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Sample records for plato elementary mathematics

  1. Teaching Early Mathematics with PLATO[R] Software: An Overview of the New PLATO Elementary Mathematics Curricula and How To Use Them. Technical Paper.

    Science.gov (United States)

    Quinn, Bill; Foshay, Rob; Morris, Barbara

    The "PLATO[R] Math Expeditions" and "PLATO[R] Projects for the Real World" curricula are designed to implement effective, research-based instructional practices. "Math Expeditions" is designed to give elementary grade users the mathematics skills and practice needed to solve real-life problems. Across the eight…

  2. Plato's problem an introduction to mathematical platonism

    CERN Document Server

    Panza, M

    2013-01-01

    What is mathematics about? And how can we have access to the reality it is supposed to describe? The book tells the story of this problem, first raised by Plato, through the views of Aristotle, Proclus, Kant, Frege, Gödel, Benacerraf, up to the most recent debate on mathematical platonism.

  3. Plato's ghost the modernist transformation of mathematics

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    Gray, Jeremy

    2008-01-01

    Plato's Ghost is the first book to examine the development of mathematics from 1880 to 1920 as a modernist transformation similar to those in art, literature, and music. Jeremy Gray traces the growth of mathematical modernism from its roots in problem solving and theory to its interactions with physics, philosophy, theology, psychology, and ideas about real and artificial languages. He shows how mathematics was popularized, and explains how mathematical modernism not only gave expression to the work of mathematicians and the professional image they sought to create for themselves, but how modernism also introduced deeper and ultimately unanswerable questions

  4. Elementary Mathematics Leaders

    Science.gov (United States)

    Fennell, Francis; Kobett, Beth McCord; Wray, Jonathan A.

    2013-01-01

    Elementary school mathematics leaders often come to the realization that their position, however titled and determined, although dedicated to addressing needs in math teaching and learning, also entails and directly involves leadership. Elementary school math specialists/instructional leaders (referenced here as elementary mathematics leaders, or…

  5. Logic in elementary mathematics

    CERN Document Server

    Exner, Robert M

    2011-01-01

    This applications-related introductory treatment explores facets of modern symbolic logic useful in the exposition of elementary mathematics. The authors convey the material in a manner accessible to those trained in standard elementary mathematics but lacking any formal background in logic. Topics include the statement calculus, proof and demonstration, abstract mathematical systems, and the restricted predicate calculus. The final chapter draws upon the methods of logical reasoning covered in previous chapters to develop solutions of linear and quadratic equations, definitions of order and

  6. Vision in elementary mathematics

    CERN Document Server

    Sawyer, W W

    2003-01-01

    Sure-fire techniques of visualizing, dramatizing, and analyzing numbers promise to attract and retain students' attention and understanding. Topics include basic multiplication and division, algebra, word problems, graphs, negative numbers, fractions, many other practical applications of elementary mathematics. 1964 ed. Answers to Problems.

  7. Philosophy and Mathematics in the Teaching of Plato: the Development of Idea and Modernity

    Directory of Open Access Journals (Sweden)

    Mikhailova N. V.

    2014-01-01

    Full Text Available It is well known that the largest philosophers differently explain the origin of mathematics. This question was investigated in antiquity, a substantial and decisive role in this respect was played by the Platonic doctrine. Therefore, discussing this issue the problem of interaction of philosophy and mathematics in the teachings of Plato should be taken into consideration. Many mathematicians believe that abstract mathematical objects belong in a certain sense to the world of ideas and that consistency of objects and theories really describes mathematical reality, as Plato quite clearly expressed his views on math, according to which mathematical concepts objectively exist as distinct entities between the world of ideas and the world of material things. In the context of foundations of mathematics, so called “Gödel’s Platonism” is of particular interest. It is shown in the article how Platonic objectification of mathematical concepts contributes to the development of modern mathematics by revealing philosophical understanding of the nature of abstraction. To substantiate his point of view, the author draws the works of contemporary experts in the field of philosophy of mathematics.

  8. Numbers Rule The Vexing Mathematics of Democracy, from Plato to the Present

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    Szpiro, George G

    2010-01-01

    Since the very birth of democracy in ancient Greece, the simple act of voting has given rise to mathematical paradoxes that have puzzled some of the greatest philosophers, statesmen, and mathematicians. Numbers Rule traces the epic quest by these thinkers to create a more perfect democracy and adapt to the ever-changing demands that each new generation places on our democratic institutions. In a sweeping narrative that combines history, biography, and mathematics, George Szpiro details the fascinating lives and big ideas of great minds such as Plato, Pliny the Younger, Ramon Llull, Pierre Simo

  9. An excursion through elementary mathematics

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    Caminha Muniz Neto, Antonio

    2017-01-01

    This book provides a comprehensive, in-depth overview of elementary mathematics as explored in Mathematical Olympiads around the world. It expands on topics usually encountered in high school and could even be used as preparation for a first-semester undergraduate course. This first volume covers Real Numbers, Functions, Real Analysis, Systems of Equations, Limits and Derivatives, and much more. As part of a collection, the book differs from other publications in this field by not being a mere selection of questions or a set of tips and tricks that applies to specific problems. It starts from the most basic theoretical principles, without being either too general or too axiomatic. Examples and problems are discussed only if they are helpful as applications of the theory. Propositions are proved in detail and subsequently applied to Olympic problems or to other problems at the Olympic level. The book also explores some of the hardest problems presented at National and International Mathematics Olympiads, as we...

  10. Explorations in Elementary Mathematical Modeling

    Directory of Open Access Journals (Sweden)

    Mazen Shahin

    2010-06-01

    Full Text Available 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 cooperative learning into this inquiry-based learning course where students work in small groups on carefully designed activities and utilize available software to support problem solving and understanding of real life situations. We emphasize the use of graphical and numerical techniques, rather than theoretical techniques, to investigate and analyze the behavior of the solutions of the difference equations.As an illustration of our approach, we will show a nontraditional and efficient way of introducing models from finance and economics. We will also present an interesting model of supply and demand with a lag time, which is called the cobweb theorem in economics. We introduce a sample of a research project on a technique of removing chaotic behavior from a chaotic system.

  11. "Mathematics Is Like a Lion": Elementary Students' Beliefs about Mathematics

    Science.gov (United States)

    Markovits, Zvia; Forgasz, Helen

    2017-01-01

    The aim of this study was to explore the beliefs of elementary school students about mathematics and about themselves as mathematics learners. The participants, Israeli grade 4 and grade 6 students, completed questionnaires. Using an "animal metaphor" to tap beliefs, some students perceived mathematics as difficult and complicated, while…

  12. Elementary Mathematics Teachers' Knowledge of Equity Pedagogy

    Science.gov (United States)

    Jackson, Christa

    2013-01-01

    Currently, mathematics instruction in U.S. classrooms is far from achieving equity for African American students. This qualitative study reports the results of eight successful elementary mathematics teachers' knowledge of equity pedagogy, specifically their knowledge of culturally relevant pedagogy, cultural competence, and critical…

  13. Elementary Mathematics Teachers' Knowledge of Equity Pedagogy

    Science.gov (United States)

    Jackson, Christa

    2013-01-01

    Currently, mathematics instruction in U.S. classrooms is far from achieving equity for African American students. This qualitative study reports the results of eight successful elementary mathematics teachers' knowledge of equity pedagogy, specifically their knowledge of culturally relevant pedagogy, cultural competence, and critical…

  14. Grades 1-8, Apache Junction Unified School District 43, Apache Junction, Arizona. PLATO Evaluation Series.

    Science.gov (United States)

    Quinn, David W.; Quinn, Nancy W.

    Apache Junction Unified School District, Arizona, has embarked on a 5-year program of instructional improvement using technology. PLATO Elementary reading and mathematics products were installed in the district's elementary and middle schools at the beginning of the 1999-2000 school year. This evaluation studied the use and preliminary student…

  15. Indigenous Languages and Mathematics in Elementary Schools

    Science.gov (United States)

    Edmonds-Wathen, Cris; Owens, Kay; Sakopa, Priscilla; Bino, Vagi

    2014-01-01

    Indigenous languages are used for instruction in elementary schools in Papua New Guinea, but teachers have generally received their own education in English. The challenges of identifying terminology to use in mathematics include many-to-one correspondences between English and the vernacular languages, and different grammatical structures.…

  16. Elementary numerical mathematics for programmers and engineers

    CERN Document Server

    Stoyan, Gisbert

    2016-01-01

    This book covers the basics of numerical methods, while avoiding the definition-theorem-proof style and instead focusing on numerical examples and simple pseudo-codes. The book is divided into ten chapters. Starting with floating number calculations and continuing up to ordinary differential equations, including "Euler backwards". The final chapter discusses practical error estimations. Exercises (including several in MATLAB) are provided at the end of each chapter. Suitable for readers with minimal mathematical knowledge, the book not only offers an elementary introduction to numerical mathematics for programmers and engineers but also provides supporting material for students and teachers of mathematics.

  17. Plato's Embryology.

    Science.gov (United States)

    Wilberding, James

    2015-01-01

    Embryology was a subject that inspired great cross-disciplinary discussion in antiquity, and Plato's Timaeus made an important contribution to this discussion, though Plato's precise views have remained a matter of controversy, especially regarding three key questions pertaining to the generation and nature of the seed: whether there is a female seed; what the nature of seed is; and whether the seed contains a preformed human being. In this paper I argue that Plato's positions on these three issues can be adequately determined, even if some other aspects of his theory cannot. In particular, it is argued that (i) Plato subscribes to the encephalo-myelogenic theory of seed, though he places particular emphasis on the soul being the true seed; (ii) Plato is a two-seed theorist, yet the female seed appears to make no contribution to reproduction; and (iii) Plato cannot be an advocate of preformationism.

  18. Toward Improving the Mathematics Preparation of Elementary Preservice Teachers

    Science.gov (United States)

    Cardetti, Fabiana; Truxaw, Mary P.

    2014-01-01

    Research suggests the importance of mathematics knowledge for teaching (MKT) for enabling elementary school teachers to effectively teach mathematics. MKT involves both mathematical content knowledge (M-CK) and mathematical pedagogical content knowledge (M-PCK). However, there is no consensus on how best to prepare elementary preservice teachers…

  19. Mathematics, Language, and Learning: A Longitudinal Study of Elementary Teachers and Their Mathematics Teaching Practices

    OpenAIRE

    Yeh, Cathery

    2016-01-01

    Elementary school mathematics has gained increased attention in the last few decades. A growing field of research has studied the programmatic design and development of elementary mathematics teaching in teacher education, however, few studies have examined longitudinally the mathematics teaching of novice elementary teachers. Existing longitudinal studies on elementary mathematics teaching have generally focused on the effects of teacher preparation on their beginning practices and have exam...

  20. 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…

  1. Elementary Pre-Service Teachers' Mathematics Anxiety and Mathematics Teaching Anxiety

    Science.gov (United States)

    Haciomeroglu, Guney

    2014-01-01

    The present study examined the structure of elementary pre-service teachers' mathematics anxiety and mathematics teaching anxiety by asking whether the two systems of anxiety are related. The Turkish Mathematics Anxiety Rating Scale Short Version and the Mathematics Teaching Anxiety Scale were administered to 260 elementary pre-service teachers.…

  2. Elementary Pre-Service Teachers' Mathematics Anxiety and Mathematics Teaching Anxiety

    Science.gov (United States)

    Haciomeroglu, Guney

    2014-01-01

    The present study examined the structure of elementary pre-service teachers' mathematics anxiety and mathematics teaching anxiety by asking whether the two systems of anxiety are related. The Turkish Mathematics Anxiety Rating Scale Short Version and the Mathematics Teaching Anxiety Scale were administered to 260 elementary pre-service…

  3. Elementary Pre-Service Teachers' Mathematics Anxiety and Mathematics Teaching Anxiety

    Science.gov (United States)

    Haciomeroglu, Guney

    2014-01-01

    The present study examined the structure of elementary pre-service teachers' mathematics anxiety and mathematics teaching anxiety by asking whether the two systems of anxiety are related. The Turkish Mathematics Anxiety Rating Scale Short Version and the Mathematics Teaching Anxiety Scale were administered to 260 elementary pre-service teachers.…

  4. Powerful Software To Enhance the Elementary School Mathematics Program.

    Science.gov (United States)

    Kerrigan, John

    2002-01-01

    Analyzes mathematics software programs to find engaging and easy-to-use software for integration into the elementary school mathematics curriculum. Discusses criteria for judging good software and useful classroom implementation. (KHR)

  5. The Facilitator's Role in Elementary Mathematics Professional Development

    Science.gov (United States)

    Linder, Sandra M.

    2011-01-01

    This study identified qualities of influential facilitators of elementary mathematics professional development. Extensive research relating to elementary mathematics professional development has emerged over the past three decades. Embedded in this body of research are recommendations for effective practices in professional development and…

  6. Exploring the Relationship between Questioning, Enacted Mathematical Tasks, and Mathematical Discourse in Elementary School Mathematics

    Science.gov (United States)

    Martin, Christie; Polly, Drew; McGee, Jen; Wang, Chuang; Lambert, Richard; Pugalee, David

    2015-01-01

    This study examined the mathematical discourse of elementary school teachers and their students while participating in a year-long professional development project focused on implementing reform-based mathematics curriculum. The teacher participants included 12 teachers, two from each grade level from Kindergarten through Grade 5. Field notes were…

  7. Elementary Mathematics: Priorities for the 1980s. Fastback 157.

    Science.gov (United States)

    Fennell, Francis M.

    This document examines the past, present, and future of elementary school mathematics. The impact of the modern mathematics movement in the curriculum is assessed and the factors behind the back-to-basics movement are analyzed. The text presents factors considered to be the real basics in mathematics of the eighties based on the recommendations of…

  8. Prospective Elementary Teachers' Aesthetic Experience and Relationships to Mathematics

    Science.gov (United States)

    Chen, Rong-Ji

    2017-01-01

    Previous research has adopted various approaches to examining teachers' and students' relationships to mathematics. The current study extended this line of research and investigated six prospective elementary school teachers' experiences in mathematics and how they saw themselves as learners of mathematics. One-on-one interviews with the…

  9. Post Mathematical Attitudes Among Prospective Elementary Teachers as Predicted by General Mathematics Skills, Modern Mathematics Skills, Modern Mathematics Achievement, and Prior Mathematical Attitudes.

    Science.gov (United States)

    Wilson, John Martin, Jr.

    The purpose of this study was to investigate the interrelationship of general mathematics skills, modern mathematics skills, modern mathematics achievement, prior mathematical attitudes, and postmathematical attitudes of prospective elementary teachers. A sample of 206 students was drawn from 286 students enrolled in a modern mathematics course.…

  10. A Comparison of the Number of Mathematics Courses Taken by Elementary Teachers and Their Mathematical Understanding

    Science.gov (United States)

    Gibney, Thomas C.; And Others

    1970-01-01

    In a study of 1050 elementary teachers it was found that on a test of mathematical understanding that teachers did progressively better (significant beyond .05 level) with: (1) more years of high school mathematics, (2) more college mathematics courses, and (3) exposure to "modern mathematics." (BR)

  11. Beyond Classical Pedagogy: Teaching Elementary School Mathematics. Studies in Mathematical Thinking and Learning Series.

    Science.gov (United States)

    Wood, Terry, Ed.; Nelson, Barbara Scott, Ed.; Warfield, Janet, Ed.

    This book describes and analyzes the teaching that has evolved in mathematics classrooms of teachers who have been forerunners in the effort to implement the National Council of Teachers of Mathematics (NCTM) Standards in Elementary Mathematics. Research and insights from psychology, mathematics, and sociology are presented. Chapters include: (1)…

  12. Mathematics Anxiety and Preservice Elementary Teachers' Confidence to Teach Mathematics and Science

    Science.gov (United States)

    Bursal, Murat; Paznokas, Lynda

    2006-01-01

    Sixty-five preservice elementary teachers' math anxiety levels and confidence levels to teach elementary mathematics and science were measured. The confidence scores of subjects in different math anxiety groups were compared and the relationships between their math anxiety levels and confidence levels to teach mathematics and science were…

  13. An Evaluation of Interactive Tabletops in Elementary Mathematics Education

    Science.gov (United States)

    Jackson, Alexander T.; Brummel, Bradley J.; Pollet, Cody L.; Greer, David D.

    2013-01-01

    This research examined the effect that a relatively new Computer Supported Collaborative Learning (CSCL) device, specifically an interactive tabletop, has on elementary students' attitudes toward collaborative technologies, mathematical achievement, and the gender gap in mathematics. Prior research has shown many positive effects of CSCL…

  14. Elementary Statistics I--Mathematics 274 Course Syllabus, Fall 2001.

    Science.gov (United States)

    Clark, Deborah L.

    This document features the syllabus for a course in Elementary Statistics/Mathematics at Southern University in Baton Rouge, LA. The course textbook, a course description, readings, goals, and course requirements are presented. Basic descriptive analysis and mathematical concepts commonly used in statistics are emphasized in the course. Topics…

  15. Developing Mathematical Knowledge for Teaching: Documenting Preservice Elementary Teachers' Experiences

    Science.gov (United States)

    Kwiatkowski-Egizio, Erica

    2013-01-01

    The two research questions that guided this study were: (1) How do preservice teachers develop mathematical knowledge for teaching during a coordinated math methods course and field experience? and (2) What types of portfolio tasks lend themselves to documenting mathematical knowledge in teaching? Six, female, elementary (K-8) teacher candidates…

  16. Elementary School Mathematics Teacher Trainees' Metacognitive Awareness Levels: Turkey Case

    Science.gov (United States)

    Memnun, Dilek Sezgin; Hart, Lynn Cecilia

    2012-01-01

    The aim of this research is to determine the metacognitive awareness levels of elementary mathematics teacher trainees and to investigate whether their awareness differs according to gender and class level. We also investigate the relationship between the metacognitive awareness levels of trainee mathematics teacher's and their overall performance…

  17. Investigation on How Pre-Service Elementary Mathematics Teachers Write and Use Mathematical Definitions

    Science.gov (United States)

    Özyildirim Gümüs, Feride; Sahiner, Yeter

    2017-01-01

    The aim of the study was to determine whether pre-service elementary mathematics teachers could write and use mathematical definitions. For this reason, the question sheet containing two questions, was given to 76 pre-service teachers in a public university who was taking general mathematics course. Qualitative research method was used during data…

  18. (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'…

  19. Elementary Teachers Integrate Music Activities into Regular Mathematics Lessons: Effects on Students' Mathematical Abilities

    Science.gov (United States)

    An, Song; Capraro, Mary Margaret; Tillman, Daniel A.

    2013-01-01

    This article presents exploratory research investigating the way teachers integrate music into their regular mathematics lessons as well as the effects of music-mathematics interdisciplinary lessons on elementary school students' mathematical abilities of modeling, strategy and application. Two teachers and two classes of first grade and third…

  20. Math Is Like a Lion Hunting a Sleeping Gazelle: Preservice Elementary Teachers' Metaphors of Mathematics

    Science.gov (United States)

    Latterell, Carmen M.; Wilson, Janelle L.

    2016-01-01

    Preservice elementary teachers hold a variety of beliefs about mathematics and mathematics learning, which influence their teaching. Previous research has shown that preservice elementary teachers believe that mathematics is doing arithmetic. However, it is unclear if preservice elementary teachers truly believe that mathematics is only…

  1. Mathematical Inqu[ee]ry: Beyond "Add-Queers-and-Stir" Elementary Mathematics Education

    Science.gov (United States)

    Rands, Kathleen

    2009-01-01

    While elementary educators have developed queer pedagogies and perspectives in many subjects from reading to music, science to English as a second language, queer perspectives on elementary mathematics education are remarkably absent. This article differentiates between two common uses of the term "queer" and delineates two sets of approaches…

  2. Mathematical reasoning in Elementary School and Higher Education

    OpenAIRE

    Joana Mata-Pereira; Ana Henriques; João Pedro da Ponte

    2012-01-01

    This paper analyzes the reasoning processes in mathematical tasks of two students in the 9th year of elementary school and two students in the second year of college. It also focuses the representation and meaningfulness, given their close relation with the mathematical reasoning. Results presented are based on two qualitative and interpretive studies which resort to several data sources. These results show that mastering of the algebraic language by the students in the 9th year is still insu...

  3. Elementary Mathematics, Grades 1-6.

    Science.gov (United States)

    Nederland Independent School District, TX.

    GRADES OR AGES: Grades 1-6. SUBJECT MATTER: Elementary math. ORGANIZATION AND PHYSICAL APPEARANCE: Introductory material focuses on the philosophy and objectives of instructional material. The guide is divided into six units covering grades 1-6. Each unit presents the general goals, materials needed, minimum program, skills to be developed,…

  4. Integrating Children's Literature in Elementary Mathematics

    Science.gov (United States)

    Thomas, Lynsey; Feng, Jay

    2015-01-01

    The purpose of this professional development project was to train teachers in using children's literature for math instruction and to also examine its effect on student math learning at an elementary school. Teachers were taught how to use children's literature to instruct and enhance their math curriculum through the use of literature pieces,…

  5. Preparing Elementary Mathematics-Science Teaching Specialists.

    Science.gov (United States)

    Miller, L. Diane

    1992-01-01

    Describes a professional development program to train math/science specialists for the upper elementary school grades. Using results from an interest survey, 30 teachers were chosen to participate in a 3-year program to become math/science specialists. Presents the teaching model used and the advantages for teachers and students in having subject…

  6. Investigating Classroom Teaching Competencies of Pre Service Elementary Mathematics Teachers

    Science.gov (United States)

    Gokalp, Murat

    2016-01-01

    The study has sought answers to two major questions: What is the current situation in Elementary Mathematics Education programs at Faculty of Education in terms of classroom teaching competencies? To what extent do pre service teachers acquire these competencies? The research was conducted on 202 senior pre service teachers studying at the…

  7. Dynamic Assessment, Potential Giftedness and Mathematics Achievement in Elementary School

    Science.gov (United States)

    Popa, Nicoleta Laura; Pauc, Ramona Loredana

    2015-01-01

    Dynamic assessment is currently discussed in educational literature as one of the most promising practices in stimulating learning among various groups of students, including gifted and potentially gifted students. The present study investigates effects of dynamic assessment on mathematics achievement among elementary school students, with…

  8. Prospective Elementary and Secondary School Mathematics Teachers' Statistical Reasoning

    Science.gov (United States)

    Karatoprak, Rabia; Karagöz Akar, Gülseren; Börkan, Bengü

    2015-01-01

    This study investigated prospective elementary (PEMTs) and secondary (PSMTs) school mathematics teachers' statistical reasoning. The study began with the adaptation of the Statistical Reasoning Assessment (Garfield, 2003) test. Then, the test was administered to 82 PEMTs and 91 PSMTs in a metropolitan city of Turkey. Results showed that both…

  9. Elementary Students' Mathematical Explanations and Attention to Audience with Screencasts

    Science.gov (United States)

    Soto, Melissa

    2015-01-01

    Reasoning and constructing mathematical explanations for an audience have become increasingly important activities in elementary classrooms with the implementation of reform-oriented curriculum and standards. Mobile learning tools and applications, such as screencasts, allow students to generate multimedia presentations of their solution…

  10. Elementary School Mathematics Teachers' Perception of Their Professional Needs

    Science.gov (United States)

    Shriki, Atara; Patkin, Dorit

    2016-01-01

    This study explored Israeli elementary school mathematics teachers' perceptions of their professional needs, with the purpose of developing in-service training courses which cater to these needs. Eighty-four teachers responded to the questionnaire and were interviewed. The results indicate that the respondents' main needs are associated with…

  11. Software for English, Mathematics, and Elementary Classes.

    Science.gov (United States)

    Fleharty, Janet

    1985-01-01

    The paper provides an overview of the uses of software for teaching language arts, mathematics and thinking skills to hearing impaired students. Content area programs are listed with descriptive information, price, and developer name. (Author/CL)

  12. What Is Known about Elementary Grades Mathematical Modelling

    Directory of Open Access Journals (Sweden)

    Micah S. Stohlmann

    2016-01-01

    Full Text Available Mathematical modelling has often been emphasized at the secondary level, but more research is needed at the elementary level. This paper serves to summarize what is known about elementary mathematical modelling to guide future research. A targeted and general literature search was conducted and studies were summarized based on five categories: content of mathematical modelling intervention, assessment data collected, unit of analysis studied, population, and effectiveness. It was found that there were three main units of analysis into which the studies could be categorized: representational and conceptual competence, models created, and student beliefs. The main findings from each of these units of analysis are discussed along with future research that is needed.

  13. Pre-service Elementary Teachers’ Mathematics Content Knowledge: A Predictor of Sixth Graders’ Mathematics Performance

    OpenAIRE

    2015-01-01

    This study examined the knowledge of mathematics content of elementary preservice teachers at a sixth grade level. The researcher administered a mathematics test for sixth graders mandated by the Texas Education Agency to pre-service teachers; the same test was given to sixth graders in Texas. The study found that pre-service teachers performed lowest on objective four of the test which measures knowledge of measurement in mathematics. This performance was compared with chil...

  14. The Mathematical Structure of Elementary Particles.

    Science.gov (United States)

    1983-10-01

    Physical Mathematics) *Instituto de Matematica Pura e Aplicada, Estrada Dona Castorina 110, 22460 Rio de Janeiro, Brazil Sponsored by the United...is the basic method of analysis to be employed in this work. *Instituto de Matematica Pura e Aplicada, Estrada Dona Castorina 110, 22460 Rio de Janeiro

  15. Elementary Mathematics Specialists: Influencing Student Achievement

    Science.gov (United States)

    Campbell, Patricia F.; Malkus, Nathaniel N.

    2013-01-01

    "To whom do you turn in this school for advice or information about mathematics instruction?" (Spillane, Healey, and Parise 2009, p. 413). When teachers in forty-four schools were asked this question, they were more likely to indicate a teacher leader in their school, rather than the school's principal or any other administrator.…

  16. Preparing Experienced Elementary Teachers as Mathematics Specialists

    Science.gov (United States)

    Nickerson, Susan D.

    2010-01-01

    High quality teaching is critical to student learning, yet takes considerable time to develop in particular content areas. Students in high-poverty, urban settings are less likely to encounter experienced and trained teachers. Administrators from a large school district and university mathematics education faculty partnered and attempted to…

  17. Efficacy for Teaching Elementary Science and Mathematics Compared to Other Content

    Science.gov (United States)

    Buss, Ray R.

    2010-01-01

    The study was conducted to examine preservice, elementary teachers' efficacy for teaching science and mathematics as compared with other elementary content. The instrument assessed efficacy for teaching (EFT) five elementary content areas: science, mathematics, reading, classroom management, and general instruction. Three hundred twenty-five…

  18. Computer Assisted Automatization of Multiplication Facts Reduces Mathematics Anxiety in Elementary School Children.

    Science.gov (United States)

    Wittman, Timothy K.; Marcinkiewicz, Henryk R.; Hamodey-Douglas, Stacie

    Fourth grade elementary school children exhibiting high and low mathematics anxiety were trained on multiplication facts using the Math Builder Program, a computer program designed to bring their performance to the automaticity level. Mathematics anxiety, measured by the Mathematics Anxiety Rating Scale--Elementary version (MARS-E), was assessed…

  19. Preparation of course materials: Elementary mathematics of powered flight

    Science.gov (United States)

    Rublein, George T.

    1994-01-01

    Non-science students at William and Mary will soon be required to take a mathematics course in order to earn a bachelor's degree. A standard menu of technique courses is the usual way in which universities provide for this requirement: Trigonometry, probability, geometry for teachers, and the like. In this work, we attempt to break away from these largely unsuccessful choices. Our intent is to prepare material that sets a variety of simple mathematical procedures in the context of a commonly experienced part of students' lives: riding in commercial airplanes. The work, begun last summer at Langley, is now close to completion and trial in upcoming fall term at William and Mary. As of this writing, the narrative is complete for 12 to 14 projected sections. We have prepared material on wind triangles, wind roses, navigation maps, drag induced loss of velocity for unpowered missiles (tennis balls), luggage and its effect on center of gravity, localized magnetic declination and VOR orientation, geometry of great circles, terminal velocity for falling bodies, pressure vessels: tires and balloons and blimps, global structure of declination lines, map projections (mercator, azimuthal equidistant, Lambert), ears and their reaction to altitude change. The next section will treat lift, drag and thrust. The last will treat control surfaces. The entire approach avoids any effort to investigate mathematical topics that arise in the solution of problems. And by the same token, we avoid any organized attempt to explain aeronautical engineering, even on an elementary level. We look only at enough mathematics to do a problem and we select only engineering topics that permit some kind of (elementary) mathematical analysis. In the end, we will think of the material as successful if two things happen: Students must come away with some confidence that even lay people can quantify parts of their surroundings. Other potential instructors must be willing to gain enough familiarity with the

  20. Mathematical reasoning in Elementary School and Higher Education

    Directory of Open Access Journals (Sweden)

    Joana Mata-Pereira

    2012-12-01

    Full Text Available This paper analyzes the reasoning processes in mathematical tasks of two students in the 9th year of elementary school and two students in the second year of college. It also focuses the representation and meaningfulness, given their close relation with the mathematical reasoning. Results presented are based on two qualitative and interpretive studies which resort to several data sources. These results show that mastering of the algebraic language by the students in the 9th year is still insufficient to promptly solve the problems proposed, which does not occur with the college students though. All students use inductive initial strategies. However, one of the students in the 9th year and both college students revealed clearly their capability to reason deductively. The signification levels vary considerably, and several students have shown skills to build or mobilize relevant meanings. The model of analysis presented, articulating reasoning, representations and meaningfulness proved itself a promising tool to study the students’ reasoning processes.

  1. One Point of View: Elementary School Mathematics Specialists: Where Are They?

    Science.gov (United States)

    Dossey, John A.

    1984-01-01

    A plea is made for the mathematics education community to support the need for elementary school mathematics specialists. Roles of such specialists in primary as well as intermediate grades are listed. (MNS)

  2. Filsafat Ketuhanan Menurut Plato

    Directory of Open Access Journals (Sweden)

    Ivan Th.J Weismann

    2005-06-01

    Full Text Available Plato adalah filsuf pertama yang menulis secara filosofis dan secara sistematik teologis mengenai konsep Ketuhanan sehingga dapatlah dikatakan bahwa ia adalah peletqk dasar bagi ilmu teologia dan memberikan pengaruh besar bagi perkembanganfilsafat Barat khususnya tentangkonsep Ketuhanan. Pemikiran Plato tentang Ketuhanan adalah upayanya untuk mereformasi konsep Ketuhanan yang terdapat pada masyarakat Yunani kuno. Tulisan ini berupaya menganalisis dan memahami Ketuhanan menurut Plato agar pembaca masa kini dapat mengerti lebih dalam lagi tentong konsep Ketuhanan yang dipahami masyarakat Yunani kuno dan khususnya menurut Plato, dan juga dapat dijadikan sebagai bahan perbandingan bagifilsafat Ketuhanan pada masa kini. Filsafat Ketuhanan menurut Plato ini penulis jelaskan dengan memperhatikandimensi metafisika, epistemologi, dan etika.

  3. A Constructivist Computational Platform to Support Mathematics Education in Elementary School

    Science.gov (United States)

    Garcia, I.; Pacheco, C.

    2013-01-01

    Many courses for elementary school are based upon teacher presentation and explanation of basic topics, rather than allowing students to develop their own knowledge. This traditional model may turn elementary-level lessons into an extremely theoretical, boring and non-effective process. In this context, research in mathematics elementary education…

  4. Changes in Elementary Mathematics Teachers' Understanding of Cognitive Demand: When Adapting, Creating, and Using Mathematical Performance Tasks

    Science.gov (United States)

    Jamieson, Thad Spencer

    2015-01-01

    The use of mathematics performance tasks can provide a window into how a student is applying mathematics to various situations, how they are reasoning mathematically and how they are applying conceptual knowledge through problem solving and critical thinking. The purpose of this study was to investigate, according to the elementary mathematics…

  5. Elementary Mathematics Teacher Preparation in an Era of Reform: The Development and Assessment of Mathematics for Teaching

    Science.gov (United States)

    Kajander, Ann

    2010-01-01

    Teachers' understanding of the elementary school mathematics curriculum forms part, but not all, of the newly emerged field of mathematics for teaching, a term that describes the specialised mathematics knowledge of teachers. Pre-service teachers from a one-year teacher preparation program were studied in each of three years, using a…

  6. A Multi-Method Investigation of Mathematics Motivation for Elementary Age Students

    Science.gov (United States)

    Linder, Sandra M.; Smart, Julie B.; Cribbs, Jennifer

    2015-01-01

    This paper presents the results of a multi-method study examining elementary students with high self-reported levels of mathematics motivation. Second- through fifth-grade students at a Title One school in the southeastern United States completed the Elementary Mathematics Motivation Instrument (EMMI), which examines levels of mathematics…

  7. The Investigation of Elementary Mathematics Teacher Candidates' Problem Solving Skills According to Various Variables

    Science.gov (United States)

    Kaya, Deniz; Izgiol, Dilek; Kesan, Cenk

    2014-01-01

    The aim was to determine elementary mathematics teacher candidates' problem solving skills and analyze problem solving skills according to various variables. The data were obtained from total 306 different grade teacher candidates receiving education in Department of Elementary Mathematics Education, Buca Faculty of Education, Dokuz Eylul…

  8. Common Mathematical Errors of Pre-Service Elementary School Teachers in an Undergraduate Course

    Science.gov (United States)

    Matthews, Michael; Ding, Meixia

    2011-01-01

    A steady stream of research has shown that many elementary school teachers have weak mathematical knowledge in some areas, including place value and fractions. Since a teacher's mathematical knowledge affects their students' performance, improving elementary school teachers' knowledge is critical. A better understanding of the mathematical…

  9. Elementary School Teachers and Mathematics: Communities of Practice and an Opportunity for Change

    Science.gov (United States)

    Gellert, Laura M.

    2013-01-01

    This paper investigates the transformation of new elementary teachers in their understanding of mathematics in relation to pedagogy and learning. By participating in an intentionally created community of practice, new elementary school teachers, began to connect to mathematics in new ways: reflectively, confidently, and inquisitively. Analysis…

  10. A Multi-Method Investigation of Mathematics Motivation for Elementary Age Students

    Science.gov (United States)

    Linder, Sandra M.; Smart, Julie B.; Cribbs, Jennifer

    2015-01-01

    This paper presents the results of a multi-method study examining elementary students with high self-reported levels of mathematics motivation. Second- through fifth-grade students at a Title One school in the southeastern United States completed the Elementary Mathematics Motivation Instrument (EMMI), which examines levels of mathematics…

  11. Mathematics Teachers’ Opinions about New Sub Learning Domains in Elementary Mathematics (6-8 Curriculum

    Directory of Open Access Journals (Sweden)

    Kürşat YENİLMEZ

    2013-06-01

    Full Text Available Purpose: There are mathematical behaviors in all levels from the preschool education to higher education programs. These behaviors are in mathematics curriculum as objectives. Elementary Mathematics (6-8th grades curriculum was developed in 2005 at last and applied gradually from the 6th grade in 2006-2007 academic year. Thematic approach was considered in regulating context in new mathematics curriculum and determined learning domains and sub learning domains. Some subjects were taken out and some new subjects were added in developing program studies. Patterns and relations in integers, translation, tessellations, structural drawings, transformation geometry, fractals, geometric movements, histogram, kinds of probability, standard deviation, combination, perspective drawings, intersections of objects, polyhedral objects, symmetries of geometric objects are some new subjects in mathematics (6-8th grades curriculum. Patterns and relations in integers and special number patterns are in Patterns and Relations in Algebra learning domain, translation, reflection, rotation, geometric movements and symmetries of geometric objects, tessellations and fractal, structural drawings, intersections of objects and polyhedral objects are in Geometry learning domain, histogram, kinds of probability, standard deviation, combination are in Probability and Statistics learning domain. The purpose of this study was to determine mathematics teachers’ opinions and qualifications about new sub learning domains in elementary mathematics (6-8th grades curriculum. The descriptive survey method was used in the study. The work group of the study consists of 27 mathematics teachers from primary schools in Tekirdağ. Data were collected by a questionnaire which has been developed by the researchers. The questionnaire has 9 open-ended and 17 close-ended questions. Open-ended questions were used to determine mathematics teachers’ views about new sub learning domains were

  12. [Plato psychiatrist, Foucault platonic].

    Science.gov (United States)

    Mathov, Nicolás

    2016-05-01

    This work explores the links between the concepts of "soul", "law" and "word" in Plato's work, in order to highlight the importance and the centrality of the philosophical-therapeutic dimension in the Greek philosopher's thought. In that way, this work pretends to show that "contemporary" problems usually discussed within "Human Sciences" in general, and Psychiatry in particular, should confront their knowledge with Plato's work, mainly due to the profound influence his ideas have had in our Greco-Christian culture. In that sense, and with that objective, this work also explores Michel Foucault's lucid and controversial interpretation of Plato.

  13. Prospective elementary and secondary school mathematics teachers’ statistical reasoning

    Directory of Open Access Journals (Sweden)

    Rabia KARATOPRAK

    2015-04-01

    Full Text Available This study investigated prospective elementary (PEMTs and secondary (PSMTs school mathematics teachers’ statistical reasoning. The study began with the adaptation of the Statistical Reasoning Assessment (Garfield, 2003 test. Then, the test was administered to 82 PEMTs and 91 PSMTs in a metropolitan city of Turkey. Results showed that both groups were equally successful in understanding independence, and understanding importance of large samples. However, results from selecting appropriate measures of center together with the misconceptions assessing the same subscales showed that both groups selected mode rather than mean as an appropriate average. This suggested their lack of attention to the categorical and interval/ratio variables while examining data. Similarly, both groups were successful in interpreting and computing probability; however, they had equiprobability bias, law of small numbers and representativeness misconceptions. The results imply a change in some questions in the Statistical Reasoning Assessment test and that teacher training programs should include statistics courses focusing on studying characteristics of samples.

  14. Prospective elementary and secondary school mathematics teachers’ statistical reasoning

    Directory of Open Access Journals (Sweden)

    Rabia KARATOPRAK

    2015-03-01

    Full Text Available This study investigated prospective elementary (PEMTs and secondary (PSMTs school mathematics teachers’ statistical reasoning. The study began with the adaptation of the Statistical Reasoning Assessment (Garfield, 2003 test. Then, the test was administered to 82 PEMTs and 91 PSMTs in a metropolitan city of Turkey. Results showed that both groups were equally successful in understanding independence, and understanding importance of large samples. However, results from selecting appropriate measures of center together with the misconceptions assessing the same subscales showed that both groups selected mode rather than mean as an appropriate average. This suggested their lack of attention to the categorical and interval/ratio variables while examining data. Similarly, both groups were successful in interpreting and computing probability; however, they had equiprobability bias, law of small numbers and representativeness misconceptions. The results imply a change in some questions in the Statistical Reasoning Assessment test and that teacher training programs should include statistics courses focusing on studying characteristics of samples.

  15. Mathematization Competencies of Pre-Service Elementary Mathematics Teachers in the Mathematical Modelling Process

    Science.gov (United States)

    Yilmaz, Suha; Tekin-Dede, Ayse

    2016-01-01

    Mathematization competency is considered in the field as the focus of modelling process. Considering the various definitions, the components of the mathematization competency are determined as identifying assumptions, identifying variables based on the assumptions and constructing mathematical model/s based on the relations among identified…

  16. Factors Considered by Elementary Teachers When Developing and Modifying Mathematical Tasks to Support Children's Mathematical Thinking

    Science.gov (United States)

    Fredenberg, Michael Duane

    The idea that problems and tasks play a pivotal role in a mathematics lesson has a long standing in mathematics education research. Recent calls for teaching reform appeal for training teachers to better understand how students learn mathematics and to employ students' mathematical thinking as the basis for pedagogy (CCSSM, 2010; NCTM, 2000; NRC 1999). The teaching practices of (a) developing a task for a mathematics lesson and, (b) modifying the task for students while enacting the lesson fit within the scope of supporting students' mathematical thinking. Surprisingly, an extensive search of the literature did not yield any research aimed to identify and refine the constituent parts of the aforementioned teaching practices in the manner called for by Grossman and xiii colleagues (2009). Consequently, my research addresses the two questions: (a) what factors do exemplary elementary teachers consider when developing a task for a mathematics lesson? (b) what factors do they consider when they modify a task for a student when enacting a lesson? I conducted a multiple case study involving three elementary teachers, each with extensive training in the area of Cognitively Guided Instruction (CGI), as well as several years experience teaching mathematics following the principles of CGI (Carpenter et al., 1999). I recorded video of three mathematics lessons with each participant and after each lesson I conducted a semi-structured stimulated recall interview. A subsequent follow-up clinical interview was conducted soon thereafter to further explore the teacher's thoughts (Ginsberg, 1997). In addition, my methodology included interjecting myself at select times during a lesson to ask the teacher to explain her reasoning. Qualitative analysis led to a framework that identified four categories of influencing factors and seven categories of supporting objectives for the development of a task. Subsets of these factors and objectives emerged as particularly relevant when the

  17. Using Video as a Stimulus to Reveal Elementary Teachers' Mathematical Knowledge for Teaching

    Science.gov (United States)

    Barlow, Angela T.; Gaddy, Angeline K.; Baxter, Wesley A.

