide a thorough training in practical mathematical biology and to show how exciting and novel mathematical challenges arise from a genuine interdisciplinary involvement with the biosci...

Skill Games for Mathematics.

Science.gov (United States)

Corle, Clyde G.

This guide is to assist teachers with motivational ideas for teaching elementary school mathematics. The items included are a wide variety of games (paper and pencil, verbal, and physical), jingles, contests, teaching devices, and thought provoking exercises. Suggestions for selection of mathematical games are offered. The devices are used to…

Preservice Mathematics Teachers' Perceptions of Drama Based Instruction

Science.gov (United States)

Bulut, Neslihan

2016-01-01

The purpose of this study was to determine the perceptions of pre-service mathematics teachers related to drama-based instruction. For this purpose, effects of a drama-based mathematics course on senior class pre-service mathematics teachers' knowledge about drama-based instruction and teacher candidates' competencies for developing and…

Implementing the Standards. Teaching Discrete Mathematics in Grades 7-12.

Science.gov (United States)

Hart, Eric W.; And Others

1990-01-01

Discrete mathematics are defined briefly. A course in discrete mathematics for high school students and teaching discrete mathematics in grades 7 and 8 including finite differences, recursion, and graph theory are discussed. (CW)

Mathematics revealed

CERN Document Server

Berman, Elizabeth

1979-01-01

Mathematics Revealed focuses on the principles, processes, operations, and exercises in mathematics.The book first offers information on whole numbers, fractions, and decimals and percents. Discussions focus on measuring length, percent, decimals, numbers as products, addition and subtraction of fractions, mixed numbers and ratios, division of fractions, addition, subtraction, multiplication, and division. The text then examines positive and negative numbers and powers and computation. Topics include division and averages, multiplication, ratios, and measurements, scientific notation and estim

Collaboration between courses in the interdisciplinary course Food Microbiology

DEFF Research Database (Denmark)

Birk, Tina; Jensen, Lars Bogø; Andersson, Pernille Hammar

2014-01-01

Food Microbiology is an interdisciplinary 12.5 ETCS second-year) course in a CDIO-based Bachelor of Engineering program in Food Science at The Technical University of Denmark (DTU). The course was first offered in 2011. Each session in the Food Microbiology course combines theory and practice...... learning. The aims of this study were to test 1) the students’ perception combining theory with small laboratory exercises and 2) the students’ perception of how the course collaborates with and combines theories and practices from other current semester courses. The students evaluated the course...

Mitigating the Mathematical Knowledge Gap between High School and First Year University Chemical Engineering Mathematics Course

Science.gov (United States)

Basitere, Moses; Ivala, Eunice

2015-01-01

This paper reports on a study carried out at a University of Technology, South Africa, aimed at identifying the existence of the mathematical knowledge gap and evaluating the intervention designed to bridge the knowledge gap amongst students studying first year mathematics at the Chemical Engineering Extended Curriculum Program (ECP). In this…

Mastering mathematics for Edexcel GCSE

CERN Document Server

Davis, Heather; Liggett, Linda

2015-01-01

Help students to develop their knowledge, skills and understanding so that they can reason mathematically, communicate mathematical information and apply mathematical techniques in solving problems; with resources developed specifically for the Edexcel GCSE 2015 specification with leading Assessment Consultant Keith Pledger and a team of subject specialists. - Supports you and your students through the new specifications, with topic explanations and new exam-style questions, to support the new assessment objectives. - Builds understanding and measures progress throughout the course with plenty

Developing mathematical modelling competence

DEFF Research Database (Denmark)

Blomhøj, Morten; Jensen, Tomas Højgaard

2003-01-01

In this paper we introduce the concept of mathematical modelling competence, by which we mean being able to carry through a whole mathematical modelling process in a certain context. Analysing the structure of this process, six sub-competences are identified. Mathematical modelling competence...... cannot be reduced to these six sub-competences, but they are necessary elements in the development of mathematical modelling competence. Experience from the development of a modelling course is used to illustrate how the different nature of the sub-competences can be used as a tool for finding...... the balance between different kinds of activities in a particular educational setting. Obstacles of social, cognitive and affective nature for the students' development of mathematical modelling competence are reported and discussed in relation to the sub-competences....

Discrete algorithmic mathematics

CERN Document Server

Maurer, Stephen B

2005-01-01

The exposition is self-contained, complemented by diverse exercises and also accompanied by an introduction to mathematical reasoning … this book is an excellent textbook for a one-semester undergraduate course and it includes a lot of additional material to choose from.-EMS, March 2006In a textbook, it is necessary to select carefully the statements and difficulty of the problems … in this textbook, this is fully achieved … This review considers this book an excellent one.-The Mathematical Gazette, March 2006

Identifying Avenues for Curriculum Development in Undergraduate Mathematics.

Science.gov (United States)

Frid, Sandra; And Others

The study reported in this paper represents the first stage of a five-year project aimed at improving the quality of teaching and learning in undergraduate mathematics courses for science and engineering students. Students were surveyed about their confidence in their mathematics background, their confidence with current mathematics topics, and…

The effects of CLIL on mathematical content learning: A longitudinal study

Directory of Open Access Journals (Sweden)

Jill Surmont

2016-06-01

Full Text Available Previous research has shown that content and language integrated learning (CLIL, an educational approach that offers content courses through more than one educational language, increases metalinguistic awareness. This improved insight into language structures is supposed to extend beyond the linguistic domain. In the present study, the question whether pupils who learn in a CLIL environment outperform their traditionally schooled peers in mathematics is investigated. In total, 107 pupils entered the study. All participants were in the first year of secondary education at a school in Ostend, in Flanders, the Dutch-speaking part of Belgium. Thirty-five pupils followed CLIL education in a foreign language (French and 72 followed traditional education that was given in the native language (Dutch. All participants were tested using a mathematical test at the beginning of the year, after three months, and after ten months. The first measurement of the mathematical scores showed that the two groups did not differ. In accordance with our hypothesis, the CLIL group scored higher than the non-CLIL group after ten months. Surprisingly, an effect was also found after three months. To conclude, CLIL appears to have a positive impact on the mathematical performance of pupils even after a short period of time.

