81. The Math Learning Center We are a nonprofit educational organization dedicated to making math education Explore a childcentered, language-rich approach to teaching mathematics. http://www.mlc.pdx.edu/PD_WI_CC.html

Home Curriculum and Materials Professional Development General Information ... Catalog Search Workshop Information Course Catalog Curriculum Programs Supplemental Materials ... Potential Funding Whether it focuses on broad teaching and learning topics or a specific curriculum or resource, a Math Learning Center workshop offers rich experiences for educators. MLC workshop leaders not only present powerful methods for teaching mathematics, they also model these strategies in their instruction. Workshop leaders are experienced educators who use the programs and methods in their own classrooms. To download a Professional Development Planning Guide Click here Curriculum Programs Supplemental Materials CURRICULUM Bridges in Mathematics: Getting Started, Grade K-3 Teachers using Bridges in Mathematics will appreciate the strategies and support offered in this workshop. Participants examine the elements that make up the Bridges Bridges are discussed.

82. Career Opportunities In Math A combination of mathematics and statistics or mathematics and computer science is There are essentially three different levels of mathematics teaching http://www.niagara.edu/math/Website-prior-05-20-03/career.html

CAREER OPPORTUNITIES* What can you do with a degree in mathematics? Plenty!!! The field of mathematics offers a variety of exciting and rewarding career opportunities not only in the mathematical sciences but also in other disciplines for which a mathematical background is valuable. The Mathematics Department, through its advisement and various degree programs, provides the interested student with the necessary information, advice and mathematical knowledge that will best prepare him/her for entering and succeeding in careers in mathematics and related fields. MATHEMATICS IN Industry Education Government Interdisciplinary Areas ... Firms in which NU alumni are employed Back to Math Home Page MATHEMATICS IN INDUSTRY: Industry has opportunities for mathematicians at all levels. They are needed in such areas as operations research, statistics, computer science, applied mathematical physics and actuarial science. Industries which employ many mathematicians include: Aero-Space, Oil, Electrical Manufacturing, Communications, Data Processing and Insurance. Operations Research An individual in operations research constructs simple mathematical models (mathematical equations which represent real- life situations) of complex economic and business structures. These models are intended to predict the future needs of the company. The major mathematical tools for O.R. are Advanced Calculus, Linear Algebra, Differential Equations, Probability, Statistics and Computer Programming.

83. Ethnomathematics Digital Library (EDL) Issues Teaching Methods, Numbers and Computation Arithmetic operations Whole Numbers Cultural Context Influence of Culture on Teaching Mathematics http://www.ethnomath.org/search/browseResources.asp?type=subject&id=468

84. Ethnomathematics Digital Library (EDL) Cultural Context Influence of Culture on Teaching Mathematics, Numbers and Computation Arithmetic operations Whole Numbers Addition of Whole Numbers, http://www.ethnomath.org/search/browseResources.asp?type=subject&id=439

85. Today's Catholic Teacher: Math Comes Alive! Learning And Teaching With Applets Full text of the article, math Comes Alive! Learning and Teaching with In the technology field, big computer programs such as word processors are http://www.findarticles.com/p/articles/mi_qa3924/is_200410/ai_n9463300

@import url(/css/us/style1.css); @import url(/css/us/searchResult1.css); @import url(/css/us/articles.css); @import url(/css/us/artHome1.css); Home Advanced Search IN free articles only all articles this publication Automotive Sports FindArticles Today's Catholic Teacher Oct 2004 Content provided in partnership with 10,000,000 articles Not found on any other search engine. Featured Titles for ASA News ASEE Prism Academe African American Review ... View all titles in this topic Hot New Articles by Topic Automotive Sports Top Articles Ever by Topic Automotive Sports Math Comes Alive! Learning and Teaching with Applets Today's Catholic Teacher Oct 2004 by Barnes, David Save a personal copy of this article and quickly find it again with Furl.net. It's free! Save it. Energy, opportunity, possibility, and learning can be brought into virtually any math classroom with the use of computer applets. But what are applets? Where do you find them? And how can they be used to teach and learn math? In the technology field, big computer programs such as word processors are called applications. Applets are smaller programs that are interactive and usually have a single purpose. They are also written to load and run in a Web browser, making it easier for everyone to access them. Let's take a look at one. Pool Table You have pool table that is 3 feet by 5 feet with pockets in the corners. When you shoot the ball at a 45-degree angle from a corner, how many "hits" does it take until the ball lands in a pocket? In which pocket will it land? (see picture on p. 29.) What will happen on tables of other sizes?

