ERIC W. WEISSTEIN communicating math ON THE WEB. THE PRESENT AND FUTURE OF MATHWORLD. ERIC W.WEISSTEIN. Wolfram Research. April 5, 415pm 2105. ABSTRACT http://www-math.mit.edu/amc/spring04/apr5.html
Extractions: COMMUNICATING MATH ON THE WEB: THE PRESENT AND FUTURE OF MATHWORLD ERIC W. WEISSTEIN From its humble beginning as one of the first mathematics sites to appear on the internet, the site now known as mathworld.wolfram.com has come to be one of the world's most extensive and widely read sites for mathematics. The site features more than 11,000 individual entries, and contains thousands of diagrams and tens of thousands of equations. This site is extensively used by students, researchers, and practitioners of mathematics, and is still largely written and maintained by its original creator Eric Weisstein under the sponsorship of Wolfram Research, Inc., makers of the popular and full-featured mathematics package Mathematica. In this talk, Dr. Weisstein will briefly discuss the history of the site, as well as highlight a number of its unique features. Work currently underway to add new features and new functionality to the site will be discussed, and an open invitation for collaboration and contribution will be extended to all interested parties. Dr. Eric Weisstein received a BA in physics and astronomy from Cornell University in 1990, and holds a 1996 PhD in planetary astronomy from the California Institute of Technology. Since 1999, he has been at Wolfram Research, where he works as a full-time encyclopedist.
RIPBS WINGS/Mathematics MathWorld Interactive A K12 Interactive math project combining culture andgeography, communicating math, and problem-solving, math puzzles, and mazes. http://www.wsbe.org/Education/Pointers/math.html
Gregtang.com/teachers Im also working to develop effective ways of communicating math to childrenthrough language and art. If we want kids to be good in math, weve got to make http://www.gregtang.com/main/teachers.html
Extractions: At this point, I began thinking for the first time about publishing a book. This was quite a breakthrough for a math guy like me. I sent several manuscripts off to New York, and about a year later my first book, The Grapes of Math was published. Math For All Seasons and The Best of Times Math Appeal , the sequel to my first book, will be released, followed by Math-terpieces , a book that combines math and art history, and Math Fables , which teaches young children to think about numbers in creative ways. How do we foster a love for learning? When we teach children to read we share colorful picture books filled with exciting stories. In science, we do lively and engaging hands-on experiments, using fun props such as soda bottles and bouncing balls. Yet how do we teach math? Often, intimidating numbers and symbols cover the board. Kids break out in a sweat trying to memorize formulas and multiplication tables. Is this encouraging a love for the process of solving problems and seeking solutions?
Mathematics Achievement increased their math achievement, problem solving abilities, and aptitude atcommunicating math ideas, as a direct result of their teachers having http://www.aed.org/Education/US/mathstudy.cfm
Extractions: var gMenuControlID=0; var menus_included = 0; var jsPageAuthorMode = 0; var jsSessionPreviewON = 1; var jsDlgLoader = '/Education/US/loader.cfm'; var jsSiteID = 1; var jsSubSiteID = 46; var kurrentPageID = 8037; document.CS_StaticURL = "http://www.aed.org/"; document.CS_DynamicURL = "http://www.aed.org/"; Education Health HIV/AIDS Youth ... Training Select a Region/Country Select a region/country... Africa Asia Australia Europe Latin America Middle East North America Afghanistan Algeria Angola Argentina Armenia Australia Austria Azerbaijan Bahrain Bangladesh Belarus Belgium Benin Bolivia Botswana Brazil Bulgaria Burkina Faso Cambodia Cameroon Canada Chile China Colombia Costa Rica Croatia Cyprus Czech Republic Denmark Dem. Republic of Congo Dominican Republic Djibouti Ecuador Egypt El Salvador Eritrea Ethiopia Finland France Gambia Georgia Germany Ghana Greece Guatemala Guinea Haiti Honduras Hungary India Indonesia Iraq Ireland Israel Italy Jamaica Japan Jordan Kazakhstan Kenya Kuwait Kyrgyzstan Laos Latvia Lebanon Lesotho Liberia Lithuania Macedonia Madagascar Malawi Malaysia Maldives Mali Mauritius Mexico Moldova Mongolia Morocco Mozambique Myanmar Namibia Nepal Netherlands New Zealand Nicaragua Niger Nigeria North Korea Norway Oman Pakistan Panama Paraguay Peru Philippines Poland Portugal Qatar Romania Russian Federation Rwanda Saudi Arabia Senegal Serbia Montenegro-Kosovo Sierra Leone Singapore Slovenia South Africa South Korea Spain Sri Lanka St. Lucia
Marcybio Popular workshop topics include manipulatives, communicating math, cooperativemath experiences, active mathematical thinking, problem solving, http://www.marcycookmath.com/bio.htm
Extractions: Marcy Cook , master educator, author, and math specialist, has presented workshops and seminars for teachers throughout the United States of America as well as in over two dozen foreign countries. She taught two years in the International School in Thessaloniki Greece and has provided math inservice for International Schools in South America, Central America, Mexico, Asia, Africa, and Europe. With a Bachelor of Arts from the University of California, Santa Barbara, and a Masters Degree from Stanford University, she has been in the field of education for more than thirty years. She has taught all elementary grades, junior high, senior high, and university level. She currently is an independent math consultant for public and private schools. Marcy's rapid fire presentations focus on involvement. They move quickly, cover a lot of ground, and actively engage the participants. As a result, teachers leave her workshops with dozens of practical ideas and much more enthusiasm for math and teaching! Popular workshop topics include manipulatives, communicating math, cooperative math experiences, active mathematical thinking, problem solving, creating an exciting math environment, provoking thought, challenging students to think, estimation and mental math.