Mentoring in mathematics education

CERN Document Server

Hyde, Rosalyn

2013-01-01

Designed to support both teachers and university-based tutors in mentoring pre-service and newly qualified mathematics teachers at both primary and secondary levels, Mentoring Mathematics Teachers offers straightforward practical advice that is based on practice, underpinned by research, and geared specifically towards this challenging subject area.Developed by members of The Association of Mathematics Education Teachers, the authors draw upon the most up-to-date research and theory to provide evidence-based practical guidance. Themes covered include:

Reassessing the English Course Offered to Computer Engineering Students at the National School of Applied Sciences of Al-Hoceima in Morocco: An Action Research Project

Science.gov (United States)

Dahbi, M.

2015-01-01

In computer engineering education, specific English language practices are needed to enable computer engineering students to succeed in professional settings. This study was conducted for two purposes. First, it aimed at investigating to what extent the English courses offered to computer engineering students at the National School of Applied…

Mathematical card magic fifty-two new effects

CERN Document Server

Mulcahy, Colm

2013-01-01

Mathematical card effects offer both beginning and experienced magicians an opportunity to entertain with a minimum of props. Featuring mostly original creations, Mathematical Card Magic: Fifty-Two New Effects presents an entertaining look at new mathematically based card tricks. Each chapter contains four card effects, generally starting with simple applications of a particular mathematical principle and ending with more complex ones. Practice a handful of the introductory effects and, in no time, you'll establish your reputation as a "mathemagician." Delve a little deeper into each chapter and the mathematics gets more interesting. The author explains the mathematics as needed in an easy-to-follow way. He also provides additional details, background, and suggestions for further explorations.Suitable for recreational math buffs and amateur card lovers or as a text in a first-year seminar, this color book offers a diverse collection of new mathemagic principles and effects.

Technical Training: WBTechT offers online training

CERN Multimedia

Monique Duval

2005-01-01

CERN Technical Training 2005 The 2005 CERN Web-Based Technical Training portal is a computer-skills site offering multimedia learning. Visit http://www.course-source.net/sites/cern/ to self-register, consult the available programmes or request a course via EDH. A self-directed online course costs 50.- CHF for desktop applications and 90.- CHF for technical applications for three months' unlimited access. Visit the WBTechT portal or http://www.cern.ch/TechnicalTraining, and contact Technical.Training@cern.ch or your DTOs to find out more information. ENSEIGNEMENT TECHNIQUE TECHNICAL TRAINING Monique Duval 74924 technical.training@cern.ch

Technical Training: WBTechT offers online training

CERN Multimedia

Monique Duval

2005-01-01

CERN Technical Training 2005 The 2005 CERN Web-Based Technical Training (WBTechT) portal is a computer-skills site offering multimedia learning. Visit http://www.course-source.net/sites/cern/ to self-register, consult the available programmes or request a course via EDH. A self-directed online course costs 50.- CHF for desktop applications and 90.- CHF for technical applications for three months' unlimited access. Visit the WBTechT portal or http://www.cern.ch/TechnicalTraining, and contact Technical.Training@cern.ch or your DTO to find out more information. ENSEIGNEMENT TECHNIQUE TECHNICAL TRAINING Monique Duval 74924 technical.training@cern.ch

Mathematical models of physics problems (physics research and technology)

CERN Document Server

Anchordoqui, Luis Alfredo

2013-01-01

This textbook is intended to provide a foundation for a one-semester introductory course on the advanced mathematical methods that form the cornerstones of the hard sciences and engineering. The work is suitable for first year graduate or advanced undergraduate students in the fields of Physics, Astronomy and Engineering. This text therefore employs a condensed narrative sufficient to prepare graduate and advanced undergraduate students for the level of mathematics expected in more advanced graduate physics courses, without too much exposition on related but non-essential material. In contrast to the two semesters traditionally devoted to mathematical methods for physicists, the material in this book has been quite distilled, making it a suitable guide for a one-semester course. The assumption is that the student, once versed in the fundamentals, can master more esoteric aspects of these topics on his or her own if and when the need arises during the course of conducting research. The book focuses on two cor...

A Follow-up Study of Two Methods of Teaching Mathematics: Traditional versus New Math

Science.gov (United States)

Walton, Gene A.; And Others

1977-01-01

When high school mathematics grades and test scores were analyzed, findings showed that high- and middle-ability students who had a modern mathematics course in the seventh grade received significantly higher grades in Algebra I, II, III, and Geometry than did students who had a traditional seventh grade mathematics course. (DT)

COLLEGE STUDENTS’ PERCEPTIONS OF LEARNING MATHEMATICS AND USING COMPUTERS

OpenAIRE

Gok, Tolga

2016-01-01

Mathematics isthe key course to interpret the science and nature. A positive attitude shouldbe improved by learners to comprehend the logic of mathematics. However, mostof the research indicated that they were not interested in learning andstudying mathematics. Instead of understanding the basic principles, manystudents preferred to use sophisticated software packages or graphingcalculators for solving mathematics problems. Thus, these tools prevent theimprovement of their mathematical skills...