86. Catalog Department of mathematics and Computer Science math 3840 Strategies in Teaching Elementary mathematics (3) An investigation of techniques, problems, http://www.math-cs.cmsu.edu/~dept/progs/catalog.html

Department of Mathematics and Computer Science Undergraduate Catalog Math 1151 Calculus and Analytic Geometry I (5) A combined course in calculus and analytic geometry. Prerequisite: a high school program including advanced algebra, one unit of geometry, and one-half unit of trigonometry; or Math 1112 or Math 1150. Math 1152 Calculus and Analytic Geometry II (5) A continuation of Math 1151. Prerequisite: Math 1151. Math 2153 Calculus and Analytic Geometry III (3) A continuation of Math 1152. Prerequisite: Math 1152. Math 3151 Differential Equations (3) Presents techniques of solving ordinary differential equations with applications to physics and engineering. Prerequisite: Math 2153. Math 3160 Advanced Applied Calculus (3) Line and surface integrals, Laplace transforms, infinite series, Fourier series, and related topics of advanced calculus with emphasis on applications. Prerequisite: Math 2153. Math 4180 Advanced Calculus (3) A rigorous approach to the fundamental concepts of differential calculus, integral calculus, and infinite series. Prerequisites: Math 2153 and Math 3710. Math 5171 Functions of a Complex Variable (3) General properties of analytic functions of a complex variable with applications. Prerequisite: Math 4180 or consent of Department Chair.

87. SEVEN NUMERACY THEMES: NUMBER AND NUMBER SENSE The Massachusetts ABE math Standards holds that computation skills should The choice of teaching complicated fraction computation which will never be http://shell04.theworld.com/std/anpn/frame5.html

NUMBER AND NUMBER SENSE "Workers can't be afraid of numbers!" GM Parts Plant Manager Overview Being able to handle numbers comfortably and competently is important to adults as parents, workers and community members. This competence relies upon having developed a kind of "number sense" about whole numbers, money, fractions, decimals, and percentages. Number sense includes calculation skills with numbers as well as a sense of number and operation and an ability to appropriately use estimation, mental math, computation, calculators or other tools. The learners, teachers and employers that were in the ANPN focus groups had lots of opinions about NUMBER. Learners ranked whole numbers, estimation, and fractions/decimals high as important math topics (3rd, 4th, and 6th); stakeholders concurred, ranking whole numbers fifth and estimation fourth. (Please see the appendices for more information.) Key Findings Whole number computational skills are necessary but not sufficient. "If you don't know whole numbers, that is the basis that everything else is built upon... I mean how can you do any other type of thing if you can't do the simple whole number computations? ... Right there you're starting with one foot in the hole... " "I think whole number computation is most important... it's a basic fundamental thing. For example, there is a tree. If the root is weak, the tree's life will not be long. So we have to know whole number computation first, because it's basic, the root of the tree."

