41. DESCRIPTIONS OF SUPPORTING COURSES FOR THE MATH BA-TEACHING OPTION DESCRIPTIONS OF SUPPORTING COURSES FOR THE math BSTEACHING OPTION computations, error analysis, use and adjustment of surveying instruments. http://www.ma.utexas.edu/users/mks/teachers/suppcoursedesc.html

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.

42. Math And Science Mentoring: Mentoring Archive For Math Topic: Number And Operati math Archives Number and operations. Questions related to this topic are displayed Teaching Computation (K5) We are searching for developmentally http://www.sedl.org/scimast/mentoring/m-numberandoperations.html

How to Use this Resource Math Archives Science Archives Math Archives K-5 Post-Secondary Teaching Strategies Resources ... Data Analysis, Statistics, and Probability Mathematics and Science Online Mentoring Math Archives: Number and Operations 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) What are some creative ways to teach the concept of probability to 3rd graders? First Week Fun With Palindromes (K-5) I need a first day math activity for advanced 4th and 5th graders.Something already using what they know but in a different way.Something to get acquainted with each other on the first day ofschool. Introducing Regrouping With Addition And Subtraction (K-5) Could you please share some strategies for introducing regrouping with addition and subtraction. I teach 33 second graders. Rhyming Times Table (K-5) My daughter is in sixth grade and is still having trouble memorizing her times tables. She is able to remember if she has a rhyming sentence to remember it by. Do you know of any resources that may have a rhyming times table? Teaching Computation (K-5) We are searching for developmentally appropriate techniques for teaching computation at a K-2 school. We would appreciate either the research or the sites for the research that supports the above mentioned techniques.

43. Teaching Children With Attention Deficit Hyperactivity Disorder: Instructional S math Computation. Numerous individualized instructional practices can help children teach the child clue words that identify which operation to use when http://www.addresources.org/article_strategies_classroom.php

[Jump to Content] This site's design is only visible in a graphical browser that supports web standards , but its content is accessible to any browser or Internet device. ADD Resources get educated about adhd support this site send this page printer friendly Home ADHD Reading Material Free ADHD Articles: Adults Free ADHD Articles: Parents ... Contact Us [Content] Teaching Children with Attention Deficit Hyperactivity Disorder: Instructional Strategies and Practices U.S. Department of Education Introduction Identifying Children with ADHD An Overall Strategy for the Successful Instruction of Children with ADHD How to Implement the Strategy: Three Components of Successful Programs for Children with ADHD Academic Instruction Introducing Lessons Conducting Lessons Concluding Lessons Individualizing Instructional Practices ... References Introduction Identifying Children with ADHD 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:

44. 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

Resources for the Virginia Mathematics Standards of Learning Computation and Estimation: Whole Numbers (5-6) Standards of Learning Grade 5 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. Instructional Resources Checking Account http://www.hbschool.com/teacher_resources/math/grade_05/g5_checking.html Happy Birthday to You! http://www.successlink.org/great/g726.html Math Baseball http://www.funbrain.com/math/index.html Math League Help: Decimals, Whole Numbers and Exponents http://www.mathleague.com/help/decwholeexp/decwholeexp.htm

45. 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

source of this text: http://www.ceremade.dauphine.fr/~msfr/articles/arnold/PRE_anglais.tex (LaTeX file) http://www.ceremade.dauphine.fr/~msfr/articles/arnold/PRE_anglais.ps (Postscript file) On teaching mathematics by V.I. Arnold 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.

46. 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

Website 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: think of alternative ways to present and distribute the document that would result; envision ways in which technology-based materials could be incorporated in the Standards; keep the Standards 2000 Writing Group up-to-date on uses of technology; assist in the work of the Standards 2000 Writing Group by finding examples of appropriate uses of technology. 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.

47. 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

Website Home Page What is Mathematics? Major Unifying Themes in This Document ... "Dr. Dave" Moursund Major Themes That Help to Unify this Website Document 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.

48. 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

49. 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

Standard 6: Numbers, Operations, and Computation Rationale 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. Application 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.