Logistics of Mathematical Modeling-Focused Projects

Science.gov (United States)

Harwood, R. Corban

2018-01-01

This article addresses the logistics of implementing projects in an undergraduate mathematics class and is intended both for new instructors and for instructors who have had negative experiences implementing projects in the past. Project implementation is given for both lower- and upper-division mathematics courses with an emphasis on mathematical…

Mapping Mathematics in Classroom Discourse

Science.gov (United States)

Herbel-Eisenmann, Beth A.; Otten, Samuel

2011-01-01

This article offers a particular analytic method from systemic functional linguistics, "thematic analysis," which reveals the mathematical meaning potentials construed in discourse. Addressing concerns that discourse analysis is too often content-free, thematic analysis provides a way to represent semantic structures of mathematical content,…

Mathematical logic foundations for information science

CERN Document Server

Li, Wei

2010-01-01

This book presents the basic principles and formal calculus of mathematical logic. It covers core contents, extensions and developments of classical mathematical logic, and it offers formal proofs and concrete examples for all theoretical results.

Learning higher mathematics

CERN Document Server

Pontrjagin, Lev Semenovič

1984-01-01

Lev Semenovic Pontrjagin (1908) is one of the outstanding figures in 20th century mathematics. In a long career he has made fundamental con­ tributions to many branches of mathematics, both pure and applied. He has received every honor that a grateful government can bestow. Though in no way constrained to do so, he has through the years taught mathematics courses at Moscow State University. In the year 1975 he set himself the task of writing a series of books on secondary school and beginning university mathematics. In his own words, "I wished to set forth the foundations of higher mathematics in a form that would have been accessible to myself as a lad, but making use of all my experience as a scientist and a teacher, ac­ cumulated over many years. " The present volume is a translation of the first two out of four moderately sized volumes on this theme planned by Pro­ fessor Pontrjagin. The book begins at the beginning of modern mathematics, analytic ge­ ometry in the plane and 3-dimensional space. Refin...

Science Academies' Refresher Course in Quantum Mechanics

Indian Academy of Sciences (India)

IAS Admin

2013-02-28

Feb 28, 2013 ... A Refresher Course in Quantum Mechanics for college/university teachers ... The Course will cover the basic and advanced topics of Quantum ... Module 1:- Principles of Quantum Mechanics (with associated mathematics), ...

Philosophy and mathematics: interactions.

Science.gov (United States)

Rashed, Roshdi

From Plato to the beginnings of the last century, mathematics provided philosophers with methods of exposition, procedures of demonstration, and instruments of analysis. The unprecedented development of mathematics on the one hand, and the mathematicians' appropriation of Logic from the philosophers on the other hand, have given rise to two problems with which the philosophers have to contend: (1) Is there still a place for the philosophy of mathematics? and (2) To what extent is a philosophy of mathematics still possible? This article offers some reflections on these questions, which have preoccupied a good many philosophers and continue to do so.

The Effects of Remedial Mathematics on the Learning of Economics

DEFF Research Database (Denmark)

Lagerlöf, Johan N. M.; Seltzer, Andrew J.

2009-01-01

The authors examined the effects of remedial mathematics on performance in university-level economics courses using a natural experiment. They studied exam results prior and subsequent to the implementation of a remedial mathematics course that was compulsory for a subset of students...... and unavailable for the others, controlling for background variables. They found that, consistent with previous studies, the level of and performance in secondary school mathematics have strong predictive power on students' performances at university-level economics. However, they found relatively little evidence...

Teaching Discrete Mathematics Entirely from Primary Historical Sources

Science.gov (United States)

Barnett, Janet Heine; Bezhanishvili, Guram; Lodder, Jerry; Pengelley, David

2016-01-01

We describe teaching an introductory discrete mathematics course entirely from student projects based on primary historical sources. We present case studies of four projects that cover the content of a one-semester course, and mention various other courses that we have taught with primary source projects.

Developing Compressed Beginning and Intermediate Algebra Courses

Science.gov (United States)

Walker, Sylvia E.

2017-01-01

The purpose of this project was two-fold. First, it would provide an opportunity for students to complete the developmental math course sequence more quickly, thereby enabling students to proceed to a college-level mathematics course sooner. To accomplish this, the classroom was designed with computer-assisted homework courses that blended…

BUSINESS NEEDS AND GRADUATE BUSINESS SCHOOL OFFERINGS IN MARKETING.

Science.gov (United States)

Thams, Meg; Glueck, Deborah

2007-04-01

The purpose of this study was to determine if a gap exists in the skill and knowledge businesses require of marketing employees and what the Association to Advance Collegiate Schools of Business (AACSB) accredited schools actually provide. In this quantitative study, two set of data were collected and compared, and a gap analysis conducted. A questionnaire was used to obtain data from members of the Business Marketing Association (BMA) regarding course preferences that would best prepare students for positions in marketing. Records analysis was then undertaken of the marketing course offerings of AACSB accredited MBA programs offering an emphasis in Marketing. Gap analysis was conducted by applying a test of difference to the results of the two data collection efforts. Results of the study suggest that some misalignment between school offerings and business needs exists.

Investigating Declining Enrolments in Secondary Mathematics

Science.gov (United States)

Hine, Gregory

2016-01-01

This research paper examines the perspective of the Heads of Learning Area: Mathematics (HOLAMs) within all Western Australian secondary schools as to why they felt capable students were not enrolling in the two higher-level mathematics courses of study. All HOLAMs were invited to participate in a single, anonymous online survey comprising…

Web-Based Implementation of Discrete Mathematics

Science.gov (United States)

Love, Tanzy; Keinert, Fritz; Shelley, Mack

2006-01-01

The Department of Mathematics at Iowa State University teaches a freshman-level Discrete Mathematics course with total enrollment of about 1,800 students per year. The traditional format includes large lectures, with about 150 students each, taught by faculty and temporary instructors in two class sessions per week and recitation sections, with…

An introduction to mathematical finance with applications understanding and building financial intuition

CERN Document Server

Petters, Arlie O

2016-01-01

This textbook aims to fill the gap between those that offer a theoretical treatment without many applications and those that present and apply formulas without appropriately deriving them. The balance achieved will give readers a fundamental understanding of key financial ideas and tools that form the basis for building realistic models, including those that may become proprietary. Numerous carefully chosen examples and exercises reinforce the student’s conceptual understanding and facility with applications. The exercises are divided into conceptual, application-based, and theoretical problems, which probe the material deeper. The book is aimed toward advanced undergraduates and first-year graduate students who are new to finance or want a more rigorous treatment of the mathematical models used within. While no background in finance is assumed, prerequisite math courses include multivariable calculus, probability, and linear algebra. The authors introduce additional mathematical tools as needed. The entire...