88. Science Majors Guide Teaching in Colleges or Universities. Computer operations. operations Research. Teaching in High Schools. Computer Programming. Patent Law. Web Design http://mit.edu/career/www/Science/Mathematics.htm

MIT's Careers Office Back to Student page Majors Guide CONTENTS Skills and Abilities Areas of Expertise Possible Fields Possible Careers ... Next Steps MIT Mathematics Majors Guide Skills and Abilities Analyzing data Quantitative Skills Research Solving complex problems Computer Modeling Mathematical Modeling Statistical Analysis Communication Skills Possible Areas of Expertise Applied Probability and Statistics Mathematical Software for High Perfomance Computers Computational Geometry Optimization Discrete Mathematics Pattern Recognition Inverse Problems Queuing Theory Possible Fields Medicine: hospitals, medical device manufacturers, pharmaceutical companies Government: science and technology policy, defense research, national labs Education: scientific research, teaching

89. Dipping Math Scores Heat Up Debate Over Math Teaching Psychologists Differ Over The program challenges small groups of students with mathbased computer If we want to improve math teaching, we need to look at the research, says http://www.apa.org/monitor/jun98/math.html

VOLUME 29 , NUMBER 6 -June 1998 Dipping math scores heat up debate over math teaching psychologists differ over the merits of teaching children ‘whole math.’ By Bridget Murray Monitor staff B iting their lips in concentration, seventh-graders in John Phillips’ pre-algebra class squint at the problem he has chalked onto the blackboard: -11 + (+8) = ? Nobody is scribbling down a formula, however. Instead, the students shuffle red and yellow plastic disks across their desks. Each student plunks down 11 red disks for -11 and 8 yellow disks for +8. When they match them disc for disc, three reds are left. 'It’s negative three,' the students call out. In another classroom here at Gunston Middle School in Arlington, Va., Linda Allen teaches seventh-graders proportions and percentages using their mothers’ ages. The average mom’s age is 30, it turns out, so Allen throws in her anomalous 60-year-old mother and shows how an extreme number can skew the data. Allen and Phillips use a demonstrative approach to mathematics teaching that has gained popularity during the 1990s. Often referred to as 'constructivist math,' the approach seeks to enliven a potentially dry subject. Also called 'whole math,' 'situated math' and 'authentic math,' the approach connects children's informal math understanding—of objects and people’s ages, for example—with abstract math concepts.

90. Lakeside Middle School Mathematics Department In teaching mathematics, we try to pose questions and problems that encourage a discovery of Exercise in mental computation is a frequent activity. http://www.lakesideschool.org/middleschool/departments/math/default.html

Lakeside Middle School Mathematics Department Department Overview and Course Syllabi Contents Goal of the Program Content Overview Features Tom Rona's Page Goal of the Program The main goal of our program is to provide a strong foundation in mathematics via challenging courses that are appropriate to the age, abilities, and needs of our students. We hope that, in addition to being well prepared for the mathematics they may encounter in future schooling or careers, our students will emerge from the program impressed with the elegance and scope of the subject, and excited by its vast potential for fun and creativity. We also aim to equip students with the mathematical skills of a competent citizen in today's world. These skills include the ability to model situations mathematically, to estimate and compare magnitudes, to interpret graphs and statistics, to calculate probabilities, to evaluate numerical and spatial conclusions, to solve problems mentally as well as with paper, calculator, and computer, and to communicate effectively in these areas. Finally, while much of the above is exercised in the context of individual work, we have the further goal of fostering the skills and value of doing mathematics cooperatively with others. Course Content Overview We define mathematics very broadly as a systematic approach to studying and representing quantities, forms, patterns, and logic. Thus the content of our courses encompasses the wide range of arithmetic, number theory, measurement, geometry, probability, statistics, graphing, pattern recognition, logic, and problem solving strategy.