    2017-01-01

    The purpose of this article is to explore the usefulness of a video-based tool for measuring teachers' mathematical knowledge for teaching. Unique to this tool is the use of a video featuring a mathematical disagreement that occurred in an elementary classroom. The authors define mathematical disagreements as instances in which students challenge…

  18. The Influence of University Courses and Field Experiences on Chinese Elementary Candidates' Mathematical Knowledge for Teaching

    Science.gov (United States)

    Youngs, Peter; Qian, Hong

    2013-01-01

    In this article, we draw on survey data to investigate associations between Chinese elementary teaching candidates’ mathematical knowledge for teaching (MKT) and their experiences in mathematics courses, mathematics methods courses, and student teaching. In our study, we found that (a) Chinese teaching candidates' completion of courses in number…

  19. How Wide Is a Squid Eye? Integrating Mathematics into Public Library Programs for the Elementary Grades

    Science.gov (United States)

    Kliman, Marlene; Jaumot-Pascual, Nuria; Martin, Valerie

    2013-01-01

    Although public library programs for the elementary grades offer explorations in a wide range of topics in which mathematics plays a role, are all too rare: Mathematics offerings are typically limited to homework help. Participating in out-of-school activities that embed mathematics in authentic ways bolsters children's skill development,…

  20. The Relationship between Preservice Elementary Mathematics Teachers' Beliefs and Metacognitive Awareness

    Science.gov (United States)

    Hart, Lynn Cecilia; Memnun, Dilek Sezgin

    2015-01-01

    The purpose of this study was to examine the metacognitive awareness and the beliefs about mathematics teaching and learning of preservice elementary mathematics teachers and to explore the relationship between the two. The Metacognitive Awareness Instrument (MAI) and the Mathematics Beliefs Instrument (MBI) were implemented with 118 elementary…

  1. Structure and Typical Profiles of Elementary Teacher Students' View of Mathematics

    Science.gov (United States)

    Hannula, Markku S.; Kaasila, Raimo; Laine, Anu; Pehkonen, Erkki

    2005-01-01

    The elementary school teachers' view of mathematics is important because it will influence the way they will teach mathematics. Based on a survey study in three Finnish universities we explored the structure of student teachers view of mathematics and also the different belief profiles that they had. The core of student teachers' view consisted of…

  2. MIPS to the "4", Mathematics Improves Promotes Students. A Program of Mathematics for the Elementary Math Laboratory. Limited Edition.

    Science.gov (United States)

    Wichita Unified School District 259, KS.

    This book is a guide for the reinforcement of the elementary mathematics laboratory program. It uses a hands-on and activity approach with maximum involvement of the students. Reinforcement strategies for the first three phases (concrete, semiconcrete, and semiabstract) of each mathematics concept are suggested. Also included are specific job…

  3. Recent Trends in Japanese Mathematics Textbooks for Elementary Grades: Supporting Teachers to Teach Mathematics through Problem Solving

    Science.gov (United States)

    Takahashi, Akihiko

    2016-01-01

    Problem solving has been a major theme in Japanese mathematics curricula for nearly 50 years. Numerous teacher reference books and lesson plans using problem solving have been published since the 1960s. Government-authorized mathematics textbooks for elementary grades, published by six private companies, have had more and more problem solving over…

  4. Views of Elementary School Pre-Service Teachers About the Use of Educational Mathematics Games in Mathematics Teaching

    Directory of Open Access Journals (Sweden)

    Hasan Topçu

    2014-08-01

    Full Text Available The aim of this study was to reveal the opinions of elementary school pre-service teachers about the usage of educational mathematics games in elementary mathematics teaching. In this study, case study that, one of qualitative research methods, was used. Data were collected by utilizing a semi-structured interview form to these elementary school pre-service teachers and analyzed using by content analysis method. A total of 10 junior pre-service teachers enrolled in undergraduate programs of elementary teaching attended to this research. In conclusion, these pre-service teachers indicated that educational computer games would provide benefits such as making students’ learning more permanent, visualizing concepts, making students love mathematics, learning by entertaining, reinforcing what has been learnt and developing thinking skills. Nevertheless, these elementary school pre-service teachers stated the limitations about educational computer games such as causing addiction and physical damages, being time-consuming, requiring special equipment and software and making class management difficult. Besides, it was revealed that the pre-service teachers demonstrated positive attitudes towards the use of games in courses while that they did not feel themselves competent in terms of application.Key Words:    Educational computer games, mathematics teaching, elementary school pre-service teachers

  5. Preservice Teachers' Knowledge of Interdisciplinary Pedagogy: The Case of Elementary Mathematics-Science Integrated Lessons

    Science.gov (United States)

    An, Song A.

    2017-01-01

    The purpose of the study is to explore how elementary preservice teachers' mathematics-science integrated teaching strategies changed as a result of participating in exemplary interdisciplinary activities with multiple themes across school curricula. The participating elementary preservice teachers (n = 28) were recruited for this study from the…

  6. Microteaching Lesson Study: Mentor Interaction Structure and Its Relation to Elementary Preservice Mathematics Teacher Knowledge Development

    Science.gov (United States)

    Molina, Roxanne V.

    2012-01-01

    This study investigated Microteaching Lesson Study (MLS) and three possible MLS mentor interaction structures during the debriefing sessions in relation to elementary preservice teacher development of knowledge for teaching. One hundred three elementary preservice teachers enrolled in five different sections of a mathematics methods course at a…

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

    Science.gov (United States)

    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…

  8. Addressing Prospective Elementary Teachers' Mathematics Subject Matter Knowledge through Action Research

    Science.gov (United States)

    Hourigan, Mairéad; O'Donoghue, John

    2015-01-01

    There is international dissatisfaction regarding the standard of mathematics subject matter knowledge (MSMK) evident among both qualified and prospective elementary teachers. Ireland is no exception. Following increasing anecdotal evidence of prospective elementary teachers in one Irish College of Education (provider of initial teacher education…

  9. Integrative Pre-Service Elementary Teacher Training: The Role of Interdisciplinary Collaborative Mathematics

    Science.gov (United States)

    Chiatula, Victoria Oliaku

    2015-01-01

    This primer summarizes interdisciplinary collaborative mathematics as an integrative approach to train pre-service elementary teachers to teach math utilizing Junior Achievement USA (JA) educational programs within an elementary Math Methods course. The primer provides a JA historical background/program overview, summarizes the interdisciplinary…

  10. Comparing the Effects of Elementary Music and Visual Arts Lessons on Standardized Mathematics Test Scores

    Science.gov (United States)

    King, Molly Elizabeth

    2016-01-01

    The purpose of this quantitative, causal-comparative study was to compare the effect elementary music and visual arts lessons had on third through sixth grade standardized mathematics test scores. Inferential statistics were used to compare the differences between test scores of students who took in-school, elementary, music instruction during the…

  11. Linking Reform-Oriented Experiences to Teacher Identity: The Case of an Elementary Mathematics Teacher

    Science.gov (United States)

    Jong, Cindy

    2016-01-01

    Novice teachers often have difficulty transferring what they learn in teacher education programs to classroom practice. This is especially true for elementary school teachers who are expected to teach mathematics with reform-oriented methods. The purpose of this longitudinal case study was to examine the experience of one novice elementary school…

  12. Comparing the Effects of Elementary Music and Visual Arts Lessons on Standardized Mathematics Test Scores

    Science.gov (United States)

    King, Molly Elizabeth

    2016-01-01

    The purpose of this quantitative, causal-comparative study was to compare the effect elementary music and visual arts lessons had on third through sixth grade standardized mathematics test scores. Inferential statistics were used to compare the differences between test scores of students who took in-school, elementary, music instruction during the…

  13. Professional Learning for Cultural Mathematics in Papua New Guinea's Elementary Schools

    Science.gov (United States)

    Owens, Kay; Edmonds-Wathen, Cris; Kravia, Geori; Sakopa, Priscilla

    2014-01-01

    A design of principles for teacher professional learning was developed to improve the teaching of "Cultural Mathematics" in elementary schools in Papua New Guinea. The design's appropriateness for PNG elementary schools is the focus of the research implemented through week-long workshops using technology enhancement. Implementation has…

  14. Kinesthetic Elementary Mathematics - Creating Flow with Gesture Modality

    Directory of Open Access Journals (Sweden)

    Jussi Okkonen

    2016-06-01

    Full Text Available Educational games for young children have boomed with the growing abundance of easy to use interfaces, especially on smartphones and tablets. In addition, most major gaming consoles boast of multimodal interaction, including the more novel and immersive gesture-based or bodily interaction; a concept proved by masses of consumers including young children.  In this paper, we examine an elementary mathematics learning application that aims to promote a state of flow for children aged between 6-8 years. The application is run on a PC and uses the Microsoft Kinect sensor for motion tracking. It provides gamified approaches to teach the number system between 0-20. Our underlying hypothesis is that kinesthetic learning methods supported by bodily interaction provide leverage to different types of learners.The paper describes the results of two sets (n1=23, n2=44 of pilot tests for exercise application for PC and Kinect. The tools utilized include a short and simplified survey for the children, and another survey and open-ended questionnaire for the teachers. Our key findings relate to the user experience of gesture-based interaction and show how the gesture modality promotes flow. Furthermore, we discuss our preliminary assessment on several learning related themes.

  15. Mathematics teaching experiences of elementary preservice teachers with high and low mathematics anxiety during student teaching: A multiple case study

    Science.gov (United States)

    Nisbet, Leslie Deanna

    This study investigated the teaching experiences of six elementary preservice teachers (EPTs), three with high mathematics anxiety and three with low mathematics anxiety, during their student teaching semester. The EPTs were selected from an initial pool of 121 EPTs who took the Abbreviated Mathematics Anxiety Scale. The cases were compared in a cross case analysis to highlight mathematics teaching experiences among EPTs. Data sources included EPT and researcher journal entries, interview transcripts, pre-lesson surveys, field notes, lesson plans, and artifacts of observed lessons. Data were coded using Shulman's content knowledge, Graeber's mathematics pedagogical content knowledge, and mathematics anxiety characteristics. Findings revealed both similarities and differences across EPTs as related to four major categories: (a) planning and resources used, (b) role of the cooperating teacher, (c) content knowledge, and (d) pedagogical content knowledge. All EPTs used mostly direct instruction and relied on the course textbook and their respective cooperating teacher as their primary resources for planning. Additionally, across participants, the cooperating teacher influenced EPTs' perceptions of students and teaching. Also, EPTs with high mathematics anxiety were weaker with respect to content knowledge and pedagogical content knowledge. Findings suggest a need to re-design methods courses to address improving the pedagogical content knowledge of EPTs with mathematics anxiety. Findings also suggest a need to develop content specific mathematics courses for EPTs to improve their content knowledge. Future studies could include a longitudinal study to follow highly anxious EPTs who take content specific elementary mathematics courses to observe their content knowledge and mathematics anxiety.

  16. PLATO IV Accountancy Index.

    Science.gov (United States)

    Pondy, Dorothy, Comp.

    The catalog was compiled to assist instructors in planning community college and university curricula using the 48 computer-assisted accountancy lessons available on PLATO IV (Programmed Logic for Automatic Teaching Operation) for first semester accounting courses. It contains information on lesson access, lists of acceptable abbreviations for…

  17. Prospective Elementary Teachers' Perceptions of Gender Differences in Children's Attitudes toward Mathematics

    Science.gov (United States)

    Schwartz, Catherine S.; Sinicrope, Rose

    2013-01-01

    Prospective elementary teachers hold preconceived ideas about elementary school students' attitudes toward mathematics. We found that there exists a gender bias with prospective teachers expecting girls to have negative attitudes toward mathematics and boys more likely to have positive attitudes toward mathematics. We found that these…

  18. A Comparative Analysis of Elementary Mathematics Teachers’ Examination Questions And SBS Mathematics Questions According To Bloom’s Taxonomy

    OpenAIRE

    2012-01-01

    This study has been planned for the purpose of comparative analysis of examination questions of elementary mathematics teachers and mathematics questions of Placement Examination (SBS) for 6th, 7th and 8th grades in 2010 in terms of Bloom’s Taxonomy. Document analysis method was used in this study. Accordingly, 715 examination questions mathematics teachers working in 12 different primary schools asked in 2009-2010 academic year and 54 mathematics questions for 6th, 7th and 8th grades in SBS ...

  19. Preservice Elementary Teachers' Voices Describe How Their Teacher Motivated Them to Do Mathematics

    Science.gov (United States)

    Harkness, Shelly Sheats; D'ambrosio, Beatriz; Morrone, Anastasia S.

    2007-01-01

    In this study, data in the form of (preservice teacher) "student voices" taken from mathematical autobiographies, written at the beginning of the semester, and end-of-semester reflections, were analyzed in order to examine why preservice elementary school teachers were highly motivated in a social constructivist mathematics course in which the…

  20. Scott Foresman-Addison Wesley Elementary Mathematics. What Works Clearinghouse Intervention Report

    Science.gov (United States)

    What Works Clearinghouse, 2010

    2010-01-01

    "Scott Foresman-Addison Wesley Elementary Mathematics" is a core curriculum for students at all ability levels in prekindergarten through grade 6. The program supports students' understanding of key math concepts and skills and covers a range of mathematical content across grades. The What Works Clearinghouse (WWC) reviewed 12 studies on…

  1. Scott Foresman-Addison Wesley Elementary Mathematics. What Works Clearinghouse Intervention Report. Updated

    Science.gov (United States)

    What Works Clearinghouse, 2013

    2013-01-01

    "Scott Foresman-Addison Wesley Elementary Mathematics" is a core mathematics curriculum for students in prekindergarten through grade 6. The program aims to improve students' understanding of key math concepts through problem-solving instruction, hands-on activities, and math problems that involve reading and writing. The curriculum…

  2. Does Experience in College Mathematics Courses Affect Elementary Arithmetic Performance in College Students?

    Science.gov (United States)

    Weinstein, Lawrence; Laverghetta, Antonio

    2009-01-01

    Undergraduate and graduate students at Cameron University (N = 158) were given the D'Amore Test of Elementary Arithmetic to test whether or not experience in college mathematics courses might be associated with a relative increase in arithmetic performance compared to those students who had not taken college mathematics courses. We found that only…

  3. Inservice Mathematics Education for Elementary School Teachers Via Computer-Assisted Instruction (Gladeville). Interim Report.

    Science.gov (United States)

    Hall, Keith A.; And Others

    A second field test of a computer-based, mobile, in-service teacher education program in modern mathematics for elementary school teachers is reported here. Evaluations of the students' achievement and of their attitudes towards mathematics and computer-assisted instruction, as well as an analysis of the relationships among achievement, attitudes,…

  4. An Error Analysis in Division Problems in Fractions Posed by Pre-Service Elementary Mathematics Teachers

    Science.gov (United States)

    Isik, Cemalettin; Kar, Tugrul

    2012-01-01

    The present study aimed to make an error analysis in the problems posed by pre-service elementary mathematics teachers about fractional division operation. It was carried out with 64 pre-service teachers studying in their final year in the Department of Mathematics Teaching in an eastern university during the spring semester of academic year…

  5. An Analysis of the New Elementary Mathematics Teacher Education Curriculum in Turkey

    Science.gov (United States)

    Isiksal, Mine; Koc, Yusuf; Bulut, Safure; Atay-Turhan, Tulay

    2007-01-01

    The purpose of this paper is to describe and reflect on the changes in the new elementary mathematics teacher education curriculum in Turkey. It is our goal to share the revised teacher education curriculum with the outside mathematics teacher education community. The paper is organized around four major sections: An overview of the teacher…

  6. Professional Development of Mathematics Teachers Implementing Probabilistic Simulations in Elementary School Classrooms

    Science.gov (United States)

    de Oliveira Souza, Leandro; Lopes, Celi Espasandin; de Oliveira Mendonça, Luzinete

    2014-01-01

    The inclusion of statistics and probability in the mathematics curriculum has always generated challenges to mathematics teachers of elementary schools. This article discusses activities that promote the professional development of such teachers. We present part of a doctoral research study of 16 teachers in which we discuss two case studies of…

  7. The Nature and Predictors of Elementary Teachers' Mathematical Knowledge for Teaching

    Science.gov (United States)

    Hill, Heather C.

    2010-01-01

    This article explores elementary school teachers' mathematical knowledge for teaching and the relationship between such knowledge and teacher characteristics. The Learning Mathematics for Teaching project administered a multiple-choice assessment covering topics in number and operation to a nationally representative sample of teachers (n = 625)…

  8. Coaches' and Principals' Conceptualizations of the Roles of Elementary Mathematics Coaches

    Science.gov (United States)

    Salkind, Gwenanne M.

    2010-01-01

    Many schools employ coaches to support mathematics instruction and student learning. This research study investigated the roles of coaches from five school districts in Virginia. Participants included 125 elementary mathematics coaches and 59 principals. Results from cross-sectional surveys revealed that most coaches did not have a degree in…

  9. Executive functioning predicts reading, mathematics, and theory of mind during the elementary years.

    Science.gov (United States)

    Cantin, Rachelle H; Gnaedinger, Emily K; Gallaway, Kristin C; Hesson-McInnis, Matthew S; Hund, Alycia M

    2016-06-01

    The goal of this study was to specify how executive functioning components predict reading, mathematics, and theory of mind performance during the elementary years. A sample of 93 7- to 10-year-old children completed measures of working memory, inhibition, flexibility, reading, mathematics, and theory of mind. Path analysis revealed that all three executive functioning components (working memory, inhibition, and flexibility) mediated age differences in reading comprehension, whereas age predicted mathematics and theory of mind directly. In addition, reading mediated the influence of executive functioning components on mathematics and theory of mind, except that flexibility also predicted mathematics directly. These findings provide important details about the development of executive functioning, reading, mathematics, and theory of mind during the elementary years. Copyright © 2016 Elsevier Inc. All rights reserved.

  10. Preservice Elementary Mathematics Teachers’ Beliefs about Preparedness to Teach Mathematics: Scale Adaptation and Validation Study

    Directory of Open Access Journals (Sweden)

    Serhat AYDIN

    2016-12-01

    Full Text Available – In this paper, adaptation and validation of a scale measuring how prepared preservice elementary mathematics teachers perceive themselves to teach mathematics were explained. Exploratory and confirmatory factor analyses and test, item and option analyses according to Item Response Theory were conducted as proofs of validity. Cronbach’s alpha and Mc Donald’s omega were calculated both for ordinal and interval scales and for point estimates and confidence intervals. The findings were evaluated by an expert group and the researchers but no single perfect result was sought. Due to the subjective nature of some of the analyses and the following decisions in this type of studies, the analyses were made for all possible alternatives, the findings were presented for all ten versions and the decisions were left to the reader. Finally, nine versions of the scale all having a single latent trait (factor with different validity (e.g. total variance explained ≥ % 53 and goodness-of-fit statistics RMSEA ≤ 1,00 in CFA and RMSEA ≤ 0,05 in IRT analyses and reliability (α and Ω ≥ 0.90 parameters all of which exceeding the acceptable limits were delivered to the literature and researchers.

  11. Control Data's Education Offering: "Plato Would Have Enjoyed PLATO"

    Science.gov (United States)

    Datamation, 1976

    1976-01-01

    Programmed Learning and Teaching Operation (PLATO) distributes instructional materials in the form of text, numbers, animated drawings and other graphics for individualized, self-paced learning. (Author)

  12. Teachers' Professional Development and the Elementary Mathematics Classroom: Bringing Understandings to Light. Studies in Mathematical Thinking and Learning Series

    Science.gov (United States)

    Cohen, Sophia

    2004-01-01

    This book illustrates the experiences of elementary school teachers across one year's time as they participated in a teacher development seminar focused on mathematics, and as a result changed their beliefs, their knowledge, and their practices. It explores these experiences as a means of understanding the learning that takes a teacher from a more…

  13. From Pericles to Plato

    DEFF Research Database (Denmark)

    Larsen, Øjvind

    2012-01-01

    Plato is normally taken as one of the founders of Western political philosophy, not at least with his Republic. Here, he constructs a hierarchy of forms of governments, beginning with aristocracy at the top as a critical standard for the other forms of governments, and proceeding through timocrac......’ funeral oration is used to show that Pericles presented a democratic political philosophy that can serve as a counterpoint to Plato’s political philosophy in the Republic....

  14. An investigation of elementary preservice teachers’ self-efficacy for teaching mathematics

    Directory of Open Access Journals (Sweden)

    Rebecca McMahon Giles

    2016-12-01

    Full Text Available Research has consistently shown that teacher efficacy is related to a variety of desirable student outcomes, thus, making teacher efficacy an important factor in high quality mathematics instruction. The purpose of this study was to determine elementary preservice teachers’ self-efficacy beliefs related to teaching mathematics. Forty-one participants from a single university responded to the Mathematics Teaching Efficacy Beliefs Instrument (MTEBI after completing a constructivist-based elementary mathematics methods course prior to student teaching. The MTEBI is 21-item survey using a 5-point, forced choice Likert-like scale to provide an individual's perceptions of mathematics teaching efficacy beliefs on two subscales—Personal Mathematics Teaching Efficacy Belief (PMTE and Mathematics Teaching Outcome Expectancy (MTOE. Responses on the PMTE subscale (Mean = 51.08, SD=5.171 indicate that the respondents’ personal mathematics teach efficacy is positive. Participants’ responses (Mean = 29.32, SD = 3.29 on the MTOE subscale indicate positive expectations of students' mathematics learning. Attending to preservice teacher efficacy is worthy of examination. Teacher preparation programs must identify opportunities to positively impact mathematics teaching efficacy of preservice teachers.

  15. Designing Research-Based Professional Development for Elementary School Science and Mathematics

    Directory of Open Access Journals (Sweden)

    Brian L. Gerber

    2011-01-01

    Full Text Available A partnership including 11 school districts, a university, service agency, and private nonprofit education organization formed a collaborative partnership to improve teaching and learning in elementary school science and mathematics. The partnership designed research-based professional development for 150 teachers of grades 3–5. The professional development resulted in statistically significant increases for those elementary school teachers on math and science competency tests over a two-year period. The professional development was the vehicle for providing teachers with professional development so that they could (a increase their content background in science and mathematics and (b apply newly learned inquiry practices in their math and science instruction.

  16. Developing a Publication Containing Elementary Teachers' Successful Mathematics Instruction Strategies.

    Science.gov (United States)

    Syster, Susan M.

    Mathematics teachers are trained to assess students' abilities and instruction needs. Many teachers use creative teaching strategies, games, and various media to meet those needs. Teachers, though, are constantly searching for instructional strategies, time savers, games, materials, and other ways to improve teaching in mathematics classrooms.…

  17. Peers on Socrates and Plato

    Science.gov (United States)

    Mackenzie, Jim

    2014-01-01

    There is more to be said about two of the topics Chris Peers addresses in his article "Freud, Plato and Irigaray: A morpho-logic of teaching and learning" (2012, Educational Philosophy and Theory, 44, 760-774), namely the Socratic method of teaching and Plato's stance with regard to women and feminism. My purpose in this article is…

  18. PLATO Sitcom Dialogs for Russian.

    Science.gov (United States)

    Dawson, Clayton; Provenzano, Nolen

    1981-01-01

    Situation comedy (sitcom) dialogs that are included in PLATO lessons for first year Russian students are described. These comprehension exercises make use of both the touch panel and the audio capabilities of PLATO. The sitcom dialogs were written by a native speaker of Russian and are based on the vocabulary in the textbook plus a small number of…

  19. Peers on Socrates and Plato

    Science.gov (United States)

    Mackenzie, Jim

    2014-01-01

    There is more to be said about two of the topics Chris Peers addresses in his article "Freud, Plato and Irigaray: A morpho-logic of teaching and learning" (2012, Educational Philosophy and Theory, 44, 760-774), namely the Socratic method of teaching and Plato's stance with regard to women and feminism. My purpose in this article is…

  20. Measuring Elementary Student's Mathematics Motivation: A Validity Study

    Science.gov (United States)

    Orosco, Michael J.

    2016-01-01

    The psychometric properties of a 10-item math motivation scale were empirically validated with an independent sample consisting of 182 elementary-school students. Analysis of the model dimensionality supported a one-factor structure fit. Item parameter estimates from a Classical Test Theory framework revealed that most items were highly…

  1. Exploring Graphic Novels for Elementary Science and Mathematics

    Science.gov (United States)

    Nesmith, Suzanne; Cooper, Sandi; Schwarz, Gretchen

    2011-01-01

    Prompted by the recent surge in the popularity and utilization of graphic novels in the elementary classroom as well as trends toward the publication of content-focused graphic novels, the research described in this study was designed to explore educators' perspectives toward the medium as well as the issue of quality in graphic novels with…

  2. The challenges facing initial teacher education: Irish prospective elementary teachers' mathematics subject matter knowledge

    Science.gov (United States)

    Hourigan, Mairéad; O'Donoghue, John

    2013-01-01

    Given the acknowledged relationship between teachers' knowledge, their teaching and pupil learning, teachers' mathematics subject matter knowledge (MSMK) has received increased attention internationally. As children's early mathematics experiences have been recognized as a critical stage, elementary teachers' MSMK has become a focal point among researchers and policy makers alike. International research findings have uncovered that in many cases, there is a mismatch between what is perceived to be an appropriate MSMK for teaching elementary mathematics and that demonstrated by many qualified and prospective elementary teachers. Following repeated incidences of weak MSMK during interactions with prospective elementary teachers in one Irish College of Education (provider of initial teacher education programme for elementary teachers), this study sought to examine and address the issue purposefully through two cycles of action research. This article focuses on the data collected prospective teachers' MSMK in the initial stage (reconnaissance) of these cycles, i.e. pre-test findings. While considerable differences were evident among the pre-test population, the findings suggest that prior to the intervention stage many participating prospective teachers; regardless of previous mathematics achievements or the level of mathematics study; demonstrate weaknesses and gaps in their 'common' MSMK. Particular difficulties were evident in relation to pre-test items requiring knowledge of rational numbers, conceptual understanding or problem solving. These findings highlight the inadequacy of previous mathematics achievements and indeed minimum entry requirements as predictors of MSMK for teaching. As well as its contribution at a local and national level, the findings provide an Irish perspective on this international issue.

  3. What Is Mathematics? An Elementary Approach to Ideas and Methods

    CERN Document Server

    Courant, Richard

    1996-01-01

    For more than two thousand years a familiarity with mathematics has been regarded as an indispensable part of the intellectual equipment of every cultured person. Today, unfortunately, the traditional place of mathematics in education is in grave danger. The teaching and learning of mathematics has degenerated into the realm of rote memorization, the outcome of which leads to satisfactory formal ability but does not lead to real understanding or to greater intellectual independence. This new edition of Richard Courant's and Herbert Robbins's classic work seeks to address this problem. Its goal

  4. Diffusion, quantum theory, and radically elementary mathematics (MN-47)

    CERN Document Server

    Faris, William G

    2014-01-01

    Diffusive motion--displacement due to the cumulative effect of irregular fluctuations--has been a fundamental concept in mathematics and physics since Einstein''s work on Brownian motion. It is also relevant to understanding various aspects of quantum theory. This book explains diffusive motion and its relation to both nonrelativistic quantum theory and quantum field theory. It shows how diffusive motion concepts lead to a radical reexamination of the structure of mathematical analysis. The book''s inspiration is Princeton University mathematics professor Edward Nelson''s influential work in

  5. Content and Organization of Teacher's Manuals: An Analysis of Japanese Elementary Mathematics Teacher's Manuals.

    Science.gov (United States)

    Watanabe, Tad

    2001-01-01

    Presents a study of the content and organization of teacher manuals for elementary school mathematics from Japan and the United States. Indicates that there are significant differences in the way Japanese teacher manuals are prepared compared to those from the U.S. series. Concludes that curriculum developers should critically reflect on how to…

  6. Building a Knowledge Base: Understanding Prospective Elementary Teachers' Mathematical Content Knowledge

    Science.gov (United States)

    Thanheiser, Eva; Browning, Christine; Edson, Alden J.; Kastberg, Signe; Lo, Jane-Jane

    2013-01-01

    This survey of the literature summarizes and reflects on research findings regarding elementary preservice teachers' (PSTs') mathematics conceptions and the development thereof. Despite the current focus on teacher education, peer-reviewed journals offer a surprisingly sparse insight in these areas. The limited research that exists…

  7. Applying NAEP to Improve Mathematics Content and Methods Courses for Preservice Elementary and Middle School Teachers

    Science.gov (United States)

    Goodson-Espy, Tracy; Cifarelli, Victor V.; Pugalee, David; Lynch-Davis, Kathleen; Morge, Shelby; Salinas, Tracie

    2014-01-01

    This study explored how mathematics content and methods courses for preservice elementary and middle school teachers could be improved through the integration of a set of instructional materials based on the National Assessment of Educational Progress (NAEP). A set of eight instructional modules was developed and tested. The study involved 7…

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

    Science.gov (United States)

    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…

  9. The Presentation of Technology for Teaching and Learning Mathematics in Textbooks: Content Courses for Elementary Teachers

    Science.gov (United States)

    Jones, Dustin; Hollas, Victoria; Klespis, Mark

    2017-01-01

    This article presents an overview of the ways technology is presented in textbooks written for mathematics content courses for prospective elementary teachers. Six popular textbooks comprising a total of more than 5,000 pages were examined, and 1,055 distinct references to technology were identified. These references are coded according to…

  10. Teachers as Policy Brokers in the Content of Elementary School Mathematics. Research Series No. 113.

    Science.gov (United States)

    Schwille, John; And Others

    This paper provides a framework for analyzing teachers' content decisions and for determining the extent to which they are influenced by state/district policies. Examples of research based on this framework are presented in the area of elementary school mathematics. Content decisions are defined as decisions of how much time will be devoted to a…

  11. An Investigation of How Perceptions of Mathematics Ability Can Affect Elementary Statistics Performance.

    Science.gov (United States)

    Galagedera, Don; Woodward, George; Degamboda, Sunanda

    2000-01-01

    Investigates the effects of perceived mathematics ability (PMA) on the learning process with special reference to undergraduates (N=147) following an elementary statistics (ES) course. Concludes that PMA itself is not a good predictor of ES performance; rather, its effect may be challenged through interest, expected grade, and motivation to do…

  12. Motivational and Affective Determinants of Self-Regulatory Strategy Use in Elementary School Mathematics

    Science.gov (United States)

    Chatzistamatiou, Mariza; Dermitzaki, Irini; Efklides, Anastasia; Leondari, Angeliki

    2015-01-01

    The aim of the study was to investigate the relationships between elementary students' reported use of self-regulatory strategies in mathematics and their motivational and affective determinants. Participants of the study were 344 fifth- and sixth-grade Greek students. Students were asked to complete self-reported measures regarding the strategies…

  13. Pre-Service Elementary Mathematics Teachers' Metaphors on Scientific Research and Foundations of Their Perceptions

    Science.gov (United States)

    Bas, Fatih

    2016-01-01

    In this study, it is aimed to investigate pre-service elementary mathematics teachers' perceptions about scientific research with metaphor analysis and determine the foundations of these perceptions. This phenomenological study was conducted with 182 participants. The data were collected with two open-ended survey forms formed for investigating…

  14. Measuring Practices of Teaching for Social Justice in Elementary Mathematics Classrooms

    Science.gov (United States)

    Reagan, Emilie Mitescu; Pedulla, Joseph J.; Jong, Cindy; Cannady, Mac; Cochran-Smith, Marilyn

    2011-01-01

    This study used the Teaching for Social Justice Observation Scale (TSJOS) of the Reformed Teaching Observation Protocol-Plus (RTOP+) to examine the extent to which twenty-two novice elementary teachers implemented practices related to teaching for social justice in their mathematics instruction. In addition, this study sought to examine the extent…

  15. A Comparison of Mathematics Achievement Outcomes among Three Instruction Programs for Pacific Island Elementary Students

    Science.gov (United States)

    Bernardo, Jonathan Christian Amor

    2013-01-01

    The purpose of this study was to compare the mathematics achievement outcomes of 3rd grade students from some Pacific Island elementary schools that use 1 of 3 different modes of instruction: Direct Instruction (DI), Success for All (SFA), and noncomprehensive school reform (non-CSR). The need for this research stems from the large proportion of…

  16. Building a Knowledge Base: Understanding Prospective Elementary Teachers' Mathematical Content Knowledge

    Science.gov (United States)

    Thanheiser, Eva; Browning, Christine; Edson, Alden J.; Kastberg, Signe; Lo, Jane-Jane

    2013-01-01

    This survey of the literature summarizes and reflects on research findings regarding elementary preservice teachers' (PSTs') mathematics conceptions and the development thereof. Despite the current focus on teacher education, peer-reviewed journals offer a surprisingly sparse insight in these areas. The limited research that exists…

  17. Elementary school quality, the mathematics curriculum and the role of local knowledge

    Science.gov (United States)

    Balfanz, Robert

    1990-03-01

    This article uses data from several elementary school classrooms in Chicago on how students learn to calculate, and reviews similar data from a number of developing countries to examine the strengths and limitations of using the mathematical knowledge which students develop on their own outside of formal schooling to increase the amount, range and power of mathematical knowledge which is acquired through formal schooling. In so doing it attempts to reconcile the views of those who believe that the key to improving elementary school quality lies in improving the technology of instruction and those who believe that it lies in a deeper understanding of the mental life of children. It concludes by arguing that the quality of elementary schooling can be improved through skilled management of the environmentally acquired knowledge which students bring to instruction, if this knowledge is transformed through pedagogic and curricular interventions into a set of portable intellectual skills.

  18. Number Sense in the Elementary School Mathematics Classroom.

    Science.gov (United States)

    McBride, John W.; Lamb, Charles E.

    1986-01-01

    The number sense program in Texas was developed to help motivate students to learn mathematics and to literally develop "number sense." A description of the program, a 70-item exercise (with answers), and teaching tips are provided. (JN)

  19. Improving of prospective elementary teachers' reasoning: Learning geometry through mathematical investigation

    Science.gov (United States)

    Sumarna, Nana; Sentryo, Izlan

    2017-08-01

    This research applies mathematical investigation approach in teaching geometry to improve mathematical reasoning abilities of prospective elementary teachers. Mathematical investigation in this study involved non-routine tasks through a mathematical investigation process, namely through a series of activities as an attribute of mathematical investigation. Developing the ability of mathematical reasoning of research subjects obtained through capability of research subjects in the analysis, generalization, synthesis, justify, and resolve non-routine, which is operationally constructed as an indicator of research and is used as a criterion for measuring the ability of mathematical reasoning. Research design using Quasi-Experimental design. Based on this type, the researchers apply a pre-and posttest design, which is divided into two study groups: control group and the treatment group. The number of research subjects were 111 students consisting of 56 students in the experimental group and 55 students in the control group. The conclusion of this study stated that (1) Investigation of mathematics as an approach to learning is able to give a positive response to the increasing ability of mathematical reasoning, and (2) There is no interaction effect of the factors of learning and prior knowledge of mathematics to the increased ability of mathematical reasoning.

  20. The Hidden Strand of Mathematical Proficiency: Defining and Assessing for Productive Disposition in Elementary School Teachers' Mathematical Content Knowledge

    Science.gov (United States)

    Siegfried, John Zig Michael

    2012-01-01

    Teachers' mathematical content knowledge is one of the most important constructs considered by researchers studying elementary mathematics education (Fennema & Franke, 1992). One component of mathematical content knowledge that is complicated, ill-defined, and oft-ignored is "productive disposition," defined as the…

  1. Dynamic tracking of elementary preservice teachers' experiences with computer-based mathematics learning environments

    Science.gov (United States)

    Campbell, Stephen R.

    2003-05-01

    A challenging task in educational research today is to understand the implications of recent developments in computer-based learning environments. On the other hand, questions regarding learning and mathematical cognition have long been a central focus of research in mathematics education. Adding technology compounds an already complex problematic. Fortunately, computer-based technology also provides researchers with new ways of studying cognition and instruction. This paper introduces a new method for dynamically tracking learners' experiences in computer-based learning environments. Dynamic tracking is illustrated in both a classroom and a clinical setting by drawing on two studies with elementary preservice teachers working in computer-based mathematics learning environments.

  2. Examining Relationships among Elementary Mathematics Teachers' Efficacy and Their Students' Mathematics Self-Efficacy and Achievement

    Science.gov (United States)

    Chang, Yu-Liang

    2015-01-01

    The purpose of this study was to examine the effects of fifth-grade mathematics teachers' efficacy (MTE) on their students' mathematics self-efficacy (SMSE) and mathematical achievement (SMA) in classrooms. Two mathematics efficacy instruments were administered to 58 classes (i.e. 58 teachers and 1244 fifth-graders respectively) to gather data…

  3. Assessing Academic Language in an Elementary Mathematics Teacher Licensure Exam

    Science.gov (United States)

    Castellano, Katherine E.; Duckor, Brent; Wihardini, Diah; Telléz, Kip; Wilson, Mark

    2016-01-01

    With the adoption by most states of the Common Core State Standards (CCSS) for English language arts and literacy and for mathematics (CCSS Initiative, 2010a, 2010b) comes major changes in public education that will affect instructional practice, curriculum, and assessment across the nation. Heritage, Walqui, and Linquanti (2015) argued that the…

  4. Alleviating Mathematics Anxiety of Elementary School Students: A Situated Perspective

    Science.gov (United States)

    Sharma, Yogesh

    2016-01-01

    The present study investigates the effects of the situated learning and effortful control on mathematics anxiety of school students. Participants were 99 seventh graders who studied in two schools. Students in one of these were given instruction through the situated learning model, and the students of other school were treated as a control group.…

  5. Reaching of Attainment Levels of Algebra Learning Domain in Sixth Grade of Elementary Mathematics Education Program

    Directory of Open Access Journals (Sweden)

    Sevinç Mert Uyangör

    2012-06-01

    Full Text Available The primary aim of this study is to define reaching of attainment levels of algebra learning domain in sixth grade of elementary mathematics education program. In the study; it has been fulfilled in descriptive featured scanning model because the existing case was tried to define. 510 sixth grade students, determined by stratified sampling method among Elementary Schools in Balıkesir city centre, have applied into the study. As data collecting tool, pre and post test has been used to define the level in obtaining acquisitions of Algebra learning domain in sixth grade of Elementary Mathematics course curriculum applications. Acquired data have been evaluated by using descriptive analysis, t test for related samples and covariance analysis. Effect sizes correlation coefficient was also calculated. In consequence of the study it has been concluded that the students’Algebra test point averages are meaningful in favor of the post -test (p<.05,as a result of Algebra learning domain applications in elementary school sixth grade of Elementary Mathematics course curriculum, but for the reason that the post -test’s absolute success point averages are under 0.75, the complete learning level has notbeen reached, that the students’ obtaining just about %57 of the acquisitions at the level of 75 has shown that the learning process are not as sufficient as expected level for providing accessibility of learning process’ acquisitions, and that students’ level,studying in upper group schools, in attaining acquisitions are highercompared to those in middle and lower group schools, and when the students’ pretest results are taken under control, obtained post test’s corrected results have also significant difference

  6. The Investigation of Elementary Mathematics Teacher Candidates’ Problem Solving Skills According to Various Variables

    Directory of Open Access Journals (Sweden)

    Deniz KAYA

    2013-03-01

    Full Text Available The aim was to determine elementary mathematics teacher candidates’ problem solving skills and analyze problem solving skills according to various variables. The data were obtained from total 306 different grade teacher candidates receiving education in Department of Elementary Mathematics Education, Buca Faculty of Education, Dokuz Eylul University in the fall term of 2012-2013. As a result of analyses, there was not a significant difference between male and female candidates’ perceptions of their problem solving skills. There was a significant difference on their problem solving skills and impulsive approach to problem solving according to grades. Additionally, there was not a significant difference between their problem solving skills and their level of family income, settlement and region where they were lived before coming to the university and leisure activities. It was suggested to give weight to achievement that will leave a positive lasting impact on students’ attitudes like metacognitive skills, for the reason that students’ impulsive approach to the problems.

