Extractions: Calculate and model your ideas Mathcad is an integrated environment for performing and communicating math-related work. Here are key features, including many improvements new to Mathcad 11. To compare Mathcad 11 with earlier versions, see the feature comparison table Calculate and model your ideas Mathcad provides hundreds of operators and built-in functions for solving technical problems. Use Mathcad to perform numeric calculations or to find symbolic solutions. It automatically tracks and converts units and operates on scalars, vectors, and matrices. Important new math functionality: New partial differential equation solve blocks for parabolic (heat) and hyperbolic (wave) equations in one dimension New complex arguments and fractional order for Bessel functions, and new Hankel functions
Untitled Document improvements at leading companies for nearly a decade. Mathcad offers anintegrated environment for performing and communicating math related work. http://www.iitk.ac.in/cc/sci_comp.html
Extractions: Literal is a visual math notation editor for the Internet. We enter formulas, diagrams, multilingual text, in a wysiwyg environment. Text is encoded in Html+JavaScript; once sent as email attachment, it is faithfully displayed by popular browsers. Literal is aimed at informal scientific communication on the web, dispensing with time-consuming rigors of specialized math typesetting systems. Download
Extractions: Clerc Center Products Titles by Audience Workshops and Professional Training Opportunities Clerc Center Home Page ... About the Clerc Center and its National Mission Family Involvement Families Count! includes: Administrator kit (in its own plastic carrying case) Levels 1,2, and 3 (each with its own plastic carrying case) Special introductory price
ENC Online: Beyond Numbers: Communicating In Math Class Combining multiple subjects and bringing outside subjects into the mathematicsand science classroom are ways to enhance the learning experience. http://www.enc.org/features/focus/archive/across/document.shtm?input=FOC-002774-
Mathematics In A Multiage Classroom Some have posted questions (on the multiage listserv) about math instruction mathematical reasoning and communicating, math games and suggestions for http://www.multiage-education.com/multiagen-b/banksmath.html
Extractions: Multiage Education Com Curriculum Mathematics in a Multiage Classroom Janet Banks, multiage author and educator, posted on the national Multiage Listserv this excellent and very thorough overview of how to teach mathematics in a multiage classroom. In this short article she tells how to incorporate math strands from the NCTM standards, real math situations, and your district's current textbooks into a multiage setting. In addition, she has listed a number of resources for further reading on the subject. With her permission I have included her post here. Mathematics in a Multi-age Classroom by Janet Caudill Banks Teachers of multi-age classrooms have expressed concerns when it comes to teaching math, one of the most difficult areas to plan for, when you have a wide range of achievement levels. Some have posted questions (on the multiage listserv) about math instruction for multi-agers, and I have been receiving many private requests for help, so it may be helpful to put some of my beliefs and suggestions on the (internet). If you have math programs with adopted textbooks, you can consider the following: Textbook activities can be used, looking at several different levels and listing activities from each textbook according to the difficulty of the material. Assignments can be given according to difficulty, with students completing activities from several different books, without concern over which grade level the book is intended for. Books on higher levels always have review lessons, and books on lower levels usually have enrichment lessons. Students should be taught that it doesn't matter what grade level the book is, for that reason. They will just be working on activities that are appropriate for them.
UFT - Communicating With Your Child... About Math communicating with Your Child about math. Jun 7, 2002 329 PM. If youre likemany parents, you may feel uneasy talking with your children about math. http://www.uft.org/parent/math/
Extractions: September 16, 2005 parents parents communicating with your child... about math Jun 7, 2002 3:29 PM If youre like many parents, you may feel uneasy talking with your children about math. But you can learn to communicate in a positive and natural way about mathematical concepts, and thereby boost your childs chances of success.Start by noticing if your communication style reflects "math anxiety." For example, if your child needs your help with math homework, avoid expressions like "I was never good in math" or "I dont understand the way they do things today." Take a positive approach by saying, "Yes, math is hard but we can figure this out if we try. And if we need to, we can call Dial-a-Teacher for help." This shows a child that the struggle involved and the need for help are both normal and acceptable, not reasons to give up or to feel like a failure. Math will seem more natural if you find opportunities to explore mathematical thinking in the course of ordinary activities. We use math daily - to get the right change, measure windows for new curtains or comment on Roger Clemens earned run average. Involve your children in such everyday problem solving and be sure to ask them to explain their reasoning. Also, estimating the answer in advance will help your child judge whether his solution seems reasonable. Here are some suggestions: For children in grades K-3, use concrete objects and step-by-step processes to reinforce math concepts:
Numbers, Math And Communicating Risk This article examines the numbers from Vioxx trials to illustrate how difficultit may be to communicate risk and benefit to consumers. http://www.pharma-mkting.com/news/pmn42-article04.html
Extractions: By John Mack SUMMARY The FDA would like more risk information to be presented in direct to consumer (DTC) drug advertising (see " FDA Draft Guidance for Print DTCA: Less than Feared "). Some DTC experts want the drug industry to take the lead in communicating risk. To make sense of trial data and risk information in DTC ads, you need to look at numbers. As pointed out in a recent Washington Post article, "many people don't demand the same kinds of numbers [as they do with money matters] when judging medical findings." To paraphrase Jack Nicholson in the 1992 movie A Few Good Men, "You want numbers? You can't handle numbers!" This article examines the numbers from Vioxx trials to illustrate how difficult it may be to communicate risk and benefit to consumers.