91. Northern Michigan University - Mathematics And Computer Science topics related to actuarial science and operations research. Network Computing Glenn T. Seaborg Center for the Teaching of Science and Mathematics http://www.nmu.edu/departments/mathcomscience/

Department Telephone Directory AAUP ACAD INFO SVS/ACAD COMPUTING ACAD INFO SVS/ARCHIVES ACAD INFO SVS/INSTR MEDIA SVS ACAD INFO SVS/INSTR TECHNOLOGY ACAD INFO SVS/LIBRARY ACAD INFORMATION SERVICES ACAD SENATE ACADEMIC COMPUTING ADMIN INFO TECH/TECHNICAL SVS ADMIN INFO TECH/TELECOMM OPRNS ADMISSIONS ALUMNI ASSOCIATION SUITE ALUMNI RELATIONS ARCHIVES AUDIO-VISUAL SERVICES AUDITOR, INTERNAL AUXILIARY SERVICES BIOLOGY BOARD OF TRUSTEES, SECRETARY OF BOOKSTORE BUSN, W.L.CISLER COLLEGE OF CENTRAL RECEIVING CHARTER SCHOOLS CHEMISTRY CLINICAL LABORATORY SCIENCES COMM DISORDERS COMMUNITY COLLEGE PROGRAMS COMPUTER CENTER CONTROLLERS OFFICE CRIMINAL JUSTICE DEAN OF STUDENTS DEGREE AUDITS DEVELOPMENT FUND DINING SERVICES-BOOK BINDERS DINING SERVICES-CAT TRAX DINING SERVICES-CENTRAL OFFICE DINING SERVICES-MARKETPLACE DINING SERVICES-UNIVERSITY CTR DISABILITY SERVICES DIVERSITY STUDENT SERVICES ECONOMICS EDUCATION EDUCATIONAL DEV, CNTR FOR ENGINEERING TECHNOLOGY ENGLISH ENVIRONMENTAL SCIENCES PROGRAM EQUAL OPPORTUNITY FACILITIES OPERATIONS FINANCE AND PLANNING FINANCIAL AID FINANCIAL SERVICES FIRST YEAR PROGRAMS GEOGRAPHY GRADUATE STUDIES, COLLEGE OF

92. Faculty Presentations 1. Computational neuroscience introduction and survey Teaching interests include math modeling (finite element analysis, computational http://www.dartmouth.edu/~bioc2004/Main_Faculty.html

Faculty Paolo Bonato (Department of Physical Medicine and Rehabilitation, Harvard Medical School) Fabrizio Gabbiani (Baylor College of Medicine, Houston, Texas) Ranu Jung (Bioengineering Department ASU) Carol Lucas (Biomedical Engineering, Surgery, and Applied Sciences, University of North Carolina) Haluk Ogmen (Center for Neuro-Engineering and Cognitive Science University of Houston, Texas) Sylvie Renaud (National engineer school in electronics, ENSEIRB Bordeaux, France) Paolo Bonato Department of Physical Medicine and Rehabilitation Harvard Medical School Presentations 1. Wearable technology and its use in the assessment of motor disorders 2. Basics of motor control, motor disorders, and motor recovery 3. Linear and nonlinear techniques for the analysis of movement patterns Biography [top] Fabrizio Gabbiani Division of Neuroscience Baylor College of Medicine Presentations 1. Computational neuroscience: introduction and survey 2. Information processing in the electrosensory system of weakly electric fish 3. Neural computations underlying the generation of escape behaviors

93. WI Elementary Math 300-level helped me get an idea of the progression of my thoughts about the teaching of math. Throw out some of the computation. How much practice do we need? http://mwp01.mwp.hawaii.edu/resources/elemmath.htm

300-Level Elementary Math Education (Writing-Intensive) ANALYZING MATHEMATICAL CONCEPTS AND PROBLEM-SOLVING PROCESSES My idea in teaching and learning has a lot to do with reflection. As a teacher I think back on the day and ask "why does that work?," "why didn't it work?," "how could I have done that differently?" It's a matter of looking back on what's happened. Part of the larger process I want my students to be involved in is looking back on what they've done and making some kind of analysis, seeing what kinds of questions they have. Professor Joseph Zilliox The journals helped me learn more about myself. Math was fun. I learned that children see math differently from me I need to think about relating to children. My expository writing has improved. I can express myself more easily on paper than before. Student COURSE GOALS The focus of the course is to encourage students to question the past and present pedagogy in mathematics education. Students reflect on their own processes for problem-solving and relate their experiences to the learning processes of their future students. Through a workshop approach, students discuss mathematical concepts and operations appropriate for the elementary school; students collaborate on class activities to develop teaching strategies and problem-solving methods.