50. 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

Math Action Plans Austin Jolley Middle High VERMILLION PUBLIC SCHOOLS ACTION PLANS 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. Algebra Indicator 3: Interpret and develop mathematical models. Measurable Objective(s) To Meet Goal Programs, Strategies, Activities To Achieve Objective(s) Performance Indicators Prof. Development/ Support Needed 3rd grade students will improve to 72% correct on Algebra Indicators 2 and 3. Indicator 2, Standard 1: Students are able to compare collections of objects to determine more, less, and equal (greater than and less than). VERMILLION PUBLIC SCHOOLS ACTION PLANS 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: Measurement Indicator 1: Apply measurement concepts in practical applications.

51. 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

52. William And Mary Computational Operations Research Home Page Computational operations Research (COR) Graduate Students math 501 Probability; math 524 Introduction to operations Research II; math 552 http://www.math.wm.edu/~leemis/or.html

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)

53. ACADEMIC PROGRAMS/PLANS Mathematics/Chartered Accountancy operations Research Option (Co-operative only) Computer Science, Mathematical Physics, Mathematics/Teaching Option, http://www.adm.uwaterloo.ca/infoucal/MATH/mathprog.html

Undergraduate Calendar 2005-2006 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 Three-Year General vs. Four-Year Honours Academic Plans 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. Co-op vs. Regular 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.

54. 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

Undergraduate Calendar 2000-2001 UW HOME CONTENTS NEXT PAGE PREVIOUS PAGE ... UP A C A D E M I C P R O G R A M S Three-Year General vs. Four-Year Honours Programs 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. Co-op vs. Regular 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.

55. 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

content Search SIUC Department of Mathematics Overview of the Department 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. Faculty 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.

56. 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

Why Choose a Mathematics-Related Profession ? 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 : software engineer actuary computer systems analyst computer programmer mathematician 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 : income future outlook physical demands job security stress work environment A List of Professions 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

57. 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

Department Information Faculty Courses/Requirements For Students Student Information Math Help MSCS Mess Other Information Placement Information Mathematics, Statistics and Computer Science Paul Zorn , Chair Donna Brakke , AAA Old Music Hall St. Olaf College 1520 St. Olaf Avenue Northfield, MN 55057 507-646-3116 FAX mathinfo@stolaf.edu Mathematics at St. Olaf 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

58. 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

MATH Home MATH Courses Graduate MATH Graduate Aplication Form(pdf) Master of Science Degree Programs THE PROGRAMS The Department of Mathematics together with the THE FACULTY 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.. COMPUTING FACILITIES 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.

59. UNM Mathematics And Statistics Department-Computer Resources In operations research, one is concerned with such concepts as maximization A math major with some computer science background is eligible for a wide http://www.math.unm.edu/careers/

Links to Web Career Information UNM Career Services Links to Employment Opportunities 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

60. 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

Location: United States change location Shopping Cart My Account Help ... Contact Us By Keyword By Title By Author By ISBN By ISSN Wiley Education K-12 General K-12 Hands-On Computer Activities for Teaching Math: Grades 3-8 Related Subjects Psychology of Diversity and Culture General Kids Parenting Join an Education Mailing List Related Titles General K-12 Helping Children Learn Mathematics, 8th Edition (Paperback) by Robert E. Reys, Mary M. Lindquist, Diana V. Lambdin, Marilyn N. Suydam, Nancy L. Smith Releasing the Imagination: Essays on Education, the Arts, and Social Change (Paperback) by Maxine Greene Rewards and Reform: Creating Educational Incentives That Work (Hardcover) by Susan H. Fuhrman, Jennifer A. O'Day The Public Purpose of Education and Schooling (Hardcover) by John I. Goodlad (Editor), Timothy J. McMannon (Editor) Scholarship Assessed: Evaluation of the Professoriate (Paperback) by Charles E. Glassick, Mary Taylor Huber, Gene I. Maeroff Information Technology in Higher Education: Assessing Its Impact and Planning for the Future: New Directions for Institutional Research, No. 102 (Paperback) by Richard N. Katz (Editor), Julia A. Rudy (Editor) Standards for Our Schools: How to Set Them, Measure Them, and Reach Them (Hardcover)

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