  7. Computer Simulations and the Transition from Concrete Manipulation of Objects to Abstract Thinking in Elementary School Mathematics.

    Science.gov (United States)

    Berlin, Donna; White, Arthur

    1986-01-01

    This study investigated the effects of combining interactive microcomputer simulations and concrete activities on the development of abstract thinking in elementary school mathematics. Students in grades 2-4 were assessed on tasks involving designs and patterns. (MNS)

  8. Equal Sign and Relational Thinking in Elementary Mathematics Textbooks

    Directory of Open Access Journals (Sweden)

    Nilüfer Yavuzsoy KÖSE

    2011-12-01

    Full Text Available This paper intends that the determining of how and to what extend the use of equal sign and relational thinking are supported in the mathematics course books for the primary education and students work books taught from 1st grade to 5th grade in for the primary education. In this study, the document analysis approach, which is one of the method, qualitative research was used for the data collection. This contexts/samples including equal sign in course book were examined and in this procedure, the operations-equal-answer and non-standard context used by McNeil et al (2006 were adapted. After completing of coding for equal sign, the samples supporting the relational thinking were determined and these samples were coded under the principal titles. As a result, it is determined that the equal sign is excessively used in the four series of the primary education 1.-5. grades mathematics course books and student work books as operations-equality-answer and, in these context, the samples emphasizing the relational meaning of equal sign required level.

  9. The effect of hearing impairment on mathematical skill of hearing-impaired elementary-school students

    Directory of Open Access Journals (Sweden)

    Azam Sharifi

    2012-06-01

    Full Text Available Background and Aim: Hearing impairment can effect many educational abilities and will lead in a dealy in his growth. The objective of this research was to study the effect of hearing impairment on mathematical skill of hearing-impaired students of 4th grade of elementary in contrast with normal-hearing students.Methods: The project was cross-sectional and the tool used was the international standard booklet of mathematical questions. There has been 35 hearing-impaired students with range of moderately sever-profound hearing loss selected from the 4th grade of elementary from exceptional schools in Ray, Pakdasht and Varamina, Iran, and 35 normal-hearing students were randomly selected from ordinary schools next to exceptional schools.Results: By analyzing the outcomes, the normal-hearing students showed a better result in knowing, application, argument in aspects of cognitive in contrast with hearing-impaired students and there has been a meaningful difference (p<0.05. There was not a meaningful difference in mathematical skill between Ray, Pakdasht and Varamina, Iran in hearing-impaired and normal-hearing groups.Conclusion: The hearing impairment effects learing of mathematical skill. It is important for hearing-impaired students to presentation various methods in instruction in progress deductive thought and cognitive structure and also development in concepts understand in mathematical domain in rehabilitation services.

  10. The Impact of Competition on Raising Mathematics Competency at Camelot Elementary School in Chesapeake, Virginia

    Science.gov (United States)

    Hayden, L. B.; Johnson, D.

    2012-12-01

    In 1995, the Virginia Department of Education approved a federal mandate for No Child Left Behind 2001 Education Act implementing the Standards of Learning (SOL) in four content areas: Mathematics, Science, English, and History and Social Sciences. These new guidelines set forth learning and achievement expectations for content areas for grades K-12 in Virginia's Public Schools. Given the SOL mandates, Virginia's elementary teachers and school leaders utilized research for specific teaching methods intended to encourage score improvements on end of year mathematics tests. In 2001, the concept of the Math Sprint Competition was introduced to Camelot Elementary School in Chesapeake Virginia, by researchers at Elizabeth City State University of Elizabeth City, North Carolina. Camelot Elementary, a K-5 school, is a Title I school nestled in a lower middle class neighborhood and houses a high number of minority students. On average, these students achieve lower test score gains than students in higher socioeconomic status district schools. Defined as a test-review based in relay format that utilizes released SOL test items, Math Sprint promotes mathematical skills outlined in Virginia SOL's and encourages competition among students that motivated them to quickly pick up on new material and retain the old material in order to out-do the others. Research identified was based on specific relationships between student competition and statewide testing results in mathematics for grades three, four, and five at Camelot Elementary. Data was compiled from results of the Math Sprint Competition and research focused on methods for motivating students encouraged by the use of a math sprint competition. Individual Pearson Product Moment Correlations were conducted to determine which variables possess strong and statistically significant relationships. Significantly, positive results came from 2005 to 2010 math sprints data from which students participated.

  11. Exploring the Reasons for Using Electric Books and Technologic Pedagogical and Content Knowledge of Taiwanese Elementary Mathematics and Science Teachers

    Science.gov (United States)

    Chen, Ho-Yuan; Jang, Syh-Jong

    2013-01-01

    This study highlights trends and features of E-books and their versatility of this tool in elementary educational settings. There has been little quantitative research employed to examine teachers' reasons for using or not using E-books. The purpose of this study was to examine elementary school mathematics and science teachers' reasons for using…

  12. 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…

  13. The Training of Elementary School Teachers in Mathematics in the Countries Represented in the International Commission on the Teaching of Mathematics. Bulletin, 1915, No. 39. Whole Number 666

    Science.gov (United States)

    Kandel, I. L.

    1915-01-01

    The accompanying report deals with the mathematical training of prospective teachers in elementary schools as described in the reports submitted by the International Commission of the Teaching of Mathematics to the Fifth International Congress of Mathematicians, held at Cambridge, England, in August, 1912. A comparative study of the facts…

  14. 2012 National Survey of Science and Mathematics Education: Status of Elementary School Mathematics

    Science.gov (United States)

    Malzahn, Kristen A.

    2013-01-01

    The 2012 National Survey of Science and Mathematics Education was designed to provide up-to-date information and to identify trends in the areas of teacher background and experience, curriculum and instruction, and the availability and use of instructional resources. A total of 7,752 science and mathematics teachers in schools across the United…

  15. VIRTUAL ENVIRONMENT FOR THE SUBJECT TEACHING MATHEMATICS IN ELEMENTARY SCHOOL

    Directory of Open Access Journals (Sweden)

    Karla Elizabeth Barrera-del Castillo

    2015-07-01

    Full Text Available In this work is described the proposal of a model of semi-presence educational intervention for the subject, "Teaching of Mathematics in basic education", corresponding to the fourth semester of Special Education Bachelor's Degree, Plan 2004, of the Specializing Teaching School of the State of Sinaloa (ENEES, that attend the desirable characteristics of the graduates in the effective and efficient use of the technological tools, disciplinary competences, collaborative work and digital competences which are developed through the adaptation and the use of the model proposed. In this task, it is attended the digital literacy too, that the society of knowledge demands; firstly in function of the personal development needs, and then to respond to the actual educational context. The model of educational intervention defined in this task contributes to the interaction of teachers and students with technological background, collaborative work, groups of study, material and activities for each topic to develop. It was used the e-Collaborative Learning Sistema Integral Colaborativo para la Educación sin Barreras (SICEB implemented by the Secretary of Public Education and Culture (SEPyC, in which various types of learning objects are integrated among synchronized and unsynchronized activities. The proposed model is given through the defined criteria by the e-pedagogy which involves concepts such as quality, values and efficiency with support of the Learning Technologies and Knowledge (TAC.

  16. It's about time elementary mathematical aspects of relativity

    CERN Document Server

    Cooke, Roger

    2017-01-01

    This book has three main goals. First, it explores a selection of topics from the early period of the theory of relativity, focusing on particular aspects that are interesting or unusual. These include the twin paradox relativistic mechanics and its interaction with Maxwell's laws the earliest triumphs of general relativity relating to the orbit of Mercury and the deflection of light passing near the sun and the surprising bizarre metric of Kurt Godel, in which time travel is possible. Second, it provides an exposition of the differential geometry needed to understand these topics on a level that is intended to be accessible to those with just two years of university-level mathematics as background. Third, it reflects on the historical development of the subject and its significance for our understanding of what reality is and how we can know about the physical universe. The book also takes note of historical prefigurations of relativity, such as Euler's 1744 result that a particle moving on a surface and sub...

  17. Didactical Design Material Units of Distance and Speed to Developed Mathematical Connection in Elementary School

    Science.gov (United States)

    Jannah, R. R.; Apriliya, S.; Karlimah

    2017-03-01

    This study aims to develop alternative instructional design based of barriers learning which identified by developing mathematical connection capabilities to the material unit of distance and speed. The research was conducted in the fifth grade elementary school Instructional design is complemented with a hypothetical learning trajectory in the form of a pedagogical didactic anticipation. The method used is descriptive method with qualitative approach. Techniques data collection used were observation, interviews, and documentation. The instrument used the researchers themselves are equipped with an instrument written test. The data were analyzed qualitatively to determine the student learning obstacles, then arrange hypothetical learning trajectory and pedagogical didactic anticipation. Learning obstacle are identified, it is learning obstacle related the connections between mathematical topics, learning obstacle related with other disciplines, and learning obstacle related with everyday life. The results of this research are improvement and development of didactic design in mathematics which has activities mathematical connection to the material unit of distance and speed in elementary school. The learning activities are carried out is using varied methods include method lectures, demonstrations, practice and exercise, as well as using the modified instructional media.

  18. Phusis and Nomos in Plato

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    Zahra Nouri Sanghdehi

    2017-07-01

    Full Text Available One of the greatest problems in Plato that appears in different forms in his works is the relation of nomos and phusis. This thesis has been in fifth century B.C as the contradiction of phusis and nomos among big thinkers. In this essay, we tried to investigate the relation of phusis and nomos in Plato’s thoughts according to current theories of the contradiction of these in dialogues Gorgias, Republic and Protagoras. Plato tries to minimize consequences of belief to contradiction of phusis and nomos in social and political life by assertion large scale relation between phusis and nomos. Plato depicts the ultimate solution of this problem in Law. There he accounts nomos as raised from phusis that is sub sovereignty of divine. Indeed union of phusis and gods in Plato’s thought is sanction for the identity of phusis and nomos.

  19. Elementary-School Mathematics Instruction and Achievement of Fourth-Grade Students in Japan: Findings from the TIMSS 2007 Assessment

    Science.gov (United States)

    House, J. Daniel

    2009-01-01

    Research findings indicate that specific instructional strategies, such as the use of real-world examples and independent learning activities, are positively related to mathematics achievement. This study was designed to investigate relationships between classroom instructional strategies and mathematics achievement of elementary-school students…

  20. The Effect of Computer Based Instructional Technique for the Learning of Elementary Level Mathematics among High, Average and Low Achievers

    Science.gov (United States)

    Afzal, Muhammad Tanveer; Gondal, Bashir; Fatima, Nuzhat

    2014-01-01

    The major objective of the study was to elicit the effect of three instructional methods for teaching of mathematics on low, average and high achiever elementary school students. Three methods: traditional instructional method, computer assisted instruction (CAI) and teacher facilitated mathematics learning software were employed for the teaching…

  1. Exploring the Relationship between the Use of Technology with Enacted Tasks and Questions in Elementary School Mathematics

    Science.gov (United States)

    Polly, Drew

    2016-01-01

    This study explored the relationship between technology use, tasks, and questions posed during mathematics lessons in three elementary school classrooms. Teachers were observed between 21 to 30 times per classroom during the year. Data was recorded about the types of technologies, mathematical tasks, and questions observed. Chi-square tests for…

  2. How Does Ongoing Task-Focused Mathematics Professional Development Influence Elementary School Teachers' Knowledge, Beliefs and Enacted Pedagogies?

    Science.gov (United States)

    Polly, Drew; Neale, Henry; Pugalee, David K.

    2014-01-01

    This study examined how a task-focused, year-long mathematics professional development program influenced elementary school teachers' knowledge, beliefs, and practices. Participants completed 84 h of professional development over 13 months that were focused on exploring, modifying and implementing cognitively-demanding mathematical tasks.…

  3. Self-Contained versus Departmentalized Settings in Urban Elementary Schools: An Analysis of Fifth-Grade Student Mathematics Performance

    Science.gov (United States)

    Jack, Diamond Marie

    2014-01-01

    Student achievement in mathematics, particularly in urban areas, is a consistent concern in the United States. Research suggests that teachers either are under qualified or have a negative perception of themselves as mathematics teachers. Departmentalization on the elementary level is an organizational structure that may benefit urban students and…

  4. Developing Technology-Mediated Entries into Hidden Mathematics Curriculum as a Vehicle for "Good Learning" by Elementary Pre-Teachers

    Science.gov (United States)

    Abramovich, Sergei; Brouwer, Peter

    2004-01-01

    This paper suggests that knowledge of the school mathematics curriculum, as one of the key components of teachers' education, can be extended to include concepts and structures that generally belong to hidden domains of the curriculum. Motivated by work done with elementary pre-service teachers in a mathematics course employing a hidden…

  5. Transitioning to the Common Core State Standards for Mathematics: A Mixed Methods Study of Elementary Teachers' Experiences and Perspectives

    Science.gov (United States)

    Swars, Susan Lee; Chestnutt, Cliff

    2016-01-01

    This mixed methods study explored elementary teachers' (n = 73) experiences with and perspectives on the recently implemented Common Core State Standards for Mathematics (CCSS-Mathematics) at a high-needs, urban school. Analysis of the survey, questionnaire, and interview data reveals the findings cluster around: familiarity with and preparation…

  6. Assessment of Training Programs for Elementary Mathematics Teachers on Developed Curricula and Attitudes towards Teaching in Najran-Saudi Arabia

    Science.gov (United States)

    Aly, Hassan Shawky; Abdulhakeem, Hassan Daker

    2016-01-01

    This study aimed at assessing the training programs for Mathematics teachers at elementary stage on developed Curricula and attitudes toward teaching at Najran educational administration in Saudi Arabia. To achieve this objective, two instruments were developed, one of them measures the opinions of Mathematics teachers about the training programs…

  7. A Simple Mathematical Model for Standard Model of Elementary Particles and Extension Thereof

    Science.gov (United States)

    Sinha, Ashok

    2016-03-01

    An algebraically (and geometrically) simple model representing the masses of the elementary particles in terms of the interaction (strong, weak, electromagnetic) constants is developed, including the Higgs bosons. The predicted Higgs boson mass is identical to that discovered by LHC experimental programs; while possibility of additional Higgs bosons (and their masses) is indicated. The model can be analyzed to explain and resolve many puzzles of particle physics and cosmology including the neutrino masses and mixing; origin of the proton mass and the mass-difference between the proton and the neutron; the big bang and cosmological Inflation; the Hubble expansion; etc. A novel interpretation of the model in terms of quaternion and rotation in the six-dimensional space of the elementary particle interaction-space - or, equivalently, in six-dimensional spacetime - is presented. Interrelations among particle masses are derived theoretically. A new approach for defining the interaction parameters leading to an elegant and symmetrical diagram is delineated. Generalization of the model to include supersymmetry is illustrated without recourse to complex mathematical formulation and free from any ambiguity. This Abstract represents some results of the Author's Independent Theoretical Research in Particle Physics, with possible connection to the Superstring Theory. However, only very elementary mathematics and physics is used in my presentation.

  8. Construction of teacher knowledge in context: Preparing elementary teachers to teach mathematics and science

    Science.gov (United States)

    Lowery, Maye Norene Vail

    1998-12-01

    The purposes of this study were to further the understanding of how preservice teacher construct teacher knowledge and pedagogical content knowledge of elementary mathematics and science and to determine the extent of that knowledge in a school-based setting. Preservice teachers, university instructors, inservice teachers, and other school personnel were involved in this context-specific study. Evidence of the preservice teachers' knowledge construction (its acquisition, its dimensions, and the social context) was collected through the use of a qualitative methodology. Collected data included individual and group interviews, course documents, artifacts, and preservice teaching portfolios. Innovative aspects of this integrated mathematics and science elementary methods course included standards-based instruction with immediate access to field experiences. Grade-level teams of preservice and inservice teachers planned and implemented lessons in mathematics and science for elementary students. An on-site, portable classroom building served as a mathematics and science teaching and learning laboratory. A four-stage analysis was performed, revealing significant patterns of learning. An ecosystem of learning within a constructivist learning environment was identified to contain three systems: the university system; the school system; and the cohort of learners system. A mega system for the construction of teacher knowledge was revealed in the final analysis. Learning venues were discovered to be the conduits of learning in a situated learning context. Analysis and synthesis of data revealed an extensive acquisition of teacher knowledge and pedagogical content knowledge through identified learning components. Patience, flexibility, and communication were identified as necessities for successful teaching. Learning components included: collaboration with inservice teachers; implementation of discovery learning and hands-on/minds-on learning; small groupwork; lesson planning

  9. What is Plato? Inference and Allusion in Plato's "Sophist."

    Science.gov (United States)

    Quandahl, Ellen

    1989-01-01

    Discusses inference and allusion in the dialogue in Plato's Sophist. Examines the sense in which a locution is used, distinguishing among senses of the verb to be, and sets the ball rolling for the development of logic and the whole metaphysics of categories of being. (RAE)

  10. Multistage Off-Line Permutation Packet Routing on a Mesh: An Approach with Elementary Mathematics

    Institute of Scientific and Technical Information of China (English)

    Kevin Chiew; Yingjiu Li

    2009-01-01

    Various methods have been proposed for off-line permutation packet routing on a mesh. One of the methods is known as multistage routing, in which the first stage is crucial. For the first stage of routing, the previous study normally converts it to a problem of graph theory and proves the existence of solutions. However, there is a lack of simple algorithms to the first stage of routing. This article presents an explicit and simple approach for the first stage of routing based on elementary mathematics.

  11. Elementary mathematical and computational tools for electrical and computer engineers using Matlab

    CERN Document Server

    Manassah, Jamal T

    2013-01-01

    Ideal for use as a short-course textbook and for self-study Elementary Mathematical and Computational Tools for Electrical and Computer Engineers Using MATLAB fills that gap. Accessible after just one semester of calculus, it introduces the many practical analytical and numerical tools that are essential to success both in future studies and in professional life. Sharply focused on the needs of the electrical and computer engineering communities, the text provides a wealth of relevant exercises and design problems. Changes in MATLAB's version 6.0 are included in a special addendum.

  12. Enhancing elementary-school mathematics teachers' efficacy beliefs: a qualitative action research

    Science.gov (United States)

    Katz, Sara; Stupel, Moshe

    2016-04-01

    Individuals and societies that can use mathematics effectively in this period of rapid changes will have a voice on increasing the opportunities and potentials which can shape their future. This has brought affective characteristics, such as self-efficacy, that affect mathematics achievement into focus of the research. Teacher efficacy refers to the extent to which a teacher feels capable to help students learn, influence students' performance and commitment, and thus plays a crucial role in developing the student in all aspects. In this study, we used two sources of efficacy beliefs, mastery experiences and physiological and emotional states, in an interesting and challenging seven month workshop, as tools to foster teacher efficacy for six elementary-school teachers who were frustrated and wanted to leave their job. Our aim was to study the nature of these teachers' efficacy in order to change it. In this qualitative action research, we used open interviews, non-participant observations and field notes. Results show that these teachers became efficacious, their students' achievements and motivation were enhanced, and the school climate was changed. Qualitative inquiry of this construct sheds light on efficacy beliefs of mathematics teachers. Nurturing teacher efficacy has borne much fruit in the field of mathematics in school.

  13. The Effect of Teacher Education Programs on Future Elementary Mathematics Teachers' Knowledge: A Five-Country Analysis Using TEDS-M Data

    Science.gov (United States)

    Qian, Hong; Youngs, Peter

    2016-01-01

    This article addresses the problem of how opportunities to learn in teacher education programs influence future elementary mathematics teachers' knowledge. This study used data collected for the Teacher Education and Development Study in Mathematics (TEDS-M). TEDS-M measured the mathematics content knowledge (MCK) and the mathematics pedagogical…

  14. What it means to be an elementary mathematics teacher : changing practices and understandings over the course of preservice professional development

    OpenAIRE

    Scharton, Susan Michelle

    2007-01-01

    This study incorporated a cross-sectional design to approximate a longitudinal study to examine the ways in which professional development influences the understanding of preservice elementary mathematics teachers from the beginning to the end of preservice preparation. While some quantitative methods were used, this study focused primarily on qualitative methodology to examine the beliefs, knowledge, and practices of preservice mathematics teachers. The methods used included questioning, int...

  15. Status of teaching elementary science for English learners in science, mathematics and technology centered magnet schools

    Science.gov (United States)

    Han, Alyson Kim

    According to the California Commission on Teacher Credentialing (2001), one in three students speaks a language other than English. Additionally, the Commission stated that a student is considered to be an English learner if the second language acquisition is English. In California more than 1.4 million English learners enter school speaking a variety of languages, and this number continues to rise. There is an imminent need to promote instructional strategies that support this group of diverse learners. Although this was not a California study, the results derived from the nationwide participants' responses provided a congruent assessment of the basic need to provide effective science teaching strategies to all English learners. The purpose of this study was to examine the status of elementary science teaching practices used with English learners in kindergarten through fifth grade in public mathematics, science, and technology-centered elementary magnet schools throughout the country. This descriptive research was designed to provide current information and to identify trends in the areas of curriculum and instruction for English learners in science themed magnet schools. This report described the status of elementary (grades K-5) school science instruction for English learners based on the responses of 116 elementary school teachers: 59 grade K-2, and 57 grade 3-5 teachers. Current research-based approaches support incorporating self-directed learning strategy, expository teaching strategy, active listening strategies, questioning strategies, wait time strategy, small group strategy, peer tutoring strategy, large group learning strategy, demonstrations strategy, formal debates strategy, review sessions strategy, mediated conversation strategy, cooperative learning strategy, and theme-based instruction into the curriculum to assist English learners in science education. Science Technology Society (STS) strategy, problem-based learning strategy, discovery learning

  16. From Curriculum Guides to Classroom Enactment: Examining Early Career Elementary Teachers' Orientations toward Standards-Based Mathematics Curriculum Implementation

    Science.gov (United States)

    Gujarati, Joan

    2011-01-01

    This article examines three early career elementary teachers' orientations toward standards-based mathematics curriculum implementation in New York City public schools. It is important to have a greater understanding of teachers who are responsible for enacting standards-based curriculum in authentic teaching situations in order to learn more…

  17. The Effects of the Cooperative Learning Method Supported by Multiple Intelligence Theory on Turkish Elementary Students' Mathematics Achievement

    Science.gov (United States)

    Isik, Dilek; Tarim, Kamuran

    2009-01-01

    In the present experimental study, the effects of the cooperative learning method supported by multiple intelligence theory (CLMI) on elementary school fourth grade students' academic achievement and retention towards the mathematics course were investigated. The participants of the study were 150 students who were divided into two experimental…

  18. Elementary Teachers' Learning to Construct High-Quality Mathematics Lesson Plans: A Use of the IES Recommendations

    Science.gov (United States)

    Ding, Meixia; Carlson, Mary Alice

    2013-01-01

    This study explored a group of elementary teachers' ("n" = 35) learning to construct high-quality lesson plans that foster student understanding of fundamental mathematical ideas. The conceptual framework for this study was gleaned from the recently released Institute of Education Sciences (IES) recommendations, including (a)…

  19. Manipulative Mathematics with Computer Applications: An Approach To Help Practicing Elementary Teachers To Go Beyond the Textbook.

    Science.gov (United States)

    Piel, John A.; Gretes, John A.

    The purpose of this inservice project was to help elementary teachers overcome their reluctance to deviate from commercially prepared materials by becoming aware of and building connections between the understanding of mathematical processes through the use of concrete, representational, and symbolic manipulatives with the four arithmetic…

  20. Why It Is Important for In-Service Elementary Mathematics Teachers to Understand the Equality 0.999...=1

    Science.gov (United States)

    Yopp, David A.; Burroughs, Elizabeth A.; Lindaman, Brian J.

    2011-01-01

    Researchers conducted semi-structured interviews with in-service fifth grade teachers. The purpose of these interviews was to examine teachers' reactions to arguments that 0.999... = 1. Previously reported results indicate that some pre-service elementary school teachers possess misunderstandings about mathematical issues related to decimals with…

  1. Does Prior Mathematics Knowledge Really Lead to Variation in Elementary Statistics Performance?: Evidence from a Developing Country

    Science.gov (United States)

    Woodward, George; Galagedera, Don

    2006-01-01

    A model incorporating prerequisite mathematics performance and other variables deemed to be associated with learning elementary statistics (ES) is developed. The relationship between ES performance and the explanatory variables is well represented by the logistics form. Aptitude, effort and motivation are the only significant explanatory variables…

  2. The Effects of Single-Sex Classrooms on Student Outcomes on Mathematics and Reading in an Elementary School

    Science.gov (United States)

    Pilson, Sylvia Yvonne Reddick

    2013-01-01

    The curriculum for elementary students has undergone a significant change in the past decade. This led to an increased expectation for higher academic performance for fifth grade students in the areas of reading and mathematics. Teachers seek innovative ways to provide instructional practices within their classrooms that will aid success for all…

  3. The Effects of the Cooperative Learning Method Supported by Multiple Intelligence Theory on Turkish Elementary Students' Mathematics Achievement

    Science.gov (United States)

    Isik, Dilek; Tarim, Kamuran

    2009-01-01

    In the present experimental study, the effects of the cooperative learning method supported by multiple intelligence theory (CLMI) on elementary school fourth grade students' academic achievement and retention towards the mathematics course were investigated. The participants of the study were 150 students who were divided into two experimental…

  4. Pre-Service Elementary Teachers' Understandings of Knowledge Domains and Efficacy Beliefs in Mathematics and Science Teaching

    Science.gov (United States)

    Peace, Heather Marie Bjorum

    2012-01-01

    This research focuses on a cohort of pre-service elementary teachers and their perspectives with respect to the knowledge required for teaching science and mathematics at the beginning and end of their first academic year in a teacher preparation program. An activity, designed to emphasize the differences between factual/procedural knowledge and…

  5. How Do Elementary Textbooks Address Fractions? A Review of Mathematics Textbooks in the USA, Japan, and Kuwait

    Science.gov (United States)

    Alajmi, Amal Hussain

    2012-01-01

    Textbooks play an important part in the design of instruction. This study analyzed the presentation of fractions in textbooks designed for the elementary grades in Kuwait, Japan, and the USA. The analysis focused on the physical characteristics of the books, the structure of the lessons, and the nature of the mathematical problems presented.…

  6. Cumulative Advantages and the Emergence of Social and Ethnic Inequality: Matthew Effects in Reading and Mathematics Development within Elementary Schools?

    Science.gov (United States)

    Baumert, Jurgen; Nagy, Gabriel; Lehmann, Rainer

    2012-01-01

    This article examines the development of social and ethnic disparities in academic achievement in elementary schooling. It investigated whether reading and mathematics development in 136 mixed-ability classes shows path-dependent processes of cumulative advantage (Matthew effects) from Grades 4 to 6 (Grade 4 mean age = 10.62, SD = 0.57) resulting…

  7. The dilemma of giving mathematics homework from the perspective of pre-service elementary teachers

    Directory of Open Access Journals (Sweden)

    Von Anthony Gayas Torio

    2016-01-01

    Full Text Available Homework is defined as an additional task that a student does outside of the school. This added activity is in recognition of the necessity to spend additional time for subjects such as Mathematics. The dilemma comes in the form of the advantages and disadvantages that can be derived from homework. Studies have revealed varying effects of homework to students on academic and non-academic areas. Teachers are at the forefront of the decision towards the giving or not of homework. Pre-service teachers at the elementary level represent the future leaders of the educational system and should be acquainted and involved at the onset of the dilemma. The main objective of this study is to determine the perspective of pre-service elementary teachers towards homework. The anatomy of their belief can be a key towards addressing the issue via teacher training. The descriptive method of research was used through case studies. Constant comparative method was used to analyze results. Salient results revealed that the subjects favor the giving homework on the following grounds: it helps add knowledge, confidence and satisfaction. Those who do not favor homework find it as an additional burden and a source of additional stress. Difficulties in complying with homework are usually associated with limited time, bad influence of peers and teacher factor. Students usually spend late nights to comply with homework and are unable to perform at the best of their potentials.

  8. Research of Pre-Service Elementary Mathematics Teachers’ Beliefs in Proof, Proving Processes and Proof Evaluation Processes

    Directory of Open Access Journals (Sweden)

    Candaş Uygan

    2014-08-01

    Full Text Available The purpose of this study is to research pre-service elementary mathematics teachers’ beliefs on meaning and features of mathematical proof, their proving processes and their reasoning process while evaluating validities of proof examples. This study is a qualitative research. Participants of the study are three pre-service elementary mathematics teachers who continue to study in a state university from Central Anatolia Region. Participants’ beliefs on proof were researched with semi-structured interview whilst proving processes and evaluation processes of proof examples were researched with clinical interviews. Interviews were recorded with video camera and data were analyzed according to qualitative methods. When beliefs on proof were analyzed, it was indicated that participants see mathematical proofs as problem solving process and exploration of source of mathematical knowledge, and believe that proofs have to be deductive, apprehensible and have to include generalizable results. Also according to opinions of all three participants, they believe that their proving abilities are insufficient. Analyze results related to proving processes indicated that pre-service teachers considered conclusions of theorems as if they are conditions of theorems and also used proving strategies uncomprehendingly in proving process. Finally, analyze results related to proof evaluation process indicated that participants assessed computer based experimental verifications as valid mathematical proofs and had mistakes when they evaluated warrants used in verifications that break axiomatical structure of proofs.Key Words:    Beliefs in the context of proof, proving, proof evaluation, teacher education

  9. Pre-service elementary teachers' understandings of knowledge domains and efficacy beliefs in mathematics and science teaching

    Science.gov (United States)

    Peace, Heather Marie Bjorum

    This research focuses on a cohort of pre-service elementary teachers and their perspectives with respect to the knowledge required for teaching science and mathematics at the beginning and end of their first academic year in a teacher preparation program. An activity, designed to emphasize the differences between factual/procedural knowledge and conceptual knowledge in elementary mathematics and science, was analyzed along with classroom discussions in order to gain deeper understandings of the perspectives of knowledge for teaching for the given cohort. Additionally, subject specific efficacy beliefs were compared to teaching confidence ratings related to specific science and mathematics topics. The pre-service teachers' expressed a variety of ideas regarding the role of content knowledge, and the different types of content knowledge (i.e., factual/procedural and conceptual), in teaching mathematics and science. Furthermore, their perceptions of the nature of mathematics and the nature of science were discussed. By utilizing both quantitative and qualitative methods, this project was able to not only note data trends, but also obtain depth and richness regarding conceptions of the knowledge required for teaching mathematics and science provided by the voices of the pre-service teachers.

  10. 一些高等数学知识在中小学数学中的体现%Higher mathematical knowledge embodied in elementary mathematics

    Institute of Scientific and Technical Information of China (English)

    何立官; 晏燕雄

    2012-01-01

    高等代数和数学分析是高校数学专业学生的基础课程之一。同学们普遍感到这些课程抽象,不易理解,且应用性不强.似乎对中小学数学教育没有实质性帮助。本文主要介绍坐标变换公式,哥西一施瓦兹不等式(Cauchy—Schwarz)中小数学中的体现,以期对广大数学专业学生有所帮助,从而改变他们对高等数学的认识。%Higher Algebra and Mathematical Analysis are fundamental courses for the college students of mathematics specialty. But most of the students think that these courses are difficult to understand and useless to elementary mathematics teaching. In view of these issues, this article introduces the knowledge like Coordinate Transformation formula, Cauchy-Schwarz inequality embodied in elementary mathematics so as to help the students have a better understanding of higher mathematics.

  11. Successive Student Cohorts and Longitudinal Growth Models: An Investigation of Elementary School Mathematics Performance

    Directory of Open Access Journals (Sweden)

    Keith Zvoch

    2006-01-01

    Full Text Available Mathematics achievement data from three longitudinally matched student cohorts were analyzed with multilevel growth models to investigate the viability of using status and growth-based indices of student achievement to examine the multi-year performance of schools. Elementary schools in a large southwestern school district were evaluated in terms of the mean achievement status and growth of students across cohorts as well as changes in the achievement status and growth of students between student cohorts. Results indicated that the cross and between-cohort performance of schools differed depending on whether the mean achievement status or growth of students was considered. Results also indicated that the cross-cohort indicators of school performance were more reliably estimated than their between-cohort counterparts. Further examination of the performance indices revealed that cross-cohort achievement status estimates were closely related to student demographics while between-cohort estimates were associated with cohort enrollment size and cohort initial performance status. Of the four school performance indices studied, only student growth in achievement (averaged across cohorts provided a relatively reliable and unbiased indication of school performance. Implications for the No Child Left Behind school accountability framework are discussed.

  12. Perceptions of In-Service Elementary School Teachers towards Mathematics and its Teaching Regarding the Official Programs of the Ministry of Public Education

    Directory of Open Access Journals (Sweden)

    Edwin Chaves-Esquivel

    2016-01-01

    Full Text Available This study was carried out as part of the research project Utopia in Teaching Mathematics in Elementary School, executed by the School of Mathematics at National University of Costa Rica. This article shows the perception of a group of elementary school educators about mathematics and its teaching. The information was gathered through a 66 question questionnaire, designed to assess the perception of elementary school teachers about mathematics and its teaching in relation to the current programs provided by the Ministry of Public Education, and also their perception of the initial training they obtained when they were studying and in processes of training. Among the main findings are: beliefs of teachers tend to be positive about mathematics and its teaching, and educators teaching primary school levels tend to use more problem-solving exercises in which students can apply their mathematics knowledge, rather than having learners work on routine exercises and memorize rules. However, this aspect should be strengthened and deepened in the processes of training being offered by educational authorities. Although participants considered that students’ beliefs and perceptions are quite important when framing classroom activities, a significant number of them pointed out that mathematics can make students feel insecure. Teachers feel little satisfaction regarding the theoretical aspects, teaching strategies and assessment of mathematics in public schools; they stated that their initial training is not concomitant with the work they must carry out in elementary school classrooms.

  13. Mathematics Test, Numerical, and Abstraction Anxieties and Their Relation to Elementary Teachers' Views on Preparing Students for the Study of Algebra.

    Science.gov (United States)

    Brown, Martha A.; Gray, Mary W.

    1992-01-01

    Reports a correlational study to determine whether teacher's mathematics anxiety might inhibit the introduction of more problem solving and abstraction in elementary schools to enable more ninth graders to enroll in algebra. Correlations on 19 variables for 116 teachers indicated that anxiety decreased with increased mathematics content studied…

  14. The Effect of Peer-Assessment on the Attitudes of Pre-Service Elementary and Middle School Teachers about Writing and Assessing Mathematics

    Science.gov (United States)

    Beaver, Cheryl; Beaver, Scott

    2011-01-01

    Through a study conducted in a core Foundations of Mathematics course at Western Oregon University, the authors investigate the thesis that peer-grading helps future elementary and middle school teachers improve their own attitudes about writing and assessing mathematics. Study participants were asked to provide scale responses to a series of…

  15. Mathematics and mysticism.

    Science.gov (United States)

    Abraham, Ralph

    2015-12-01

    Is there a world of mathematics above and beyond ordinary reality, as Plato proposed? Or is mathematics a cultural construct? In this short article we speculate on the place of mathematical reality from the perspective of the mystical cosmologies of the ancient traditions of meditation, psychedelics, and divination. Copyright © 2015. Published by Elsevier Ltd.

  16. Math Self-Assessment, but Not Negative Feelings, Predicts Mathematics Performance of Elementary School Children

    OpenAIRE

    2012-01-01

    Mathematics anxiety has been associated to performance in school mathematics. The association between math anxiety and psychosocial competencies as well as their specific contribution to explain school mathematics performance are still unclear. In the present study, the impact of sociodemographic factors, psychosocial competencies, and math anxiety on mathematics and spelling performance was examined in school children with and without mathematics difficulties. The specific contributions of p...

  17. A Taxonomic Approach to Measuring Achievement in Mathematics 223 - Geometry for Elementary Teachers.

    Science.gov (United States)

    Little, Richard A.

    The purpose was to evaluate the effectiveness of a geometry course for preservice elementary teachers and, at the same time, to validate the assumptions that the arrangement of categories in Bloom's "Taxonomy" is hierarchical and cumulative. Sixty-two preservice elementary education majors took an investigator-constructed achievement test after…

  18. Math Self-Assessment, but Not Negative Feelings, Predicts Mathematics Performance of Elementary School Children

    Directory of Open Access Journals (Sweden)

    Vitor Geraldi Haase

    2012-01-01

    Full Text Available Mathematics anxiety has been associated to performance in school mathematics. The association between math anxiety and psychosocial competencies as well as their specific contribution to explain school mathematics performance are still unclear. In the present study, the impact of sociodemographic factors, psychosocial competencies, and math anxiety on mathematics and spelling performance was examined in school children with and without mathematics difficulties. The specific contributions of psychosocial competencies (i.e., general anxiety and attentional deficits with hyperactivity and math anxiety (i.e., self-assessment in mathematics to school mathematics performance were found to be statistically independent from each other. Moreover, psychosocial competencies—but not math anxiety—were related also to spelling performance. These results suggest that psychosocial competencies are more related to general mechanisms of emotional regulation and emotional response towards academic performance, while mathematics anxiety is related to the specific cognitive aspect of self-assessment in mathematics.

  19. 小学数学生活化教学刍议%Research on the Elementary School Mathematics Life Teaching

    Institute of Scientific and Technical Information of China (English)

    李富云

    2014-01-01

    Mathematics is derived from the life, once the mathematics teaching from life, so the students’interest in learning is difficult to stimulate, at the same time, the students’ability of creativity, the combination of theory and practice of also reduces, and starting from the life to learn mathematics, students’logical thinking ability will be significantly increased. So, the elementary school mathematics teaching adaptation strategy has been on the agenda, curriculum reform requires mathematics teaching should be combined with the real life.%数学来源于生活,一旦数学教学脱离生活,那么学生的学习兴趣很难被激发,同时学生的创造力、理论与实践相结合的能力也会降低,而从生活出发来学习数学,学生的逻辑思维能力就会显著提升。所以,小学数学教学生活化策略已被课程改革提上日程,要求数学教学与实际生活相结合。

  20. The Method of Hypothesis in Plato's Philosophy

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    Malihe Aboie Mehrizi

    2016-09-01

    Full Text Available The article deals with the examination of method of hypothesis in Plato's philosophy. This method, respectively, will be examined in three dialogues of Meno, Phaedon and Republic in which it is explicitly indicated. It will be shown the process of change of Plato’s attitude towards the position and usage of the method of hypothesis in his realm of philosophy. In Meno, considering the geometry, Plato attempts to introduce a method that can be used in the realm of philosophy. But, ultimately in Republic, Plato’s special attention to the method and its importance in the philosophical investigations, leads him to revise it. Here, finally Plato introduces the particular method of philosophy, i.e., the dialectic

  1. Plato's Anti-Kohlbergian Program for Moral Education

    Science.gov (United States)

    Jonas, Mark E.

    2016-01-01

    Following Lawrence Kohlberg it has been commonplace to regard Plato's moral theory as "intellectualist", where Plato supposedly believes that becoming virtuous requires nothing other than "philosophical knowledge or intuition of the ideal form of the good". This is a radical misunderstanding of Plato's educational programme,…

  2. An Evaluation of a Short-Term In-Service Mathematics Program for Elementary School Teachers

    Science.gov (United States)

    Hunkler, Richard

    1971-01-01

    Arithmetic concept scores of pupils whose teachers were exposed to an inservice mathematics program were compared with those of pupils having nonparticipant teachers. The results appeared to be dependent upon the pupils' previous exposure to modern mathematics. (CP)

  3. Bilingualism of Colombian Deaf Children in the Teaching-Learning of Mathematics in the First Year of Elementary School

    Directory of Open Access Journals (Sweden)

    Olga Lucía León Corredor

    2011-04-01

    Full Text Available This paper summarizes some results of the first ethnographic research study conducted in Colombia in three different elementary schools for deaf children in which bilingualism (sign-language and written-language is starting to be emphasized. This study focuses on the teaching of mathematics in classrooms for deaf children using contexts proclaimed as bilingual. The participants in the study were first grade teachers. The analysis presented in this paper illustrates the struggles that teachers experience teaching arithmetic in such a context. The teaching of arithmetic using bilingualism requires three types of semiotic registers: sign-language and written-Spanish, and the Hindu-Arabic numeration system. The analysis indicates some puzzling teaching learning issues interweaving language and mathematics. These issues are of linguistic and communicative, social and cultural, and cognitive and pedagogical nature.

