Extractions: DESCRIPTIONS OF SUPPORTING COURSES FOR THE MATH BS-TEACHING OPTION ARE 323K: Project Management and Economics. Solving economic problems related to construction and engineering; construction project management techniques; characteristics of construction organizations, equipment, and methods. Prerequisite: Mathematics 408D. AST 307: Introductory Astronomy. Introduction to astronomy for science and engineering students. The solar system, stars, galaxies, and cosmology. Only one of the following may be counted: Astronomy 301, 302, 303, 307. Prerequisite: Mathematics 305G or the equivalent or consent of instructor; high school trigonometry and physics are recommended. AST 352K: Stellar Astronomy. Properties of stars and starlight: principles of radiation; interpretation of stellar spectra. Observational techniques such as photometry, spectroscopy, and telescopes and detectors; variable stars; binary stars. Prerequisite: Physics 316 and 116L. AST 352L: Positional, Dynamical, and Kinematical Astronomy. Coordinate systems and time; stellar positions and motions; the kinematics and dynamics of star clusters and galaxies. Prerequisite: Credit or registration for Mathematics 427K. AST 358: Galaxies and the Universe. Our galaxy and its constituents; stars and interstellar matter. Properties of other galaxies; galaxy interactions and mergers; expansion and evolution of the universe. Prerequisite: Physics 316 or the equivalent; Astronomy 352K or 307 is recommended.
Extractions: Math Archives K-5 Post-Secondary Teaching Strategies Resources ... Data Analysis, Statistics, and Probability Questions related to this topic are displayed below; select any title to view the response. You may choose a different topic or grade level from the menu at left or perform a keyword search Creative Ways To Teach Probability (K-5)
Extractions: Instructional Strategies and Practices U.S. Department of Education The behaviors associated with ADHD change as children grow older. For example, a preschool child may show gross motor overactivity-always running or climbing and frequently shifting from one activity to another. Older children may be restless and fidget in their seats or play with their chairs and desks. They frequently fail to finish their schoolwork, or they work carelessly. Adolescents with ADHD tend to be more withdrawn and less communicative. They are often impulsive, reacting spontaneously without regard to previous plans or necessary tasks and homework. According to the fourth edition of the Diagnostic Statistical Manual of Mental Disorders (DSM-IV) of the American Psychiatric Association (APA) (1994), ADHD can be defined by behaviors exhibited. Individuals with ADHD exhibit combinations of the following behaviors:
Resources For Computation And Estimation Operations (5-6) Virginia mathematics Standards of Learning Computation and Estimation Whole Numbers (56) math League Help Decimals, Whole Numbers and Exponents http://oncampus.richmond.edu/~pstohrhu/teaching/math/computation5-6.html
Extractions: 5.3 The student will create and solve problems involving addition, subtraction, multiplication, and division of whole numbers, using paper and pencil, estimation, mental computation, and calculators. 5.4 The student will find the sum, difference, and product of two numbers expressed as decimals through thousandths, using an appropriate method of calculation, including paper and pencil, estimation, mental computation, and calculators. 5.5 The student, given a dividend of four digits or fewer and a divisor of two digits or fewer, will find the quotient and remainder.
V.I. Arnold, On Teaching Mathematics A computer experiment shows that all these integral curves have common points Algebraists teach that this is supposedly a set with two operations that http://pauli.uni-muenster.de/~munsteg/arnold.html
Extractions: http://www.ceremade.dauphine.fr/~msfr/articles/arnold/PRE_anglais.ps (Postscript file) Mathematics is a part of physics. Physics is an experimental science, a part of natural science. Mathematics is the part of physics where experiments are cheap. The Jacobi identity (which forces the heights of a triangle to cross at one point) is an experimental fact in the same way as that the Earth is round (that is, homeomorphic to a ball). But it can be discovered with less expense. In the middle of the twentieth century it was attempted to divide physics and mathematics. The consequences turned out to be catastrophic. Whole generations of mathematicians grew up without knowing half of their science and, of course, in total ignorance of any other sciences. They first began teaching their ugly scholastic pseudo-mathematics to their students, then to schoolchildren (forgetting Hardy's warning that ugly mathematics has no permanent place under the Sun). Since scholastic mathematics that is cut off from physics is fit neither for teaching nor for application in any other science, the result was the universal hate towards mathematicians - both on the part of the poor schoolchildren (some of whom in the meantime became ministers) and of the users.