Course Layout

OpenAIRE

2005-01-01

present roll Presentation roll Interactive Media Element This is an interactive diagram of a MATLAB course layout covering 16 topics in 4 different main areas: Basics of MATLAB, Numerical Methods in MATLAB, Symbolic Manipulations in MATLAB, Mathematical Modeling in MATLAB and Simulink AE2440 Introduction to Digital Computation

Applied Wave Mathematics Selected Topics in Solids, Fluids, and Mathematical Methods

CERN Document Server

Quak, Ewald

2009-01-01

This edited volume addresses the importance of mathematics in wave-related research, and its tutorial style contributions provide educational material for courses or seminars. It presents highlights from research carried out at the Centre for Nonlinear Studies in Tallinn, Estonia, the Centre of Mathematics for Applications in Oslo, Norway, and by visitors from the EU project CENS-CMA. The example applications discussed include wave propagation in inhomogeneous solids, liquid crystals in mesoscopic physics, and long ship waves in shallow water bodies. Other contributions focus on specific mathe

ABC Problem in Elementary Mathematics Education: Arithmetic "before" Comprehension

Science.gov (United States)

Boote, Stacy K.; Boote, David N.

2018-01-01

Mathematical habits of prospective teachers affect problem comprehension and success and expose their beliefs about mathematics. Prospective elementary teachers (PSTs) (n = 121) engaged in a problem solving activity each week in class. Data were collected from PSTs enrolled in an undergraduate elementary mathematics methods course at a…

Best practice in communications training for public engagement with science, technology, engineering and mathematics

Directory of Open Access Journals (Sweden)

Karen Bultitude

2009-05-01

Full Text Available Effective training in key communications skills is critical for successful public engagement. However, what are the secrets to designing and delivering an effectual training course? This paper outlines key findings from a research study into communication training programmes for public engagement with STEM (science, technology, engineering and mathematics. The research focused on training in direct communication methods, (as separate from media training and encompassed both trainers and trainees, the latter group spanning across both scientists and explainers. The findings indicated that training courses are effective at increasing involvement in science communication events and trainees feel more confident and able to engage due to training. An interactive style was found to be a key element of training courses. Demonstrations of good practice followed by own performance with feedback were also important, preferably involving a ‘real’ audience. A list of guidelines on best practice has been developed which offers practical advice.

Technical training: WBTechT offers online training

CERN Multimedia

Davide Vitè

2006-01-01

The 2006 CERN Web-Based Technical Training (WBTechT) portal is a computer-skills site offering multimedia learning. Visit http://www.course-source.net/sites/cern/ to self-register, consult the available programmes or request a course via EDH. A self-directed online course costs 50.- CHF for desktop applications (e.g. Microsoft Office Suite, Frontpage, Dreamweaver, Illustrator, Photoshop) and 90.- CHF for technical applications (e.g. Unix, Oracle, Java, JavaScript, C, C++) for three months'unlimited access. Visit the WBTechT portal, or the WBTechT information page at http://www.cern.ch/TechnicalTraining Contact: Technical.Training@cern.ch or your DTO to find out more information.

An overview of course offered by the USA, UK and France to support Nuclear Power Program (NPP)

International Nuclear Information System (INIS)

Sheriffah Noor Khamseah Al-Idid Syed Ahmad Idid

2012-01-01

In her presentation, speaker address a topic on nuclear education that offered by USA, UK and France to support nuclear power program. Her presentation actually assist students that are willing to explore several courses related to nuclear energy and its application. The speaker also explained briefly the impact of major nuclear accidents such as Fukushima that can influence the participation of students to study in these fields. She also outlines several nuclear stake holders and also some activities to support nuclear application such as planning, research, engineering, environmental impact assessment and others. She also explain in detail the needs to develop human capital especially for this field. At the end of her lectures, she tried to suggest several recommendations so that the audients can use in order to review their own strategies and planning for future training and studies. (author)

Analyzing the Teaching of Advanced Mathematics Courses via the Enacted Example Space

Science.gov (United States)

Fukawa-Connelly, Timothy Patrick; Newton, Charlene

2014-01-01

Examples are believed to be very important in developing conceptual understanding of mathematical ideas, useful both in mathematics research and instruction (Bills & Watson in "Educational Studies in Mathematics" 69:77-79, 2008; Mason & Watson, 2008; Bills & Tall, 1998; Tall & Vinner, 1981). In this study, we draw on the…

Modelling as a foundation for academic forming in mathematics education

NARCIS (Netherlands)

Perrenet, J.C.; Morsche, ter H.G.

2004-01-01

The Bachelor curriculum of Applied Mathematics in Eindhoven includes a series of modelling projects where pairs of students solve mathematical problems posed in non-mathematical language. Communication skills training is integrated with this track. Recently a new course has been added. The students

Teaching biology through statistics: application of statistical methods in genetics and zoology courses.

Science.gov (United States)

Colon-Berlingeri, Migdalisel; Burrowes, Patricia A

2011-01-01

Incorporation of mathematics into biology curricula is critical to underscore for undergraduate students the relevance of mathematics to most fields of biology and the usefulness of developing quantitative process skills demanded in modern biology. At our institution, we have made significant changes to better integrate mathematics into the undergraduate biology curriculum. The curricular revision included changes in the suggested course sequence, addition of statistics and precalculus as prerequisites to core science courses, and incorporating interdisciplinary (math-biology) learning activities in genetics and zoology courses. In this article, we describe the activities developed for these two courses and the assessment tools used to measure the learning that took place with respect to biology and statistics. We distinguished the effectiveness of these learning opportunities in helping students improve their understanding of the math and statistical concepts addressed and, more importantly, their ability to apply them to solve a biological problem. We also identified areas that need emphasis in both biology and mathematics courses. In light of our observations, we recommend best practices that biology and mathematics academic departments can implement to train undergraduates for the demands of modern biology.