  4. Competency Based Teacher Education Component. Curriculum Methods and Materials, Elementary Mathematics and Social Studies.

    Science.gov (United States)

    Woodworth, William D.

    Four mathematical/social studies module clusters are presented in an effort to develop proficiency in instruction and in inductive and deductive teaching procedures. Modules within the first cluster concern systems of numeration, set operations, numbers, measurement, geometry, mathematics, and reasoning. The second mathematical cluster presents…

  5. Intrinsic Motivation and Achievement in Mathematics in Elementary School: A Longitudinal Investigation of Their Association

    Science.gov (United States)

    Garon-Carrier, Gabrielle; Boivin, Michel; Guay, Frédéric; Kovas, Yulia; Dionne, Ginette; Lemelin, Jean-Pascal; Séguin, Jean R.; Vitaro, Frank; Tremblay, Richard E.

    2016-01-01

    This study examined the associations between intrinsic motivation and achievement in mathematics in a sample of 1,478 Canadian school-age children followed from Grades 1 to 4 (ages 7-10). Children self-reported their intrinsic motivation toward mathematics, whereas achievement was measured through direct assessment of mathematics abilities.…

  6. Intrinsic Motivation and Achievement in Mathematics in Elementary School: A Longitudinal Investigation of Their Association

    Science.gov (United States)

    Garon-Carrier, Gabrielle; Boivin, Michel; Guay, Frédéric; Kovas, Yulia; Dionne, Ginette; Lemelin, Jean-Pascal; Séguin, Jean R.; Vitaro, Frank; Tremblay, Richard E.

    2016-01-01

    This study examined the associations between intrinsic motivation and achievement in mathematics in a sample of 1,478 Canadian school-age children followed from Grades 1 to 4 (ages 7-10). Children self-reported their intrinsic motivation toward mathematics, whereas achievement was measured through direct assessment of mathematics abilities.…

  7. Incorporating the Common Core's Problem Solving Standard for Mathematical Practice into an Early Elementary Inclusive Classroom

    Science.gov (United States)

    Fletcher, Nicole

    2014-01-01

    Mathematics curriculum designers and policy decision makers are beginning to recognize the importance of problem solving, even at the earliest stages of mathematics learning. The Common Core includes sense making and perseverance in solving problems in its standards for mathematical practice for students at all grade levels. Incorporating problem…

  8. Mathematical Abstraction in the Solving of Ill-Structured Problems by Elementary School Students in Korea

    Science.gov (United States)

    Hong, Jee Yun; Kim, Min Kyeong

    2016-01-01

    Ill-structured problems can be regarded as one of the measures that meet recent social needs emphasizing students' abilities to solve real-life problems. This study aimed to analyze the mathematical abstraction process in solving such problems, and to identify the mathematical abstraction level ([I] Recognition of mathematical structure through…

  9. THEORY OF LOVE IN PLATO'S PHILOSOPHY

    Directory of Open Access Journals (Sweden)

    ZOHREH MOZAFARI

    2015-01-01

    Full Text Available The article presents a philosophical analysis of the phenomenon of Plato’s love. It is noted that a large number of works are devoted to the philosophy of Plato’s love, but not all aspects of his philosophy are studied, for example the problems of erotosophy of Plato. Phenomenon of love interested philosophers since ancient times. The first attempts to explain the phenomenon of love appeared in ancient times. These attempts were made by ancient philosophers Socrates, Plato and Aristotle. Platonism is a multifaceted teaching; identification of all possibilities of Plato’s erotic philosophy which can supplement other fields of philosophy is important and topical. 

  10. Digital fabrication as an instructional technology for supporting upper elementary and middle school science and mathematics education

    Science.gov (United States)

    Tillman, Daniel

    The purpose of this three-paper manuscript dissertation was to study digital fabrication as an instructional technology for supporting elementary and middle school science and mathematics education. Article one analyzed the effects of digital fabrication activities that were designed to contextualize mathematics education at a summer mathematics enrichment program for upper elementary and middle school students. The primary dependent variables studied were the participants' knowledge of mathematics and science content, attitudes towards STEM (science, technology, engineering, and mathematics) and STEM-related careers. Based upon the data collected, three results were presented as having justifiable supporting empirical evidence: (1) The digital fabrication activities, combined with the other mathematics activities at the enrichment program, resulted in non-significant overall gains in students' mathematics test scores and attitudes towards STEM. (2) The digital fabrication activities, combined with the other mathematics activities at the enrichment program, resulted in noteworthy gains on the "Probability & Statistics" questions. (3) Some students who did poorly on the scored paper test on mathematics and science content were nonetheless nominated by their teachers as demonstrating meritorious distinction during the digital fabrication activities (termed "Great Thinkers" by the 5th-grade teachers). Article two focused on how an instructional technology course featuring digital fabrication activities impacted (1) preservice elementary teachers' efficacy beliefs about teaching science, and (2) their attitudes and understanding of how to include instructional technology and digital fabrication activities into teaching science. The research design compared two sections of a teaching with technology course featuring digital fabrication activities to another section of the same course that utilized a media cycle framework (Bull & Bell, 2005) that did not feature digital

  11. Quoting Plato in Porphyrius' Cuestiones homericas

    Directory of Open Access Journals (Sweden)

    Lucía Rodríguez‑Noriega Guillén

    2016-08-01

    Full Text Available This paper studies the quotations of Plato in Porphyry’s Homeric Questions,including their typology (literal quotation, allusion, paraphrase, etc., their beingor not direct citations, their function in the work, and their possible parallels inother authors.

  12. The PLATO 2.0 mission

    NARCIS (Netherlands)

    Rauer, H.; et al., [Unknown; Hekker, S.

    2014-01-01

    PLATO 2.0 has recently been selected for ESA’s M3 launch opportunity (2022/24). Providing accurate key planet parameters (radius, mass, density and age) in statistical numbers, it addresses fundamental questions such as: How do planetary systems form and evolve? Are there other systems with planets

  13. Results of the 1975 Delaware PLATO Project.

    Science.gov (United States)

    Hofstetter, Fred T.

    During the Spring semester of 1975, the University of Delaware initiated a PLATO project with the dual purpose of demonstrating how a computer system might function in a university and of evaluating what part such a system might play in the future of the university and its supporting community. The demonstration phase of the project, which…

  14. Socrates, Plato, "Eros" and Liberal Education

    Science.gov (United States)

    McPherran, Mark L.

    2010-01-01

    This paper focuses on the educational method--the "elenchos"--of Plato's Socrates, arguing, against some prominent interpretations, that it is love, both "eros" and "philia", that is the key that links Socrates' philosophy with his education. This analysis, of course, raises some difficult questions regarding the relationship between teacher and…

  15. Plato's Protagoras: Professional Models, Ethical Concerns.

    Science.gov (United States)

    Gregory, Marshall W.

    1983-01-01

    In Plato's model his clear criticism of Protagorean careerism and his negotiation with Socratic radicalism shows he is a centrist cultivating criticism and open discourse. In an age when academe seems to have lost a sense of its identify and function in society, its most enduring contributions are criticism and discourse. (MLW)

  16. Model program for the recruitment and preparation of high ability elementary mathematics/science teachers: A collaborative project among scientists, teacher educators and classroom teachers

    Energy Technology Data Exchange (ETDEWEB)

    1993-12-01

    This teacher education program will provide a model for recruiting, educating and retaining high ability students to become mathematics and science lead teachers in elementary schools. The quality experiences and support provided these students will help them develop the knowledge and attitudes necessary to provide leadership for elementary mathematics and science programs. Students will have research experiences at the Ames Laboratory, high quality field experiences with nationally recognized mathematics and science teachers in local schools and opportunities to meaningfully connect these two experiences. This program, collaboratively designed and implemented by scientists, teacher educators and classroom teachers, should provide a replicatable model for other teacher education institutions. In addition, materials developed for the project should help other laboratories interface more effectively with K-8 schools and help other teacher education programs incorporate real science and mathematics experience into their curriculum.

  17. Model program for the recruitment and preparation of high ability elementary mathematics/science teachers: A collaborative project among scientists, teacher educators and classroom teachers

    Energy Technology Data Exchange (ETDEWEB)

    1993-12-01

    This teacher education program will provide a model for recruiting, educating and retaining high ability students to become mathematics and science lead teachers in elementary schools. The quality experiences and support provided these students will help them develop the knowledge and attitudes necessary to provide leadership for elementary mathematics and science programs. Students will have research experiences at the Ames Laboratory, high quality field experiences with nationally recognized mathematics and science teachers in local schools and opportunities to meaningfully connect these two experiences. This program, collaboratively designed and implemented by scientists, teacher educators and classroom teachers, should provide a replicatable model for other teacher education institutions. In addition, materials developed for the project should help other laboratories interface more effectively with K-8 schools and help other teacher education programs incorporate real science and mathematics experience into their curriculum.

  18. Enhancing Elementary-School Mathematics Teachers' Efficacy Beliefs: A Qualitative Action Research

    Science.gov (United States)

    Katz, Sara; Stupel, Moshe

    2016-01-01

    Individuals and societies that can use mathematics effectively in this period of rapid changes will have a voice on increasing the opportunities and potentials which can shape their future. This has brought affective characteristics, such as self-efficacy, that affect mathematics achievement into focus of the research. Teacher efficacy refers to…

  19. Portraits of Early Career Elementary Teachers: Examining Beliefs about Mathematics in the Midst of Classroom Practices

    Science.gov (United States)

    Gujarati, Joan

    2010-01-01

    This qualitative study guided by portraiture (Lawrence-Lightfoot & Davis, 1997) explores the affective side of mathematics teaching which has often been ignored as mathematics research has focused more on cognition. Grounded in social constructivism (Ernest, 1988) and reflective practice (Dewey, 1933; Schon, 1983), this research examines three…

  20. Enhancing Mathematics Achievement of Elementary School Students through Homework Assignments Enriched with Metacognitive Questions

    Science.gov (United States)

    Özcan, Zeynep Çigdem; Erktin, Emine

    2015-01-01

    Metacognitive enrichment has become an important component of modern mathematics instruction. This study investigates the effect of homework assignments enriched with metacognitive questions on students' mathematics achievement and homework behaviors. A quasi-experimental design with pre- and post-test measures and two groups (experimental and…

  1. 2012 National Survey of Science and Mathematics Education: Status of Elementary School Science

    Science.gov (United States)

    Trygstad, Peggy J.

    2013-01-01

    The 2012 National Survey of Science and Mathematics Education was designed to provide up-to-date information and to identify trends in the areas of teacher background and experience, curriculum and instruction, and the availability and use of instructional resources. A total of 7,752 science and mathematics teachers in schools across the United…

  2. Developing an Understanding of the Mediating Role of Talk in the Elementary Mathematics Classroom

    Science.gov (United States)

    Brown, Raymond; Hirst, Elizabeth

    2007-01-01

    Classroom talk is regarded as essential in engaging and developing student understandings in the domain of mathematics. The processes of classroom talk may occur in quite different ways, ways that shape particular opportunities for learning mathematics. Little is known about how the talk produced in innovative approaches to education mediates the…

  3. A Randomized Trial of an Elementary School Mathematics Software Intervention: Spatial-Temporal Math

    Science.gov (United States)

    Rutherford, Teomara; Farkas, George; Duncan, Greg; Burchinal, Margaret; Kibrick, Melissa; Graham, Jeneen; Richland, Lindsey; Tran, Natalie; Schneider, Stephanie; Duran, Lauren; Martinez, Michael E.

    2014-01-01

    Fifty-two low performing schools were randomly assigned to receive Spatial-Temporal (ST) Math, a supplemental mathematics software and instructional program, in second/third or fourth/fifth grades or to a business-as-usual control. Analyses reveal a negligible effect of ST Math on mathematics scores, which did not differ significantly across…

  4. Current Challenges in Integrating Educational Technology into Elementary and Middle School Mathematics Education

    Science.gov (United States)

    Okita, Sandra Y.; Jamalian, Azadeh

    2011-01-01

    Developing curriculum and instruction for mathematics education and designing technologically enhanced learning environments are often pursued separately, but may need to be addressed together to effectively link the strengths of technology to performance in mathematics and conceptual understanding. This paper addresses current challenges with…

  5. Level of Students' Achievement in Mathematics at the End of Elementary Education in Yemen

    Science.gov (United States)

    Khair, Tarig Mohamed Ali Mohamed; Khairani, Ahmad Zamri; Elrofai, Tahra Aisa

    2012-01-01

    The main purpose of this study was to investigate the level of student's achievement in mathematics in Yemen. This study use a sample of 200 male students and 200 female students, chosen from eight government schools on the basis of diversified sampling techniques. A mathematics test which composed of seventy five items that covered geometrical…

  6. Effects of Improvements in Interval Timing on the Mathematics Achievement of Elementary School Students

    Science.gov (United States)

    Taub, Gordon E.; McGrew, Kevin S.; Keith, Timothy Z.

    2015-01-01

    This article examines the effect of improvements in timing/rhythmicity on mathematics achievement. A total of 86 participants attending 1st through 4th grades completed pre- and posttest measures of mathematics achievement from the Woodcock-Johnson III Tests of Achievement. Students in the experimental group participated in a 4-week intervention…

  7. Cognitive Benefits and Costs of Bilingualism in Elementary School Students: The Case of Mathematical Word Problems

    Science.gov (United States)

    Kempert, Sebastian; Saalbach, Henrik; Hardy, Ilonca

    2011-01-01

    Previous research has emphasized the importance of language for learning mathematics. This is especially true when mathematical problems have to be extracted from a meaningful context, as in arithmetic word problems. Bilingual learners with a low command of the instructional language thus may face challenges when dealing with mathematical…

  8. Stimulating students’ academic language : Opportunities in instructional methods in elementary school mathematics

    NARCIS (Netherlands)

    Dokter, Nanke; Aarts, Rian; Kurvers, J.J.H.; Ros, Anje; Kroon, Sjaak

    2017-01-01

    Mastering academic language (AL) by elementary school students is important for achieving school success. The extent to which teachers play a role in stimulating students’ AL development may differ. Two types of AL stimulating behavior are distinguished: aimed at students’ understanding and at trigg

  9. Preservice Elementary-School Teachers' Beliefs Related to Technology Use in Mathematics Classes

    Science.gov (United States)

    Johnson, Gwendolyn J.

    2008-01-01

    The beliefs of preservice elementary-school teachers regarding the use of basic calculators and "Illuminations" activities were investigated. The goals of the study were to describe preservice teachers' beliefs, identify the sources of those beliefs, and determine which interventions successfully modify them. Participants included 210…

  10. Mathematics Learning Disabilities in Girls with Fragile X or Turner Syndrome during Late Elementary School

    Science.gov (United States)

    Murphy, Melissa M.; Mazzocco, Michele M. M.

    2008-01-01

    The present study focuses on math and related skills among 32 girls with fragile X (n = 14) or Turner (n = 18) syndrome during late elementary school. Performance in each syndrome group was assessed relative to Full Scale IQ-matched comparison groups of girls from the general population (n = 32 and n = 89 for fragile X syndrome and Turner…

  11. Teaching Elementary Mathematics: A Resource for Field Experiences. 3rd Edition

    Science.gov (United States)

    Smith, Nancy L.

    2006-01-01

    This book is a hands-on field manual for elementary school teachers. It features a range of activities that offer opportunities for reflection while enhancing student field experiences, through observation and practicum. The first section of the book provides activities that focus on collecting information about the school and its resources, and…

  12. Making Teacher Change Visible: Developing an Action Research Protocol for Elementary Mathematics Instruction

    Science.gov (United States)

    Rice, Linda J.; McKeny, Timothy S.

    2012-01-01

    Professional development is a well-established component of teacher change, and action research can make that change visible. In this study, quantitative and qualitative data were collected from 237 elementary teachers and intervention specialists from 33 federally-designated Appalachian counties of Southeastern Ohio who participated in the…

  13. Mathematical Teachers' Perception: Mobile Learning and Constructing 21st Century Collaborative Cloud-Computing Environments in Elementary Public Schools in the State of Kuwait

    Science.gov (United States)

    Alqallaf, Nadeyah

    2016-01-01

    The purpose of this study was to examine Kuwaiti mathematical elementary teachers' perceptions about their ability to integrate M-learning (mobile learning) into their current teaching practices and the major barriers hindering teachers' ability to create an M-learning environment. Furthermore, this study sought to understand teachers' perceptions…

  14. The effects of computer use in science and mathematics education upon the computer literacy of preservice elementary teachers

    Science.gov (United States)

    Battista, Michael T.; Krockover, Gerald H.

    This study investigated the effects of computer use upon the computer literacy of preservice elementary teachers using two methods of instruction: computer assisted instruction in an earth science course and computer programming in a mathematics education course. Computer literacy was measured by the Minnesota Computer Literacy and Awareness Assessment (MCLAA). For each component of computer literacy, differences in group posttest scores were compared using an analysis of covariance with pretest scores used as the covariate. Pre- to posttest increases in scores for each group were also examined. The results indicated that the treatment given to the computer programming group had little or no effect upon the students' computer literacy, while the treatment given to the computer assisted instruction group had a significant effect upon the affective subscale of the MCLAA. A positive effect was also indicated on the cognitive subscale of the MCLAA. Thus, it appears that an effective method for improving preservice elementary teachers' computer literacy is to involve them in computer assisted instruction, possibly through a science course.

  15. Derivation of a quantitative minimal model from a detailed elementary-step mechanism supported by mathematical coupling analysis

    Science.gov (United States)

    Shaik, O. S.; Kammerer, J.; Gorecki, J.; Lebiedz, D.

    2005-12-01

    Accurate experimental data increasingly allow the development of detailed elementary-step mechanisms for complex chemical and biochemical reaction systems. Model reduction techniques are widely applied to obtain representations in lower-dimensional phase space which are more suitable for mathematical analysis, efficient numerical simulation, and model-based control tasks. Here, we exploit a recently implemented numerical algorithm for error-controlled computation of the minimum dimension required for a still accurate reduced mechanism based on automatic time scale decomposition and relaxation of fast modes. We determine species contributions to the active (slow) dynamical modes of the reaction system and exploit this information in combination with quasi-steady-state and partial-equilibrium approximations for explicit model reduction of a novel detailed chemical mechanism for the Ru-catalyzed light-sensitive Belousov-Zhabotinsky reaction. The existence of a minimum dimension of seven is demonstrated to be mandatory for the reduced model to show good quantitative consistency with the full model in numerical simulations. We derive such a maximally reduced seven-variable model from the detailed elementary-step mechanism and demonstrate that it reproduces quantitatively accurately the dynamical features of the full model within a given accuracy tolerance.

  16. Earth Systems Science and Elementary Teacher Preparation: The UNO Model for Improving Science and Mathematics Content and Pedagogy Skills

    Science.gov (United States)

    Hall, F. R.; Buxton, C.

    2002-05-01

    The University of New Orleans is located on the south-shore of Lake Pontchartrain. At UNO, we have established a unique collaboration between the Colleges of Science and Education in the preparation of preservice elementary school teachers. Earth Systems Science themes, based on the local environment, provide the framework for understanding science and mathematics content. In both the content and teaching methods courses, student learning revolves around hands-on, minds-on activies. In both classes, the age-appropriate technology is used as the students perform research projects on Lake Pontchartrain and the Mississippi River. The students are also required to practice their craft in both courses. In the science content courses, the students are required to research a topic that parallels the content learned during the semester, create lesson plans, and teach the subject to the class using inquiry-based methodology. In the teaching methods course, students are required to develop curricula and field test them in a local elementary school. Surveying students at the end of the semester suggests that using Earth Systems Science themes on the local environment as the framework for teaching science content and pedagogy not only improves the students content skills but also their perceptions of science as a subject, and their desire to teach science.

  17. What scientists can learn from Plato's Symposium

    Science.gov (United States)

    van Emmerik, Tim

    2015-04-01

    Conferences and scientific meetings are as old as science itself. The ancient Greeks where (in)famous for organizing so-called symposiums. During a symposium (from Greek, drinking together), attendees followed a program that contained both social and scientific aspects, focused around a certain topic. Whilst drinking and eating, all participants were expected to share their vision on the topic of interest by giving an oral presentation. The goal of these meetings was to arrive at a new common understanding and to come closer to the truth. Plato et al. knew very well how to organize an effective scientific conference, which should make use overthink the way we are organizing present-day conferences. Scientific meetings aim to connect researchers, share research and unravel the truth. The question is now: how do we get this done effectively? Plato knew that discussing science with strangers is difficult and he believed that talking about heavy matter could be done best when combined with social events. What if we try to go back to the times of Plato and model our conferences after the ancient symposiums? We might drop laying on couches and covering ourselves in ivy and flowers. However, a mix of social and scientific events will contribute to achieving the ultimate goal of why scientists go to conferences: to connect, to share and to unravel the truth.

  18. Intrinsic Motivation and Achievement in Mathematics in Elementary School: A Longitudinal Investigation of Their Association.

    Science.gov (United States)

    Garon-Carrier, Gabrielle; Boivin, Michel; Guay, Frédéric; Kovas, Yulia; Dionne, Ginette; Lemelin, Jean-Pascal; Séguin, Jean R; Vitaro, Frank; Tremblay, Richard E

    2016-01-01

    This study examined the associations between intrinsic motivation and achievement in mathematics in a sample of 1,478 Canadian school-age children followed from Grades 1 to 4 (ages 7-10). Children self-reported their intrinsic motivation toward mathematics, whereas achievement was measured through direct assessment of mathematics abilities. Cross-lagged models showed that achievement predicted intrinsic motivation from Grades 1 to 2, and from Grades 2 to 4. However, intrinsic motivation did not predict achievement at any time. This developmental pattern of association was gender invariant. Contrary to the hypothesis that motivation and achievement are reciprocally associated over time, our results point to a directional association from prior achievement to subsequent intrinsic motivation. Results are discussed in light of their theoretical and practical implications.

  19. Analysis of Questions Teachers ask About Teaching Modern Mathematics in the Elementary School

    Science.gov (United States)

    Green, Robert W.

    1976-01-01

    Teachers were surveyed concerning their major questions about modern mathematics curricula. Their questions were classified as concerned with reasons certain topics are included (12 per cent), how to teach particular topics (21 per cent) or miscellaneous. Nine recommendations are made. (SD)

  20. A Study of STEM Assessments in Engineering, Science, and Mathematics for Elementary and Middle School Students

    Science.gov (United States)

    Harwell, Michael; Moreno, Mario; Phillips, Alison; Guzey, S. Selcen; Moore, Tamara J.; Roehrig, Gillian H.

    2015-01-01

    The purpose of this study was to develop, scale, and validate assessments in engineering, science, and mathematics with grade appropriate items that were sensitive to the curriculum developed by teachers. The use of item response theory to assess item functioning was a focus of the study. The work is part of a larger project focused on increasing…

  1. Pre-Service Elementary School Teachers Becoming Mathematics Teachers: Their Participation in an Online Professional Community

    Science.gov (United States)

    Savard, Annie; Lin, Terry Wan Jung; Lamb, Natasha

    2017-01-01

    This pilot study sought to examine the mathematical knowledge for teaching that pre-service teachers used when participating in an online community, and to gain insight into their epistemological stance. The participants of this study were among the pre-service teachers in a large urban university, chosen as they were completing their mathematics…

  2. Interdisciplinary Mathematics-Physics Approaches to Teaching the Concept of Angle in Elementary School

    Science.gov (United States)

    Munier, Valerie; Merle, Helene

    2009-01-01

    The present study takes an interdisciplinary mathematics-physics approach to the acquisition of the concept of angle by children in Grades 3-5. This paper first presents the theoretical framework we developed, then we analyse the concept of angle and the difficulties pupils have with it. Finally, we report three experimental physics-based teaching…

  3. Student Participation in Elementary Mathematics Classrooms: The Missing Link between Teacher Practices and Student Achievement?

    Science.gov (United States)

    Ing, Marsha; Webb, Noreen M.; Franke, Megan L.; Turrou, Angela C.; Wong, Jacqueline; Shin, Nami; Fernandez, Cecilia H.

    2015-01-01

    Engaging students as active participants in mathematics classroom discussions has great potential to promote student learning. Less well understood is how teachers can promote beneficial student participation, and how teacher-student interaction relates to student achievement. This study examined how the kinds of teacher practices that may…

  4. How Well Do the NSF Funded Elementary Mathematics Curricula Align with the GAISE Report Recommendations?

    Science.gov (United States)

    Bargagliotti, Anna E.

    2012-01-01

    Statistics and probability have become an integral part of mathematics education. Therefore it is important to understand whether curricular materials adequately represent statistical ideas. The "Guidelines for Assessment and Instruction in Statistics Education" (GAISE) report (Franklin, Kader, Mewborn, Moreno, Peck, Perry, & Scheaffer, 2007),…

  5. Professional Development of Elementary School Mathematics Teachers from MPCK Perspective%MPCK视角下的小学数学教师专业发展

    Institute of Scientific and Technical Information of China (English)

    孙兴华; 马云鹏

    2014-01-01

    The professional development of elementary school mathematics teachers,characterized by teachers’mathematics pedagogical content knowledge (MPCK),has its own uniqueness and time factor.Of the many dimensions of elementary school mathematics teachers’professional development,MPCK is the core element and functions to enhance teachers’professional de-velopment most.It should be an essential issue to re-recognize the professional development of elementary school mathematics teachers based on MPCK perspective.%小学数学教师专业发展具有独特性和时间性,小学数学教师的学科教学知识(MPCK)是其专业成长的重要标志。在小学数学教师专业发展的众多维度中,MPCK是核心要素,对于促进教师的专业发展作用显著。基于MPCK的视角再认识小学数学教师专业发展应成为重要话题。

  6. From Plato to Orwell: Utopian Rhetoric in a Dystopian World.

    Science.gov (United States)

    Deatherage, Scott

    Plato's "Republic" and George Orwell's "1984" both posit visionary worlds, one where humans are virtuous and understand what Plato refers to as "the Good," and the other where citizens are pawns of a government which uses language as a form of tyranny and control. Despite these overarching differences in philosophical…

  7. A Summary of Plato Curriculum and Research Materials.

    Science.gov (United States)

    Lyman, Elisabeth R.

    PLATO (programmed Logic for Automatic Teaching Operations) is a computer-based teaching system which was developed in the Coordinated Science Laboratory at the University of Illinois to explore the possibilities of automation in individual instruction. The history of the PLATO program is summarized here, along with a list of courses which used…

  8. From Plato to Orwell: Utopian Rhetoric in a Dystopian World.

    Science.gov (United States)

    Deatherage, Scott

    Plato's "Republic" and George Orwell's "1984" both posit visionary worlds, one where humans are virtuous and understand what Plato refers to as "the Good," and the other where citizens are pawns of a government which uses language as a form of tyranny and control. Despite these overarching differences in philosophical…

  9. Plato the Pederast: Rhetoric and Cultural Procreation in the Dialogues.

    Science.gov (United States)

    Ervin, Elizabeth

    1993-01-01

    Examines Plato's Dialogues by reading them through two cultural lenses: the role of eros in classical Greece and its analogous relationship to language and rhetoric; and the educational function of eros within the ancient institution of pederasty. Shows how the cultural values of ancient Greece manifested themselves in Plato's erotic educational…

  10. Plato's Philosophy of Education and the Common Core Debate

    Science.gov (United States)

    Murphy, Madonna M.

    2015-01-01

    This paper examines Plato's Philosophy of Education asking what he would say about the current Common Core initiative which is to better help students to become college and career ready. Plato would be in favor of the common core in as much as the standards are tied to specific skills needed in various career jobs as he was a proponent of…

  11. Fourth Summative Report of the Delaware PLATO Project.

    Science.gov (United States)

    Hofstetter, Fred T.

    A brief history of the Delaware PLATO project and descriptions of new developments in facilities, applications, user services, research, evaluation, and courseware produced since the Third Summative Report (1978) are provided, as well as an overview of PLATO applications at the University of Delaware. Sample lessons, illustrations, and activity…

  12. Fifth Summative Report of the Delaware PLATO Project.

    Science.gov (United States)

    Hofstetter, Fred T.

    A brief history of the Delaware PLATO project and descriptions of the new developments in facilities, applications, user services, research, evaluation, and courseware produced since the Fourth Summative Report (1979) are provided, as well as an overview of PLATO applications at the University of Delaware. Sample lessons, illustrations, and…

  13. Third Summative Report of the Delaware PLATO Project.

    Science.gov (United States)

    Hofstetter, Fred T.

    Descriptions of new developments in the areas of facilities, applications, user services, support staff, research, evaluation, and courseware production since the Second Summative Report (1977) are provided, as well as a summative overview of PLATO applications at the University of Delaware. Through the purchase of its own PLATO system, this…

  14. Pemikiran Epistemologi Barat: dari Plato Sampai Gonseth

    Directory of Open Access Journals (Sweden)

    Nunu Burhanuddin

    2015-06-01

    Full Text Available This paper riviewing the Western epistemology thought. The theme focuses on Plato to Gonseth. The Epistemology that referred in this article, is to think about "how humans acquire knowledge?". From this then appear four types of sect modern western epistemology thought, namely: sect of empiricism, rationalism sect, kantinian sect, sect of positivism. Furthermore, the social positivism sciences developed by Comte leaves serious problems associated with the loss of the role of the subject. This problem being the background of epistemology philosophy appears that by Emund Husserl developed through the phenomenology, Habermas through hermeneutics, and Ferdinand Gonseth through critical theory.

  15. Elementary mathematics and cryptography%初等数学与密码学

    Institute of Scientific and Technical Information of China (English)

    杨万鑫

    2015-01-01

    在中学里,新学科永远是中学学生感兴趣的一点,特别是现在网络时代,密码学更是中学时代学生想去探究的学科。本文将从中学基础的因子、模、同余、最大最因数介绍起,到深层次的逆元、群、多项式逐一讨论,且立足于中学数学与信息技术两门学科,通过一个个例子把中学数学中所蕴含的密码学基础知识传输给学生,以提高了学生兴趣,并为其它学科的学习打下基础。%In middle school, a new subject is always secondary school students interested in a bit, especially now that the Internet age, cryptography but also the subject of middle school students want to go to explore. In this article, we will learn from the basis of factor, mold, congruence, the biggest factor is introduced, the deep inverse and discuss each group, polynomials, and based on two secondary school mathematics and information technology subject, through one example contained in the middle school mathematics of cryptography based knowledge transfer to students, to improve the students' interest, and other disciplines of study to lay the foundation.

  16. The PLATO 2.0 Mission

    CERN Document Server

    Rauer, H; Aerts, C; Appourchaux, T; Benz, W; Brandeker, A; Christensen-Dalsgaard, J; Deleuil, M; Gizon, L; Güdel, M; Janot-Pacheco, E; Mas-Hesse, M; Pagano, I; Piotto, G; Pollacco, D; Santos, N C; Smith, A; -C., J; Suárez,; Szabó, R; Udry, S; Adibekyan, V; Alibert, Y; Almenara, J -M; Amaro-Seoane, P; Eiff, M Ammler-von; Antonello, E; Ball, W; Barnes, S; Baudin, F; Belkacem, K; Bergemann, M; Birch, A; Boisse, I; Bonomo, A S; Borsa, F; Brandão, I M; Brocato, E; Brun, S; Burleigh, M; Burston, R; Cabrera, J; Cassisi, S; Chaplin, W; Charpinet, S; Chiappini, C; Csizmadia, Sz; Cunha, M; Damasso, M; Davies, M B; Deeg, H J; Fialho, F de Oliveira; DÍaz, R F; Dreizler, S; Dreyer, C; Eggenberger, P; Ehrenreich, D; Eigmüller, P; Erikson, A; Farmer, R; Feltzing, S; Figueira, P; Forveille, T; Fridlund, M; García, R; Giuffrida, G; Godolt, M; da Silva, J Gomes; Goupil, M -J; Granzer, T; Grenfell, J L; Grotsch-Noels, A; Günther, E; Haswell, C A; Hatzes, A P; Hébrard, G; Hekker, S; Helled, R; Heng, K; Jenkins, J M; Khodachenko, M L; Kislyakova, K G; Kley, W; Kolb, U; Krivova, N; Kupka, F; Lammer, H; Lanza, A F; Lebreton, Y; Magrin, D; Marcos-Arenal, P; Marrese, P M; Marques, J P; Martins, J; Mathis, S; Mathur, S; Messina, S; Miglio, A; Montalban, J; Montalto, M; Monteiro, M J P F G; Moradi, H; Moravveji, E; Mordasini, C; Morel, T; Mortier, A; Nascimbeni, V; Nielsen, M B; Noack, L; Norton, A J; Ofir, A; Oshagh, M; Ouazzani, R -M; Pápics, P; Parro, V C; Petit, P; Plez, B; Poretti, E; Quirrenbach, A; Ragazzoni, R; Raimondo, G; Rainer, M; Reese, D R; Redmer, R; Reffert, S; Rojas-Ayala, B; Roxburgh, I W; Solanki, S K; Salmon, S; Santerne, A; Schneider, J; Schou, J; Schuh, S; Schunker, H; Silva-Valio, A; Silvotti, R; Skillen, I; Snellen, I; Sohl, F; Sousa, A S; Sozzetti, A; Stello, D; Strassmeier, K G; Švanda, M; Szabó, G M; Tkachenko, A; Valencia, D; van Grootel, V; Vauclair, S D; Ventura, P; Wagner, F W; Walton, N A; Weingrill, J; Werner, S C; Wheatley, P J; Zwintz, K

    2013-01-01

    PLATO 2.0 is a mission candidate for ESA's M3 launch opportunity (2022/24). It addresses fundamental questions such as: How do planetary systems form and evolve? Are there other systems with planets like ours, able to develop life? The PLATO 2.0 instrument consists of 34 small aperture telescopes providing a wide field-of-view and a large photometric magnitude range. It targets bright stars in wide fields to detect and characterize planets down to Earth-size by photometric transits, whose masses can then be determined by ground-based radial-velocity follow-up measurements. Asteroseismology will be performed for stars <=11mag to obtain highly accurate stellar parameters, including masses and ages. The combination of bright targets and asteroseismology results in high accuracy for the bulk planet parameters: 2%, 4-10% and 10% for planet radii, masses and ages, respectively. The foreseen baseline observing strategy includes two long pointings (2-3 years) to detect and bulk characterize planets reaching into t...

  17. The Changing Curriculum: Mathematics.

    Science.gov (United States)

    Davis, Robert B.

    In this 1967 booklet, influences of technology, the non-achiever and the culturally disadvantaged, and the revolt against formalism are discussed in relation to the modern mathematics curriculum. Some projects and school programs described include PLATO, the Nuffield Project, the Nova School Program, Advanced Placement Program, and teacher…

  18. GeoGebra 3D from the perspectives of elementary pre-service mathematics teachers who are familiar with a number of software programs

    Directory of Open Access Journals (Sweden)

    Serdal Baltaci

    2015-01-01

    Full Text Available Each new version of the GeoGebra dynamic mathematics software goes through updates and innovations. One of these innovations is the GeoGebra 5.0 version. This version aims to facilitate 3D instruction by offering opportunities for students to analyze 3D objects. While scanning the previous studies of GeoGebra 3D, it is seen that they mainly focus on the visualization of a problem in daily life and the dimensions of the evaluation of the process of problem solving with various variables. Therefore, this research problem was determined to reveal the opinions of pre-service elementary mathematics teachers who can use multiple software programs very well, about the usability of GeoGebra 3D. Compared to other studies conducted in this field, this study is thought to add a new dimension to the literature on GeoGebra 3D because the participants in the study had received training in using the Derive, Cabri, Cabri 3D, GeoGebra and GeoGebra 3D programs and had developed activities throughout their undergraduate programs and in some cases they were held responsible for those programs in their exams. In this research, we used the method of case study. The participants consisted of five elementary pre-service mathematics teachers who were enrolled in fourth year courses. We employed semi-structured interviews to collect data. It is concluded that pre-service elementary mathematics teachers expressed a great deal of opinions about the positive contribution of the GeoGebra 3D dynamic mathematics software.

  19. Comparison and enlightenment of the ifve elementary mathematics curriculum Found on the latest elementary mathematics curriculum standards of ifve countries, china, American, Australia, England and Japan%五国小学数学课程内容的比较及启示*--基于现行中美澳英日小学数学课程标准

    Institute of Scientific and Technical Information of China (English)

    刘久成

    2016-01-01

    Comparing the latest course contents of elementary school mathematics with china, American, Australia, England and Japan in different learning ifelds, to refer the tradition and reality of our elementary school mathematical education, it reveal us that to value the algebraic thinking in early time teaching, to emphasize the backbone status of arithmetic in elementary school mathematics, meanwhile focusing on applying mathematics to solve the problem, and properly grasping the breadth and depth of the mathematics curriculum.%按不同学习领域分别比较现行中美澳英日五国小学数学课程内容,对照我国小学数学教育的传统与现实,启示如下:凸显算术知识在小学数学中的主干地位,注重应用数学解决问题,重视代数思维的早期渗透,恰当把握数学课程内容的广度和深度。

  20. Plato on Metaphysical Explanation: Does 'Participating' Mean Nothing?

    Directory of Open Access Journals (Sweden)

    Christine J. Thomas

    2014-12-01

    Full Text Available According to Aristotle, Plato's efforts at metaphysical explanation not only fail, they are nonsensical. In particular, Plato's appeals to Forms as metaphysically explanatory of the sensibles that participate in them is "empty talk" since "'participating' means nothing" (Met. 992a28-9. I defend Plato against Aristotle's charge by identifying a particular, substantive model of metaphysical predication as the favored model of Plato's late ontology. The model posits two basic metaphysical predication relations: self-predication and participation. In order to understand the participation relation, it is important first to understand how Plato's Forms are self-predicative paradigms. According to the favored model, Forms are self-predicative paradigms insofar as they are ideal, abstract encoders of structural essences. Sensibles participate in Forms by exemplifying the structures encoded in the Forms. Given plausible conditions on metaphysical explanation, Plato's appeals to abstract Forms as metaphysically explanatory of sensibles is a reasonable competitor for Aristotle's appeals to natural, substantial forms. At the very least, Plato's appeals to a participation relation are not empty.

  1. Technology validation of the PLATO CCD at ESA

    Science.gov (United States)

    Prod'homme, Thibaut; Verhoeve, Peter; Beaufort, Thierry; Duvet, Ludovic; Lemmel, Frederic; Smit, Hans; Blommaert, Sander; Oosterbroek, Tim; van der Luijt, Cornelis; Visser, Ivo; Heijnen, Jerko; Butler, Bart

    2016-07-01

    PLATO { PLAnetary Transits and Oscillations of stars { is the third medium-class mission to be selected in the European Space Agency (ESA) Science and Robotic Exploration Cosmic Vision programme. Due for launch in 2025, the payload makes use of a large format (8 cm x 8 cm) Charge-Coupled Devices (CCDs) the e2v CCD270 operated at 4 MHz. The manufacture of such large device in large quantity constitutes an unprecedented effort. To de-risk the PLATO CCD procurement and aid the mission definition process, ESA's Payload Technology Validation team is characterizing the electro-optical performance of a number of PLATO devices before and after proton irradiation.

  2. A scientific approach to Plato's Atlantis

    Directory of Open Access Journals (Sweden)

    Massimo Rapisarda

    2015-09-01

    Full Text Available The myth of Atlantis is hard to die. This attempt to use scientific evidence to give it the final smash ends up with the doubt that it might not be totally unsubstantiated. The time of the supposed existence of Atlantis (around twelve thousand years ago was, in fact, characterized by technological revolutions, acknowledged by archaeology, and abrupt climate changes, documented by geology. In principle, it cannot therefore be ruled out that some of those dramatic events left a memory, later used by Plato as a basis for its tale. The climate changes involved the majority of the northern hemisphere, thus all the ancient civilizations (Egyptian, Mesopotamian, Indian and Chinese could have preserved reminiscence, but it is clear that the events occurring closer to Greece would have been more accessible to Plato. Among the Mediterranean sites that experienced the cataclysms of the beginning of the Holocene, a good candidate to host a primordial civilization might have been the archipelago then existing in the Strait of Sicily, a natural maritime link between Tunisia and Italy, prized by the presence of an obsidian source at Pantelleria. Eleven thousand five hundred years ago, a sudden sea level rise erased the archipelago, submerging the possible settlements, but Pantelleria obsidian ores are still there and could provide a significant clue. In fact, the potential discovery of artefacts, originating from a source now submerged by the sea level rise, would imply that the collection of the mineral took place when it was still emerged, namely at the time of Atlantis. Even if such discovery would not be sufficient to prove the existence of the mythical island, it would be enough to shake up the timeline of the human occupation in the region.