Math Web Resources And Standardized Test Preparation Problemsolving and communicating math are key elements to all problems.An information page and PoW discussion area are provided for teacher support. http://www.ct4me.net/math_resources.htm
Extractions: Are you confused by terms that educators use? The Lexicon of Learning might be just what you need. Do you need help understanding terms in No Child Left Behind? See the Glossary at Education Place Math Web Resources and Standardized Test Preparation This section contains three parts: See other sections of CT4ME: Math Resources Games? Simulations? Some web sites below include them as a tool for learning. You might be saying, "I don't have time for such things in my class!" But, before you pass them by, consider what Henry Jenkins (2005, pp. 49-50) has to say about games: Games lower the threat of failure. Games foster a sense of engagement through immersion. Games link learning to goals and roles. Games are multimodal. Games support early steps into a new domain.
Interview With Kristin Henry, President Of GalaxyGoo We explore ways of communicating math and Science with online technologies.We play with ideas, and share them. Folks contribute to projects when they have http://www.actionscript.com/index.php/fw/1/interview_with_kristin_henry_presiden
Extractions: Interview With Kristin Henry, President of GalaxyGoo Created by ActionScript.com Staff, at 11/18/2003 - comments This article was written by a contributor prior to September 2004. Kristin and I met in the We're Here forums about a year and a half ago. Shortly thereafter I moved to her homebase of San Francisco, and we have been collaborating and meeting for Flash happy hours ever since. Last month, Scott Manning and I had a conversation with Kristin at the FlashKit conference, mostly about Math. Scott was left utterly confused and has asked me to probe a little further into Kristins brain and turn my findings into a more palatable form that even ordinary humans can understand. Below are the results of that endeavor.
Communicating Mathematics Teaching communicating mathematics Professional Development Phone,2927173. E-mail, march@math.ohio-state.edu. Office, 130C Mathematics Tower http://www.maths.surrey.ac.uk/personal/st/B.Sandstede/communicating-mathematics.
Extractions: Homepage Curriculum Vitae Publications Editorial Board ... VIGRE at Ohio State Audience: First and second-year graduate students Class meetings: Tuesdays 3:30-4:18 in MW 154 [Spring 2004] Call number: TBA Some links to websites that discuss presentations: Curriculum Vitae: Some other useful links can be found here Goal: Develop templates for Preparation of application packages Writing about mathematics This informal course is offered as part of our VIGRE Program to all first and second-year graduate students (anybody else interested in this seminar is, of course, welcome to attend!).
Drama And Teaching Math By Mark Wahl The use of drama in communicating math is one way to tap the intrapersonal andinterpersonal intelligences to teach math. http://www.newhorizons.org/strategies/arts/wahl.htm
Extractions: Drama and Teaching Math by Mark Wahl My use of the personal side of numbers for instruction goes all the way back to when I was working on my masters thesis in math. It required investigation of complex proofs in the University of Maryland librarys musty math journals. Commonly, while picking through a baffling formula for hours, I would gradually descend into that early sleep stage known as hypnagogic, where strange dreamlike episodes often make people wake with a jerk. In my dreams the mathematical entities I was studying would begin to animate, Alice-in-Wonderland style, becoming people with mathematical traits. That is, the negative numbers became negative, the powers did power trips, and all were all trying to do complex operations on each other. There was some kind of major episode going on with characters trying to resolve a problematic situation. While getting emotionally involved in this drama I would pop awake, details rapidly fading, but with a fleeting sense of having observed a complex soap opera. Over my many years of math mentoring students of all ages I have noticed this opera reappear in pieces as I search for metaphors and connections that convey math concepts. For instance, when teaching addition and subtraction of negative integers, especially to preadolescents, I find that moods are the best metaphor. A 9 mood is pretty grumpy while a +20 is ecstatic.