What Is Mathematical Modelling? Exploring Prospective Teachers' Use of Experiments to Connect Mathematics to the Study of Motion

Science.gov (United States)

Carrejo, David J.; Marshall, Jill

2007-01-01

This paper focuses on the construction, development, and use of mathematical models by prospective science and mathematics teachers enrolled in a university physics course. By studying their involvement in an inquiry-based, experimental approach to learning kinematics, we address a fundamental question about the meaning and role of abstraction in…

Problems in the context evaluation of individualized courses

NARCIS (Netherlands)

Plomp, T.; van der Meer, A.W.J.

1977-01-01

From 1970 to 1974 an Individualized Study System (ISS) for mathematics courses for first year engineering students was developed. Because of changes in the curriculum, new courses had to be developed from August 1974. The context evaluation of these new courses (ISS-calculus) consisted mainly of the

Rethinking the mathematics curriculum

CERN Document Server

Hoyles, Celia; Woodhouse, Geoffrey

1998-01-01

At a time when political interest in mathematics education is at its highest, this book demonstrates that the issues are far from straightforward. A wide range of international contributors address such questions as: What is mathematics, and what is it for? What skills does mathematics education need to provide as technology advances? What are the implications for teacher education? What can we learn from past attempts to change the mathematics curriculum? Rethinking the Mathematics Curriculum offers stimulating discussions, showing much is to be learnt from the differences in culture, national expectations, and political restraints revealed in the book. This accessible book will be of particular interest to policy makers, curriculum developers, educators, researchers and employers as well as the general reader.

Science Academies' Refresher Course in Statistical Physics

Indian Academy of Sciences (India)

The Course is aimed at college teachers of statistical physics at BSc/MSc level. ... teachers, with at least a masters degree in Physics/Mathematics/Engineering are ... Topics: There will be six courses dealing with, Basic principles and general ...

BUSINESS NEEDS AND GRADUATE BUSINESS SCHOOL OFFERINGS IN MARKETING

Science.gov (United States)

Thams, Meg; Glueck, Deborah

2010-01-01

The purpose of this study was to determine if a gap exists in the skill and knowledge businesses require of marketing employees and what the Association to Advance Collegiate Schools of Business (AACSB) accredited schools actually provide. In this quantitative study, two set of data were collected and compared, and a gap analysis conducted. A questionnaire was used to obtain data from members of the Business Marketing Association (BMA) regarding course preferences that would best prepare students for positions in marketing. Records analysis was then undertaken of the marketing course offerings of AACSB accredited MBA programs offering an emphasis in Marketing. Gap analysis was conducted by applying a test of difference to the results of the two data collection efforts. Results of the study suggest that some misalignment between school offerings and business needs exists. PMID:26726319

Course Format Effects on Learning Outcomes in an Introductory Statistics Course

Science.gov (United States)

Sami, Fary

2011-01-01

The purpose of this study was to determine if course format significantly impacted student learning and course completion rates in an introductory statistics course taught at Harford Community College. In addition to the traditional lecture format, the College offers an online, and a hybrid (blend of traditional and online) version of this class.…

Delaying Developmental Mathematics: The Characteristics and Costs

Science.gov (United States)

Johnson, Marianne; Kuennen, Eric

2004-01-01

This paper investigates which students delay taking a required developmental mathematics course and the impact of delay on student performance in introductory microeconomics. Analysis of a sample of 1462 students at a large Midwestern university revealed that, although developmental-level mathematics students did not reach the same level of…

The ultimatum game: Discrete vs. continuous offers

Science.gov (United States)

Dishon-Berkovits, Miriam; Berkovits, Richard

2014-09-01

In many experimental setups in social-sciences, psychology and economy the subjects are requested to accept or dispense monetary compensation which is usually given in discrete units. Using computer and mathematical modeling we show that in the framework of studying the dynamics of acceptance of proposals in the ultimatum game, the long time dynamics of acceptance of offers in the game are completely different for discrete vs. continuous offers. For discrete values the dynamics follow an exponential behavior. However, for continuous offers the dynamics are described by a power-law. This is shown using an agent based computer simulation as well as by utilizing an analytical solution of a mean-field equation describing the model. These findings have implications to the design and interpretation of socio-economical experiments beyond the ultimatum game.

Industry to Education Technical Transfer Program & Composite Materials. Composite Materials Course. Fabrication I Course. Fabrication II Course. Composite Materials Testing Course. Final Report.

Science.gov (United States)

Massuda, Rachel

These four reports provide details of projects to design and implement courses to be offered as requirements for the associate degree program in composites and reinforced plastics technology. The reports describe project activities that led to development of curricula for four courses: composite materials, composite materials fabrication I,…

Choosing STEM College Majors: Exploring the Role of Pre-College Engineering Courses

Science.gov (United States)

Phelps, L. Allen; Camburn, Eric M.; Min, Sookweon

2018-01-01

Despite the recent policy proclamations urging state and local educators to implement integrated science, technology, engineering, and mathematics (STEM) curricula, relatively little is known about the role and impact of pre-college engineering courses within these initiatives. When combined with appropriate mathematics and science courses, high…

Mathematics for engineering

CERN Document Server

Bolton, W

2012-01-01

Mathematics for Engineering has been carefully designed to provide a maths course for a wide ability range, and does not go beyond the requirements of Advanced GNVQ. It is an ideal text for any pre-degree engineering course where students require revision of the basics and plenty of practice work. Bill Bolton introduces the key concepts through examples set firmly in engineering contexts, which students will find relevant and motivating. The second edition has been carefully matched to the Curriculum 2000 Advanced GNVQ units:

Mathematical analysis I

CERN Document Server

Canuto, Claudio

2015-01-01

The purpose of the volume is to provide a support for a first course in Mathematics. The contents are organised to appeal especially to Engineering, Physics and Computer Science students, all areas in which mathematical tools play a crucial role. Basic notions and methods of differential and integral calculus for functions of one real variable are presented in a manner that elicits critical reading and prompts a hands-on approach to concrete applications. The layout has a specifically-designed modular nature, allowing the instructor to make flexible didactical choices when planning an introductory lecture course. The book may in fact be employed at three levels of depth. At the elementary level the student is supposed to grasp the very essential ideas and familiarise with the corresponding key techniques. Proofs to the main results befit the intermediate level, together with several remarks and complementary notes enhancing the treatise. The last, and farthest-reaching, level requires the additional study of ...

Investigating and developing engineering students' mathematical modelling and problem-solving skills

Science.gov (United States)

Wedelin, Dag; Adawi, Tom; Jahan, Tabassum; Andersson, Sven

2015-09-01

How do engineering students approach mathematical modelling problems and how can they learn to deal with such problems? In the context of a course in mathematical modelling and problem solving, and using a qualitative case study approach, we found that the students had little prior experience of mathematical modelling. They were also inexperienced problem solvers, unaware of the importance of understanding the problem and exploring alternatives, and impeded by inappropriate beliefs, attitudes and expectations. Important impacts of the course belong to the metacognitive domain. The nature of the problems, the supervision and the follow-up lectures were emphasised as contributing to the impacts of the course, where students show major development. We discuss these empirical results in relation to a framework for mathematical thinking and the notion of cognitive apprenticeship. Based on the results, we argue that this kind of teaching should be considered in the education of all engineers.

Discriminant analysis of essay, mathematics/science type of essay, college scholastic ability test, and grade point average as predictors of acceptance to a pre-med course at a Korean medical school.

Science.gov (United States)

Jeong, Geum-Hee

2008-01-01

A discriminant analysis was conducted to investigate how an essay, a mathematics/science type of essay, a college scholastic ability test, and grade point average affect acceptance to a pre-med course at a Korean medical school. Subjects included 122 and 385 applicants for, respectively, early and regular admission to a medical school in Korea. The early admission examination was conducted in October 2007, and the regular admission examination was conducted in January 2008. The analysis of early admission data revealed significant F values for the mathematics/science type of essay (51.64; Pgrade point average (10.66; P=0.0014). The analysis of regular admission data revealed the following F values: 28.81 (Pgrade point average, 27.47 (P<0.0001) for college scholastic ability test, 10.67 (P=0.0012) for the essay, and 216.74 (P<0.0001) for the mathematics/science type of essay. Since the mathematics/science type of essay had a strong effect on acceptance, an emphasis on this requirement and exclusion of other kinds of essays would be effective in subsequent entrance examinations for this premed course.

First aid in mathematics

CERN Document Server

Sulley, Robert

2014-01-01

Achieve the best possible standard with this bestselling book of traditional practice and guidance - now in colour!. First Aid in Mathematics provides all the help and support needed for learning and practising Mathematics. It offers comprehensive coverage of core mathematical topics in clear and accessible language. It is suitable for both native English speakers and students of English as a second language and can be used in class, or as a reference and revision book. - Develops a strong basis of understanding with core topics covered in clear and accessible language. - Improves student's ab

Strengthening programs in science, engineering and mathematics. Third annual progress report

Energy Technology Data Exchange (ETDEWEB)

Sandhu, S.S.

1997-09-30

The Division of Natural Sciences and Mathematics at Claflin College consists of the Departments of Biology, Chemistry, Computer Science, Physics, Engineering and Mathematics. It offers a variety of major and minor academic programs designed to meet the mission and objectives of the college. The division`s pursuit to achieve excellence in science education is adversely impacted by the poor academic preparation of entering students and the lack of equipment, facilities and research participation, required to impart adequate academic training and laboratory skills to the students. Funds were received from the US Department of Energy to improve the divisional facilities and laboratory equipment and establish mechanism at pre-college and college levels to increase (1) the pool of high school students who will enroll in Science and Mathematics courses (2) the pool of well qualified college freshmen who will seek careers in Science, Engineering and Mathematics (3) the graduation rate in Science,engineering and Mathematics at the undergraduate level and (4) the pool of well-qualified students who can successfully compete to enter the graduate schools of their choice in the fields of science, engineering, and mathematics. The strategies that were used to achieve the mentioned objectives include: (1) Improved Mentoring and Advisement, (2) Summer Science Camp for 7th and 8th graders, (3) Summer Research Internships for Claflin SEM Seniors, (4) Summer Internships for Rising High School Seniors, (5) Development of Mathematical Skills at Pre-college/Post-secondary Levels, (6) Expansion of Undergraduate Seminars, (7) Exposure of Undergraduates to Guest Speakers/Roll Models, (8) Visitations by Undergraduate Students to Graduate Schools, and (9) Expanded Academic Program in Environmental Chemistry.

Developing Independence in a Capstone Course: Helping Students Ask and Answer Their Own Questions

Science.gov (United States)

Camenga, Kristin A.

2013-01-01

We discuss a mathematics capstone course designed to help students grow in mathematical independence. We describe how the course is structured to support this goal and the major assignments: a course wiki, a group expository project, and an individual problem to solve and extend. Students learn to ask and answer their own questions, helping them…

Evaluating and Improving Online Intelligence Courses

Directory of Open Access Journals (Sweden)

Dr. Alexandra Luce

2013-08-01

Full Text Available Civilian, military and government institutions offer a wide range of courses on intelligence and are increasingly doing so online. While evaluation and improvement are critical to ensuring quality training and education, there is little research about how to evaluate and improve online intelligence courses. Based on the author’s experience developing and teaching such courses, this article offers four suggestions to those involved in online intelligence training and education: (1 conduct a key assumptions check; (2 ensure the course presentation embodies the principles of intelligence communication; (3 encourage creative freedom; and (4 build in mechanisms for feedback throughout the course.