94. Choosing Mathematics As A Major And As A Career High tech firms across the nation hire mathematics graduates as computer A PhD is required for collegiate level teaching and all teaching beyond the http://www.math.uh.edu/UH_NEW/undergrad/about_math.html

The Discipline The Department Why Chose a Mathematics Major? National Business Employment Weekly Jobs Rated Almanac, rated job classifications using the criteria of income, outlook, security, physical demands, stress, and work environment. Out of 250 job classifications, the top six were, in descending order: financial planner, website manager, computer systems analyst, actuary, computer programmer, and software engineer. Incredibly all of these are natural positions for mathematics graduates. What Do Mathematics Majors Do after Graduation? The following websites provide information on career opportunities as well as career profiles: www.awm-math.org www.awm-math.org/ctcbrochure/toc.html — online version of "Careers that Count" www.maa.org www.maa.org/careers/index.html http://math.uga.edu/~shifrin/jobops.html links to nonacademic job opportunities www.ams.org/employment Several pamphlets contain useful information about careers for math majors. Among these are: Mathematical Scientists at Work ; These are essays about people working as mathematicians in a variety of jobs.

95. Mathematicians Mathematicians use computers extensively for analyzing relationships among The amount and types of teaching vary according to the type of college or http://www.calmis.cahwnet.gov/file/occguide/MATH.HTM

California Employment Development Department Labor Market Information More Occupational Guides Employment Development Department Labor Market Information * * * This is NOT a job offer * * * The purpose of this occupational guide is to provide you with useful information to help you make career decisions. If you are searching for a job, please go to CalJobs (for jobs in California) OR America's Job Bank (for jobs nationwide) More Occupational Guides Mathematicians California Occupational Guide Number 66 Interest Area 2 Note: This is NOT a job opening. The purpose of This California Occupational Guide is to provide you with useful information to help you make career decisions. If you are searching for a job, go to: CalJobs (for jobs in California) America's Job Bank (for jobs nationwide) California Occupational Guides California Employment Development Department Labor Market Information More Occupational Guides

96. IFOR - ETH Zurich D-math - IFOR About Us Teaching IFOR Staff Research auf Ihrem Computer einen aktuellen Browser zu installieren. http://www.ifor.math.ethz.ch/

IFOR Home About Us Contact Sitemap ... Help Search Staff Events - Overview Research Publications ... IFOR Events - Overview SS 2005 WS 2005/2006 About Us Teaching ... Recent Diploma Projects Wichtiger Hinweis: folgender Seite Important Note: More information March 4, 2005

97. Mathematics Archives WWW Server - AZ-MATH Software The computer will graph a function selected from its bank of functions. INTERACTIVE DEMONSTRATIONS AND TEACHING AIDS 2 Version 1.00 A collection of http://archives.math.utk.edu/software/msdos/azmath.html

AZ-MATH Software - University of Arizona A large collection of MSDOS and Macintosh software packages which can be used in the teaching of mathematics has been written at the University of Arizona. The latter link points to a page that contains information on the downloading of these packages and provides means for downloading the entire collection. To download individual files (in self-extracting format) use the anonymous ftp connection . These programs (in zip format together with a short abstract) are also available through the Mathematics Archives using the links below: ARE YOUR READY FOR CALCULUS I? ARE YOU READY FOR BUSINESS CALCULUS I? Version 2.07 One of the problems we encounter while teaching calculus is that many students do not have the mathematical skills which are essential for success. This is true even though the prerequisite courses (College Algebra and Trig) have been passed. To address this problem, the Mathematics Department of the University of Arizona decided to do the following. Write a computer program which a student can use before starting calculus. This program would quiz the student on all sections of algebra and trig which are essential to calculus. The whole purpose of the program would be to hone the student's skills in those parts of algebra and trig which are essential for success in calculus. This program quizzes students in the following areas: Greek symbols, elementary trigonometry, elementary algebra, factoring, fractions, exponents, functions and equations, inequalities, curves, functions from formulas, and trigonometric identities.