Professional Communication In SWP, SW, And SNB communicating math on the Internet by Dr. John Gresham, Math Department, RangerCollege, Ranger, Texas. Students who register for the Internet section of http://www.tcisoft.com/techtalk/professionalcommunication.html
Extractions: History Customer Service Privacy Policy Product Partners ... Newsletters Many authors have published books and articles written using our products. See our author's gallery Communicating good ideas and information to your colleagues, students, and customers is crucial. Using MacKichan Software products for professional communication-online and in print-is easy, as these examples show. (Some of these links will take you outside the MacKichan Software website.) To see these materials, download our free Scientific Viewer if you don't have any of our other products installed. In addition to these articles, see Publishing on the Web for information about publishing online TeX, HTML, and PDF documents created with our products. Communicating Math on the Internet by Dr. John Gresham, Math Department, Ranger College, Ranger, Texas Students who register for the Internet section of Math 1314 at Ranger College can access college algebra material on the college's server. This article outlines some of the problems related to communicating mathematical material over the internet. and how Ranger College deals with them.
Math In 2004/2005, math expectations in Ontario, for each grade 18, are organizedinto five Using a problem solving approach; communicating math ideas http://www.oise.utoronto.ca/preservice/elementary/mid-town/math.htm
Extractions: E-mail: mtessaro@oise.utoronto.ca The goal this year is to help you prepare yourself to become a competent and confident teacher of mathematics. Resources to achieve this goal include our regular math class, your classmates, your past experiences, and students and teachers you will meet in the schools this year. In 2004/2005, math expectations in Ontario, for each grade 1-8, are organized into five strands: With reference to each of these strands some things will be emphasized: Building math esteem in yourself and others Making math real by connecting it to daily life and to other subjects Using a problem solving approach Communicating math ideas Finding exciting ways to make children successful with math Meeting individual differences in the classroom Teaching a math lesson Recognizing a range of assessment ideas e.g. tests, daily observations, journals, portfolios, Provincial tests
MATHCAD - Mathematics Software Mathcad is an integrated environment for performing and communicating mathrelatedwork. Mathcad provides hundreds of operators and built-in functions for http://www.chempute.com/mathcad.htm
Communicating Mathematics -- Summer 1998 communicating mathematics. with Maple and LaTeX. June 15July 3, 1998 High School and Middle School science and math teachers in the use of LaTeX, http://www.ms.uky.edu/~carl/sum98.html
Extractions: June 15-July 3, 1998 This three week workshop concentrated on training 26 Central Kentucky High School and Middle School science and math teachers in the use of LaTeX, the mathematical wordprocessing language universally used in the scientific community for disseminating information, and MapleV5, an interactive programming language widely used to investigate and solve problems of a mathematical nature.
Index Elem. Calculus f00 Programming for mathematicians s98 Numerical Methods f97 Linear Algebra f02 Math History s99 communicating math Workshop sf02 http://www.ms.uky.edu/~carl/
Extractions: You can also consult by email to carl@ms.uky.edu Topology Interests A short introduction to the Maple language Miscellany - old movies, etc. ... Communicating Math Workshop sf02 Problem Solving and Communicating Mathematics (Joint work with Paul Eakin Ma 503 Problem Solving with Maple (Summer 95) Ma 202 Visual Problem Solving with Maple (Spring 97) Communicating Mathematics (spring 98) Ma 503/Ma 310 Problem Solving with Maple (Spring (96) Visual Problem Solving (a text for Teachers) (version 2, June 1998) Communicating Mathematics (6/15/98 to 7/3/98) MCtools Page WHS homework
Transition Math Project communicating math expectations to students through clear and consistent messagesand focused educational advising. In particular, students (and their http://www.transitionmathproject.org/goals.asp
Extractions: Project Goals Aligning standards and expectations for mathematics so students enrolling in college will be prepared to enter college-level math courses, including the alignment of: 1) eleventh- and twelfth-grade math curricula with college introductory curricula and 2) the high school math and college/university math knowledge and skills tested on high school assessments, including the WASL, and the placement assessments used by 2-year colleges and baccalaureate institutions. In addition, high school graduation requirements as related to college and university admission requirements will be examined. Increasing student success in completing math requirements in high school and college through clear standards and expectations, improved instructional course and program design, teaching methods, and classroom assessments. Building capacity of teachers and instructors to align curriculum and instruction to standards and expectations through improved instructional course and program design, teaching methods, and classroom assessments.