  3. Motivational beliefs, cognitive engagement, and achievement in language and mathematics in elementary school children.

    Science.gov (United States)

    Metallidou, Panagiota; Vlachou, Anastasia

    2007-02-01

    The contextual differences in the patterns of relations among various motivational, cognitive, and metacognitive components of self-regulated learning and performance in two key curriculum subject areas, language and mathematics, were examined in a sample of 263 Greek primary school children of fifth- and sixth-grade classrooms. Age and gender differences were also investigated. Students were asked to complete the Motivated Strategies for Learning Questionnaire (Pintrich & De Groot, 1990 ), which comprised five factors: (a) Self-efficacy, (b) Intrinsic Value, (c) Test Anxiety, (d) Cognitive Strategy Use, and (e) Self-regulation Strategies. They responded to the statements of the questionnaire on a 7-point Likert scale in terms of their behaviour in mathematics and language classes, respectively. Moreover, their teachers were asked to evaluate each of their students' academic achievement in Greek language and mathematics on a 1- to 20-point comparative scale in relation to the rest of the class. The results of the study indicated very few differences in the pattern of relations among self-regulated components within and across the two subject areas and at the same time revealed a context-specific character of self-regulated components at a mean level differences. Further, the current study (a) confirmed the mediatory role of strategies in the motivation-performance relation, (b) stressed the differential role of cognitive and regulatory strategies in predicting performance in subject areas that differ in their structural characteristics of the content, and (c) pointed out the key motivational role of self-efficacy. In fact, self-efficacy proved the most significant predictor not only of performance but of cognitive and regulatory strategy use as well. Gender differences in motivation and strategy use were not reported, while motivation was found to vary mainly with age. The usefulness of these findings for promoting greater clarity among motivational and

  4. The effects of staff development on hands-on teaching and assessment of Illinois benchmarks in early elementary school mathematics and science

    Science.gov (United States)

    Everage, Hilda Irene Holman

    The effects of staff development on hands-on teaching and assessment of Illinois benchmarks in early elementary mathematics and science were examined in Madison County, Illinois. The study determined if teachers teach or assess Illinois learning benchmarks, or use hands-on methods to teach or assess the learning benchmarks. The study determined if teachers had college courses or staff development that included methods of teaching and assessing early elementary level mathematics and science, and the frequency mathematics and science were taught using hands-on methods. The research determined the relationship between the teaching and assessment of Illinois benchmarks and the frequency the benchmarks were taught with 11 selected teacher characteristics. A sample of early elementary teachers from Madison County, Illinois was randomly selected to participate in the study. A researcher designed survey instrument was mailed to the teachers. The analysis of variance was used to measure the statistical interaction between the variables. Statistically significant interaction occurred in 25 of 132 hypotheses tested. There was a relationship between the frequency science was taught using hands-on methods and the number of college courses and workshops completed that included hands-on methods of teaching and assessing science. There was a relationship between the frequency mathematics was taught using hands-on methods and the number of years taught. There was a relationship between the frequency mathematics was assessed and the number of years taught, college courses completed that included hands-on methods of teaching and assessing, and workshops completed that included hands-on methods of assessing. Less than half of the science benchmarks were taught, and very few of the benchmarks were assessed. Less than half of the mathematics benchmarks were taught and a third were assessed. Less than thirty percent of the science benchmarks were taught or assessed using hands-on methods

  5. Intra-Socratic Polemics: The Symposia of Plato and Xenophon

    Directory of Open Access Journals (Sweden)

    Gabriel Danzig

    2010-11-01

    Full Text Available Textual relationships between the two Symposia suggest that Xenophon wrote first, prompting Plato to write Socrates' critique of Phaedrus, to which Xenophon responded by appending his ch. 8.

  6. The Effect of Cognitive- and Metacognitive-Based Instruction on Problem Solving by Elementary Students with Mathematical Learning Difficulties

    Science.gov (United States)

    Grizzle-Martin, Tamieka

    2014-01-01

    Children who struggle in mathematics may also lack cognitive awareness in mathematical problem solving. The cognitively-driven program IMPROVE, a multidimensional method for teaching mathematics, has been shown to be helpful for students with mathematical learning difficulties (MLD). Guided by cognitive theory, the purpose of this…

  7. Rationality and Motivation: Moral Psychology in Plato's Socratic Dialogues

    OpenAIRE

    Ivars Neiders

    2011-01-01

    "Rationality and Motivation: Moral Psychology in Plato's Socratic Dialogues" Annotation The dissertation "Rationality and Motivation: Moral Psychology in Plato's Socratic Dialogues" is a philosophical study of Socratic views in moral psychology. Particular attention is paid to what the author calls (1) Doxastic competence and (2) Orectic competence. It is argued that according to Socrates these two different epistemic relations are important aspects of our self-understanding. The doxast...

  8. What Plato and Murdoch Think About Love

    Directory of Open Access Journals (Sweden)

    Shadi Shakouri

    2012-07-01

    Full Text Available There are many interpretations of love and lots of scholars write and talk on love; however, what exactly is the meaning of love? Iris Murdoch’s works are an accumulation of emotional relationships and feelings of love. Her great subject is love, both sexual and non-sexual, and her characters are the portrayal of a small group of people caught up in convoluted ties of love and hate, with Eros ruling over them (Cohen 22. Murdoch was one of the most respected British writers and philosophers of the second half of the twentieth century and, of course, the postwar period. In Murdoch’s novels, love is one of the central themes—marriage, as the institution of love, more often binds than frees. Her characters are mainly ego-centric people who struggle to love and are often overwhelmed by the factor of self-obsession, jealousy, ambition, fascination with suffering and charismatic power. They are absolutely ordinary people with a consuming demand for love, and mental and physical exile. Murdoch was inspired by Plato’s ideas in many ways. Like art, here again Plato’s idea of love is more skeptical than Murdoch’s, whereas Murdoch kept it only as a way to the Good, creation, and happiness. Murdoch and Plato saw love more as a Freudian concept, the Eros, the word that comes from the name of the first Greek god of love. Both the philosophers, Plato and Murdoch, believed that this erotic longing and desires revived by Eros can led to a new direction, a way toward virtue and truth. Her protagonist or marginalized characters are usually tackling it with either vulgarity or the heavenly, which results in creation, art or salvation. Murdoch, as a major moral philosopher, usually grasps the chances to encapsulate her moral visions in her works, and created novels that should be counted as meditations on human love and goodness. Keywords: Eros, erotic love and real artwork, moral philosopher, The Black Prince

  9. A Research on the Validity and Effectiveness of "Two-Axes Process Model" of Understanding Mathematics at Elementary School Level

    OpenAIRE

    Koyama, Masataka

    2001-01-01

    The understanding mathematics in the process of teaching and learning school mathematics has been a main issue buckled down by some researchers in PME. Koyama (1992) discussed basic components that are substantially common to the process models, and presented the so-called "two-axes process model" of understanding mathematics as a useful and effective framework for mathematics teachers. This research focuses on examining the validity and effectiveness of this model. By analyzing data collecte...

  10. Concept Maps Provide a Window onto Preservice Elementary Teachers' Knowledge in the Teaching and Learning of Mathematics

    Science.gov (United States)

    Chichekian, Tanya; Shore, Bruce M.

    2013-01-01

    This collaborative concept-mapping exercise was conducted in a second-year mathematics methods course. Teachers' visual representations of their mathematical content and pedagogical knowledge provided insight into their understanding of how students learn mathematics. We collected 28 preservice student teachers' concept maps and analyzed them by…

  11. Mathematics

    CERN Document Server

    Eringen, A Cemal

    2013-01-01

    Continuum Physics: Volume 1 - Mathematics is a collection of papers that discusses certain selected mathematical methods used in the study of continuum physics. Papers in this collection deal with developments in mathematics in continuum physics and its applications such as, group theory functional analysis, theory of invariants, and stochastic processes. Part I explains tensor analysis, including the geometry of subspaces and the geometry of Finsler. Part II discusses group theory, which also covers lattices, morphisms, and crystallographic groups. Part III reviews the theory of invariants th

  12. Mathematics beliefs and instructional strategies in achievement of elementary-school students in Japan: results from the TIMSS 2003 assessment.

    Science.gov (United States)

    House, J Daniel

    2007-04-01

    Recent findings concerning mathematics assessment indicate that students in Japan consistently score above international averages. Researchers have examined specific mathematics beliefs and instructional strategies associated with mathematics achievement for students in Japan. This study examined relationships among self-beliefs, classroom instructional strategies, and mathematics achievement for a large national sample of students (N=4,207) from the TIMSS 2003 international sample of fourth graders in Japan. Several significant relationships between mathematics beliefs and test scores were found; a number of classroom teaching strategies were also significantly associated with test scores. However, multiple regression using the complete set of five mathematics beliefs and five instructional strategies explained only 25.1% of the variance in mathematics achievement test scores.

  13. Reversing Plato’s Anti-Democratism: Castoriadis’ “Quirky” Plato

    OpenAIRE

    Wendy C. Hamblet

    2008-01-01

    This paper considers the conflicting "loves" of Cornelius Castoriadis--his love for the ancients, and especially Plato, and for the common person of the demos. A detailed study of Castoriadis' analysis of Plato's Statesman exposes that Castoriadis attempts to resolve the paradox by rereading Plato as a radical democrat. I argue that this unorthodox reading is at best "quirky, " (a charge Castoriadis levels at Plato) at worst a groundless sophism. However, I conjecture that Castoriadis' readin...

  14. Eugenics concept: from Plato to present.

    Science.gov (United States)

    Güvercin, C H; Arda, B

    2008-01-01

    All prospective studies and purposes to improve cure and create a race that would be exempt of various diseases and disabilities are generally defined as eugenic procedures. They aim to create the "perfect" and "higher" human being by eliminating the "unhealthy" prospective persons. All of the supporting actions taken in order to enable the desired properties are called positive eugenic actions; the elimination of undesired properties are defined as negative eugenics. In addition, if such applications and approaches target the public as a whole, they are defined as macro-eugenics. On the other hand, if they only aim at individuals and/or families, they are called micro-eugenics. As generally acknowledged, Galton re-introduced eugenic proposals, but their roots stretch as far back as Plato. Eugenic thoughts and developments were widely accepted in many different countries beginning with the end of the 19th to the first half of the 20th centuries. Initially, the view of negative eugenics that included compulsory sterilizations of handicapped, diseased and "lower" classes, resulted in tens of thousands being exterminated especially in the period of Nazi Germany. In the 1930s, the type of micro positive eugenics movement found a place within the pro-natalist policies of a number of countries. However, it was unsuccessful since the policy was not able to become effective enough and totally disappeared in the 1960s. It was no longer a fashionable movement and left a deep impression on public opinion after the long years of war. However, developments in genetics and its related fields have now enabled eugenic thoughts to reappear under the spotlight and this is creating new moral dilemmas from an ethical perspective.

  15. Positure in Plato's Laws: An Introduction to Figuration on Civic Education

    Science.gov (United States)

    Hall, Joshua M.

    2016-01-01

    Purpose: The aim of the research was to determine the benefits of applying the new Figuration philosophy of dance, based in part on Plato, to civic education. Design/methodology: A close phenomenological reading of Plato's "The Laws," with a strategic focus on its account of the concept of posture. Findings: Plato considers posture to be…

  16. Mathematics

    CERN Document Server

    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

  17. A Study of Prospective Elementary Teachers' Perceptions and Reflections while Investigating Children's Thinking in a Mathematics for Teaching Course

    Science.gov (United States)

    McLeman, Laura Kondek

    2009-01-01

    Teacher educators use children's thinking activities as a means to prepare prospective teachers to teach mathematics. Research in methods courses and student teaching practica has shown these types of activities help prospective teachers deepen their own mathematical knowledge as well as better understand how children think. This study…

  18. Why Is the Learning of Elementary Arithmetic Concepts Difficult? Semiotic Tools for Understanding the Nature of Mathematical Objects

    Science.gov (United States)

    Godino, Juan D.; Font, Vicenc; Wilhelmi, Miguel R.; Lurduy, Orlando

    2011-01-01

    The semiotic approach to mathematics education introduces the notion of "semiotic system" as a tool to describe mathematical activity. The semiotic system is formed by the set of signs, the production rules of signs and the underlying meaning structures. In this paper, we present the notions of system of practices and configuration of objects and…

  19. Plato's Cosmic Theology: A Rationale for a Polytheistic Astrology?

    Science.gov (United States)

    Henriques, André

    2015-05-01

    Plato's cosmology influenced classical astronomy and religion, but was in turn influenced by the polytheistic context of its time. Throughout his texts, including the cosmological treatise Timaeus, and the discussions on the soul in the Phaedrus, Plato (c.428-c.348 BC) established what can be generalised as Platonic cosmological thought. An understanding of the philosophical and mythical levels of Platonic thought can provide a rationale for polytheistic and astrological worldviews, pointing to some cosmological continuity, alongside major shifts, from ancient Greek religion to the astrological thought of ancient astronomers such as Claudius Ptolemy.

  20. ESA's CCD test bench for the PLATO mission

    Science.gov (United States)

    Beaufort, Thierry; Duvet, Ludovic; Bloemmaert, Sander; Lemmel, Frederic; Prod'homme, Thibaut; Verhoeve, Peter; Smit, Hans; Butler, Bart; van der Luijt, Cornelis; Heijnen, Jerko; Visser, Ivo

    2016-08-01

    PLATO { PLAnetary Transits and Oscillations of stars { is the third medium-class mission to be selected in the European Space Agency (ESA) Science and Robotic Exploration Cosmic Vision programme. Due for launch in 2025, the payload makes use of a large format (8 cm x 8 cm) Charge-Coupled Devices (CCDs), the e2v CCD270 operated at 4 MHz and at -70 C. To de-risk the PLATO CCD qualification programme initiated in 2014 and support the mission definition process, ESA's Payload Technology Validation section from the Future Missions Office has developed a dedicated test bench.

  1. Perspectives and Practices of Elementary Teachers Using an Internet-Based Formative Assessment Tool: The Case of "Assessing Mathematics Concepts"

    Science.gov (United States)

    Martin, Christie S.; Polly, Drew; Wang, Chuang; Lambert, Richard G.; Pugalee, David K.

    2016-01-01

    This study examined the influence of professional development on elementary school teachers' perceptions of and use of an internet-based formative assessment tool focused on students' number sense skills. Data sources include teacher-participants' pre and post survey, open ended response on post survey, use of the assessment tool and their written…

  2. Characterization of mathematics instructional practises for prospective elementary teachers with varying levels of self-efficacy in classroom management and mathematics teaching

    Science.gov (United States)

    Lee, Carrie W.; Walkowiak, Temple A.; Nietfeld, John L.

    2017-01-01

    The purpose of this study was to investigate the relationship between prospective teachers' (PTs) instructional practises and their efficacy beliefs in classroom management and mathematics teaching. A sequential, explanatory mixed-methods design was employed. Results from efficacy surveys, implemented with 54 PTs were linked to a sample of teachers' instructional practises during the qualitative phase. In this phase, video-recorded lessons were analysed based on tasks, representations, discourse, and classroom management. Findings indicate that PTs with higher levels of mathematics teaching efficacy taught lessons characterised by tasks of higher cognitive demand, extended student explanations, student-to-student discourse, and explicit connections between representations. Classroom management efficacy seems to bear influence on the utilised grouping structures. These findings support explicit attention to PTs' mathematics teaching and classroom management efficacy throughout teacher preparation and a need for formative feedback to inform development of beliefs about teaching practises.

  3. Characterization of mathematics instructional practises for prospective elementary teachers with varying levels of self-efficacy in classroom management and mathematics teaching

    Science.gov (United States)

    Lee, Carrie W.; Walkowiak, Temple A.; Nietfeld, John L.

    2017-03-01

    The purpose of this study was to investigate the relationship between prospective teachers' (PTs) instructional practises and their efficacy beliefs in classroom management and mathematics teaching. A sequential, explanatory mixed-methods design was employed. Results from efficacy surveys, implemented with 54 PTs were linked to a sample of teachers' instructional practises during the qualitative phase. In this phase, video-recorded lessons were analysed based on tasks, representations, discourse, and classroom management. Findings indicate that PTs with higher levels of mathematics teaching efficacy taught lessons characterised by tasks of higher cognitive demand, extended student explanations, student-to-student discourse, and explicit connections between representations. Classroom management efficacy seems to bear influence on the utilised grouping structures. These findings support explicit attention to PTs' mathematics teaching and classroom management efficacy throughout teacher preparation and a need for formative feedback to inform development of beliefs about teaching practises.

  4. Matematicas Para La Escuela Primaria, Grado 4 (Parte 1), Comentario. Traduccion Preliminar de la Edicion en Ingles Revisada. (Mathematics for the Elementary School, Grade 4, Part 1, Teacher's Commentary. Preliminary Translation of the Revised English Edition).

    Science.gov (United States)

    Beatty, Leslie; And Others

    This is Part 1 of the teacher's commentary for the grade 4 mathematics program. Part 1 includes the commentary for chapters 1 through 5. Topics covered include congruence, numbers and number bases, subtraction of numbers, division of numbers, and elementary geometry. References to the student text are cited. (RH)

  5. Mathematical logic

    CERN Document Server

    Kleene, Stephen Cole

    2002-01-01

    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.

  6. A Data Bank Experience on the PLATO System.

    Science.gov (United States)

    Schwab, Wallace; St-Denis, Richard

    1980-01-01

    Current theories on terminology and lexicography which underlie the logical components of the terminology bank set up on the PLATO system and established standards are briefly presented. The units that were essential to developing the bank are discussed. References are listed. (Author)

  7. Plato and Play: Taking Education Seriously in Ancient Greece

    Science.gov (United States)

    D'Angour, Armand

    2013-01-01

    In this article, the author outlines Plato's notions of play in ancient Greek culture and shows how the philosopher's views on play can be best appreciated against the background of shifting meanings and evaluations of play in classical Greece. Play--in various forms such as word play, ritual, and music--proved central to the development of…

  8. Stonecutter Mills, Inc., Isothermal Community College. PLATO Evaluation Series.

    Science.gov (United States)

    Sherman, Greg

    Stonecutter Mills, Inc., is a textile manufacturing company with a major production facility in Spindale, North Carolina. In the past few years, Stonecutter Mills employees have been given an opportunity to spend up to 2 hours a week on company time to participate in PLATO-supported learning at Isothermal Community College. Employees could choose…

  9. Future development of the PLATO Observatory for Antarctic science

    Science.gov (United States)

    Ashley, Michael C. B.; Bonner, Colin S.; Everett, Jon R.; Lawrence, Jon S.; Luong-Van, Daniel; McDaid, Scott; McLaren, Campbell; Storey, John W. V.

    2010-07-01

    PLATO is a self-contained robotic observatory built into two 10-foot shipping containers. It has been successfully deployed at Dome A on the Antarctic plateau since January 2008, and has accumulated over 730 days of uptime at the time of writing. PLATO provides 0.5{1kW of continuous electrical power for a year from diesel engines running on Jet-A1, supplemented during the summertime with solar panels. One of the 10-foot shipping containers houses the power system and fuel, the other provides a warm environment for instruments. Two Iridium satellite modems allow 45 MB/day of data to be transferred across the internet. Future enhancements to PLATO, currently in development, include a more modular design, using lithium iron-phosphate batteries, higher power output, and a light-weight low-power version for eld deployment from a Twin Otter aircraft. Technologies used in PLATO include a CAN (Controller Area Network) bus, high-reliability PC/104 com- puters, ultracapacitors for starting the engines, and fault-tolerant redundant design.

  10. The CGE-PLATO Electronic Laboratory Station Structure and Operation.

    Science.gov (United States)

    Neal, J. P.

    An electronic laboratory station was designed for student use in learning electronic instrumentation and measurement by means of the computer-guided experimentation (CGE) system. The station features rack-mounted electronic laboratory equipment on a laboratory table adjacent to a PLATO IV terminal. An integrated logic system behind the laboratory…

  11. Pursuing the Good, Ethics and Metaphysics in Plato s Republic

    Institute of Scientific and Technical Information of China (English)

    Douglas; Cairns; Fritz-Gregor; Herrmann; Terry; Penner

    2008-01-01

    ‘Pursuing the good’ is an old subject in both social history of ancient Greece and Greek philosophy studies. There is hardly anything new when we talk about virtue or morality in the time of Plato and Aristotle. In the area of Greek history, many books and articles on or relevant to that

  12. Eschatological narrative in Plato: between logos and myth

    Directory of Open Access Journals (Sweden)

    Francesc Casadesús Bordoy

    2016-08-01

    Full Text Available In his dialogues, Plato frequently resorted to alternate and intertwine his dialectic expositions with images and allegories, aiming to illustrate his arguments. This paper analyses in detail his use of the opposition between logos and myth tointroduce his descriptions of Hades

  13. Go Tell Alcibiades: Tragedy, Comedy, and Rhetoric in Plato's "Symposium"

    Science.gov (United States)

    Crick, Nathan; Poulakos, John

    2008-01-01

    Plato's "Symposium" is a significant but neglected part of his elaborate and complex attitude toward rhetoric. Unlike the intellectual discussion of the "Gorgias" or the unscripted conversation of the "Phaedrus," the "Symposium" stages a feast celebrating and driven by the forces of "Eros." A luxuriously stylish performance rather than a rational…

  14. The Cost of PLATO in a University Environment.

    Science.gov (United States)

    Hofstetter, Fred T.

    1983-01-01

    This analysis of the cost-effectiveness of the University of Delaware's own PLATO system discusses the initial expense of acquiring the system, decreases in unit cost as number of users increased, capital investment in hardware, expenditures and funding sources, comparisons of actual and projected costs, and benefits of individualized instruction.…

  15. Second Summative Report of the Delaware PLATO Project.

    Science.gov (United States)

    Hofstetter, Fred T.

    Begun on an experimental basis in March 1975, the ongoing PLATO project at the University of Delaware has become an established part of the University's academic program. This descriptive report is divided into three sections: (1) project history and development, including organization, utilization, instructor and author training, and projections…

  16. Dodecahedrane—The chemical transliteration of Plato's universe (A Review)

    Science.gov (United States)

    Paquette, Leo A.

    1982-07-01

    The development of chemical interest in three of Plato's five convex polyhedra is described from an historical perspective. The successful synthesis of 1,16-dimethyldodecahedrane and its structural characteristics are outlined. Finally, an account of recent work leading to the still more aesthetically appealing and ultrasymmetric parent dodecahedrane is given.

  17. The Effect of Dynamic and Interactive Mathematics Learning Environments (DIMLE), Supporting Multiple Representations, on Perceptions of Elementary Mathematics Pre-Service Teachers in Problem Solving Process

    Science.gov (United States)

    Ozdemir, S.; Reis, Z. Ayvaz

    2013-01-01

    Mathematics is an important discipline, providing crucial tools, such as problem solving, to improve our cognitive abilities. In order to solve a problem, it is better to envision and represent through multiple means. Multiple representations can help a person to redefine a problem with his/her own words in that envisioning process. Dynamic and…

  18. Characterization of Mathematics Instructional Practises for Prospective Elementary Teachers with Varying Levels of Self-Efficacy in Classroom Management and Mathematics Teaching

    Science.gov (United States)

    Lee, Carrie W.; Walkowiak, Temple A.; Nietfeld, John L.

    2017-01-01

    The purpose of this study was to investigate the relationship between prospective teachers' (PTs) instructional practises and their efficacy beliefs in classroom management and mathematics teaching. A sequential, explanatory mixed-methods design was employed. Results from efficacy surveys, implemented with 54 PTs were linked to a sample of…

  19. 美国小学数学教师职前教育的现状与分析%Present Situation and Analysis of the Preparation of Elementary Mathematics Teachers in America

    Institute of Scientific and Technical Information of China (English)

    卢建川; 汤志娜

    2015-01-01

    根据美国NCTQ数学顾问小组发布的《没有共同点》——美国教育学院对小学数学教师职前培养的分析报告,美国正在不断地发现和修正其小学数学教师培养方面的不足和政策偏差,其现状及研究给予我们的小学数学师资培养很好的启示:培养方案应处理好专业化与泛专业化的关系,聚焦小学数学教育核心课程;充实教材教法课程,凸显培养焦点,引领教学实践。%Based on No Common Denominator: The Preparation of Elementary Teachers in Mathematics by America's Education Schools, a report published by the Mathematics Advisory Panel with National Council on Teacher Quality (NCTQ) in 2008 , educational scholars in America tend to ifnd and optimize the insufifciencies in elementary mathematics teachers’ training and some relevant policies in their country. The current studies on elementary mathematics teachers in America give us more information about the preparation of elementary mathematics teachers in our country. The training scheme in our country should deal with the relationship between the specialized and the multiple specialized, focusing on the core courses of the elementary education, enriching the teaching materials and teaching methods, highlighting the key points of training and leading the teaching practice.

  20. Arete and physics: The lesson of Plato's "Timaeus"

    Science.gov (United States)

    Wolfe, John R.

    Plato's Timaeus is traditionally read as a work dedicated to the sole purpose of describing the origin and nature of the cosmos, as a straightforward attempt by Plato to produce a peri phuseos treatise. In accord with this reading, the body of Timaeus' monologue is then seen as nothing more than an attempt by Plato to convey his own cosmological doctrines. I propose an alternative to the view that the Timaeus is nothing more than a textbook of Platonic physics. The Timaeus is rather squarely focused on the human being, in her moral and political dimensions, and on her relation to the natural world as a whole. Ultimately, this account of the human being is intended to provide part of the answer to the question of how society can produce good citizens and leaders, and thus serves to provide a theoretical basis for the practices of paideia. When viewed in this light many of the curious features of the Timaeus appear less strange. The various parts of the dialogue: the dramatic introduction, Critias' tale of the Ancient Athenians, and Timaeus' monologue can be seen as each contributing to an investigation of a single topic. It further allows us to understand why Plato chooses to employ Timaeus the Locrian as the principle speaker of the dialogue rather than Socrates. Finally, when read in this way, the Timaeus no longer appears as an outlier in the Platonic corpus, as a work devoted to a radically different subject matter than the rest of his writings. It can be seen as dedicated to the same issues which preoccupied Plato throughout his entire life, as about the determination of the best life and providing the tools with which to realize it.

  1. Elementary introduction to Moonshine

    CERN Document Server

    Kachru, Shamit

    2016-01-01

    These notes provide an elementary (and incomplete) sketch of the objects and ideas involved in monstrous and umbral moonshine. They were the basis for a plenary lecture at the 18th International Congress on Mathematical Physics, and for a lecture series at the Centre International de Recontres Mathematiques school on "Mathematics of String Theory."

  2. Relationship between Perceived and Observed Student-Centred Learning Environments in Qatari Elementary Mathematics and Science Classrooms

    Science.gov (United States)

    Knight, Stephanie L.; Parker, Dawn; Zimmerman, Whitney; Ikhlief, Atman

    2014-01-01

    Recently, Qatar established educational reform in charter (independent) schools focusing on curriculum standards, student-centred teaching, standards-based assessment, English as the language of instruction, and extensive professional development. A primary area of emphasis was the creation of student-centred mathematics and science classrooms…

  3. Counting to 20: Online Implementation of a Face-to-Face, Elementary Mathematics Methods Problem-Solving Activity

    Science.gov (United States)

    Schwartz, Catherine Stein

    2012-01-01

    This study describes implementation of the same problem-solving activity in both online and face-to-face environments. The activity, done in the first class period or first module of a K-2 mathematics methods course, was initially used in a face-to-face class and then adapted later for use in an online class. While the task was originally designed…

  4. Relationship between Perceived and Observed Student-Centred Learning Environments in Qatari Elementary Mathematics and Science Classrooms

    Science.gov (United States)

    Knight, Stephanie L.; Parker, Dawn; Zimmerman, Whitney; Ikhlief, Atman

    2014-01-01

    Recently, Qatar established educational reform in charter (independent) schools focusing on curriculum standards, student-centred teaching, standards-based assessment, English as the language of instruction, and extensive professional development. A primary area of emphasis was the creation of student-centred mathematics and science classrooms…

  5. Clarity in Mathematics Instruction: The Impact of Teaching Number Sense and Place Value Skills on Elementary School Students

    Science.gov (United States)

    Stella, Molly E.; Fleming, Megan R.

    2011-01-01

    There is a concern among educators in schools with high levels of poverty that students are lacking certain academic strategies, especially in mathematics. These students struggle to explore data systematically and procedurally. The purpose of this pre-posttest design study is to intentionally teach number sense skills in order to increase…

  6. The Relationship between Teacher Absenteeism and Student Achievement in Mathematics and Reading in One Suburban Elementary School District

    Science.gov (United States)

    Ticknor, Mary

    2012-01-01

    Although it seems reasonable to assume frequency of teacher absence affects student achievement, research has not consistently supported this assumption. This quantitative, non-experimental study investigated the relationship between teacher absenteeism and student achievement in mathematics and reading in one high-performing suburban elementary…

  7. Modern mathematics made simple

    CERN Document Server

    Murphy, Patrick

    1982-01-01

    Modern Mathematics: Made Simple presents topics in modern mathematics, from elementary mathematical logic and switching circuits to multibase arithmetic and finite systems. Sets and relations, vectors and matrices, tesselations, and linear programming are also discussed.Comprised of 12 chapters, this book begins with an introduction to sets and basic operations on sets, as well as solving problems with Venn diagrams. The discussion then turns to elementary mathematical logic, with emphasis on inductive and deductive reasoning; conjunctions and disjunctions; compound statements and conditional

  8. Elementary analysis

    CERN Document Server

    Snell, K S; Langford, W J; Maxwell, E A

    1966-01-01

    Elementary Analysis, Volume 2 introduces several of the ideas of modern mathematics in a casual manner and provides the practical experience in algebraic and analytic operations that lays a sound foundation of basic skills. This book focuses on the nature of number, algebraic and logical structure, groups, rings, fields, vector spaces, matrices, sequences, limits, functions and inverse functions, complex numbers, and probability. The logical structure of analysis given through the treatment of differentiation and integration, with applications to the trigonometric and logarithmic functions, is

  9. Fractions in elementary education

    CERN Document Server

    Quinn, Frank

    2013-01-01

    This paper is one of a series in which elementary-education practice is analyzed by comparison with the history of mathematics, mathematical structure, modern practice, and (occasionally) cognitive neuroscience. The primary concerns are: Why do so many children find elementary mathematics difficult? And, why are the ones who succeed still so poorly prepared for college material needed for technical careers? The answer provided by conventional wisdom is essentially that mathematics is difficult. Third-graders are not developmentally ready for the subtlety of fractions, for instance, and even high-performing students cannot be expected to develop the skills of experienced users. However we will see that this is far from the whole story and is probably wrong: elementary-education fractions are genuinely harder and less effective than the version employed by experienced users. Experts discard at least 90% of what is taught in schools. Our educational system is actually counterproductive for skill development, and...

  10. THE JOURNEY OF TRUTH: FROM PLATO TO ZOLA

    Directory of Open Access Journals (Sweden)

    Ribut Basuki

    1999-01-01

    Full Text Available Western theater theory and criticism is generally considered to be set forth by the Greeks. Plato was "the first theater critic" with his negative comments about theater owing to his idealistic views about "the truth." Then came Aristotle who used a different viewpoint from that of Plato, saying that there is "truth" in theater. However, hostile criticism on theater came back in the Middle Ages, championed by Tertulian before Aristotelian theory was revived by the neo-classicists such as Scaliger and Castelvetro. Theater theory and criticism discourse was then made more alive by the romanticists who disagreed with the neo-classicists' rigid rules on theater. As the influence of science became dominant in the theater world, naturalism and realism emerged and became the mainstream of theater theory and criticism until well into the twentieth century.

  11. The necessity of dialectics according to Plato and Adorno

    DEFF Research Database (Denmark)

    Olsen, Anne-Marie Eggert

    2009-01-01

    The paper deals with the notion of philosophy as, on the one hand, an academic or scientific discipline and, on the other, something perhaps superior to the disciplines and in any case dealing with what is not a 'disciplinary' matter. Through an interpretation of Plato's concept of dialectics and...... and Adorno's understanding of philosophy as expression (Ausdruck) it is proposed that this two-fold nature of philosophy is what makes dialectics necessary....

  12. Multiple Aspects of Self-Regulation Uniquely Predict Mathematics but Not Letter–Word Knowledge in the Early Elementary Grades

    Science.gov (United States)

    Blair, Clancy; Ursache, Alexandra; Greenberg, Mark; Vernon-Feagans, Lynne

    2017-01-01

    The relation of self-regulation measured prior to school entry to developing math and reading ability in prekindergarten through the second grade was examined in a prospective longitudinal sample of 1,292 children and families in predominantly rural and low-income communities in 2 regions of high poverty in the United States. Direct assessments of executive function, effortful control, and stress response physiology (indexed by resting levels of cortisol and alpha amylase obtained from saliva) were measured at child age 48 months and parents and teachers reported on children’s effortful control using temperament rating scales at child age approximately 60 months. Math and reading ability, as measured by the Woodcock-Johnson III applied problems and letter–word subtests, respectively, were measured at prekindergarten through the second grade. Effects for self-regulation measures were seen primarily for initial level and to some extent growth in both mathematics and reading, even when controlling for family demographic characteristics that represent relevant selection factors into higher levels of both self-regulation and academic achievement. These effects persisted for mathematics but not for reading with the inclusion of child cognitive abilities, vocabulary, and speed of processing measured in prekindergarten, concurrent with the first time point for the academic measures. Results are interpreted as indicating a role for self-regulation in learning ability generally, likely through support for attention and reasoning abilities that are most specific to the assessment of mathematics in this analysis. Implications for instruction and for assessment and the best ways to support the development of early math and reading ability for children at risk for school failure are discussed. PMID:25688999

  13. Under the New Curriculum Reform Requires the Transition of the Elementary School Mathematics Teaching Mode%新课改要求下小学数学教学模式的转变

    Institute of Scientific and Technical Information of China (English)

    杨水根

    2014-01-01

    传统小学数学教学模式是以教师为中心形成的一种单向被动的学习模式,其教学手段和目的已不能适应新课改要求下的小学数学教学,所以,对其进行深入的分析与研究具有十分重要的意义。%Traditional elementary school mathematics teaching mode is a teacher as the center to form a one-way passive learning pattern, its teaching means and purpose can’t adapt to the request of new curriculum reform of elementary school mathematics teaching, therefore, the in-depth analysis and research is of great significance.

  14. Optical and dark characterization of the PLATO CCD at ESA

    Science.gov (United States)

    Verhoeve, Peter; Prod'homme, Thibaut; Oosterbroek, Tim; Duvet, Ludovic; Beaufort, Thierry; Blommaert, Sander; Butler, Bart; Heijnen, Jerko; Lemmel, Frederic; van der Luijt, Cornelis; Smit, Hans; Visser, Ivo

    2016-07-01

    PLATO - PLAnetary Transits and Oscillations of stars - is the third medium-class mission (M3) to be selected in the European Space Agency (ESA) Science and Robotic Exploration Cosmic Vision programme. It is due for launch in 2025 with the main objective to find and study terrestrial planets in the habitable zone around solar-like stars. The payload consists of >20 cameras; with each camera comprising 4 Charge-Coupled Devices (CCDs), a large number of flight model devices procured by ESA shall ultimately be integrated on the spacecraft. The CCD270 - specially designed and manufactured by e2v for the PLATO mission - is a large format (8 cm x 8 cm) back-illuminated device operating at 4 MHz pixel rate and coming in two variants: full frame and frame transfer. In order to de-risk the PLATO CCD procurement and aid the mission definition process, ESA's Payload Technology Validation section is currently validating the PLATO CCD270. This validation consists in demonstrating that the device achieves its specified electrooptical performance in the relevant environment: operated at 4 MHz, at cold and before and after proton irradiation. As part of this validation, CCD270 devices have been characterized in the dark as well as optically with respect to performance parameters directly relevant for the photometric application of the CCDs. Dark tests comprise the measurement of gain sensitivity to bias voltages, charge injection tests, and measurement of hot and variable pixels after irradiation. In addition, the results of measurements of Quantum Efficiency for a range of angles of incidence, intra- pixel response (non-)uniformity, and response to spot illumination, before and after proton irradiation. In particular, the effect of radiation induced degradation of the charge transfer efficiency on the measured charge in a star-like spot has been studied as a function of signal level and of position on the pixel grid, Also, the effect of various levels of background light on the

  15. Problems in Elementary School Mathematics Classroom Collaboration with Research Teams%小学数学课堂中小组合作的问题与研究

    Institute of Scientific and Technical Information of China (English)

    魏丽丽

    2014-01-01

    A key to learning the new curriculum system of cooperative learning groups strongly advocated, but it also is one of the most frequent and efficient way to learn classroom use. Such teaching methods for students to question and exchange provides a particularly good platform.The current lack of co-existence of elementary school mathematics classroom team conducted in-depth analysis, and puts forward a series of solutions.%小组合作学习是新课改大力提倡的一种关键学习方式,同时它也属于高效课堂教学中运用频率最高的学习方式之一。此种教学方式为学生的质疑及交流提供了特别好的交流平台。对当前小学数学课堂小组合作存在的不足进行了深入的分析,并有针对性地提出了一系列解决方案。

  16. Comprehensive and Practical Teaching of Elementary Mathematics%小学数学综合与实践教学之我见

    Institute of Scientific and Technical Information of China (English)

    徐菲

    2014-01-01

    New Curriculum will be integrated with the practice field and several algebra, space and graphics, statistics and probability and placed on an equal footing, it is important to grasp the comprehensive implementation of the status quo and teaching strategies and practices. In this paper, from the learning curriculum standards, selection of teaching materials, stan-dardized operation, four aspects of effective and timely evaluation of reflection and practice to improve the overall quality of teaching elementary mathematics.%新课标中将综合与实践领域和数与代数、空间与图形、统计与概率置于同等地位,把握综合与实践的实施现状及教学策略显得尤为重要。本文提出从学习课程标准、筛选教材内容、规范操作过程、及时评价反思四个方面有效提高小学数学综合与实践教学质量。

  17. Mathematical statistics

    CERN Document Server

    Pestman, Wiebe R

    2009-01-01

    This textbook provides a broad and solid introduction to mathematical statistics, including the classical subjects hypothesis testing, normal regression analysis, and normal analysis of variance. In addition, non-parametric statistics and vectorial statistics are considered, as well as applications of stochastic analysis in modern statistics, e.g., Kolmogorov-Smirnov testing, smoothing techniques, robustness and density estimation. For students with some elementary mathematical background. With many exercises. Prerequisites from measure theory and linear algebra are presented.

  18. Elementary number theory

    CERN Document Server

    Dudley, Underwood

    2008-01-01

    Ideal for a first course in number theory, this lively, engaging text requires only a familiarity with elementary algebra and the properties of real numbers. Author Underwood Dudley, who has written a series of popular mathematics books, maintains that the best way to learn mathematics is by solving problems. In keeping with this philosophy, the text includes nearly 1,000 exercises and problems-some computational and some classical, many original, and some with complete solutions. The opening chapters offer sound explanations of the basics of elementary number theory and develop the fundamenta

  19. Mathematics Anxiety: One Size Does Not Fit All

    Science.gov (United States)

    Stoehr, Kathleen Jablon

    2017-01-01

    Mathematics educators agree elementary teachers should possess confidence and competence in teaching mathematics. Many prospective elementary teachers (particularly women) pursue careers in elementary teaching despite personal repeated experiences of mathematics anxiety. Previous studies of mathematics anxiety have tended to focus on physical…

  20. Mathematics Anxiety: One Size Does Not Fit All

    Science.gov (United States)

    Stoehr, Kathleen Jablon

    2017-01-01

    Mathematics educators agree elementary teachers should possess confidence and competence in teaching mathematics. Many prospective elementary teachers (particularly women) pursue careers in elementary teaching despite personal repeated experiences of mathematics anxiety. Previous studies of mathematics anxiety have tended to focus on physical…

  1. Background, Contents and Features of AMTE Standards for Elementary Mathematics Specialists%美国AMTE《小学数学专家标准》的背景与内容及其特点

    Institute of Scientific and Technical Information of China (English)

    汤志娜; 卢建川

    2015-01-01

    In January 2010, AMTE offers Standards for Elementary Mathematics Specialists: a Reference for Teacher Credentialing and Degree Programs. The Standards outline Content Knowledge for Teaching Mathematics, Pedagogical Knowledge for Teaching Mathematics, Leadership Knowledge and Skills which are needed by elementary mathematics specialists (EMS). This paper focus on the EMS standard research background,research content. Finally it makes analysis of some features of EMS standards—Highlighting“profound understanding of fundamental mathematics”, Providing specific evaluation standards for MPCK and revealing the role of excellent teacher.%2010年1月,美国AMTE制定的EMS标准,阐述了作为小学数学专家应该具备的三大标准——数学教学内容知识、数学教学学科知识、领导知识和能力。分析和述评EMS标准研制背景、EMS标准的具体内容,发现凸显“基础性知识的深刻理解”、提供评价MPCK细则以及彰显优秀教师的角色定位是EMS标准的主要特点。

  2. Predicting Success in Elementary Algebra

    Science.gov (United States)

    Mogull, R. G.; Rosengarten, W., Jr.