Craft And Science Of Teaching And Learning If we attempt to teach a math topic to a student who is far from being Intelligent ComputerAssisted Learning and Brain Science, ICT, and SoTL. http://darkwing.uoregon.edu/~moursund/Math/craft_and_science.htm
Extractions: Home Page Syllabus Astract ... NCTM Standards. The National Council of Teachers of Mathematics published its Standards in 1989 and an updated, revised version Principles and Standards for School Mathematics in 2000. This document can be viewed as an overview of the Craft and Science of Teaching and Learning Mathematics. A large number of people worked on this revision effort for a number of years. One specific group, the Electronic Format Group, was charged to: The NCTM first recommended use of calculators and computers in school mathematics in 1980, a year after the National Council of Supervisors of Mathematics made such a recommendation. Notice the 2nd and 4th of the four bulleted items given above. While the NCTM Standards are widely recognized and adopted, many states have developed their own versions of standards. Thus, there are state to state variations in math standards in the US.
Some Major Unifying Themes In This Document Many teachers who teach math at the PreK12 level are not at a The fields of mathematics and of computer information science have a strong overlap. http://darkwing.uoregon.edu/~moursund/Math/five_major_themes.htm
Extractions: Home Page What is Mathematics? Major Unifying Themes in This Document ... "Dr. Dave" Moursund Click here for this Website's search engine. There are seven recurring and unifying themes in this Website document. Each provides opportunities for exploration of possible significant improvement in our math education system. This Webpage provides a short introduction to each of the seven themes, as well as clickable links that lead to more detail. Theme 1: Students Competing with ICT Systems. Our math education system spends an inordinate amount of time attempting to teach students to memorize procedures and develop both speed and accuracy in carrying them outthings that machines do much better than people. Theme 2: Students and Mathematical Developmental Theory. The content of significant parts of the current PreK-12 math curriculum is not appropriately aligned with what we know about developmental theory in general, and mathematics development theory (math maturity) in particular. Theme 3: Teachers Competing with ICT Systems.
UCSMP Everyday Mathematics Everyday mathematics recognizes that, even in the computer age, Encourage your child to teach you the math games she is learning in school, http://everydaymath.uchicago.edu/parents/faqs.shtml
Standard 6 Knowledge of numbers, operations and computation must include both a welldeveloped number ABE math teaching should stress the development of conceptual http://www2.wgbh.org/MBCWEIS/LTC/CLC/stnd6numsense.html
Extractions: To be efficient workers or consumers in today's world, adults must have a strongly developed conceptual understanding of arithmetic operations as well as the procedural knowledge of computation and number facts. They must be able to perceive the idea of place value and be able to read, write and represent numbers and numerical relationships in a wide variety of ways. Simple paper-and-pencil computation skills are not enough. Adults must be able to make decisions regarding the best method of computation (mental math, paper-and-pencil, calculator/computer) to use for a particular situation. Knowledge of numbers, operations and computation must include both a well-developed number sense and the ability to use basic mathematics-related technologies. Adults in all the adult basic education learning environments bring a range of abilities, skill levels, and gaps in their learning and dealings with numbers as a result of their varied educational and cultural backgrounds. Some ABE-level adults demonstrate a limited understanding of place value and how big or small numbers are. ESL students from countries using metric measurement may demonstrate stronger skills in decimal concepts and computation while learners from the North American tradition may demonstrate greater facility with fractions. Still, to many other adults, fractions present a constant puzzle and irrelevancy to their daily life. While almost all adult learners have an understanding of the U.S. money system and a working knowledge of the underlying decimal notation, this knowledge may not translate to a deeper understanding of decimal skills and operations which are essential workplace skills.
Math Plans Reinforce Computation with Numbers Using Arithmetic operations (variety of teaching Review math concepts such as properties, variables, ordered http://www.vermillion.k12.sd.us/Curriculum/SchoolImprovementPlan/math_plans.htm
Extractions: Content Area: Math School/Grade Level: Kindergarten Goal: By the end of the 2004-2005 school year, 75% of the students will be proficient or advanced in the overall math performance score. Goal Area: Algebra Indicator 2: Use a variety of algebraic concepts and methods to solve equations and inequalities.