Transition Math Project It is aligned with MTPs goal of communicating math expectations to students andparents through consistent messages and focused educational advising. http://www.transitionmathproject.org/demo_projects_pc.asp
Extractions: Pierce County Careers Connection (PC3) is a thirteen-year partnership of five Pierce County technical and community colleges (Pierce College-fiscal agent), fifteen school districts, three Chambers of Commerce, the Pierce County Economic Development Board and the Workforce Development Council. Project description: Evaluation: Project Outcomes 1 and 2 will result in a clearly defined data exchange agreement. Data obtained through the agreement, along with existing readily available data, will be analyzed to establish a baseline of high school student math course selection patterns and placement testing results for Pierce County, and will be used to evaluate intervention strategies that will be implemented in the future.
Extractions: Skip Navigation You Are Here ENC Home Curriculum Resources Search the Site More Options Don't lose access to ENC's web site! Beginning in August, goENC.com will showcase the best of ENC Online combined with useful new tools to save you time. Take action todaypurchase a school subscription through goENC.com Classroom Calendar Digital Dozen ENC Focus ... Ask ENC Explore online lesson plans, student activities, and teacher learning tools. Search Browse Resource of the Day About Curriculum Resources Read articles about inquiry, equity, and other key topics for educators and parents. Create your learning plan, read the standards, and find tips for getting grants. Grades: K 1 2 3 4 5 6 7 8 9 10 11 12
Mathematics & Science Software environment for performing and communicating mathrelated work. If you restudying engineering, math, or science, MATLAB Student Version is your http://www.business-services.upenn.edu/computerstore/home/software/math.html
Extractions: Note: Many software titles in this category such as ArcView, Mathematica, SAS, Stata, and more are available as site licenses. Please visit the Office of Software Licensing home page to take advantage of the University's discounted license pricing for these products. Chem3D Ultra 9 $349.00 Order #509030611 Chem3D Ultra brings workstation quality molecular surface graphics and rigorous computational methods to your desktop computer. Tight integration with a number of molecular analysis packages and a built-in calculation setup environment make Chem3D the ideal front-end to your molecular modeling and analysis needs. The latest release of Chem3D provides a Gaussian client interface to set up jobs for Gaussian 03W/03M. Compute surface areas and molecular volumes using the Connolly Surface algorithms. Also predict advanced physical properties such as LogP, solubility, molar refractivity and more. Compute partial atomic charges using MOPAC or Huckel calculations.
Math On The Web: July, 2001 The problem of communicating math on the Web is really no different thancommunicating math via other media. Namely, authoring and displaying mathematical http://www.dessci.com/en/reference/webmath/status/status_Jul_01.htm
Extractions: July, 2001 Focus: Distance Learning by Robert Miner and Paul Topping, Design Science, Inc. The six months since the last Status Report have seen steady incremental improvement in support for Math on the Web. There has been some progress with browser support, and more activity with authoring tools. However, some of the most notable developments have been in the area of support for math in distance learning tools. In this volume of the Status Report, we begin with a brief survey of what people are doing with math and science communication on the Web, and the techniques they are using to do it. We will then take a look at some notable Math on the Web news and announcements from the last six months. Finally, we end by taking a closer look at what has been happening in the distance learning arena. The problem of communicating Math on the Web is really no different than communicating math via other media. Namely, authoring and displaying mathematical notation is difficult. On top of that, the Web is a dynamic medium, where users can interact with rich media documents in sophisticated ways. This introduces a whole new layer of challenges and possibilities for engaging, interactive communication between authors and readers. In spite of the fact that math and science communication on the Web requires special skills and tools, along with a healthy dose of ingenuity, this has not stopped people from taking advantage of the Web's potential. Many innovative Web sites, some new, some old, show what is possible with today's technology.
Communicating With Parents Parents can help children develop a can do disposition toward math by nurturing to practice new skills, and to practice communicating mathematically. http://www.math.msu.edu/cmp/ImplementingCMP/ParentCommunication.htm
Extractions: Advanced Search For Connected Mathematics to be successful, it is extremely important for districts to familiarize parents/guardians with the curriculum, address their concerns and questions, and keep them informed about what is happening in class and about their children's progress. The following sections are found below. Parent/Guardian Concerns A problem-centered curriculum like Connected Mathematics will look quite different to parents/guardians than the mathematics curricula they studied in school. It is not easy to thumb through the materials and see the mathematics and the development of concepts, reasoning, and skills. To see the level of understanding and skills developed in the curriculum, one must examine teacher materials, student materials, the ensuing discussions in the classroom, and student work. It is important that districts address parent/guardian concerns and keep them thoroughly informed from the start about the mathematics that their children are studying. Parents/guardians need to understand the goals of the program. They should know that the primary goal is to have students make sense of mathematical concepts, become proficient with basic skills, and communicate their reasoning and understanding clearly. The concepts and topics students study should be familiar to parents/guardians, but they may need reassurance that significant and challenging mathematics is being studied. The emphasis on reasoning and communication may be less familiar. Parents/guardians may need help to understand that reasoning and communication are valued and that the program provides students with many opportunities to demonstrate their progress in these areas.