    1974-01-01

    The purpose of this study was to develop a device for predicting student success in a high school Elementary Algebra course. It was intended to assist guidance counselors in advising students in selecting the most appropriate mathematics course. (Editor)

  3. The Philosopher's Arete or theStructure of Plato's Parmenides

    Directory of Open Access Journals (Sweden)

    Raúl Gutierrez

    1998-12-01

    Full Text Available The controversy conceming the unity of Plato's Parmenides and the meaning of its first part is stillongoing. The A. proposes a solution, pointing out its structural coincidence with the Republic's simile of the line. This leads him to confine young Socrates in the segment that corresponds to óuivoux and old Parmenides in the vór¡olc; segment. As the one who "possesses insight" of truth based on his apprehension of the One-Good. Parmenides is the actual representative of the philosopher's arete.

  4. Tibial plato leveling osteotomy / Osteotomia de nivelamento do plato da tíbia

    Directory of Open Access Journals (Sweden)

    Julia Maria Matera

    2008-08-01

    Full Text Available The tibial plateau leveling osteotomy (TPLO is a relatively new and innovative surgical treatment for the cranial cruciate ligament rupture in the canine species. The real intent of the procedure is to provide functional stability to the stifle joint by eliminating or neutralizing the cranial tibial thrust during weight bearing instead to restore the cranial cruciate ligament function. The proposal of this study is to report a review of the TPLO procedure, emphasizing procedure, surgical technique, post operative care and complications. The TPLO procedure consists in a radial osteotomy in the tibial plato and rotation of the caudal plateau in order to obtain a desired angle. After the leveling of the tibial plateau, a bone plate and screws are used to stabilize the osteotomy until bone is healed up. The complications that have been associated with the procedure include tibial tuberosity fracture and patellar tendon tendinosis. This procedure has become increasingly more popular for surgical treatment of cranial cruciate ligament injuries in large breed dog. The long term clinical results have not been completely elucidated yet. It has been showed that this technique doesn’t halt the degenerative joint disease.A osteotomia do platô da tíbia (TPLO é um tratamento relativamente novo e inovador para a ruptura do ligamento cruzado cranial (RLCC na espécie canina. Ao invés de restaurar a função do ligamento, o procedimento promove estabilidade funcional para a articulação do joelho, por eliminar ou neutralizar a força tibial cranial durante a sustentação de peso. A proposta do presente estudo é revisar a técnica de TPLO, enfatizando o procedimento, técnica cirúrgica, cuidados pós-operatórios e complicações. A técnica da TPLO consiste na realização de uma osteotomia circular do platô da tíbia com rotação de sua porção caudal até a obtenção do ângulo desejado. Após o nivelamento do platô da tíbia, placa e parafusos

  5. Reversing Plato’s Anti-Democratism: Castoriadis’ “Quirky” Plato

    Directory of Open Access Journals (Sweden)

    Hamblet, Wendy C.

    2008-12-01

    Full Text Available This paper considers the conflicting "loves" of Cornelius Castoriadis--his love for the ancients, and especially Plato, and for the common person of the demos. A detailed study of Castoriadis' analysis of Plato's Statesman exposes that Castoriadis attempts to resolve the paradox by rereading Plato as a radical democrat. I argue that this unorthodox reading is at best "quirky, " (a charge Castoriadis levels at Plato at worst a groundless sophism. However, I conjecture that Castoriadis' reading may not constitute a serious attempt to describe a Platonic politics, so much as a prescriptive reading of what otherwise might have been, given certain strands of political generosity evident elsewhere in Plato's corpus.

  6. Assessing Elementary Algebra with STACK

    Science.gov (United States)

    Sangwin, Christopher J.

    2007-01-01

    This paper concerns computer aided assessment (CAA) of mathematics in which a computer algebra system (CAS) is used to help assess students' responses to elementary algebra questions. Using a methodology of documentary analysis, we examine what is taught in elementary algebra. The STACK CAA system, http://www.stack.bham.ac.uk/, which uses the CAS…

  7. Elementary number theory with programming

    CERN Document Server

    Lewinter, Marty

    2015-01-01

    A successful presentation of the fundamental concepts of number theory and computer programming Bridging an existing gap between mathematics and programming, Elementary Number Theory with Programming provides a unique introduction to elementary number theory with fundamental coverage of computer programming. Written by highly-qualified experts in the fields of computer science and mathematics, the book features accessible coverage for readers with various levels of experience and explores number theory in the context of programming without relying on advanced prerequisite knowledge and con

  8. On effective strategies to promote mathematics concept teaching of elementary school%提升小学数学概念教学有效性策略的研究综述

    Institute of Scientific and Technical Information of China (English)

    许中丽

    2015-01-01

    Elementary school mathematics concept is an important part of elementary school mathematics teaching con-tent.At present,although our country has caused attaches great importance to the elementary school mathematics concept teach-ing,there are still some problems.After analyzing and researching on these problems,relevant scholars and experts put forward to the different strategies of concept teaching. These strategies can be divided into vertical and horizontal dimensions,including not only the strategies basing on students,teachers,learning materials and learning situations,but also the introducing,establis-hing,consolidating deepening strategies of the concept Included.These concept teaching strategies provide operational activities for the mathematics concept teaching.%小学数学概念是小学数学教学内容的重要组成部分。目前,虽然我国小学数学概念教学已引起高度重视,但仍然存在一些问题。相关学者专家在对这些问题进行了分析和研究后,有针对性地提出了不同的概念教学策略。这些策略可分为纵横两个维度,不仅提出针对学生、教师、学习材料及学习情境方面的策略,还包括概念的引入、建立、巩固与深化策略。这些概念教学策略都为数学概念教学中操作性活动的研究提供了宝贵的经验。

  9. Elementary linear algebra

    CERN Document Server

    Andrilli, Stephen

    2010-01-01

    Elementary Linear Algebra develops and explains in careful detail the computational techniques and fundamental theoretical results central to a first course in linear algebra. This highly acclaimed text focuses on developing the abstract thinking essential for further mathematical study. The authors give early, intensive attention to the skills necessary to make students comfortable with mathematical proofs. The text builds a gradual and smooth transition from computational results to general theory of abstract vector spaces. It also provides flexbile coverage of practical applications, expl

  10. Radiation, Thermal Gradient and Weight: a threefold dilemma for PLATO

    Science.gov (United States)

    Magrin, Demetrio; Ragazzoni, Roberto; Bruno, Giordano; Piazza, Daniele; Borsa, Francesco; Ghigo, Mauro; Mogulsky, Valery; Bergomi, Maria; Biondi, Federico; Chinellato, Simonetta; Dima, Marco; Farinato, Jacopo; Greggio, Davide; Gullieuszik, Marco; Marafatto, Luca; Viotto, Valentina; Munari, Matteo; Pagano, Isabella; Sicilia, Daniela; Basso, Stefano; Spiga, Daniele; Bandy, Timothy; Brändli, Mathias; Benz, Willy; De Roche, Thierry; Rieder, Martin; Brandeker, Alexis; Klebor, Maximilian; Schweitzer, Mario; Wieser, Matthias; Erikson, Anders; Rauer, Heike

    2016-07-01

    The project PLAnetary Transits and Oscillations of stars (PLATO) is one of the selected medium class (M class) missions in the framework of the ESA Cosmic Vision 2015-2025 program. The mean scientific goal of PLATO is the discovery and study of extrasolar planetary systems by means of planetary transits detection. The opto mechanical subsystem of the payload is made of 32 normal telescope optical units (N-TOUs) and 2 fast telescope optical units (FTOUs). The optical configuration of each TOU is an all refractive design based on six properly optimized lenses. In the current baseline, in front of each TOU a Suprasil window is foreseen. The main purposes of the entrance window are to shield the following lenses from possible damaging high energy radiation and to mitigate the thermal gradient that the first optical element will experience during the launch from ground to space environment. In contrast, the presence of the window increases the overall mass by a non-negligible quantity. We describe here the radiation and thermal analysis and their impact on the quality and risks assessment, summarizing the trade-off process with pro and cons on having or dropping the entrance window in the optical train.

  11. Manufacturing and alignment tolerance analysis through Montecarlo approach for PLATO

    Science.gov (United States)

    Magrin, Demetrio; Ragazzoni, Roberto; Bergomi, Maria; Biondi, Federico; Chinellato, Simonetta; Dima, Marco; Farinato, Jacopo; Greggio, Davide; Gullieuszik, Marco; Marafatto, Luca; Viotto, Valentina; Munari, Matteo; Pagano, Isabella; Sicilia, Daniela; Basso, Stefano; Borsa, Francesco; Ghigo, Mauro; Spiga, Daniele; Bandy, Timothy; Brändli, Mathias; Benz, Willy; Bruno, Giordano; De Roche, Thierry; Piazza, Daniele; Rieder, Martin; Brandeker, Alexis; Klebor, Maximilian; Mogulsky, Valery; Schweitzer, Mario; Wieser, Matthias; Erikson, Anders; Rauer, Heike

    2016-07-01

    The project PLAnetary Transits and Oscillations of stars (PLATO) is one of the selected medium class (M class) missions in the framework of the ESA Cosmic Vision 2015-2025 program. The main scientific goal of PLATO is the discovery and study of extrasolar planetary systems by means of planetary transits detection. According to the current baseline, the scientific payload consists of 34 all refractive telescopes having small aperture (120mm) and wide field of view (diameter greater than 37 degrees) observing over 0.5-1 micron wavelength band. The telescopes are mounted on a common optical bench and are divided in four families of eight telescopes with an overlapping line-of-sight in order to maximize the science return. Remaining two telescopes will be dedicated to support on-board star-tracking system and will be specialized on two different photometric bands for science purposes. The performance requirement, adopted as merit function during the analysis, is specified as 90% enclosed energy contained in a square having size 2 pixels over the whole field of view with a depth of focus of +/-20 micron. Given the complexity of the system, we have followed a Montecarlo analysis approach for manufacturing and alignment tolerances. We will describe here the tolerance method and the preliminary results, speculating on the assumed risks and expected performances.

  12. Discussion on the Use of Learning Material in the Elementary School Mathematics Class Teaching%浅谈学具在小学数学课堂教学中的使用

    Institute of Scientific and Technical Information of China (English)

    何国英

    2014-01-01

    在小学数学课堂教学中,教师应适当地设计一些适合学生思维特点的学具,这样可以给学生一个动手操作的机会,也能够激发学生的学习兴趣。%Teachers should design some appropriate learning materials for students in the elementary school mathematics class teaching, so it can give students a chance to work , also can stimulate students’interest in learning.

  13. The Development of Reasoning Skills during Compulsory 16 to 18 Mathematics Education

    Science.gov (United States)

    Attridge, Nina; Doritou, Maria; Inglis, Matthew

    2015-01-01

    The belief that studying mathematics improves reasoning skills, known as the Theory of Formal Discipline (TFD), has been held since the time of Plato. Research evidence supports this idea, at least in the context of students who had chosen to study post-compulsory mathematics. Here we examined the development of reasoning skills in 16- to…

  14. Love as an Object of Initiation in Plato's Philosophy

    Directory of Open Access Journals (Sweden)

    Euaggelia Maraggianou

    2007-07-01

    Full Text Available Initiation ( muvhsh was the first stage of the ancient mysteries celebrating Demeter, the earth-goddess, and her daughter Kore, soon identified with Persephone or Persephasa, a pre-Greek deity of the underworld. Next came the stage of contemplation ( ejpopteiva , at which worshippers were shown a vision of the goddess of Hades. This led them to identify themselves with her, thus reaching the highest form of happiness. The Eleusinian Mysteries were inseparably linked to the Orphic doctrine, which in its turn influenced the thought of Plato. Plato sees love as an object of initiation and as one of the greatest mysteries of human existence. Plato’s dialogues, Phaedrus and Symposium, contain expressions borrowed directly from the vocabulary of the Mysteries. Although neither Socrates in Phaedrus nor Diotima in Symposium make any explicit reference to the mystic ceremonies, it is certain that both allude to them in expounding the mysteries of spiritual life. The latter has to start at the stage of physical love in order to end up in the contemplation of Ideas. The mystery into which Socrates is initiated by Diotima is the following: there is a mystic stairway leading from the earth to the sky, from man to God. It is made visible by Love, and its steps are represented by different kinds of beauty. The ascent is a gradual one, with a long stop at each of the stages. In this way Love, disciplined by philosophy and spiritualised by increasing de-personalisation, ends up in the Intellectual, conceiving the latter with an intuitive insight. By this spiritual process, one is purified, led to the road of salvation and enabled to participate in the Divine.

  15. PLATO as it is : A legacy mission for Galactic archaeology

    Science.gov (United States)

    Miglio, A.; Chiappini, C.; Mosser, B.; Davies, G. R.; Freeman, K.; Girardi, L.; Jofré, P.; Kawata, D.; Rendle, B. M.; Valentini, M.; Casagrande, L.; Chaplin, W. J.; Gilmore, G.; Hawkins, K.; Holl, B.; Appourchaux, T.; Belkacem, K.; Bossini, D.; Brogaard, K.; Goupil, M.-J.; Montalbán, J.; Noels, A.; Anders, F.; Rodrigues, T.; Piotto, G.; Pollacco, D.; Rauer, H.; Prieto, C. Allende; Avelino, P. P.; Babusiaux, C.; Barban, C.; Barbuy, B.; Basu, S.; Baudin, F.; Benomar, O.; Bienaymé, O.; Binney, J.; Bland-Hawthorn, J.; Bressan, A.; Cacciari, C.; Campante, T. L.; Cassisi, S.; Christensen-Dalsgaard, J.; Combes, F.; Creevey, O.; Cunha, M. S.; Jong, R. S.; Laverny, P.; Degl'Innocenti, S.; Deheuvels, S.; Depagne, É.; Ridder, J.; Matteo, P. Di; Mauro, M. P. Di; Dupret, M.-A.; Eggenberger, P.; Elsworth, Y.; Famaey, B.; Feltzing, S.; García, R. A.; Gerhard, O.; Gibson, B. K.; Gizon, L.; Haywood, M.; Handberg, R.; Heiter, U.; Hekker, S.; Huber, D.; Ibata, R.; Katz, D.; Kawaler, S. D.; Kjeldsen, H.; Kurtz, D. W.; Lagarde, N.; Lebreton, Y.; Lund, M. N.; Majewski, S. R.; Marigo, P.; Martig, M.; Mathur, S.; Minchev, I.; Morel, T.; Ortolani, S.; Pinsonneault, M. H.; Plez, B.; Moroni, P. G. Prada; Pricopi, D.; Recio-Blanco, A.; Reylé, C.; Robin, A.; Roxburgh, I. W.; Salaris, M.; Santiago, B. X.; Schiavon, R.; Serenelli, A.; Sharma, S.; Aguirre, V. Silva; Soubiran, C.; Steinmetz, M.; Stello, D.; Strassmeier, K. G.; Ventura, P.; Ventura, R.; Walton, N. A.; Worley, C. C.

    2017-07-01

    Deciphering the assembly history of the Milky Way is a formidable task, which becomes possible only if one can produce high-resolution chrono-chemo-kinematical maps of the Galaxy. Data from large-scale astrometric and spectroscopic surveys will soon provide us with a well-defined view of the current chemo-kinematical structure of the Milky Way, but will only enable a blurred view on the temporal sequence that led to the present-day Galaxy. As demonstrated by the (ongoing) exploitation of data from the pioneering photometric missions CoRoT, Kepler, and K2, asteroseismology provides the way forward: solar-like oscillating giants are excellent evolutionary clocks thanks to the availability of seismic constraints on their mass and to the tight age-initial-mass relation they adhere to. In this paper we identify five key outstanding questions relating to the formation and evolution of the Milky Way that will need precise and accurate ages for large samples of stars to be addressed, and we identify the requirements in terms of number of targets and the precision on the stellar properties that are needed to tackle such questions. By quantifying the asteroseismic yields expected from PLATO for red-giant stars, we demonstrate that these requirements are within the capabilities of the current instrument design, provided that observations are sufficiently long to identify the evolutionary state and allow robust and precise determination of acoustic-mode frequencies. This will allow us to harvest data of sufficient quality to reach a 10% precision in age. This is a fundamental pre-requisite to then reach the more ambitious goal of a similar level of accuracy, which will only be possible if we have to hand a careful appraisal of systematic uncertainties on age deriving from our limited understanding of stellar physics, a goal which conveniently falls within the main aims of PLATO's core science.

  16. "Real Teaching" in the Mathematics Classroom: A Comparison of the Instructional Practices of Elementary Teachers in Urban High-Poverty Schools

    Science.gov (United States)

    McKinney, Sueanne E.; Robinson, Jack; Berube, Clair T.

    2013-01-01

    The National Council of Teachers of Mathematics' "Principles and Standards for School Mathematics" outlines fundamental elements that are crucial for creating a problem-solving and inquiry-driven classroom learning environment that highlights conceptual understandings of mathematics ideas. Even though this document outlines…

  17. Angiographic outcomes in the PLATO Trial (Platelet Inhibition and Patient Outcomes)

    National Research Council Canada - National Science Library

    Kunadian, Vijay; James, Stefan K; Wojdyla, Daniel M; Zorkun, Cafer; Wu, Jinhui; Storey, Robert F; Steg, Ph Gabriel; Katus, Hugo; Emanuelsson, Hakan; Horrow, Jay; Maya, Juan; Wallentin, Lars; Harrington, Robert A; Gibson, C Michael

    2013-01-01

    The PLATO (Platelet Inhibition and Patient Outcomes) angiographic substudy sought to compare the efficacy of ticagrelor versus clopidogrel with respect to angiographic outcomes before and after PCI in the setting of acute coronary syndrome...

  18. The Legacies of Literacy: From Plato to Freire through Harvey Graff.

    Science.gov (United States)

    Gee, James Paul

    1989-01-01

    Reviews "The Legacies of Literacy: Continuities and Contradictions in Western Culture and Society" (Harvey G. Graff). Discusses the historical role of literacy education as a tool for liberation, emphasizing the viewpoints of Plato and Freire. (FMW)

  19. Genesis 2–3 and Alcibiades's speech in Plato's Symposium : A ...

    African Journals Online (AJOL)

    Genesis 2–3 and Alcibiades's speech in Plato's Symposium : A cultural critical reading. ... interpretation can arise from the analysis of Alcibiades's speech compared to M- and LXX-Genesis ... EMAIL FREE FULL TEXT EMAIL FREE FULL TEXT

  20. Prospects for detecting decreasing exoplanet frequency with main sequence age using PLATO

    CERN Document Server

    Veras, Dimitri; Mustill, Alexander J; Pollacco, Don

    2015-01-01

    The space mission PLATO will usher in a new era of exoplanetary science by expanding our current inventory of transiting systems and constraining host star ages, which are currently highly uncertain. This capability might allow PLATO to detect changes in planetary system architecture with time, particularly because planetary scattering due to Lagrange instability may be triggered long after the system was formed. Here, we utilize previously published instability timescale prescriptions to determine PLATO's capability to detect a trend of decreasing planet frequency with age for systems with equal-mass planets. For two-planet systems, our results demonstrate that PLATO may detect a trend for planet masses which are at least as massive as super-Earths. For systems with three or more planets, we link their initial compactness to potentially detectable frequency trends in order to aid future investigations when these populations will be better characterized.

  1. Plato's Charmides as a Political Act: Apologetics and the Promotion of Ideology

    National Research Council Canada - National Science Library

    Danzig, Gabriel

    2013-01-01

      By showing that Critias and Socrates understood the same matters differently, Plato was able to treat seriously ideas that came to be associated with the Thirty and with Socrates while shielding himself from criticism...

  2. Platerm: la banque de terminologie du systeme Platon (PLATERM: The Terminology Bank of the PLATO System).

    Science.gov (United States)

    Schwab, Wallace; St-Denis, Richard

    1980-01-01

    Describes the elements and functioning of the terminology bank of the PLATO (Programmed Loqic for Automated Teaching Operation) system. Discusses contemporary terminology and lexicography notions on which the bank is based and outlines the tasks performed through PLATERM. (MES)

  3. Platerm: la banque de terminologie du systeme Platon (PLATERM: The Terminology Bank of the PLATO System).

    Science.gov (United States)

    Schwab, Wallace; St-Denis, Richard

    1980-01-01

    Describes the elements and functioning of the terminology bank of the PLATO (Programmed Loqic for Automated Teaching Operation) system. Discusses contemporary terminology and lexicography notions on which the bank is based and outlines the tasks performed through PLATERM. (MES)

  4. The Language of Sets in Mathematics Teaching: a Case Study in an Elementary School A Linguagem dos Conjuntos no Ensino de Matemática: um Estudo de Caso em uma Escola Primária

    Directory of Open Access Journals (Sweden)

    Joseane Pinto de Arruda

    2010-06-01

    Full Text Available The issue of the language of sets served as a means of articulating the new mathematical rationality at the time of the Modern Mathematics Movement. Considering a segment of that subject, we analysed the representational language of mathematics in elementary school teaching. The research was carried out in the Colégio de Aplicação da Universidade Federal de Santa Catarina and the instrument analysed was the first syllabus used at that school. Through the analyses of this syllabus, we noted that the modern mathematics guidelines are present for the elementary school teaching although they arose after the international movement. Particularly, set theory serves as a means and support for teaching and learning, thus contributing to the continuation of the modern mathematics ensemble of ideas. This study allows the questioning of a history of marks, evidences and traces of a new mathematics linked to the teaching and to the ways of learning that nowadays are mixed so well in stipulated codes and signals that became natural in the teaching of that subject. Keywords: Mathematics Language. Set Theory. Modern Mathematics. Elementary School Teaching. History of the Education and of the Teaching of Mathematics.A questão da linguagem dos conjuntos serviu como meio articulador de uma nova racionalidade matemática à época do Movimento da Matemática Moderna. Fazendo-se um recorte nesse tema, analisamos, aqui, a linguagem representacional da matemática no ensino primário. O lugar de investigação é o Colégio de Aplicação da Universidade Federal de Santa Catarina e o instrumento analisado foi o primeiro plano de ensino aplicado por essa escola. Das análises feitas nesse plano observa-se que as orientações da matemática moderna estão presentes para o ensino primário, embora tardiamente ao movimento internacional. Particularmente, a teoria dos conjuntos funciona como meio e suporte de ensino e de aprendizagem, contribuindo para a manuten

  5. An Investigation on the impact of using problem-based trainings in the in-service courses on the teachers' performance and capabilities, by relying on the elementary sixth grade mathematics book (case study: the city of Ahvaz

    Directory of Open Access Journals (Sweden)

    Pari Cheraq

    2017-02-01

    Full Text Available Changes in the administrative structure of the education system and the need to coordinate with the world of science and technology and hence, the need to update the general and technical information and knowledge, have doubled the importance and necessity of holding the new and efficient in-service trainings for the teachers. In this study, the attempt was taken to examine and analyze the impact of using problem-based trainings during the in-service courses on the teachers' performance and capabilities, by relying on the mathematics book of the sixth grade elementary level (case study: the city of Ahvaz. To do so, using a quasi-experimental study, 37 teachers of the sixth grade were selected from the elementary schools of Ahvaz city. For the in-service training courses on the teaching of mathematics, the problem-based learning method was used. After conducting the problem-based teaching method and the traditional method of teaching, through using the test and the standard questionnaire, the data about the teaching practice and the capabilities of the teachers were collected. Using t-test for the paired and independent samples, it was demonstrated that the problem-based in-service trainings, enhance the teachers' capabilities and performance regarding the problem-solving skills.

  6. 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.

  7. Problem-solving oriented cultivation of elementary school mathematics education game design research%面向问题解决能力培养小学数学教育游戏设计研究

    Institute of Scientific and Technical Information of China (English)

    郑瑞丽

    2014-01-01

    Today's talent with problem solving ability more and more get the welcome of the society, based on the teaching reform, and also adapt elementary school teaching form, take active reform itself,"problem solving"as the teaching goal. In this paper, according to the teaching content of teaching material for primary school grade four top volume, according to the existing elementary school mathematics education of cultivating the ability of problem solving oriented game design should follow the design concept and strategy, has carried on the case of conceptual design in the world, and its teaching function has carried on the detailed elaboration, and explains how to implementation in elementary school mathematics education game problem solving ability.%当今具有问题解决能力的人才越来越受到社会的欢迎,基于此教学改革势在必行,而基础小学教学也随之适应形式,积极采取自身改革,将“问题解决能力”作为教学目标。本文依照小学四年级上册教材的教学内容,根据已有的面向问题解决能力培养的小学数学教育游戏设计时要遵循的设计理念与策略,进行了世界案例的概念设计,并对其教学功能进行了详细的阐述,并解释了如何在小学数学教育游戏中实现问题解决能力的培养。

  8. Elementary operators - still not elementary?

    Directory of Open Access Journals (Sweden)

    Martin Mathieu

    2016-01-01

    Full Text Available Properties of elementary operators, that is, finite sums of two-sided multiplications on a Banach algebra, have been studied under a vast variety of aspects by numerous authors. In this paper we review recent advances in a new direction that seems not to have been explored before: the question when an elementary operator is spectrally bounded or spectrally isometric. As with other investigations, a number of subtleties occur which show that elementary operators are still not elementary to handle.

  9. The Effects of Implementing Bloom's Taxonomy and Utilizing the Virginia Standards of Learning Curriculum Framework to Develop Mathematics Lessons for Elementary Students

    Science.gov (United States)

    Hawks, Kristel W.

    2010-01-01

    The purpose of this study was to determine if teachers who developed lessons based on Bloom's Taxonomy and the "Virginia Standards of Learning Curriculum Framework" saw increased scores on the mathematics benchmark assessment for fourth grade. Two classes taught by different mathematics teachers participated. The mean of the posttest scores for…

  10. The Effects of Implementing Bloom's Taxonomy and Utilizing the Virginia Standards of Learning Curriculum Framework to Develop Mathematics Lessons for Elementary Students

    Science.gov (United States)

    Hawks, Kristel W.

    2010-01-01

    The purpose of this study was to determine if teachers who developed lessons based on Bloom's Taxonomy and the "Virginia Standards of Learning Curriculum Framework" saw increased scores on the mathematics benchmark assessment for fourth grade. Two classes taught by different mathematics teachers participated. The mean of the posttest…

  11. Mathematical Graphic Organizers

    Science.gov (United States)

    Zollman, Alan

    2009-01-01

    As part of a math-science partnership, a university mathematics educator and ten elementary school teachers developed a novel approach to mathematical problem solving derived from research on reading and writing pedagogy. Specifically, research indicates that students who use graphic organizers to arrange their ideas improve their comprehension…

  12. Which Elementary School Subjects Are the Most Likeable, Most Important, and the Easiest? Why?: A Study of Science and Technology, Mathematics, Social Studies, and Turkish

    Science.gov (United States)

    Dündar, Sahin; Güvendir, Meltem Acar; Kocabiyik, Oya Onat; Papatga, Erdal

    2014-01-01

    The present study was conducted first to identify which school subjects were most liked, most important, and most difficult, as well as least liked, least important and easiest as perceived by elementary school students and second to explore the reasons why students most/least liked, considered as most/least important, and considered as most…

  13. The PLATO Dome A site-testing observatory: Power generation and control systems

    Science.gov (United States)

    Lawrence, J. S.; Ashley, M. C. B.; Hengst, S.; Luong-van, D. M.; Storey, J. W. V.; Yang, H.; Zhou, X.; Zhu, Z.

    2009-06-01

    The atmospheric conditions above Dome A, a currently unmanned location at the highest point on the Antarctic plateau, are uniquely suited to astronomy. For certain types of astronomy Dome A is likely to be the best location on the planet, and this has motivated the development of the Plateau Observatory (PLATO). PLATO was deployed to Dome A in early 2008. It houses a suite of purpose-built site-testing instruments designed to quantify the benefits of Dome A site for astronomy, and science instruments designed to take advantage of the observing conditions. The PLATO power generation and control system is designed to provide continuous power and heat, and a high-reliability command and communications platform for these instruments. PLATO has run and collected data throughout the winter 2008 season completely unattended. Here we present a detailed description of the power generation, power control, thermal management, instrument interface, and communications systems for PLATO, and an overview of the system performance for 2008.

  14. Gaia and WEAVE/WxES: Supporting the PLATO Exoplanet Hunter

    Science.gov (United States)

    Walton, N. A.

    2016-10-01

    This paper briefly describes the powerful linkages between the Gaia and PLATO missions and the potential for WEAVE in the study of exoplanet populations, for instance through the proposed WxES survey. Gaia successfully launched in December 2013, and over the course of its nominal five year mission will discover, via their astrometric signatures, upwards of 20 000 massive Jupiter sized long period planets at distances out to several hundred parsecs around all star types. In addition Gaia will discover up to a thousand short period hot Jupiters around M stars. PLATO, to launch in 2024, will through precision photometry, observe in detail some million host stars, and will detect, via the transit technique, planets down to Earth masses. PLATO will observe two fields of over 2 000 square degrees for 2-3 years each. At least one of these will be in the northern hemisphere. WEAVE has the potential to provide detailed chemical characterization of the host stars of the Gaia and PLATO exoplanet systems. This will enable insights into, for instance, metallicity of the host star correlations against both massive exoplanets (perhaps confirming current relationships), and lower mass exoplanets. We note how the rapid exploitation of such a potential WEAVE survey could be achieved, utilizing the WEAVE processing systems being developed at the IoA, Cambridge, coupled with efficient interfaces to both Gaia and PLATO data products, that are also being generated at the IoA.

  15. The role of the poet in Plato's ideal cities of Callipolis and Magnesia

    Directory of Open Access Journals (Sweden)

    Gerard Naddaf

    2008-01-01

    Full Text Available Plato's attitude toward the poets and poetry has always been a flashpoint of debate, controversy and notoriety, but most scholars have failed to see their central role in the ideal cities of the Republic and the Laws, that is, Callipolis and Magnesia. In this paper, I argue that in neither dialogue does Plato "exile" the poets, but, instead, believes they must, like all citizens, exercise the expertise proper to their profession, allowing them the right to become full-fledged participants in the productive class. Moreover, attention to certain details reveals that Plato harnesses both positive and negative factors in poetry to bring his ideal cities closer to a practical realization. The status of the poet and his craft in this context has rarely to my knowledge been addressed.

  16. PLATO - the next-generation AASTINO for robotic site-testing on the Antarctic plateau

    Science.gov (United States)

    Hengst, S.; Lawrence, J.; Luong-van, D.; Everett, J.; Ashley, M. C. B.; Storey, J. W. V.; Hall, S.

    2006-08-01

    A new site-testing facility, PLATO (Plateau Observatory), is under development at UNSW for deployment to remote sites on the Antarctic Plateau including Dome A. The new facility will adopt many of the features of the AASTINO (Automated Astrophysical Site Testing InterNational Observatory) facility at Dome C. PLATO will autonomously control a flexible site testing and observing instrument suite, monitored via the Iridium satellite network. A challenging aspect of PLATO is to maximise the reliability of the power source while minimising fuel consumption. We are building a low pressure, low temperature environmental chamber to simulate operation at the highest altitudes (4,100 m at Dome A). Two types of engines will be tested: a single-cylinder diesel engine and a Stirling engine.

  17. Efficient methods for solving discrete topology design problems in the PLATO-N project

    DEFF Research Database (Denmark)

    Canh, Nam Nguyen; Stolpe, Mathias

    This paper considers the general multiple load structural topology design problems in the framework of the PLATO-N project. The problems involve a large number of discrete design variables and were modeled as a non-convex mixed 0–1 program. For the class of problems considered, a global optimizat......This paper considers the general multiple load structural topology design problems in the framework of the PLATO-N project. The problems involve a large number of discrete design variables and were modeled as a non-convex mixed 0–1 program. For the class of problems considered, a global...

  18. The quest for a poetics of goodness in plato and aristotle

    OpenAIRE

    Dairo Orozco

    2012-01-01

    The paper, which compares Plato and Aristotle’s different approaches towards artistic activity, is divided into three parts. The first part discusses Plato’s Ion on mimesis and technē, as well as the role that poetry plays in the Republic. The second section offers an account of Aristotle’s idea of happiness as the end of action. Thelast section of this study deals with an attempt to reconcile Plato and Aristotle’s attitude towards mimetic art in a treatise by a Neoplatonic renaissance thinke...

  19. A Similar Comparison between the Thought of Plato and Confucius on Social Hierarchy and Elitism

    Institute of Scientific and Technical Information of China (English)

    杨馥遥

    2014-01-01

    The spring-autumn period and warring state period of Chinese thoughts coincide strikingly with the thoughts of the Hel enic Age in the west. Plato and Confucius, the two outstanding seminal thinkers have shaped the philosophy of their respective cultures through some similar means and thoughts which definitely meet at a series of significant points. The highlight of the academic thesis lies in the comparison of the general similarities be-tween Plato and Confucius especial y in terms of social hierarchy and elitism.

  20. Preservice Elementary Teachers and the Fundamentals of Probability

    Science.gov (United States)

    Dollard, Clark

    2011-01-01

    This study examined how preservice elementary teachers think about situations involving probability. Twenty-four preservice elementary teachers who had not yet studied probability as part of their preservice elementary mathematics coursework were interviewed using a task-based interview. The participants' responses showed a wide variety of…

  1. Preservice Elementary Teachers and the Fundamentals of Probability

    Science.gov (United States)

    Dollard, Clark

    2011-01-01

    This study examined how preservice elementary teachers think about situations involving probability. Twenty-four preservice elementary teachers who had not yet studied probability as part of their preservice elementary mathematics coursework were interviewed using a task-based interview. The participants' responses showed a wide variety of…

  2. Prospective elementary school teachers’ ways of making sense of mathematical problem posing (Modos en que futuros profesores de primaria dan sentido a la invención de problemas matemáticos

    Directory of Open Access Journals (Sweden)

    Olive Chapman

    2012-06-01

    Full Text Available The study tackled prospective teachers’ sense-making of mathematical problem posing and the impact of posing different contextual problems on their learning. Focus was on the generation of new problems and reformulation of given problems. Participants were 40 prospective elementary teachers. The findings provide insights into possible ways these teachers could make sense of problem posing of contextual mathematical problems and the learning afforded by posing diverse problems. Highlighted are five perspectives and nine categories of problem posing tasks to support development of proficiency in problem-posing knowledge for teaching. El estudio indagó sobre los modos en que futuros profesores de primaria dan sentido a la invención de problemas matemáticos y el impacto de plantear diferentes problemas contextualizados en su aprendizaje. El foco fue la invención de nuevos problemas y la reformulación de otros dados. Los participantes fueron 40 futuros maestros de primaria. Los resultados proporcionan elementos sobre posibles modos en que estos maestros dan sentido a la invención de problemas matemáticos y el aprendizaje que ofrece plantear diversos problemas. Se destacan cinco perspectivas y nueve categorías de tareas en la invención de problemas para apoyar el desarrollo de la competencia de plantear problemas en la enseñanza.

  3. Cognitive Correlates of Performance in Advanced Mathematics

    Science.gov (United States)

    Wei, Wei; Yuan, Hongbo; Chen, Chuansheng; Zhou, Xinlin

    2012-01-01

    Background: Much research has been devoted to understanding cognitive correlates of elementary mathematics performance, but little such research has been done for advanced mathematics (e.g., modern algebra, statistics, and mathematical logic).Aims: To promote mathematical knowledge among college students, it is necessary to understand what factors…

  4. Launching a Discourse-Rich Mathematics Lesson

    Science.gov (United States)

    Trocki, Aaron; Taylor, Christine; Starling, Tina; Sztajn, Paola; Heck, Daniel

    2014-01-01

    The idea of elementary school students working together on mathematical tasks is not new, but recent attention to creating purposeful discourse in mathematics classrooms prompts teachers to revisit discourse-promoting strategies for mathematics lessons. The Common Core's Standards for Mathematical Practice (CCSSI 2010) encourage teachers to…

  5. Effect of the Parental Involvement Style Perceived by Elementary School Students at Home on Language and Mathematics Performance in Chilean Schools

    Science.gov (United States)

    Gubbins, Verónica; Otero, Gabriel

    2016-01-01

    The present study intends to measure the effect of the parental involvement style perceived by fourth-grade students on their Language and Mathematics performance. It uses data taken from a sample of 55,401 students evaluated by the National Education Quality Measurement System [Sistema Nacional de Medición de la Calidad de la Educación, SIMCE].…

  6. Reading, Mathematics, and Behavioral Difficulties Interrelate: Evidence from a Cross-Lagged Panel Design and Population-Based Sample of US Upper Elementary Students

    Science.gov (United States)

    Lin, Yu-Chu; Morgan, Paul L.; Hillemeier, Marianne; Cook, Michael; Maczuga, Steve; Farkas, George

    2013-01-01

    We examined three questions. First, do reading difficulties increase children's risk of behavioral difficulties? Second, do behavioral difficulties increase children's risk of reading difficulties? Third, do mathematics difficulties increase children's risk of reading or behavioral difficulties? We investigated these questions using (a) a sample…

  7. Sanskrit-Prakrit interaction in elementary mathematics as reflected in Arabic and Italian formulations of the rule of three – and something more on the rule elsewhere

    DEFF Research Database (Denmark)

    Høyrup, Jens

    2012-01-01

    Sanskrit sources from A¯ ryabhata to Bha¯skara II have a standard formulation of the rule of three. However, it is clear that mathematics must also have been spoken of and performed during this period (and before) in vernacular environments, and that the two levels must have interacted – not least...

  8. Using GAISE and NCTM Standards as Frameworks for Teaching Probability and Statistics to Pre-Service Elementary and Middle School Mathematics Teachers

    Science.gov (United States)

    Metz, Mary Louise

    2010-01-01

    Statistics education has become an increasingly important component of the mathematics education of today's citizens. In part to address the call for a more statistically literate citizenship, The "Guidelines for Assessment and Instruction in Statistics Education (GAISE)" were developed in 2005 by the American Statistical Association. These…

  9. Elementary Preservice Teachers' Mathematical Knowledge for Teaching: Using Situated Case Studies and Educative Experiences to Examine and Improve the Development of MKT in Teacher Education

    Science.gov (United States)

    Johnson, Tracy L.