98. Cornell Math - Staff Directory back@math.cornell.edu, Network Administrator Provides computer support for cathy@math.cornell.edu, Teaching Program Coordinator Assigns office space http://www.math.cornell.edu/People/Staff/staff.html

Staff Directory Who Does What in the Mathematics Department Douglas Alfors 256 Malott Hall alfors@math.cornell.edu 103A Malott Hall Director of the Mathematics Support Center: Directs and coordinates MSC academic support for mathematics, principally for introductory courses. Includes: the interviewing, hiring and supervision of student tutors; the day-to-day running of the MSC office; preparation and distribution of written support capsules; and planning and conducting various workshops on topics of common interest (e.g., graphing, infinite series, integration, etc.). Oversees the use of the computers in the MSC. Computer Consultant: Provides organizational and administrative computer support for the department. Responsible for the administrative computer server, including networking, backup, software and hardware installation, operations, and security. Provides computer consulting, diagnostic and troubleshooting support. Assists Allen Back in maintaining the department's UNIX network. Allen Back 330/103A Malott Hall back@math.cornell.edu

99. St. Lawrence University: Mathematics The department of mathematics, computer science and statistics is proud of the wide secondary school teaching, business, computer science, operations http://web.stlawu.edu/programs/mathematics.html

Contact Us Find People Site Index Homepage ... Return to Academics Mathematics Major and minor offered While maintaining our strong commitment to teaching in a liberal arts setting, all members of the department maintain active research programs in mathematics. The work of department members involves study in the areas of applied mathematics, applied statistics, algebraic geometry, computer science, functional analysis, graph theory, logic and set theory, mathematical programming, wave theory, optimization and summability. The following sentence has appeared in every St. Lawrence Catalog since 1896: Instruction in this department is intended to aid in the development of exact, concise and independent reasoning, to cultivate the imagination and to inspire habits of original and independent thought. In the years since 1896, mathematical knowledge has expanded and courses have been drastically changed, yet these words remain appropriate. Major Requirements The requirements for a major in mathematics are a total of 11 units of mathematics, including: 135. Calculus I.

100. MSCS: Teaching Programmes Courses in the School of Mathematics, Statistics and Computer Science can be Graduate Study in Statistics and operations Research 2005 (185kb PDF) http://www.mcs.vuw.ac.nz/courses/

Teaching Programmes You are here: Home Courses Undergraduate Study Downloads: BIT Prospectus The Science at Victoria 2005 guide MSCS Undergraduate Prospectus Courses in the School of Mathematics, Statistics and Computer Science can be credited towards majors in the following degree programmes: BSc - Bachelor of Science ( information BIT - Bachelor of Information Technology ( information prospectus BA - Bachelor of Arts ( information Information about scholarships available for undergraduate MSCS students. The following documents may assist your planning: Course Planning information The Science at Victoria 2005 guide ( 3.2mb PDF The MSCS Undergraduate Prospectus ( , PDF). Paper copies of these documents are available at the MSCS School office Full descriptions of courses offered for undergraduate study and the timetable Student Learning Support runs bridging courses in Feburary for students with a weak background in mathematical and statistical skills who are intending to take MATH 103, 104, STAT 193 or other university mathematics or science courses. Details are available from the Student Learning Support Service Graduate Study Graduate Prospectuses: Computer Science Mathematics Logic and Computation Information about scholarships available for graduate MSCS students.

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