EEVL | Mathematics Section | Browse Institute for operations Research and the Management Sciences Dalhousie University Applied and Computational Mathematics Programs http://www.eevl.ac.uk/mathematics/math-browse-page.htm?action=Class Browse&brows
Extractions: A wide range of courses are taught by COR faculty in the Department of Mathematics and the Department of Computer Science. Course offerings include linear programming, discrete optimization, nonlinear programming, deterministic and stochastic models, statistical decision theory, reliability, analysis of algorithms, discrete-event simulation, simulation languages, and a full range of computer science courses. Qualified students can normally fulfill the M.S. requirements in three semesters. The small size of graduate classes permits close faculty-student interaction. For information concerning applications, contact Vanessa Godwin at email: cor@cs.wm.edu, (voice) 757-221-3455, or (fax) 757-221-1717. For information concerning Computational Operations Research, contact Professor Rex K. Kincaid at e-mail: rrkinc@math.wm.edu, (voice) 757-221-2038, or (fax) 757-221-2988 or any of the faculty members listed below. Computational Operations Research Faculty Rex Kincaid (Professor, Ph.D., Purdue University. Discrete optimization and heuristic search, network location theory) Larry Leemis (Professor, Ph.D., Purdue University. Reliability theory, simulation)
Extractions: UW HOME CONTENTS NEXT PAGE PREVIOUS PAGE ... UP A C A D E M I C P R O G R A M S / P L A N S The Faculty of Mathematics offers a variety of four-year Honours plans and a three-year General program. The Honours plans are more demanding than the General program, with regard to both mathematical content and the number of courses required. Students are normally admitted into an Honours plan in their first year. In subsequent years, students who wish to pursue a less intensive plan of study or who are unable to meet the requirements of an Honours plan may transfer to the three-year General program. Most of the Faculty's plans are available in both the Regular (conventional September to April academic year) and Co-operative (alternating four-month academic and work terms) systems of study. Plans that are offered only for Co-op students are explicitly indicated in the list of plans below. Students in the Regular system of study normally take courses during the Fall and Winter terms.
ACADEMIC PROGRAMS Computer Science/Software Engineering Option operations Research The math/Accounting and Teaching Option programs are restrictedenrolment programs. http://www.adm.uwaterloo.ca/infoucal/0001/MATH/mathprog.html
Extractions: UW HOME CONTENTS NEXT PAGE PREVIOUS PAGE ... UP A C A D E M I C P R O G R A M S The Faculty of Mathematics offers a variety of four-year Honours programs and a three-year General program. The Honours programs are more demanding than the General program, both with regard to the mathematical content and the number of required courses. Students are normally admitted into the Honours program in their first year. In subsequent years, students who wish to pursue a less intensive program of studies or who are unable to meet the requirements of the Honours program may transfer to the three-year General program. Most of the Faculty's programs are available in both the Regular (conventional September to April academic year) and Co-operative (alternating four-month academic and work terms) systems of study. Programs that are offered only for Co-op students are explicitly indicated in the list of programs below. Students in the Regular program normally take courses during the Fall and Winter terms. Because of resource limitations, Co-op students are given priority for enrolling in courses in the Spring term.
SIUC Mathematics - Overview Of Program One that might interest you is computational applied mathematics, Some professors teach in both departments. All mathematics majors take at least one http://www.math.siu.edu/overview.shtml
Extractions: Search SIUC Mathematics majors may earn a bachelor's degree in the College of Science, the College of Education or the College of Liberal Arts. Besides specific College and University requirements, all these programs include calculus, linear algebra and computer programming. Beyond this core, majors consult with a mathematics advisor to plan a program suited to individual interests and goals. A Bachelor of Science degree in the College of Science can provide the foundation for a career in education, industry, the actuarial profession, government, business or for graduate study followed by an academic career in mathematics research and college teaching. The mathematics component of the Bachelor of Arts degree in the College of Liberal Arts is identical to the College of Science program. Majors also take a secondary concentration consisting of two or three approved courses in some field in which mathematics is applicable. The Bachelor of Science program in the College of Education is designed to give a solid background for teaching high school mathematics. The choice of mathematics courses in this program can leave open the option of graduate study in mathematics or an alternate career in business or industry. As a student majoring in mathematics, you will be in close contact with outstanding mathematics professors who are committed to high standards of teaching. At SIUC you will not find graduate students teaching freshman-level calculus or advanced courses in mathematics.