    2011-01-01

    This study examined pre-service teachers' development of mathematical knowledge for teaching (MKT) over their final year in a university based teacher education program. This was done through analyzing written reflections, focus group interviews, individual interviews, teaching observations, and post-observation interviews as well as through the…

  10. Mathematics Achievement Gaps for Elementary and Secondary Students: The Influence of Opportunity to Learn and Special Education Status. Research Brief 14

    Science.gov (United States)

    Elliott, Stephen N.; Kurz, Alexander; Tindal, Gerald; Stevens, Joseph; Yel, Nedim

    2014-01-01

    We examined the relationship among key instructional process variables and the achievement of students with and without disabilities as measured by both interim and end-of-year summative assessments. Examination of the instructional process data indicated that students with and without disabilities receiving mathematics instruction in the same…

  11. Impact of Organizational Inertia and Dynamic Capabilities on Educational Performance of the Charitable Societies and Its Impact on Mathematical Performance of Elementary At-Risk Students

    Science.gov (United States)

    Amiripour, Parvaneh; Dossey, John A.; Shahvarani, Ahmad

    2017-01-01

    This study is an adjunct to a research effort focused on a mathematical curricular innovation in four non-governmental schools in Tehran, Iran. This study queried balanced, random sample of 100 educational personnel from the schools concerning dynamic capabilities associated with change (sensing opportunities, seizing opportunities, and…

  12. Preservice Elementary Teachers' Perspectives about the Roles of Conceptual Understanding and Factual/Procedural Knowledge in Learning and Teaching Mathematics and Science

    Science.gov (United States)

    Fuentes, Sarah Quebec; Bloom, Mark; Peace, Heather

    2014-01-01

    Preservice teachers often enter teacher education programs with naïve views about mathematics and science as well as the various domains of knowledge needed for effective teaching. A significant body of research has demonstrated that teacher knowledge is multifaceted and consists of both subject matter knowledge and pedagogical content knowledge.…

  13. Assessing Pre-Service Teacher's Knowledge of and Attitudes towards Incorporating Social Justice Education in Elementary School Mathematics Classrooms

    Science.gov (United States)

    McCoy, Wanda Linnette

    2012-01-01

    Over the past three decades, there has been growing interest in teaching mathematics in ways that encourage action for social justice. Social Justice Education (SJE) seeks to enable students to study existing forms of social injustices in their lives and to create a sense of social agency in the students. This study sought to understand the…

  14. Elementary School Teachers' Manipulative Use

    Science.gov (United States)

    Uribe-Florez, Lida J.; Wilkins, Jesse L. M.

    2010-01-01

    Using data from 503 inservice elementary teachers, this study investigated the relationship between teachers' background characteristics, teachers' beliefs about manipulatives, and the frequency with which teachers use manipulatives as part of their mathematics instruction. Findings from the study show that teachers' grade level and beliefs about…

  15. Elementary Algebra Connections to Precalculus

    Science.gov (United States)

    Lopez-Boada, Roberto; Daire, Sandra Arguelles

    2013-01-01

    This article examines the attitudes of some precalculus students to solve trigonometric and logarithmic equations and systems using the concepts of elementary algebra. With the goal of enticing the students to search for and use connections among mathematical topics, they are asked to solve equations or systems specifically designed to allow…

  16. Elementary Algebra Connections to Precalculus

    Science.gov (United States)

    Lopez-Boada, Roberto; Daire, Sandra Arguelles

    2013-01-01

    This article examines the attitudes of some precalculus students to solve trigonometric and logarithmic equations and systems using the concepts of elementary algebra. With the goal of enticing the students to search for and use connections among mathematical topics, they are asked to solve equations or systems specifically designed to allow…

  17. The PLATO End-to-End CCD Simulator -- Modelling space-based ultra-high precision CCD photometry for the assessment study of the PLATO Mission

    CERN Document Server

    Zima, W; De Ridder, J; Salmon, S; Catala, C; Kjeldsen, H; Aerts, C

    2010-01-01

    The PLATO satellite mission project is a next generation ESA Cosmic Vision satellite project dedicated to the detection of exo-planets and to asteroseismology of their host-stars using ultra-high precision photometry. The main goal of the PLATO mission is to provide a full statistical analysis of exo-planetary systems around stars that are bright and close enough for detailed follow-up studies. Many aspects concerning the design trade-off of a space-based instrument and its performance can best be tackled through realistic simulations of the expected observations. The complex interplay of various noise sources in the course of the observations made such simulations an indispensable part of the assessment study of the PLATO Payload Consortium. We created an end-to-end CCD simulation software-tool, dubbed PLATOSim, which simulates photometric time-series of CCD images by including realistic models of the CCD and its electronics, the telescope optics, the stellar field, the pointing uncertainty of the satellite ...

  18. 关于如何提高小学数学作业有效设计的分析%Analysis on How to Improve the Elementary School Mathematics Homework Design

    Institute of Scientific and Technical Information of China (English)

    汤乃余

    2014-01-01

    It from the following several aspects discusses the elementary school mathematics homework effective design methods:first,set up the layered homework,respect for individual differences;second,pay attention to practical application,theory with practice;third,change the homework forms,improve interest;fourth,adhere to the independent open,cultivate students’innovative ability.In a word,teachers should according to the mathematics learning goals and students,situation,set up different types of homework,let the student’s ability to improve and enrich students’spare time,realize effective extension and expansion of mathematics classroom.%从以下几个方面论述了提高小学数学作业有效设计的方法:第一,设置分层作业,尊重个体差异;第二,注重实践应用,理论联系实际;第三,改变作业形式,提高趣味性;第四,坚持自主开放,培养学生创新能力。总之,教师应根据数学学习目标和学生情况,设置不同类型的作业,让学生的能力得到提高,丰富学生的课余时间,实现数学课堂的有效延伸与拓展。

  19. Applying Insights from Research on Learning: Teaching Number Theory for Preservice Elementary Teachers.

    Science.gov (United States)

    Brown, Anne E.

    Elementary number theory is a standard topic in the mathematical preparation of preservice elementary teachers. To understand elementary number theory, a student must be comfortable with the representation of natural numbers as the product of primes. This paper discusses methods for accomplishing this goal in a mathematics course. It also…

  20. Mathematics Teaching with the Stars

    Science.gov (United States)

    McKinney, Sueanne E.; Bol, Linda; Berube, Clair

    2010-01-01

    The mathematics instructional approaches of effective elementary teachers in urban high- poverty schools were investigated. Approximately 99 urban elementary teachers were administered the Star Teacher Selection Interview; a total of 31 were identified as star teachers. These teachers were then administered the Instructional Practices…

  1. ST-elevation acute coronary syndromes in the Platelet Inhibition and Patient Outcomes (PLATO) trial

    DEFF Research Database (Denmark)

    Armstrong, Paul W; Siha, Hany; Fu, Yuling;

    2012-01-01

    Ticagrelor, when compared with clopidogrel, reduced the 12-month risk of vascular death/myocardial infarction and stroke in patients with ST-elevation acute coronary syndromes intended to undergo primary percutaneous coronary intervention in the PLATelet inhibition and patient Outcomes (PLATO) tr...

  2. Democratic Freedom and the Concept of Freedom in Plato and Aristotle

    Directory of Open Access Journals (Sweden)

    Mogens Herman Hansen

    2010-11-01

    Full Text Available Among the several meanings of eleutheria used by Greeks in the classical period, democratic freedom is rejected by both Plato and Aristotle, who do not articulate a theory of political freedom but rather confine eleutheria to a social context.

  3. Freud, Plato and Irigaray: A Morpho-Logic of Teaching and Learning

    Science.gov (United States)

    Peers, Chris

    2012-01-01

    This article discusses two well-known texts that respectively describe learning and teaching, drawn from the work of Freud and Plato. These texts are considered in psychoanalytic terms using a methodology drawn from the philosophy of Luce Irigaray. In particular the article addresses Irigaray's approach to the analysis of speech and utterance as a…

  4. Dialectic of Eros and Myth of the Soul in Plato's Phaedrus

    DEFF Research Database (Denmark)

    Larsen, Jens Kristian

    2010-01-01

    In this paper, I question a widespread reading of a passage in the last part of the Phaedrus dealing with the science of dialectic. According to this reading, the passage announces a new method peculiar to the later Plato aiming at defining natural kinds. I show that the Phaedrus itself does not ...

  5. Evaluation of a Three Year Health Sciences PLATO IV Computer-Based Education Project.

    Science.gov (United States)

    Sorlie, William E.; Essex, Diane L.

    Significant findings of the comprehensive evaluation of a computer-based curriculum in the basic medical sciences using the PLATO IV computer system are presented. The study was conducted by the Office of Curriculum and Evaluation (OCE) of the School of Basic Medical Sciences (SBMS) at the University of Illinois, Urbana/Champaign (UC). It was…

  6. Cost of Initial Development of PLATO Instruction in Veterinary Medicine. CERL Report X-43.

    Science.gov (United States)

    Grimes, George M.

    An academic program instituting the PLATO system of computer-assisted instruction at the University of Illinois College of Veterinary Medicine is discussed. Procedures involved setting up an organization, establishing an administrative system, studying capabilities of the system, studying factors making a lesson suitable for programming, and…

  7. From Dialogos to Dialogue: The Use of the Term from Plato to the Second Century CE

    Directory of Open Access Journals (Sweden)

    Katarzyna Jazdzewska

    2014-02-01

    Full Text Available In Plato the verb διαλέγεσθαι is far more common than the noun, and both denote question-and-answer discussions; it was only in the Hellenistic period that διάλογος became a genre term, though its other meanings survived.

  8. Two examples of the relation between the contemporary science and Plato

    CERN Document Server

    Antonello, Elio

    2016-01-01

    The philosopher Plato is remembered even today by scientists, and his writings are still inspiring the scientific research. In the present short note (intended essentially for public outreach) two examples are briefly illustrated: 1) the European space project that bears his name, dedicated to the discovery of exoplanets; 2) the discussion about platonism in contemporary physics.

  9. Can Prior Knowledge Hurt Text Comprehension? An Answer Borrowed from Plato, Aristotle, and Descartes.

    Science.gov (United States)

    Friedman, Lawrence B.

    Taking a philosophical approach based on what Plato, Aristotle, and Descartes said about knowledge, this paper addresses some of the murkiness in the conceptual space surrounding the issue of whether prior knowledge does or does not facilitate text comprehension. Specifically, the paper first develops a non-exhaustive typology of cases in which…

  10. A Philosophical Investigation of the Role of Teachers: A Synthesis of Plato, Confucius, Buber, and Freire

    Science.gov (United States)

    Shim, Seung Hwan

    2008-01-01

    This study proposes the ideal role of teachers through the examination of Plato, Confucius, Buber, and Freire on the subject. Teachers not only contribute to the development of individuals and societies but also attain self-realization through teaching. As such, the role of teachers is important as a goal as well as a means. To examine such role,…

  11. Genesis 2–3 and Alcibiades's speech in Plato's Symposium: A ...

    African Journals Online (AJOL)

    2015-08-26

    Aug 26, 2015 ... Friedländer 1975:26f; Gauss 1958:111–117) is the last speech in Plato's ... leader (450–404/3 BCE), appears to be in a great state of intoxication .... command (Gn 2:18: 'You are free to eat of all the trees in the garden.

  12. Freud, Plato and Irigaray: A Morpho-Logic of Teaching and Learning

    Science.gov (United States)

    Peers, Chris

    2012-01-01

    This article discusses two well-known texts that respectively describe learning and teaching, drawn from the work of Freud and Plato. These texts are considered in psychoanalytic terms using a methodology drawn from the philosophy of Luce Irigaray. In particular the article addresses Irigaray's approach to the analysis of speech and utterance as a…

  13. From Plato to Erikson: How the War on "Bad Play" Has Impoverished Higher Education

    Science.gov (United States)

    Carnes, Mark C.

    2015-01-01

    For centuries, the titans of educational reform--Plato, Rousseau, Dewey, Piaget, Erikson, Csikszentmihalyi and others--have championed the educational benefits of play. Yet many professors and administrators are boggled by the idea of playing academic games in college. They instantly dismiss faculty initiatives like "Reacting to the…

  14. Elementary process theory axiomatic introduction and applications

    CERN Document Server

    Cabbolet, Marcoen J T F

    2011-01-01

    Modern physics lacks a unitary theory that applies to all four fundamental interactions. This PhD thesis is a proposal for a single, complete, and coherent scheme of mathematically formulated elementary laws of nature. While the first chapter presents the general background, the second chapter addresses the method by which the main result has been developed. The next three chapters rigorously introduce the Elementary Process Theory, its mathematical foundations, and its applications to physics, cosmology and philosophy of mind. The final two chapters discuss the results and present the conclusions. Summarizing, the Elementary Process Theory is a scheme of seven well-formed closed expressions, written in the mathematical language of set matrix theory – a generalization of Zermelo-Fraenkel set theory. In the physical world, these seven expressions can be interpreted as elementary principles governing the universe at supersmall scale. The author critically confronts the theory with Quantum Mechanics and Genera...

  15. 基于案例的人教版小学数学教学研究%Based on the Research of Case in PEP Elementary School Mathematics Teaching

    Institute of Scientific and Technical Information of China (English)

    刘元梅

    2014-01-01

    随着我国教育事业的不断发展,小学数学的教学方法在多方面进行了改革创新。众多教师运用科学的指导方法,在教学实践中取得了良好教学效果,但我国的小学数学教育依然面临着诸多问题。%With the continuous development of education in our country, primary school mathematics teaching methods have been reformed and innovated in various aspects. Many teachers use the guidance of scientific method, have been achieved good teaching effect in teaching prac-tice, but the primary school mathematics education in China still face many problems.

  16. GeoGebra 3D from the Perspectives of Elementary Pre-Service Mathematics Teachers Who Are Familiar with a Number of Software Programs

    Science.gov (United States)

    Baltaci, Serdal; Yildiz, Avni

    2015-01-01

    Each new version of the GeoGebra dynamic mathematics software goes through updates and innovations. One of these innovations is the GeoGebra 5.0 version. This version aims to facilitate 3D instruction by offering opportunities for students to analyze 3D objects. While scanning the previous studies of GeoGebra 3D, it is seen that they mainly focus…

  17. Let Openness Return to Elementary School Mathematics Classroom Teaching%让开放性回归小学数学课堂教学

    Institute of Scientific and Technical Information of China (English)

    朱雯丽

    2012-01-01

    The new curriculum emphasizes mathematics classroom teaching should cultivate students' thinking ability, open teaching, let students fully, take the initiative to explore, so that every student to become masters of learning, let the classroom teaching alive. But now our primary school mathematics classroom teaching, still with agricultural economy and industrial economy class does not have fundamental change, still retains the" closed" education mode. The author in the long-term teaching foundation, puts forward the primary school mathematics classroom teaching open implementation approach and basic strategy, in order to open the regression of primary school mathematics teaching help.%新课程强调数学课堂教学应从培养学生的思维能力出发,开放教学,让学生全面地、主动地去探索,让每个学生成为学习的主人,让课堂教学焕发生命的活力。但是我们现在的小学数学课堂教学,仍然与农业经济和工业经济时代的课堂一样没有发生根本性的变化,还是保留了那种“封闭式”的教育模式。笔者在长期教学的基础上,提出了小学数学课堂教学开放性的实施途径和基本策略,以期对开放性回归小学数学课堂教学有所帮助。

  18. Impact of Organizational Inertia and Dynamic Capabilities on Educational Performance of the Charitable Societies and Its Impact on Mathematical Performance of Elementary At-Risk Students

    Directory of Open Access Journals (Sweden)

    Parvaneh Amiripour

    2017-01-01

    Full Text Available This study is an adjunct to a research effort focused on a mathematical curricular innovation in four non-governmental schools in Tehran, Iran. This study queried balanced, random sample of 100 educational personnel from the schools concerning dynamic capabilities associated with change (sensing opportunities, seizing opportunities, and reconfiguring assets and issues surrounding organizational inertia (finding resources, confronting path dependency in change, and establishing new processes. Additional data collected described the personnel’s perceptions about innovations and new processes instituted in their schools. Student performance data from the prior year’s final mathematical examination were also gathered. The data describe a portion of the educational change potential of the schools, including improved student achievement. The variables informed by all of the data were evaluated by multivariate methods. The findings showed that beliefs about dynamic capabilities had a significant positive impact on educational performance and that educational performance had a positive impact on the final mathematical exam scores. The results also indicate that the organizational inertia of the schools had a significant negative impact on the educational performance of the schools. Conclusions were formed based on the analysis of the defining factors of the variables mentioned above and recommendations given for implementing change are proposed.

  19. Elementary Functions, Student's Text, Unit 21.

    Science.gov (United States)

    Allen, Frank B.; And Others

    Unit 21 in the SMSG secondary school mathematics series is a student text covering the following topics in elementary functions: functions, polynomial functions, tangents to graphs of polynomial functions, exponential and logarithmic functions, and circular functions. Appendices discuss set notation, mathematical induction, significance of…

  20. Rekindling the Dialogue: Education According to Plato and Dewey

    Science.gov (United States)

    Van Luchene, Stephen R.

    2004-01-01

    Since passage of the No Child Left Behind Act of 2001, thinking about America's schools has been taken over by something like philosopher Rene Descartes's malignant demon of doubt. The act's exclusive focus on assessing student achievement and faculty accountability in terms that can be "proved" mathematically has cast into doubt a…

  1. Elementary algebra

    CERN Document Server

    McKeague, Charles P

    1981-01-01

    Elementary Algebra 2e, Second Edition focuses on the basic principles, operations, and approaches involved in elementary algebra. The book first tackles the basics, linear equations and inequalities, and graphing and linear systems. Discussions focus on the substitution method, solving linear systems by graphing, solutions to linear equations in two variables, multiplication property of equality, word problems, addition property of equality, and subtraction, addition, multiplication, and division of real numbers. The manuscript then examines exponents and polynomials, factoring, and rational e

  2. Elementary algebra

    CERN Document Server

    McKeague, Charles P

    1986-01-01

    Elementary Algebra, Third Edition focuses on the basic principles, operations, and approaches involved in elementary algebra. The book first ponders on the basics, linear equations and inequalities, and graphing and linear systems. Discussions focus on the elimination method, solving linear systems by graphing, word problems, addition property of equality, solving linear equations, linear inequalities, addition and subtraction of real numbers, and properties of real numbers. The text then takes a look at exponents and polynomials, factoring, and rational expressions. Topics include reducing ra

  3. Elementary Statistics Tables

    CERN Document Server

    Neave, Henry R

    2012-01-01

    This book, designed for students taking a basic introductory course in statistical analysis, is far more than just a book of tables. Each table is accompanied by a careful but concise explanation and useful worked examples. Requiring little mathematical background, Elementary Statistics Tables is thus not just a reference book but a positive and user-friendly teaching and learning aid. The new edition contains a new and comprehensive "teach-yourself" section on a simple but powerful approach, now well-known in parts of industry but less so in academia, to analysing and interpreting process dat

  4. Elementary Teacher Candidates’ Understanding of Rational Numbers: An International Perspective

    OpenAIRE

    Carbone, Rose Elaine

    2012-01-01

    This paper combines data from two different international research studies that used problem posing in analyzing elementary teacher candidates’ understanding of rational numbers. In 2007, a mathematics educator from the United States and a mathematician from Northern Ireland collaborated to investigate their respective elementary teacher candidates’ understanding of addition and division of fractions. A year later, the same US mathematics educator collaborated with a mathematics educator from...

  5. `I Finally Get It!': developing mathematical understanding during teacher education

    Science.gov (United States)

    Holm, Jennifer; Kajander, Ann

    2012-07-01

    A deep conceptual understanding of elementary mathematics as appropriate for teaching is increasingly thought to be an important aspect of elementary teacher capacity. This study explores preservice teachers' initial mathematical understandings and how these understandings developed during a mathematics methods course for upper elementary teachers. The methods course was supplemented by a newly designed optional course in mathematics for teaching. Teacher candidates choosing the optional course were initially weaker in terms of mathematical understanding than their peers, yet showed stronger mathematical development after engaging in the extra hours the optional course provided.

  6. 浅谈小学数学作业布置与批改%Introduction to the Elementary School Mathematics Homework Assignments and Corrections

    Institute of Scientific and Technical Information of China (English)

    奥会军

    2014-01-01

    The primary school mathematics homework assignments and when correcting an important link in the process of teaching, is the student digest classroom knowledge, leak fill a vacancy. We can’t let all the children be a mathematician, but can be by mathematics teaching for the students’ personality and to lay a solid foundation for future development. We respect the individual differences in the process of teaching, practice layer set, and vary from person to person, multi-angle corrects students’ papers,continuously explore new teaching.%作业布置与批改是小学数学教学过程中的重要环节,是学生消化课堂知识,查漏补缺的重要途径。我们不可能让所有的孩子都成为数学家,但可以通过数学教学为学生的个性培养和未来发展打下坚实基础。为此应在教学过程中尊重个体差异,实行分层次设置作业,并因人而异,进行多角度批改作业,不断探索教学新思路。

  7. Elementary Analysis of High School Mathematics Problem-solving Error Reasons%高中数学解题出错原因浅析

    Institute of Scientific and Technical Information of China (English)

    杨婷

    2014-01-01

    高中数学解题教学过程中,学生解题出错的现象时有发生,而且是不可完全避免的,因此应当正确对待。将对当前高中数学解题过程中的主要出错原因、影响因素等进行分析,并在此基础上就如何应对这些问题,提出一些建设性建议,以期能够为高中数学教育教学事业的发展,作出一点贡献。%In the high school mathematics problem-solving teaching process,students’problem-solving error phenomenon occurs frequently, and it is not to completely avoid,so should be treated correctly.The teacher on the current high school math problem-solving in the process of the main error causes and influence factors were analyzed,and on this basis on how to deal with these problems,puts forward some constructive suggestions,in order to for the development of the cause of the high school mathematics education teaching,and make some contribution.

  8. 谈小学数学教学中学生观察能力的培养%Discussion on the Cultivation of Students' Observation A- bility in Elementary School Mathematics Teaching

    Institute of Scientific and Technical Information of China (English)

    朱荣明

    2014-01-01

    观察能力是人们通过感觉器官认识世界的一种能力,是学生增长知识、判明是非的重要手段。在小学数学教学中要让学生成为学习的主人,培养学生的观察能力就显得尤为重要。作者根据自己的教学经验总结了五大要点,即:观察要有兴趣、观察要依顺序、观察要能细致、观察要多比较、观察要加思考,从而帮助学生铺设了自主学习的桥梁,使学生能够在数学学习中游刃有余。%Observation ability is a ability of people to know the world through their sense organs, and is an important means of students to increase knowledge and distinguish between right and wrong. In elementary school mathematics teaching, to make stu-dents the master of learning, the cultivation of observation ability is particularly important. In accordance with the writer's own teaching experience, five main points are summarized, namely: observation should be based on interest; observation should be in order; observation should be meticulous; more comparisons are needed in observation; more thinking is needed in observation. The aim is to help students lay the bridge of autonomous learning, and enable them to master mathematics learning.

  9. Elementary differential geometry

    CERN Document Server

    Pressley, Andrew

    2001-01-01

    Curves and surfaces are objects that everyone can see, and many of the questions that can be asked about them are natural and easily understood Differential geometry is concerned with the precise mathematical formulation of some of these questions, and with trying to answer them using calculus techniques It is a subject that contains some of the most beautiful and profound results in mathematics yet many of these are accessible to higher-level undergraduates Elementary Differential Geometry presents the main results in the differential geometry of curves and surfaces while keeping the prerequisites to an absolute minimum Nothing more than first courses in linear algebra and multivariate calculus are required, and the most direct and straightforward approach is used at all times Numerous diagrams illustrate both the ideas in the text and the examples of curves and surfaces discussed there The book will provide an invaluable resource to all those taking a first course in differential geometry, for their lecture...

  10. Elementary School Mathematics Teacher Specialized Growth Value Orientation and Motion Strategy under New Curriculum%新课程背景下的小学数学教师专业成长的价值取向与行动策略

    Institute of Scientific and Technical Information of China (English)

    杨耘

    2012-01-01

    This article raises the specialized growth question of the elementary school mathematics teacher from the new curriculum's angle, and elaborated its specialized growth value orientation and the motion strategy.%本文从新课程的视角提出了小学数学教师专业成长的问题,并阐释了其专业成长的基本价值取向和行动策略。

  11. Sparking Interest in Elementary Mathematics Study%激发小学生数学学习兴趣的途径

    Institute of Scientific and Technical Information of China (English)

    江跃

    2014-01-01

    Stimulating students interest in maths study can create teaching situation, contact the reality, participate in the activities of the game, carry out the competition and use opportunely incentive evaluation.By these methods, can make they relaxe and happy in the classroom to acquire knowledge, improve the efficiency of the mathematics classroom teaching.%激发学生数学学习兴趣的途径有创设教学情境、联系现实生活、参与游戏活动、开展比赛竞争、巧用激励评价。通过这些途径,能使他们在课堂上轻松愉快地获取知识,提高数学课堂教学的效率。

  12. Modern Mathematics and Your Child.

    Science.gov (United States)

    Phillips, Harry L.; Kluttz, Marguerite

    This guide for parents explains the objectives of the modern mathematics being taught in the schools and discusses the teaching methods being used. A few of the elementary concepts of modern mathematics (number lines, searching for patterns, different ways of analyzing problems, number bases, and sets) are briefly explained and justifications are…

  13. Content Analysis of Jordanian Elementary Textbooks during 1970-2013 as Case Study

    Science.gov (United States)

    Abed, Eman Rasmi; Al-Absi, Mohammad Mustafa

    2015-01-01

    This study aims to determine types of mathematic disciplines (in term of topics) in Jordanian Elementary textbooks. This study evaluates mathematics text books especially in the period between 1970 and 2013 and identifies types and quantities of mathematics. To examine the relative quantity of mathematics, branches of mathematics, presentation…

  14. The new curriculum standard and the pastoral area elementary school mathematics teaching%新课程标准与牧区小学数学教学

    Institute of Scientific and Technical Information of China (English)

    尼玛央金

    2015-01-01

    随着数学课程改革的建设,提出的各种课堂教学的概念和方法,教师从各种先进的数学教学法中摸索出适合当地教育发展和符合各类学生的教学方法这对西藏各乡村的数学教师来说是有一定的难度。对于他们来说各种优质竞赛、观摩课、示范课也是暂时的教学使用,因为条件的限制,真正在平常的数学教学中使用起来是极少极少的。特别是针对农牧区的孩子,在实行《数学课程标准》的过程中全新的教学方法要设计好并适合于农牧区的学生。毕竟西藏和内地从教学和语言环境有很大的差别。因为,新课程理念下的教学是活动化的教学,然而我们在教学当中的对象是农牧区学生,由于语言,地理环境和文化的影响,在进行活动化的教学当中他们往往是被动的,而教师成了独角戏。进行活动化教学对他们来说困难重重。因此我们在这种情况下,我们要通过其他的教学手段比如利用多媒体课件,图片课件。同时鼓励学生多发表自己的看法,在教学中学生为主体,教师为辅助。给学生积极探究,主动获取知识提供机会,为学生感知具体数学知识的现实背景、来源创造了条件。%Along with the construction of the mathematics curriculum reform, and puts forward the various concepts and methods of classroom teaching, for the mathematics teachers in the countryside in Tibet, find a suitable teaching method for the local education development, meet all kinds of student has the certain difficulty. For them, all kinds of high quality competition, criticism, demonstration class is also a temporary use of teaching, because of the limitation of conditions, really in common use in mathematics teaching is rare. Especially the children of farming and stockbreeding areas, in the process of implementation of"mathematics curriculum standard", teachers should design a good new

  15. “I Consider Myself a Mathematics Teacher”: the understanding that elementary school teachers have about themselves as mathematics educators “Eu me Considero Professora de Matemática”: a compreensão que as professoras dos ciclos iniciais têm de si mesmas como educadoras matemáticas

    Directory of Open Access Journals (Sweden)

    Roberto Antonio Marques

    2008-02-01

    Full Text Available In this article I analyzed aspects of the understanding that teachers of the beginning grades of elementary school have regarding themselves as Mathematical Educators. Using Discourse Analysis resources, I sought to identify and discuss the manners in which the interviewees structure their speech, assume and respond (to and for enunciations and positions in the school context. The analysis of the interviews shows that the teachers’ understanding of themselves as Mathematical Educators goes through the mediations that are established while they seek solutions for challenges to their condition and practice as teachers. The concerns identified in their speech indicate the need for addressing cultural aspects of the conditions for teaching mathematics in training courses for these teachers.Neste artigo analisei aspectos da compreensão que professoras dos ciclos iniciais do Ensino Fundamental têm de si mesmas como Educadoras Matemáticas. Lançando mão de recursos da Análise do Discurso, busquei identificar e discutir os modos pelos quais as entrevistadas estruturam suas falas, assumem e respondem a/por discursos e posições no cenário escolar. A análise das entrevistas revela que a compreensão que as professoras têm de si mesmas como Educadoras Matemáticas passa pelas mediações que elas estabelecem na busca de soluções para os desafios de sua condição e prática docente. As preocupações identificadas nos seus depoimentos apontam para a necessidade dos cursos de formação de professores contemplarem os aspectos culturais que permeiam a condição docente de quem ensina Matemática. Palavras-chave: Condição e Prática Docente. Formação de Professores. Educação Matemática.

  16. Plato, Wilde, and Woolf: the poetics of homoerotic "intercourse" in A Room of One's Own.

    Science.gov (United States)

    Vanita, Ruth

    2010-01-01

    This article places Woolf in the context of homoerotic literary ancestry. It suggests that the overall argument in A Room of One's Own owes a debt to Wilde's 1891 pamphlet The Soul of Man under Socialism. It also examines Woolf's controversial meditation on male-female collaboration and intercourse in A Room, and suggests a homoerotic reading of this meditation, drawing on images and ideas of literary transmission and creation from Plato's Symposium.

  17. The philosopher Socrates had exophthalmos (a term coined by Plato) and probably Graves' disease.

    Science.gov (United States)

    Papapetrou, Peter D

    2015-01-01

    According to a previously published theory, Socrates was afflicted with temporal lobe epilepsy since his childhood. Plato, Xenophon, and Aristoxenus described Socrates as having exophthalmos, probably diplopia, and some symptoms compatible with hyperthyroidism. Using these data, we theorize that Socrates had Graves' disease. In order to determine a cause of his temporal lobe epilepsy, we speculate that the philosopher also had autoimmune thyroiditis and Hashimoto encephalopathy during his childhood and his epilepsy may have been a sequel to this hypothesized encephalopathy.

  18. The instrument control unit of the ESA-PLATO 2.0 mission

    Science.gov (United States)

    Focardi, M.; Pezzuto, S.; Cosentino, R.; Giusi, G.; Pancrazzi, M.; Noce, V.; Ottensamer, R.; Steller, M.; Di Giorgio, A. M.; Pace, E.; Plasson, P.; Peter, G.; Pagano, I.

    2016-07-01

    PLATO 2.0 has been selected by ESA as the third medium-class Mission (M3) of the Cosmic Vision Program. Its Payload is conceived for the discovery of new transiting exoplanets on the disk of their parent stars and for the study of planetary system formation and evolution as well as to answer fundamental questions concerning the existence of other planetary systems like our own, including the presence of potentially habitable new worlds. The PLATO Payload design is based on the adoption of four sets of short focal length telescopes having a large field of view in order to exploit a large sky coverage and to reach, at the same time, the needed photometry accuracy and signalto- noise ratio (S/N) within a few tens of seconds of exposure time. The large amount of data produced by the telescope is collected and processed by means of the Payload's Data Processing System (DPS) composed by many processing electronics units. This paper gives an overview of the PLATO 2.0 DPS, mainly focusing on the architecture and processing capabilities of its Instrument Control Unit (ICU), the electronic subsystem acting as the main interface between the Payload (P/L) and the Spacecraft (S/C).

  19. Freedom Quilts: Mathematics on the Underground Railroad

    Science.gov (United States)

    Neumann, Maureen D.

    2005-01-01

    A mathematics activity is presented which is a lesson frequently taught to upper elementary school students. It helps the students to see the connection of mathematics with a real-world activity, appreciate the mathematical knowledge required of quilt makers, reinforce their knowledge of the geometrical properties of different shapes and bring…

  20. Computing and Engineering in Elementary School: The Effect of Year-Long Training on Elementary Teacher Self-Efficacy and Beliefs about Teaching Computing and Engineering

    Science.gov (United States)

    Rich, Peter Jacob; Jones, Brian; Belikov, Olga; Yoshikawa, Emily; Perkins, McKay

    2017-01-01

    STEM, the integration of Science, Technology, Engineering, and Mathematics is increasingly being promoted in elementary education. However, elementary educators are largely untrained in the 21st century skills of computing (a subset of technology) and engineering. The purpose of this study was to better understand elementary teachers'…

  1. What is good sport: Plato's view Co je to dobrý sport: Platónův pohled

    Directory of Open Access Journals (Sweden)

    Jernej Pisk

    2006-02-01

    Full Text Available One of Plato's most common questions found in his dialogues is "What is something?" By asking this question Plato usually brought his co-speakers to the recognition that in fact they do not have a full comprehension of what something is, although they have a partial comprehension of it. The awareness of one's incomplete cognition is the first step to be made on the philosophic way to truth. As in ancient times also today Plato asks us – the modern philosophers of sport – "What is sport?" or more precisely "What is good sport?" Probably the best of Plato's answers to this question can be found in the basic concepts of his philosophy regarding his hierarchical division of the state and human soul into three parts. Since sport is derived from human being also the goodness of sport can be divided into three stages. The lowest stage of sport corresponds to the first part of the soul – the appetite soul. On this stage sport is based on the gaining of material goods through prizes won at competitions. In the philosophic view, this is the lowest possible stage of goodness of sport. The second stage of sport corresponds to the second part of the soul – the emotional soul. Sport at this stage is based on the elementary ancient agon, which seeks fulfilment in the winning of honour and glory. The greatest and the most superior is the third part of the soul – the reasonable soul. According to this, also the sport corresponding to the third part of the soul is the best. For this kind of sport it is no longer necessary to compete with other contestants, since it can achieve it's fulfilment in perfect execution of movement or exercise, in which the perfect cooperation between reason (soul and body is attained. At this stage of sport it is the most important to compete and win over one's self, and this can be achieved by everyone, without regard to his/her physical abilities in comparison with others. In Plato's view, good sport is the sport directed

  2. Las perspectivas socioculturales y la formación de profesores de primaria en relación con las matemáticas. Socio-cultural perspectives and elementary school teacher training in relation to Mathematics

    Directory of Open Access Journals (Sweden)

    García, Mercedes

    2010-05-01

    Full Text Available O objetivo deste artigo é apresentar alguns problemas que surgiram no nosso trabalho como formadoras de professores do ensino primário em relação à matemática. Em particular, um desses problemas é como formar os futuros membros de uma comunidade em um contexto diferente do seu trabalho futuro. Para resolver isso, tentamos fornecer os meios para que os estudantes professores da escola primária possam se integrar na comunidade dos professores através da criação de comunidades de aprendizagem. Essas comunidades são caracterizadas por uma atividade que pode ser chamada de "aprender a ensinar." No nosso caso, essa atividade ocorre em ambientes que são gerados por trajetórias de ensino e aprendizagem. Neste contexto, tem surgido algumas questões sobre as quais pensamos que pode valer a pena refletir.This article aims to present some problems that have arisen in our work as primary teachers educators in relation to mathematics. In particular, one of these problems is how to educate the future members of a community in a context different to their future professional activity. To resolve this problem, we try to provide the means for elementary students teachers are integrated into the community of these teachers by generating learning communities. These communities are characterized by an activity that might be called "learning to teach". In our case, this activity is performed in environments that are generated by teaching/learning trajectories. In this context, there have been some questions on which we think that is important to reflect.

  3. Prospective Elementary Teachers' Development of Fraction Number Sense

    Science.gov (United States)

    Utley, Juliana; Reeder, Stacy

    2012-01-01

    Can prospective elementary teachers "unlearn" harmful algorithms used with fractions as they are invited to develop fraction number sense? This study examined the development of prospective elementary teachers' fraction number sense during an intermediate (grades 5-8) mathematics methods course. During this course, participants' were involved in a…

  4. A Case for Content Specialists as the Elementary Classroom Teacher

    Science.gov (United States)

    Gerretson, Helen; Bosnick, Janet; Schofield, Kathleen

    2008-01-01

    The purpose of this study was to identify factors associated with the growing use of teacher specialists in the elementary schools, particularly in the area of mathematics. The elementary school principals of a large metropolitan school district located in northeastern Florida responded to an online survey that focused on the type of specialist…

  5. A COMUNICAÇÃO ORAL NAS AULAS DE MATEMÁTICA NOS ANOS INICIAIS DO ENSINO FUNDAMENTAL. ORAL COMMUNICATION IN MATHEMATICS LESSONS FOR THE INITIAL YEARS OF ELEMENTARY SCHOOL

    Directory of Open Access Journals (Sweden)

    Nacarato, Adair Mendes

    2012-05-01

    importance of the oral communication in maths lessons. The present article aims to discuss the constitution of a learning environment which allows oral communication in maths lessons as a way to develop students’ argumentation skills and help the conceptual construction movement. Vygotsky’s and Bakhtin’s premises are the starting point for the construction of a theoretical framework which supports the communication and meaning processes in the classroom. Such premises guide the analysis of two classroom episodes with students from the initial years of public elementary school in the state of São Paulo. These episodes made it possible to clearly observe how verbal interactions and the pedagogical mediation allow argumentation modes and the circulation of mathematical meanings.

  6. Effects of a Mathematics Fluency Program on Mathematics Performance of Students with Challenging Behaviors

    Science.gov (United States)

    Whitney, Todd; Hirn, Regina G.; Lingo, Amy S.

    2016-01-01

    In the present study, we examined the effects of a fluency-building mathematics program called Great Leaps Math on fluency of basic addition mathematics facts zero to nine and word problem solving using a multiple probe design across participants. Three elementary students with challenging behaviors and mathematics difficulty participated in the…

  7. Symbolic Drawings Reveal Changes in Preservice Teacher Mathematics Attitudes after a Mathematics Methods Course

    Science.gov (United States)

    Rule, Audrey C.; Harrell, Mary H.

    2006-01-01

    A new method of analyzing mathematics attitudes through symbolic drawings, situated within the field of Jungian-oriented analytical psychology, was applied to 52 preservice elementary teachers before and after a mathematics methods course. In this triangulation mixed methods design study, pretest images related to past mathematics experiences…

  8. Interdisciplinary Collaborative Mathematics: Standards Correlation Guide

    Science.gov (United States)

    Chiatula, Victoria Oliaku

    2015-01-01

    This guide outlines teacher preparation, professional association, and Common Core State Standards aligned to an "interdisciplinary collaborative mathematics" approach using Junior Achievement educational programs within a Math Methods course to train pre-service elementary teachers to teach math.

  9. Elementary vectors

    CERN Document Server

    Wolstenholme, E Œ

    1978-01-01

    Elementary Vectors, Third Edition serves as an introductory course in vector analysis and is intended to present the theoretical and application aspects of vectors. The book covers topics that rigorously explain and provide definitions, principles, equations, and methods in vector analysis. Applications of vector methods to simple kinematical and dynamical problems; central forces and orbits; and solutions to geometrical problems are discussed as well. This edition of the text also provides an appendix, intended for students, which the author hopes to bridge the gap between theory and appl

  10. Advanced mathematical study and the development of conditional reasoning skills.

    Directory of Open Access Journals (Sweden)

    Nina Attridge

    Full Text Available Since the time of Plato, philosophers and educational policy-makers have assumed that the study of mathematics improves one's general 'thinking skills'. Today, this argument, known as the 'Theory of Formal Discipline' is used in policy debates to prioritize mathematics in school curricula. But there is no strong research evidence which justifies it. We tested the Theory of Formal Discipline by tracking the development of conditional reasoning behavior in students studying post-compulsory mathematics compared to post-compulsory English literature. In line with the Theory of Formal Discipline, the mathematics students did develop their conditional reasoning to a greater extent than the literature students, despite them having received no explicit tuition in conditional logic. However, this development appeared to be towards the so-called defective conditional understanding, rather than the logically normative material conditional understanding. We conclude by arguing that Plato may have been correct to claim that studying advanced mathematics is associated with the development of logical reasoning skills, but that the nature of this development may be more complex than previously thought.

  11. Advanced mathematical study and the development of conditional reasoning skills.

    Science.gov (United States)

    Attridge, Nina; Inglis, Matthew

    2013-01-01

    Since the time of Plato, philosophers and educational policy-makers have assumed that the study of mathematics improves one's general 'thinking skills'. Today, this argument, known as the 'Theory of Formal Discipline' is used in policy debates to prioritize mathematics in school curricula. But there is no strong research evidence which justifies it. We tested the Theory of Formal Discipline by tracking the development of conditional reasoning behavior in students studying post-compulsory mathematics compared to post-compulsory English literature. In line with the Theory of Formal Discipline, the mathematics students did develop their conditional reasoning to a greater extent than the literature students, despite them having received no explicit tuition in conditional logic. However, this development appeared to be towards the so-called defective conditional understanding, rather than the logically normative material conditional understanding. We conclude by arguing that Plato may have been correct to claim that studying advanced mathematics is associated with the development of logical reasoning skills, but that the nature of this development may be more complex than previously thought.