Using the Computer Algebra System "Maple" to Generate Research Questions for Pre-Service Teachers in a Capstone Course

Science.gov (United States)

Farley, Rosemary Carroll

2013-01-01

At Manhattan College, secondary mathematics education students take a capstone course designed specifically for them. In this course, students revisit important topics in the high school curriculum from a mathematically advanced perspective; incorporating the mathematical knowledge they have attained in their college mathematics classes to an…

Effects of Gender, Mathematics Anxiety and Achievement Motivation on College Students’ Achievement in Mathematics

Directory of Open Access Journals (Sweden)

Ajogbeje Oke James

2013-07-01

Full Text Available The urge to excel or perform maximally in mathematics varies from individual to individual because achievement motivation is often developed or learnt during socialization and learning experiences. The study examined the relationship between College of Education students’ achievement motivation and mathematics achievement, correlation coefficient between mathematics anxiety and college students’ achievement motivation as well as mathematics anxiety and mathematics achievement. The sample, 268 College of Education students offering mathematics as one of their subject combination, was selected using purposive sampling techniques. Three research instruments namely: Mathematics Anxiety Scale (MAS, Achievement Motivation Scale (AMS and Mathematics Achievement Test (MAT were used to collect data for the study. Data collected for the study were analyzed using correlational analysis and ANOVA. The results showed that a significantly low negative correlation coefficient existed between mathematics anxiety and mathematics achievement. There is a negative and significant correlation coefficient between mathematics anxiety and achievement motivation. Similarly, a positive and significant correlation coefficient also exists between achievement motivation and mathematics achievement. Based on the findings of the study, it was recommended that mathematics teachers should adopt activity based strategies and conducive learning environment in order to reduce college students’ anxieties in mathematics learning.

Engaging Students in Mathematical Modeling through Service-Learning

Science.gov (United States)

Carducci, Olivia M.

2014-01-01

I have included a service-learning project in my mathematical modeling course for the last 6 years. This article describes my experience with service-learning in this course. The article includes a description of the course and the service-learning projects. There is a discussion of how to connect with community partners and identify…

An introduction to mathematical modeling of infectious diseases

CERN Document Server

Li, Michael Y

2018-01-01

This text provides essential modeling skills and methodology for the study of infectious diseases through a one-semester modeling course or directed individual studies.  The book includes mathematical descriptions of epidemiological concepts, and uses classic epidemic models to introduce different mathematical methods in model analysis.  Matlab codes are also included for numerical implementations. It is primarily written for upper undergraduate and beginning graduate students in mathematical sciences who have an interest in mathematical modeling of infectious diseases.  Although written in a rigorous mathematical manner, the style is not unfriendly to non-mathematicians.

Support of Study on Engineering Technology from Physics and Mathematics

OpenAIRE

Mynbaev, Djafar K.; Cabo, Candido; Kezerashvili, Roman Ya.; Liou-Mark, Janet

2008-01-01

An approach that provides students with an ability to transfer learning in physics and mathematics to the engineering-technology courses through e-teaching and e-learning process is proposed. E-modules of courses in mathematics, physics, computer systems technology, and electrical and telecommunications engineering technology have been developed. These modules being used in the Blackboard and Web-based communications systems create a virtual interdisciplinary learning community, which helps t...

Two Teacher Educators’ Approaches to Developing Preservice Elementary Teachers’ Mathematics Assessment Literacy: Intentions, Outcomes, and New Learning

Directory of Open Access Journals (Sweden)

Ji-Eun Lee

2015-03-01

approaches to developing preservice elementary teachers’ mathematics assessment literacy. We explored the similarities and differences in preservice teachers’ conceptions of good assessment practices and their critique of assessment items. We found that we, as course instructors, had different assumptions pertaining to the role of preservice teachers in the development of assessment and offered different assessment-related course activities. Despite these differences, there were more similarities than differences between the two groups of the preservice teachers with regard to their overall perceptions about good assessment practices and their critique of assessment items. However, we also observed differences in the criteria they used in critiquing assessment items. Discussions and implications are presented in accordance with these findings as a means to improve our own teaching and student learning.

Mathematical quantization

CERN Document Server

Weaver, Nik

2001-01-01

With a unique approach and presenting an array of new and intriguing topics, Mathematical Quantization offers a survey of operator algebras and related structures from the point of view that these objects are quantizations of classical mathematical structures. This approach makes possible, with minimal mathematical detail, a unified treatment of a variety of topics.Detailed here for the first time, the fundamental idea of mathematical quantization is that sets are replaced by Hilbert spaces. Building on this idea, and most importantly on the fact that scalar-valued functions on a set correspond to operators on a Hilbert space, one can determine quantum analogs of a variety of classical structures. In particular, because topologies and measure classes on a set can be treated in terms of scalar-valued functions, we can transfer these constructions to the quantum realm, giving rise to C*- and von Neumann algebras.In the first half of the book, the author quickly builds the operator algebra setting. He uses this ...

The tools of mathematical reasoning

CERN Document Server

Lakins, Tamara J

2016-01-01

This accessible textbook gives beginning undergraduate mathematics students a first exposure to introductory logic, proofs, sets, functions, number theory, relations, finite and infinite sets, and the foundations of analysis. The book provides students with a quick path to writing proofs and a practical collection of tools that they can use in later mathematics courses such as abstract algebra and analysis. The importance of the logical structure of a mathematical statement as a framework for finding a proof of that statement, and the proper use of variables, is an early and consistent theme used throughout the book.