Mathematics-Related Professions software engineer; actuary; computer systems analyst; computer and logistsics to air traffic control operations; use simulated aircraft flight to http://www.math.ucdavis.edu/~kouba/MathJobs.html
Extractions: Mathematics teaches patience, discipline, and step-by-step problem-solving skills. For those with a substantial background in mathematics, an unlimited number of career opportunuities are available. According to Jobs Rated Almanac , a 1990 publication of World Almanac Books of New York, NY, careers that require a very strong background in mathematics were listed as the five "best" jobs. They were : Almost all of the top fifty jobs in this "best" jobs list involved mathematical reasoning and knowledge. This list was the result of the comparison of two hundred fifty jobs classified according to : The following list briefly describes work associated with some mathematics-related professions : actuary assemble and analyze statistics to calculate probabilities of death, sickness, injury, disability, unemployment, retirement, and property loss; design insurance and pension plans and ensure that they are maintained on a sound financial basis mathematics teacher introduce students to the power and beauty of mathematics in elementary, junior high, or high school mathematics courses
St. Olaf College | Northfield, Minnesota, USA Students planning to teach secondary school mathematics complete a standard Advanced Mathematics Computing Lab equipped with computer algebra, http://www.stolaf.edu/depts/math/deptinfo.html
Extractions: Practical - Popular - Visible - Active - Useful - Fun Mathematics is all of those thingsand moreat St. Olaf, where the mathematics program is recognized nationally for innovative and effective teaching. Our program was cited as an example of a successful undergraduate mathematics program by the Mathematical Association of America (Models That Work, Case Studies in Effective undergraduate Mathematics Programs) and St. Olaf ranks sixth in the nation as a producer of students who went on to complete Ph.D.'s in the mathematical sciences (Report on Undergraduate Origins of Recent [1991-95] Science and Engineering Doctorate Recipients). One department, three programs
VCU Department Of Mathematics Assignments may include teaching in the mathematics or computer science laboratories The Department of Statistical Sciences operations Research offers http://www.math.vcu.edu/info/masters.html
Extractions: MATH Home MATH Courses Graduate MATH Graduate Aplication Form(pdf) Master of Science Degree Programs The Department of Mathematics together with the The Department faculty together with those in the have interests that include such areas as numerical analysis, simulation, algebra, statistical computing, analysis, graph theory, combinatorics, topology, integral and differential equations, optimization, applied statistics, and mathematical physics. Despite their diverse interests, the faculty are unified in their commitment to provide a strong education within the department, while fostering healthy and vigorous interrelationships among the various disciplines. A list of faculty members and their divisional affiliations and specializations is shown in the websites of the two departments.. The University offers a wide range of computing facilities. Three separate clusters of mini- and mainframe computers exist, connected via the VCU Network. The University Computer Center provides access to IBM mainframes running MVS and VM. Academic Campus Computing Services offers access to two DEC computers running UNIX. Health Sciences Computing Services maintains a VAXcluster running VMS. All these computers can be accessed from anywhere on Campus via the VCU Network. This network also provides computer users with access to Internet. The Department of Mathematics has a graduate computer lab that contains networked computers. Students may also use the undergraduate labs that contain over 40 IBM-compatible microcomputers.
Extractions: V Companies hire mathematicians as well as particular types of scientists because both groups have something important to contribute. Typically, companies will have people of various backgrounds (engineers, mathematicians, computer scientists, etc.) grouped together to work on pertinent problems. These real-world problems are "word problems," e.g., the group leader wants a quantitative analysis to streamline a procedure, to make it more cost- efficient, etc. This is the type of analysis that must precede actual computation, i.e., the group must determine formulas and equations that accurately describe the actual phenomena being analyzed. Clearly, if a formula for the solution already existed, it would be already programmed on the computer, and there would be no need to hire an engineer or a mathematician to punch a button and retrieve the answer. A typical applied problem resolution involves three phases: Build a mathematical model to describe the phenomena
Wiley::Hands-On Computer Activities For Teaching Math: Grades 3-8 HandsOn Computer Activities for Teaching math shows classroom math teachers and math NUMBERS AND operations Constructing a Multiplication Table. http://www.wiley.com/WileyCDA/WileyTitle/productCd-0471651982.html