  12. Describing Pre-Service Teachers' Developing Understanding of Elementary Number Theory Topics

    Science.gov (United States)

    Feldman, Ziv

    2012-01-01

    Although elementary number theory topics are closely linked to foundational topics in number and operations and are prevalent in elementary and middle grades mathematics curricula, little is currently known about how students and teachers make sense of them. This study investigated pre-service elementary teachers' developing understanding of…

  13. Echoes in Plato's cave : ontology of sound objects in computer music and analysis

    OpenAIRE

    Marsden, Alan

    2014-01-01

    The sonic aspects of Plato's analogy of the cave is taken as a starting point for thought experiments to investigate the objective nature of sound, and the idea of quasi-Platonic forms in music. Sounds are found to be objects in a way that sights or appearances are not, and it is only in the presence of technology that they become artificial. When recognition, control and communication about sound come into play, abstract concepts emerge, but there is no reason to give these the priority stat...

  14. Ontological Questions in Schelling’s Late Philosophy: Plato and Aristotle

    Directory of Open Access Journals (Sweden)

    Jean-François Courtine

    2010-09-01

    Full Text Available The purpose of the article is to understand the reasons and procedures employed by F. W. Schelling in his Plato and Aristotle re-appropriation, and to extract the authentically ontological thematic of it. It makes a path through the Schelling’s late writings and letters, to construct a complete view about the relation between this appropriation and the possibility of the constitution of a positive philosophy, as a particular science, in opposition to a negative philosophy, understood as metaphysics.

  15. Mathematical methods for physicists

    CERN Document Server

    Arfken, George B

    2005-01-01

    This best-selling title provides in one handy volume the essential mathematical tools and techniques used to solve problems in physics. It is a vital addition to the bookshelf of any serious student of physics or research professional in the field. The authors have put considerable effort into revamping this new edition.* Updates the leading graduate-level text in mathematical physics* Provides comprehensive coverage of the mathematics necessary for advanced study in physics and engineering* Focuses on problem-solving skills and offers a vast array of exercises * Clearly illustrates and proves mathematical relationsNew in the Sixth Edition:* Updated content throughout, based on users'' feedback * More advanced sections, including differential forms and the elegant forms of Maxwell''s equations* A new chapter on probability and statistics* More elementary sections have been deleted

  16. The Structure of Student Dialogue in Web-Assisted Mathematics Courses

    Science.gov (United States)

    Thomas, David; Li, Qing; Knott, Libby; Li, Zhongxiao

    2008-01-01

    Spring term of 2005, three Web-assisted undergraduate mathematics courses were taught at the University of Idaho: Math 235 Mathematics for Elementary Teachers 1; Math 236 Mathematics for Elementary Teachers II; and Math 391 Modern Geometry. While the content of these courses differ, they share common goals: to foster a deep understanding of…

  17. Building the Wall Brick by Brick: One Prospective Teacher's Experiences with Mathematics Anxiety

    Science.gov (United States)

    Stoehr, Kathleen Jablon

    2017-01-01

    Mathematics education researchers have investigated mathematics anxiety in prospective elementary teachers. While many of these studies have focused on the bodily sensations and emotions of mathematics anxiety, particularly those felt in assessment situations, opportunities remain to investigate how prospective elementary teachers interpret their…

  18. 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…

  19. Tips for Teaching Math to Elementary Students

    Science.gov (United States)

    Scarpello, Gary

    2010-01-01

    Since most elementary school teachers do not hold a degree in mathematics, teaching math may be a daunting task for some. Following are a few techniques to help make teaching and learning math easier and less stressful. First, know that math is a difficult subject to teach--even for math teachers. The subject matter itself is challenging. Second,…

  20. Preservice Elementary Teachers' Understanding of Logical Inference

    Science.gov (United States)

    Hauk, Shandy; Judd, April Brown; Tsay, Jenq Jong; Barzilai, Harel; Austin, Homer

    2009-01-01

    This article reports on the logical reasoning efforts of five prospective elementary school teachers as they responded to interview prompts involving nonsense, natural, and mathematical representations of conditional statements. The interview participants evinced various levels of reliance on personal relevance, linguistic contextualization, and…

  1. Applied mathematics made simple

    CERN Document Server

    Murphy, Patrick

    1982-01-01

    Applied Mathematics: Made Simple provides an elementary study of the three main branches of classical applied mathematics: statics, hydrostatics, and dynamics. The book begins with discussion of the concepts of mechanics, parallel forces and rigid bodies, kinematics, motion with uniform acceleration in a straight line, and Newton's law of motion. Separate chapters cover vector algebra and coplanar motion, relative motion, projectiles, friction, and rigid bodies in equilibrium under the action of coplanar forces. The final chapters deal with machines and hydrostatics. The standard and conte

  2. 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

  3. The historical roots of elementary mathematics

    CERN Document Server

    Bunt, Lucas N H; Bedient, Jack D

    1988-01-01

    Exciting, hands-on approach to understanding fundamental underpinnings of modern arithmetic, algebra, geometry and number systems examines their origins in early Egyptian, Babylonian, and Greek sources.

  4. The Mathematical Structure of Elementary Particles. II.

    Science.gov (United States)

    1985-05-01

    Functions, Dover, New York, (1965). (2] Berestetski, V., Lifchitz, E., Pitayevski, L., Th6orie Quantique Relativiste, Physique Thdorique (Landau et Lifchitz...M6canique Quantique , Thgorie Non- Relativiste, Physique Th’orique Tome III, Mir, Moscow (1966). C(lO] Omn~s, R., Introduction to Particle Physics, Wiley

  5. The PLATO Simulator: Modelling of High-Precision High-Cadence Space-Based Imaging

    CERN Document Server

    Marcos-Arenal, P; De Ridder, J; Aerts, C; Huygen, R; Samadi, R; Green, J; Piotto, G; Salmon, S; Catala, C; Rauer, H

    2014-01-01

    Many aspects of the design trade-off of a space-based instrument and its performance can best be tackled through simulations of the expected observations. The complex interplay of various noise sources in the course of the observations make such simulations an indispensable part of the assessment and design study of any space-based mission. We present a formalism to model and simulate photometric time series of CCD images by including models of the CCD and its electronics, the telescope optics, the stellar field, the jitter movements of the spacecraft, and all important natural noise sources. This formalism has been implemented in a versatile end-to-end simulation software tool, called PLATO Simulator, specifically designed for the PLATO space mission to be operated from L2, but easily adaptable to similar types of missions. We provide a detailed description of several noise sources and discuss their properties, in connection with the optical design, the allowable level of jitter, the quantum efficiency of th...

  6. The aesthetic value of mathematical knowledge and mathematics teaching

    Directory of Open Access Journals (Sweden)

    Erovenko V. A.

    2016-01-01

    Full Text Available The article is devoted to identifying the value of the phenomenon of aesthetic value and beauty of mathematical knowledge and the beauty of mathematical theory of teaching mathematics. The aesthetic potential of mathematical knowledge allows the use of theater technology in the educational process with the active dialogic interaction between teacher and students. The criteria of beauty in mathematical theories are distinguished: the realization of beauty as the unity of the whole, and in the disclosure of the complex through the elementary; methodological interpretation of the beauty in the community of mathematical structures and optimal information content of the meta-language of mathematics; the practical embodiment of beauty in the formalization of the infinite through the finite. The beauty of mathematics is the force that permeates all the “layers of knowledge” not along, and across, although the effectiveness of mathematical activity due to aesthetic laws, which do not always lend themselves to unambiguous interpretation. In the article it is stated that, depending on the educational goals of communicative impact on the audience, in fact, “mathematical lectures theatricality” can have different characteristics, the most important of which are teachers artistry and artistic director's work of a teacher. This cultural phenomenon that includes the theatrical talent, helps create an atmosphere of cooperation needed in varying degrees of activity for pedagogical interaction. The author believes that such approach, developed on the basis of the Stanislavsky system, allows university professors of mathematics significantly improve mathematical lectures.

  7. Mathematical analysis differentiation and integration

    CERN Document Server

    Aramanovich, IG; Lyusternik, LA; Sneddon, I N

    1965-01-01

    Mathematical Analysis: Differentiation and Integration is devoted to two basic operations of mathematical analysis, differentiation and integration. The problems directly connected with the operations of differentiation and integration of functions of one or several variables are discussed, together with elementary generalizations of these operations. This volume is comprised of seven chapters and begins by considering the differentiation of functions of one variable and of n variables, paying particular attention to derivatives and differentials as well as their properties. The next chapter d

  8. Lakatos' Proofs and Refutations Comes Alive in an Elementary Classroom.

    Science.gov (United States)

    Atkins, Sandra L.

    1997-01-01

    Presents an alternative pedagogy implicit in Imre Lakatos's "Proofs and Refutations: The Logic of Mathematical Discovery." Lakatos reveals that learning mathematics is a discourse-laden activity in which it is acceptable, if not preferable, to refute conjecture. Provides examples of using a Lakatosian approach in an elementary classroom.…

  9. How to Feel about and Learn Mathematics: Therapeutic Intervention and Attentiveness

    Science.gov (United States)

    Namukasa, Immaculate; Gadanidis, George; Cordy, Michelle

    2009-01-01

    In mathematics teacher education, tasks that centre on doing mathematics are used for a variety of purposes, including learning new mathematics. In our research, we focus on doing mathematics as a therapeutic intervention. Many pre-service teachers in our program narrate impoverished mathematics experiences. We engage pre-service elementary school…

  10. Mathematical Competences

    DEFF Research Database (Denmark)

    Westphael, Henning; Mogensen, Arne

    2013-01-01

    In this article we present the notion of Mathematical competences as a tool to describe the mathematically gifted students.......In this article we present the notion of Mathematical competences as a tool to describe the mathematically gifted students....

  11. 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…

  12. Dialectic and Dialogue in Plato: Refuting the Model of Socrates-as-Teacher in the Pursuit of Authentic "Paideia"

    Science.gov (United States)

    Magrini, James Michael

    2014-01-01

    Incorporating Gadamer and other thinkers from the continental tradition, this essay is a close and detailed hermeneutic, phenomenological, and ontological study of the dialectic practice of Plato's Socrates--it radicalizes and refutes the Socrates-as-teacher model that educators from scholar academic ideology embrace.

  13. Three Aspects of PLATO Use at Chanute AFB: CBE Production Techniques, Computer-Aided Management, Formative Development of CBE Lessons.

    Science.gov (United States)

    Klecka, Joseph A.

    This report describes various aspects of lesson production and use of the PLATO system at Chanute Air Force Base. The first chapter considers four major factors influencing lesson production: (1) implementation of the "lean approach," (2) the Instructional Systems Development (ISD) role in lesson production, (3) the transfer of…

  14. A Plan for the Evaluation of a Project to Develop Basic Medical Sciences Lessons on PLATO IV.

    Science.gov (United States)

    Jones, Les A.; And Others

    A project to introduce PLATO IV computer-assisted instruction (CAI) in medical sciences education for health professionals was implemented at the School of Basic Medical Sciences at the University of Illinois. This paper describes the plan for evaluation of the project. Using a student questionnaire and additional general questions, the…

  15. An Evaluation of the Teaching Effectiveness of PLATO in a First Level Biology Course. CERL Report X-32.

    Science.gov (United States)

    Arsenty, Richard P.; Kieffer, George H.

    This paper describes a study of the teaching effectiveness of computer-assisted instruction using the PLATO system at the University of Illinois in a first level biology course. College enrollment, class rank, final grade, and time study data of the control and experimental groups were obtained from master rosters. A questionnaire administered to…

  16. The Education of the Third Class in "The Republic": Plato and the "Locus Classicus" of Formative Justice

    Science.gov (United States)

    Mintz, Avi I.

    2016-01-01

    Background/Context: In one of the classics of educational philosophy, a key issue is remains unsettled. In Plato's "Republic," Socrates makes a case for the importance of a comprehensive education. Socrates is unclear, however, about whether the producer class is eligible for this comprehensive education. Purpose/Objective: Previous…

  17. Dialectic and Dialogue in Plato: Refuting the Model of Socrates-as-Teacher in the Pursuit of Authentic "Paideia"

    Science.gov (United States)

    Magrini, James Michael

    2014-01-01

    Incorporating Gadamer and other thinkers from the continental tradition, this essay is a close and detailed hermeneutic, phenomenological, and ontological study of the dialectic practice of Plato's Socrates--it radicalizes and refutes the Socrates-as-teacher model that educators from scholar academic ideology embrace.

  18. Can Mathematics be Justified by Natural Logic?

    Science.gov (United States)

    Schreiber, Lothar; Sommer, Hanns

    2010-11-01

    Charles Darwin claimed that the forms and the behaviour of living beings can be explained from their will to survive. But what are the consequences of this idea for humans knowledge, their theories of nature and their mathematics?. We discuss the view that even Plato's objective world of mathematical objects does not exist absolutely, without the intentions of mathematicians. Using Husserl's Phenomenological Method, cognition can be understood as a process by which meaning is deduced from empirical data relative to intentions. Thereby the essential structure of any cognition process can be detected and this structure is mirrored in logic. A natural logic becomes the direct result of cognition. Only in a second step, mathematics is obtained by abstraction from natural logic. In this way mathematics gains a well-defined foundation and is no longer part of a dubious 'a-priori knowledge' (Kant). This access to mathematics offers a new look on many old problems, e.g. the Petersburg problem and the problem 'P = NP?'. We demonstrate that this new justification of mathematics has also important applications in Artificial Intelligence. Our method provides a procedure to construct an adequate logic to solve most efficiently the problems of a given problem class. Thus, heuristics can be tailor-made for the necessities of applications.

  19. English Language Learners in the Mathematics Classroom

    Science.gov (United States)

    Coggins, Debra; Kravin, Drew; Coates, Grace Davila; Carroll, Maria Dreux

    2007-01-01

    Whether teaching mathematics in a contained elementary classroom, as a specialized math teacher, or as an ELL teacher, this new resource will help meet the needs of English Language Learners. Offering strategies, guidelines, and classroom vignettes, this book demonstrates how to adjust mathematics instruction to make the learning less…

  20. Improving Intuition Skills with Realistic Mathematics Education

    Science.gov (United States)

    Hirza, Bonita; Kusumah, Yaya S.; Darhim; Zulkardi

    2014-01-01

    The intention of the present study was to see the improvement of students' intuitive skills. This improvement was seen by comparing the Realistic Mathematics Education (RME)-based instruction with the conventional mathematics instruction. The subject of this study was 164 fifth graders of elementary school in Palembang. The design of this study…

  1. Technology-Rich Mathematics Instruction

    Science.gov (United States)

    Thach, Kim J.; Norman, Kimberly A.

    2008-01-01

    This article uses one of the authors' classroom experiences to explore how teachers can create technology-rich learning environments that support upper elementary students' mathematical understanding of algebra and number and operations. They describe a unit that presents a common financial problem (the use of credit cards) to engage sixth graders…

  2. The Theory of Argumentation within Language and its relation to Plato, Saussure and Benveniste

    Directory of Open Access Journals (Sweden)

    Cristiane Dall'Cortivo-Lebler

    2014-12-01

    Full Text Available The Theory of Argumentation within Language, developed by Oswald Ducrot, Jean-Claude Anscombre and Marion Carel, has experienced along its development different phases and forms, constantly seeking to align to what its main developer, Oswald Ducrot, called external hypotheses and internal hypotheses. This paper discusses the presence of Linguistic Theories and Philosophy in Ducrot’s work regarding concepts of Plato, Ferdinand de Saussure and Émile Benveniste, which constitute its external assumptions. The presence of these concepts culminated in the creation of different concepts that comprise the Linguistic Semantics, and gave it a specific point of view about language that emphasizes the internal relationships among language components and understands that speech is the result of a linguistic activity where an “I” speaks to a “you”.

  3. Efficient methods for solving discrete topology design problems in the PLATO-N project

    DEFF Research Database (Denmark)

    Canh, Nam Nguyen; Stolpe, Mathias

    This paper considers the general multiple load structural topology design problems in the framework of the PLATO-N project. The problems involve a large number of discrete design variables and were modeled as a non-convex mixed 0–1 program. For the class of problems considered, a global...... optimization method based on the branch-and-cut concept was developed and implemented. In the method a large number of continuous relaxations were solved. We also present an algorithm for generating cuts to strengthen the quality of the relaxations. Several heuristics were also investigated to obtain efficient...... algorithms. The branch and cut method is used to solve benchmark examples which can be used to validate other methods and heuristics....

  4. Alternative communication network designs for an operational Plato 4 CAI system

    Science.gov (United States)

    Mobley, R. E., Jr.; Eastwood, L. F., Jr.

    1975-01-01

    The cost of alternative communications networks for the dissemination of PLATO IV computer-aided instruction (CAI) was studied. Four communication techniques are compared: leased telephone lines, satellite communication, UHF TV, and low-power microwave radio. For each network design, costs per student contact hour are computed. These costs are derived as functions of student population density, a parameter which can be calculated from census data for one potential market for CAI, the public primary and secondary schools. Calculating costs in this way allows one to determine which of the four communications alternatives can serve this market least expensively for any given area in the U.S. The analysis indicates that radio distribution techniques are cost optimum over a wide range of conditions.

  5. Banishing the Poet: The Pedagogical Function of Mythology in the Dialogues of Plato

    Directory of Open Access Journals (Sweden)

    Javier Martínez

    2013-06-01

    Full Text Available This text attempts to develop a sound justification for Plato’s pedagogical use of myth in the dialogues. In particular, I seek to resolve a seeming contradiction: why Plato personally made use of myths in spite of his many statements that seem to contradict such a pedagogical approach, especially his edict that poets and myth-makers be banished from his republic for the danger their works pose to the attainment of true philosophical wisdom. An analysis of the centrality of myths to the dialogues is carried out, followed by a discussion of the place of muthos in its Ionian historical context. This establishes the basis for resolving the contradiction through the division of muthos into two distinct modes: the fantastic and the eikastic.

  6. Arete and Gender-Differentiation in Socrates/Plato and Aristotle

    Directory of Open Access Journals (Sweden)

    Thomas Robinson

    1998-12-01

    Full Text Available The article grapples with the question whether Plato believed that, in the matter of arete, the female psyche had a built-in inclination to immorality in a way that the male psyche did not, and was therefore assuch signiticantly different from the male psyche. It is argued that the evidence of the Timaeus ( and, to some lesser degree, of the Laws suggests very strongly that he did, though fortunately the political consequence she drew from this (in the Laws tum out to be positive rather than negative. Aristotle, by contrast,it is argued, while still holding to the lamentable theory of the inferiority of woman, talks of ditl'eringquanta of (one and the same arete in male and female souls, rather than a difference in their very arete.

  7. Platón y el silogismo Plato and the syllogism

    Directory of Open Access Journals (Sweden)

    Manuel Correia Machuca

    2010-03-01

    Full Text Available La cuestión de si Platón pudo ser el autor de una primera noción de deducción silogística (un método que Aristóteles hizo conocido a través de una definición y un progreso teórico en los Analíticos Primeros fue discutida en la antigüedad y, desde entonces, debatida por varios comentaristas. En este artículo, comento dos pasajes de la literatura post-aristotélica, uno atestiguado por Boecio (que se remonta a Alejandro de Afrodisia y el otro presente en Juan Filópono, en su comentario a los Analíticos Primeros. El artículo intenta mostrar que estos pasajes contienen información suficiente para favorecer a Platón como conocedor de la técnica deductiva silogística, aunque no para conferirle el desarrollo de la metodología silogística.The question of whether Plato could be the author of a first concept of syllogistic deduction (a method that Aristotle made known by means of a definition and a theoretical improvement in his Prior Analytics was known in the antiquity and from that time, the question has usually examined by several commentators. In this article, I comment on two passages of post-Aristotelian tradition; one is given by Boethius (which stems from Alexander of Aphrodisias and the other was given by Johannes Philoponus in his commentary on Prior Analytics. The article intends to show that these passages contain information that is sufficient to come to an opinion favoring Plato, although it does not imply that they are sufficient to confer him the syllogistic method.

  8. A course of higher mathematics

    CERN Document Server

    Smirnov, Vladimir Ivanovich; Lohwater, A J

    1964-01-01

    A Course of Higher Mathematics, I: Elementary Calculus is a five-volume course of higher mathematics used by mathematicians, physicists, and engineers in the U.S.S.R. This volume deals with calculus and principles of mathematical analysis including topics on functions of single and multiple variables. The functional relationships, theory of limits, and the concept of differentiation, whether as theories and applications, are discussed. This book also examines the applications of differential calculus to geometry. For example, the equations to determine the differential of arc or the parameter

  9. Mathematical anxiety in the primary school

    OpenAIRE

    Friškovec, Tjaša

    2016-01-01

    The thesis deals with test anxiety of students in elementary school in the class of mathematics. The level of anxiety has been studied during the assessment of mathematical knowledge. The thesis consists of theoretical and empirical work. The theoretical part contains the definition of notion “test anxiety”, explaining its four components that occur to students during the assessment of mathematical knowledge. With the help of literature the causeres of test anxiety in situations of valuat...

  10. The Influence of Mathematics Vocabulary Instruction Embedded within Addition Tutoring for First-Grade Students with Mathematics Difficulty

    Science.gov (United States)

    Powell, Sarah R.; Driver, Melissa K.

    2015-01-01

    Researchers and practitioners indicate students require explicit instruction on mathematics vocabulary terms, yet no study has examined the effects of an embedded vocabulary component within mathematics tutoring for early elementary students. First-grade students with mathematics difficulty (MD; n = 98) were randomly assigned to addition tutoring…

  11. Mathematics Underground

    Science.gov (United States)

    Luther, Kenneth H.

    2012-01-01

    Mathematical modeling of groundwater flow is a topic at the intersection of mathematics and geohydrology and is rarely encountered in undergraduate mathematics. However, this subject is full of interesting and meaningful examples of truly "applied" mathematics accessible to undergraduates, from the pre-calculus to advanced mathematics levels. This…

  12. Mathematics Underground

    Science.gov (United States)

    Luther, Kenneth H.

    2012-01-01

    Mathematical modeling of groundwater flow is a topic at the intersection of mathematics and geohydrology and is rarely encountered in undergraduate mathematics. However, this subject is full of interesting and meaningful examples of truly "applied" mathematics accessible to undergraduates, from the pre-calculus to advanced mathematics levels. This…

  13. Simulation results for PLATO: a prototype hybrid X-ray photon counting detector with a low energy threshold for fusion plasma diagnostics

    Science.gov (United States)

    Habib, A.; Menouni, M.; Pangaud, P.; Fenzi, C.; Colledani, G.; Moureau, G.; Escarguel, A.; Morel, C.

    2017-01-01

    PLATO is a prototype hybrid X-ray photon counting detector that has been designed to meet the specifications for plasma diagnostics for the WEST tokamak platform (Tungsten (W) Environment in Steady-state Tokamak) in southern France, with potential perspectives for ITER. PLATO represents a customized solution that fulfills high sensitivity, low dispersion and high photon counting rate. The PLATO prototype matrix is composed of 16 × 18 pixels with a 70 μm pixel pitch. New techniques have been used in analog sensitive blocks to minimize noise coupling through supply rails and substrate, and to suppress threshold dispersion across the matrix. The PLATO ASIC is designed in CMOS 0.13 μm technology and was submitted for a fabrication run in June 2016. The chip is designed to be bump-bonded to a silicon sensor. This paper presents pixel architecture as well as simulation results while highlighting novel solutions.

  14. Elementary astronomy

    Science.gov (United States)

    Fierro, J.

    2006-08-01

    In developing nations such as Mexico, basic science education has scarcely improved. There are multiple reasons for this problem; they include poor teacher training and curricula that are not challenging for students. I shall suggest ways in which astronomy can be used to improve basic education, it is so attractive that it can be employed to teach how to read and write, learn a second language, mathematics, physics, as well as geography. If third world nations do not teach science in an adequate way, they will be in serious problems when they will try to achieve a better standard of living for their population. I shall also address informal education, it is by this means that most adults learn and keep up to date with subjects that are not their specialty. If we provide good outreach programs in developing nations we can aid adult training; astronomy is ideal since it is particularly multidisciplinary. In particular radio and television programs are useful for popularization since they reach such wide audiences.

  15. The Relationship between Mathematical Knowledge of Numbers and Operations and Mathematics Beliefs of Prospective Teachers

    Science.gov (United States)

    Stiegelmeyer, Cindy

    2012-01-01

    This study surveyed 82 preservice elementary teachers using items from an instrument designed to predict student achievement based on a teacher's mathematics knowledge for teaching (MKT) in numbers and operations concepts. Additional mathematics beliefs items asked participants to rate their level of agreement with math myths and math anxiety…

  16. "My Personal Relationship towards Mathematics Has Necessarily Not Changed but..." Analyzing Preservice Teachers' Mathematical Identity Talk

    Science.gov (United States)

    Kaasila, Raimo; Hannula, Markku S.; Laine, Anu

    2012-01-01

    In this study, we consider 5 preservice teachers who had negative views of mathematics at the beginning of elementary teacher education. We focus on methodological challenges: how to analyze their mathematical identity talk which to some readers can sound incoherent. Teacher change studies have often ignored the methodological challenges on which…

  17. A Case Study Approach to Increasing Teachers' Mathematics Knowledge for Teaching and Strategies for Building Students' Maths Self-Efficacy

    Science.gov (United States)

    Stevens, T.; Harris, G.; Aguirre-Munoz, Z.; Cobbs, L.

    2009-01-01

    Teachers of middle school mathematics should have a deep conceptual understanding of the elementary mathematics taught in middle school, should possess the mathematics knowledge for teaching that is required to effectively teach mathematics in middle school and should have the ability to effectively teach mathematics to, and enhance the maths…

  18. MATHEMATICS LANGUAGE IN-CLASS INSTRUCTION

    Directory of Open Access Journals (Sweden)

    Jasmina KARIKJ

    2010-11-01

    Full Text Available The goal of the research was to compare the level of mathematic language acquisition between students of lower grades in special elementary schools for children who are hearing impaired and students of a mainstream elementary school. A total of 239 children attending mainstream and special schools in the territory of Serbia were included in the research. Instruction of mathematics in schools for students who are hearing impaired has a different character as it contains elements of native language instruction. Obtained results show a significant difference in some fields. A conclusion stating that the level of language acquisition is in direct correlation with the level of acquisition of mathematics language imposes itself. What that means is that hearing impaired children have not only to comprehend mathematics relations, but also to learn mathematics terms in a completely different way as compared to children who are hearing.

  19. Que geometria ensinar? uma breve história da redefinição do conhecimento elementar matemático para crianças Which geometry should we teach? a brief history of the redefinition of elementary mathematics knowledge for children

    Directory of Open Access Journals (Sweden)

    Wagner Rodrigues Valente

    2013-04-01

    Full Text Available O artigo aborda a geometria para crianças, seu ensino para alunos das primeiras séries escolares. Leva em conta, inicialmente, a trajetória da Geometria para o nível elementar, desde, praticamente, a Independência do Brasil. Nessa análise, evidencia a permanência de conteúdos da geometria euclidiana até quase meados do século XX. Em seguida, analisa as propostas de alteração do ensino de Geometria elaboradas na década de 1960. Com isso, procura mostrar as intenções de modificar os conteúdos desse ramo matemático, em busca da redefinição de um novo elementar: um novo conhecimento elementar de geometria, vindo de processos de apropriação das contribuições trazidas pelos estudos da Psicologia cognitiva.The article discusses geometry for children and its teaching for students from early grades. It takes into account, firstly, the geometry journey at the elementary level since practically the Independence of Brazil. This analysis highlights the presence of Euclidean geometry contents up to the mid-twentieth century. It then analyzes the proposed amendment to the teaching of geometry developed in the 1960s. Thus, this article attempts to show the intentions to modify the contents of this branch of mathematics in search of a redefinition of the 'new elementary': a new elementary knowledge of geometry, coming from the appropriation processes of the contributions made by studies of cognitive psychology.

  20. Mathematical Footprints Discovering Mathematics Everywhere

    CERN Document Server

    Pappas, Theoni

    1999-01-01

    MATHEMATICAL FOOTPRINTS takes a creative look at the role mathematics has played since prehistoric times, and will play in the future, and uncovers mathematics where you least expect to find it from its many uses in medicine, the sciences, and its appearance in art to its patterns in nature and its central role in the development of computers. Pappas presents mathematical ideas in a readable non-threatening manner. MATHEMATICAL FOOTPRINTS is another gem by the creator of THE MATHEMATICS CALENDAR and author of THE JOY OF MATHEMATICS. "Pappas's books have been gold mines of mathematical ent

  1. Emphasis on Conceptual Knowledge and Its Impact on Mathematics Anxiety for Community College Students

    Science.gov (United States)

    Khoule, Alioune

    2013-01-01

    The study investigated the relationship between conceptual knowledge and mathematics anxiety of remedial mathematics students in an urban community college. The impact that conceptual understanding has on mathematics achievement was also examined. The study sample consisted of 105 remedial mathematics students from four elementary algebra courses.…

  2. Suzuki Meets Polya: Teaching Mathematics to Young Pupils.

    Science.gov (United States)

    Hazlewood, Donald G.; And Others

    1989-01-01

    Describes how Suzuki's methods of teaching young pupils to play the violin can be combined with Polya's ideas on problem solving to teach mathematics to elementary school pupils. Six references are listed. (YP)

  3. Investigation of Prospective Primary Mathematics Teachers' Perceptions and Images for Quadrilaterals

    Science.gov (United States)

    Turnuklu, Elif; Gundogdu Alayli, Funda; Akkas, Elif Nur

    2013-01-01

    The object of this study was to show how prospective elementary mathematics teachers define and classify the quadrilaterals and to find out their images. This research was a qualitative study. It was conducted with 36 prospective elementary mathematics teachers studying at 3rd and 4th years in an educational faculty. The data were collected by…

  4. Analysis of Pre-Service Mathematics Teachers' Teaching Strategy Knowledge of Geometric Formulas

    Science.gov (United States)

    Koçak, Meltem; Soylu, Yasin

    2017-01-01

    The purpose of this study is to analyze the teaching strategies of the prospective teachers of mathematics for elementary school in relevance with the geometry formulas. The participants of the study are constituted by six senior students of the program of mathematics teaching for elementary school. In this study, where the qualitative research…

  5. From Pericles to Plato – from democratic political praxis to totalitarian political philosophy

    Directory of Open Access Journals (Sweden)

    Øjvind Larsen

    2012-03-01

    Full Text Available Plato is normally taken as one of the founders of Western political philosophy, not at least with his Republic. Here, he constructs a hierarchy of forms of governments, beginning with aristocracy at the top as a critical standard for the other forms of governments, and proceeding through timocracy and oligarchy to democracy and tyranny at the bottom. Following Karl Popper, the paper argues that Plato’s is a totalitarian philosophy that emphasizes the similarities between democracy and tyranny, which it considers to be the two worst forms of government. Plato’s denigration of democracy has dominated the tradition of political philosophy until recent times. This paper, however, shows that political philosophy in fact originates in democracy, especially as developed by the sophists and that philosophy is only a form of sophism with a similar origin in ancient Greek democracy. A discussion of Pericles’ funeral oration is used to show that Pericles presented a democratic political philosophy that can serve as a counterpoint to Plato’s political philosophy in the Republic.

  6. Plato's Concept of Justice%论柏拉图的正义观

    Institute of Scientific and Technical Information of China (English)

    刘欣如

    2015-01-01

    本文以柏拉图的作品《申辩》、《斐多》、《理想国》为切入点,论述了正义是在应在的位置上做应做之事、正义的本质是灵魂的一种属性以及正义的产生,并通过作品提供的背景和对话讨论了正义之人和不义之人的区别、正义的种类、正义行为的动机、正义的各种不同状态等问题.%In this paper, the works of Plato,"defense","Phaedo","Utopia"as the starting point, discusses the justice should be done is to do things in a position to be in, the nature of justice is an attribute of the soul, and justice generation, background and dialogue and through providing discussed works of justice and the unrighteous man of distinction, just the kind of moti-vation act of justice, justice of various states and other issues.

  7. An Investigation of Changes in Pupil Attitude Toward Mathematics as a Result of Introducing a Modern Mathematics Text.

    Science.gov (United States)

    Stibal, Willard O.

    This investigation attempted to determine how pupil attitudes toward mathematics might be changed by introducing the new Laidlaw Series in the Moscow Elementary School during the academic year of 1965-66. The Kansas Arithmetic Inventory for Elementary Pupils was administered as a pretest prior to the introduction of the new text and a post-test…

  8. 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 ...

  9. The Role of Proof in Comprehending and Teaching Elementary Linear Algebra.

    Science.gov (United States)

    Uhlig, Frank

    2002-01-01

    Describes how elementary linear algebra can be taught successfully while introducing students to the concept and practice of mathematical proof. Suggests exploring the concept of solvability of linear systems first via the row echelon form (REF). (Author/KHR)

  10. The Role of Proof in Comprehending and Teaching Elementary Linear Algebra.

    Science.gov (United States)

    Uhlig, Frank

    2002-01-01

    Describes how elementary linear algebra can be taught successfully while introducing students to the concept and practice of mathematical proof. Suggests exploring the concept of solvability of linear systems first via the row echelon form (REF). (Author/KHR)

  11. Early predictors of high school mathematics achievement.

    Science.gov (United States)

    Siegler, Robert S; Duncan, Greg J; Davis-Kean, Pamela E; Duckworth, Kathryn; Claessens, Amy; Engel, Mimi; Susperreguy, Maria Ines; Chen, Meichu

    2012-07-01

    Identifying the types of mathematics content knowledge that are most predictive of students' long-term learning is essential for improving both theories of mathematical development and mathematics education. To identify these types of knowledge, we examined long-term predictors of high school students' knowledge of algebra and overall mathematics achievement. Analyses of large, nationally representative, longitudinal data sets from the United States and the United Kingdom revealed that elementary school students' knowledge of fractions and of division uniquely predicts those students' knowledge of algebra and overall mathematics achievement in high school, 5 or 6 years later, even after statistically controlling for other types of mathematical knowledge, general intellectual ability, working memory, and family income and education. Implications of these findings for understanding and improving mathematics learning are discussed.

  12. 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...

  13. Urban Elementary Single-Sex Math Classrooms: Mitigating Stereotype Threat for African American Girls

    Science.gov (United States)

    Bowe, Anica G.; Desjardins, Christopher D.; Covington Clarkson, Lesa M.; Lawrenz, Frances

    2017-01-01

    This study utilized a mixed-methods approach to holistically examine single-sex and coeducational urban elementary mathematics classes through situated cognitive theory. Participants came from two urban low-income Midwestern elementary schools with a high representation of minority students (n = 77 sixth graders, n = 4 teachers, n = 2 principals).…

  14. The Effects of a STEM Intervention on Elementary Students' Science Knowledge and Skills

    Science.gov (United States)

    Cotabish, Alicia; Dailey, Debbie; Robinson, Ann; Hughes, Gail

    2013-01-01

    The purpose of the study was to assess elementary students' science process skills, content knowledge, and concept knowledge after one year of participation in an elementary Science, Technology, Engineering, and Mathematics (STEM) program. This study documented the effects of the combination of intensive professional development and the use of…

  15. Urban Elementary Single-Sex Math Classrooms: Mitigating Stereotype Threat for African American Girls

    Science.gov (United States)

    Bowe, Anica G.; Desjardins, Christopher D.; Covington Clarkson, Lesa M.; Lawrenz, Frances

    2017-01-01

    This study utilized a mixed-methods approach to holistically examine single-sex and coeducational urban elementary mathematics classes through situated cognitive theory. Participants came from two urban low-income Midwestern elementary schools with a high representation of minority students (n = 77 sixth graders, n = 4 teachers, n = 2 principals).…

  16. Analysis of Elementary School students’ algebraic perceptions and procedures

    Directory of Open Access Journals (Sweden)

    Sandra Mara Marasini

    2012-12-01

    Full Text Available This study aims to verify how students in elementary school see themselves in relation to mathematics and, at the same time, analyze the procedures used to solve algebraic tasks. These students in the 8th year of elementary school, and first and third years of high school, from two State schools in Passo Fundo/RS, answered a questionnaire about their own perceptions of the mathematics lessons, the subject mathematics and algebraic content. The analysis was based mainly on authors from the athematical education and the historic-cultural psychology areas. It was verifi ed that even among students who claimed to be happy with the idea of having mathematicsclasses several presented learning diffi culties regarding algebraic contents, revealed by the procedures employed. It was concluded that it is necessary to design proposals with didactic sequences, mathematically and pedagogically based, which can effi cientlyoptimize the appropriation of meaning from the concepts approached and their application in different situations.

  17. Matematicas Para La Escuela Primaria, Grado 4 (Parte 2), Comentario. Traduccion Preliminar de la Edicion en Ingles Revisada. (Mathematics for the Elementary School, Grade 4, Part 2, Teacher's Commentary. Preliminary Translation of the Revised English Edition).

    Science.gov (United States)

    Beatty, Leslie; And Others

    This is Part 2 of the teacher's commentary for the grade 4 mathematics program. Part 2 includes the commentary for chapters 6 through 10. Topics covered include addition and subtraction, multiplication and division, geometrical figures, lines and lineal measurement, and fractions. (RH)

  18. Educating Americans for the 21st Century: A Plan of Action for Improving Mathematics, Science and Technology Education for All American Elementary and Secondary Students So That Their Achievement Is the Best in the World by 1995. Source Materials.

    Science.gov (United States)

    National Science Foundation, Washington, DC. National Science Board Commission on Precollege Education in Mathematics, Science and Technology.

    This volume is composed of 11 source documents which report activities sponsored by the National Science Board Commission on Precollege Education in Mathematics, Science and Technology, deliberations of a subgroup of the National Science Foundation Engineering Advisory Committee, and a paper prepared for the Pfizer Corporation. The first four…

  19. Exploring the Impact of Phonological Awareness, Visual-Spatial Working Memory, and Preschool Quantity--Number Competencies on Mathematics Achievement in Elementary School: Findings from a 3-year Longitudinal Study

    Science.gov (United States)

    Krajewski, Kristin; Schneider, Wolfgang

    2009-01-01

    This longitudinal study explored the importance of kindergarten measures of phonological awareness, working memory, and quantity-number competencies (QNC) for predicting mathematical school achievement in third graders (mean age 8 years 8 months). It was found that the impact of phonological awareness and visual-spatial working memory, assessed at…

  20. Lost in follow-up rates in TRACER, ATLAS ACS 2, TRITON and TRA 2P trials: challenging PLATO mortality rates.

    Science.gov (United States)

    DiNicolantonio, James J; Can, Mehmet Mustafa; Serebruany, Victor L

    2013-04-15

    Extreme rates of vascular and all-cause mortality especially in the clopidogrel arm of the Platelet Inhibition and Patient Outcomes (PLATO) non-USA cohort raise concerns of data integrity, and call for independent verification of vital records in the national death registries. Four recent acute coronary syndrome (ACS) trials: Thrombin Receptor Antagonist for Clinical Event Reduction in Acute Coronary Syndrome (TRACER), Anti-Xa therapy to lower cardiovascular events in addition to standard therapy in subjects with acute coronary syndrome (ATLAS-ACS 2), Trial to Assess Improvement in Therapeutic Outcomes by Optimizing Platelet Inhibition with Prasugrel (TRITON), and the Thrombin Receptor Antagonist in Secondary Prevention of Atherothrombotic Ischemic Events (TRA 2P), provide a valuable opportunity to match lost in follow-up (LIFU) with mortality rates among similar ACS studies. To compare the LIFU from PLATO, TRACER, ATLAS-ACS 2, TRITON-TIMI 38 and TRA 2P trials. The disturbingly high (8.9%-14.7%) LIFU in PLATO was no match to LIFU in TRACER (0.1%), ATLAS ACS 2 (0.3%), TRITON (0.1%) and TRA 2P (0.1%). In fact, such an astronomical (49-147 fold higher) PLATO LIFU rate should result in less mortality compared to the other ACS trials since no event can be reported or adjudicated if the patient has been lost. Adjusting LIFU rate revealed that vascular (5.55%) and all cause (6.05%) mortality in PLATO was even more disparate than in TRACER (3.2% and 4.9%), ATLAS-ACS 2 (4.1% and 4.5%), TRITON-TIMI 38 (2.4% and 3.2%) and TRA 2P (3.0% and 5.3%) control arms, respectfully. Moreover, the incomplete CV follow-up in the ATLAS ACS 2 trial was later revealed to be around 12%, which lead to the rejection of rivaroxaban for the treatment of ACS. PLATO's LIFU rate was just as high, if not higher, than seen in ATLAS ACS 2. The chance to die in PLATO far exceeds the mortality risks observed in the clopidogrel arms of four recent ACS trials, which becomes especially evident after