Re-Envisaging the Teaching of Mathematics: One Student Teacher's Experience Learning to Teach Primary Mathematics in a Manner Congruent with the New Zealand Curriculum

Science.gov (United States)

Bailey, Judy

2013-01-01

Teacher education can provide opportunities for contributing towards a re-envisaging of the teaching and learning of mathematics in the primary classroom. This study documents the experiences of one student teacher who, during her mathematics education courses, embraced a perception of mathematics as a social, creative and experiential discipline.…

EIT Course via Statewide TV

Science.gov (United States)

Marstrander, Jan H.; Talbot, Thomas F.

1975-01-01

Discusses the television broadcasting of a refresher course in mathematics and engineering fundamentals for those preparing to take the Engineer-in-Training (EIT) State Board Examination in Alabama. (MLH)

Oral Assessment in Mathematics: Implementation and Outcomes

Science.gov (United States)

Iannone, P.; Simpson, A.

2012-01-01

In this article, we report the planning and implementation of an oral assessment component in a first-year pure mathematics module of a degree course in mathematics. Our aim was to examine potential barriers to using oral assessments, explore the advantages and disadvantages compared to existing common assessment methods and document the outcomes…

Comprehensive applied mathematical modeling in the natural and engineering sciences theoretical predictions compared with data

CERN Document Server

Wollkind, David J

2017-01-01

This text demonstrates the process of comprehensive applied mathematical modeling through the introduction of various case studies.  The case studies are arranged in increasing order of complexity based on the mathematical methods required to analyze the models. The development of these methods is also included, providing a self-contained presentation. To reinforce and supplement the material introduced, original problem sets are offered involving case studies closely related to the ones presented.  With this style, the text’s perspective, scope, and completeness of the subject matter are considered unique. Having grown out of four self-contained courses taught by the authors, this text will be of use in a two-semester sequence for advanced undergraduate and beginning graduate students, requiring rudimentary knowledge of advanced calculus and differential equations, along with a basic understanding of some simple physical and biological scientific principles. .

A MATLAB-Aided Method for Teaching Calculus-Based Business Mathematics

Science.gov (United States)

Liang, Jiajuan; Pan, William S. Y.

2009-01-01

MATLAB is a powerful package for numerical computation. MATLAB contains a rich pool of mathematical functions and provides flexible plotting functions for illustrating mathematical solutions. The course of calculus-based business mathematics consists of two major topics: 1) derivative and its applications in business; and 2) integration and its…

Reorganizing Freshman Business Mathematics I: Background and Philosophy

Science.gov (United States)

Green, Kris; Emerson, Allen

2008-01-01

This article is the first of the two-part discussion of the development of a new Freshman Business Mathematics (FBM) course at our college. Part I of the article describes the background and history behind the course, and provides a theoretical framework for the design of the course. This design involves students in learning and applying…

Mathematics Turned Inside Out: The Intensive Faculty Versus the Extensive Faculty

OpenAIRE

Grcar, Joseph F.

2011-01-01

Research universities in the United States have larger mathematics faculties outside their mathematics departments than inside. Members of this "extensive" faculty conduct most mathematics research, their interests are the most heavily published areas of mathematics, and they teach this mathematics in upper division courses independent of mathematics departments. The existence of this de facto faculty challenges the pertinence of institutional and national policies for higher education in mat...

K-12 Mathematics and the Web

Science.gov (United States)

Glazer, Evan

2005-01-01

The Web offers numerous learning resources and opportunities for K-12 mathematics education. This paper discusses those resources and opportunities. Discussion includes (a) asynchronous and synchronous communication tools, (b) the use of data sets to make connections between mathematics concepts and real-world applications, and (c) interactive…

Mathematics, Vol. 2.

Science.gov (United States)

Bureau of Naval Personnel, Washington, DC.

The second of three volumes of a mathematics training course for Navy personnel, this document contains material primarily found at the college level. Beginning with logarithms and trigonometry, the text moves into vectors and static equilibrium (physics). Coordinate geometry, conic sections, and the tangents, normals, and slopes of curves follow.…

A course in statistics with R

CERN Document Server

Tattar, Prabhanjan N; Manjunath, B G

2016-01-01

Integrates the theory and applications of statistics using R A Course in Statistics with R has been written to bridge the gap between theory and applications and explain how mathematical expressions are converted into R programs. The book has been primarily designed as a useful companion for a Masters student during each semester of the course, but will also help applied statisticians in revisiting the underpinnings of the subject. With this dual goal in mind, the book begins with R basics and quickly covers visualization and exploratory analysis. Probability and statistical inference, inclusive of classical, nonparametric, and Bayesian schools, is developed with definitions, motivations, mathematical expression and R programs in a way which will help the reader to understand the mathematical development as well as R implementation. Linear regression models, experimental designs, multivariate analysis, and categorical data analysis are treated in a way which makes effective use of visualization techniques and...

Preservice Teachers' Perceptions of the Integration of Mathematics, Reading, and Writing.

Science.gov (United States)

Reinke, Kathryn; Mokhtari, Kouider; Willner, Elizabeth

1997-01-01

Examined the perceptions of preservice elementary teachers enrolled in reading, mathematics, and integrating reading and mathematics methods courses about integrating mathematics, reading, and writing instruction at the elementary/middle school level. Surveys indicated that all students were generally positive about instructional integration. They…

The Effect of Blended Learning in Mathematics Course

Science.gov (United States)

Lin, Ya-Wen; Tseng, Chih-Lung; Chiang, Po-Jui

2017-01-01

With the advent of the digital age, traditional didactic teaching and online learning have been modified and gradually replaced by "Blended Learning." The purpose of this study was to explore the influences of blended learning pedagogy on junior high school student learning achievement and the students' attitudes toward mathematics. To…

Math 3013--Developmental Mathematics I and II. Course Outline.