PHSchool - CMP Communicating With Parents math Social Studies Foreign Languages Career Technology AP* Electives.Web Code What is this? . Textbook Resources State Resources Online http://www.phschool.com/math/cmp/parent_concerns.html
Extractions: Using oral and written communication as a tool helps students reflect upon their understandings of mathematics, make connections within and outside of mathematics, and personalize math concepts. Buschman (1995) explains: "As soon as students use words to describe their thinking, they make their understanding more precise and more general at the same time. Only by using words in many situations and many contexts do students come to understand the full meaning of each word." To illustrate the many ways that students communicate in mathematics, Mazie Jenkins and Johnny Lott (1995) quote Jacob, a Wisconsin third grader, as he describes communication in his class: References Content and general comments:
Math In Daily Life -- Population Growth Explore the art of MC Escher, who used math ideas to create beautifuland seeminglyimpossibleimages. Getting the Picture communicating Data Visually http://www.learner.org/exhibits/dailymath/getpicture.html
Extractions: A Fortune article describing the work of Yale professor Edward Tufte, whose mission is to improve the way we visually present data and information. Getting the Picture: Communicating Data Visually According to U.S. census estimates, the population of Texas grew from 17,045,000 people in 1990 to 18,378,000 in 1994. The population of Massachusetts grew from 6,018,000 people in 1990 to 6,041,000 people in 1994. If the population figures above were difficult for you to read and absorb, you're not alone. Reading about data can be awkward. When it's presented like this, it's hard to grasp the essential information and to see the important messages that may be behind the numbers. If this information were presented as a chart or, better yet, as a picture, it would be much easier to understand. Charts and tables Let's try presenting the population figures above as a table.
Schools, Families, And Math for overcoming them, including hosting math events, communicating throughhomework, and helping parents see the math in their childrens work. http://www.terc.edu/handsonIssues/s03/schools_fam_math/schools_fam.html
Extractions: Homework is an important means of communicating with families. Teachers can use it to share ideas about what math content is important, give families the chance to see their children working mathematically, and offer a glimpse of how the children are learning and doing mathematics in class. In Investigations
Extractions: Related Resources Johnny Lott and Marilou Hyson talk about how their organizations are promoting family involvement in mathematics through standards and position statements. Johnny W. Lott is president of the National Council of Teachers of Mathematics (NCTM) and an avid quilter. As president of the world's largest math organization, he has traveled to many classrooms in the United States and Canada. During these visits he has talked with students of all ages about the fun and beauty in math, and has often used quilting to illustrate how math is interwoven in everyday objects. Lott believes that family involvement in a child's math studies can be the most important element in helping a child to build a positive relationship with math from an early age. Families can establish learning environments at home that enhance the work initiated at school. Families can make learning math a fun routine at home. Parents tell us that they read to their children, but had not thought about doing math games or problems with them. NCTM helped create Figure This! (
Extractions: Save a personal copy of any page on the Web and quickly find it again with Furl.net. It's free. Get started now. Show and Tell: Representing and Communicating Mathematical Ideas in K-2 Classrooms.(For Teachers)(Brief Article)(Book Review) Teaching Children Mathematics November, 2003 by Peckenpaugh, Beverly Content provided in partnership with Read the full article with a Free Trial of HighBeam Research Show and Tell: Representing and Communicating Mathematical Ideas in K-2 Classrooms, Linda Dacey and Rebeka Eston, 2002. viii + 232 pp., $21.95 paper. ISBN 0-941355-50-0. Math Solutions, 150 Gate 5 Rd., Ste. 101, Sausalito, CA 94965, (800) 868-9092. Written for teachers of early primary students, this book documents the importance of using "show and tell" in the classroom. Here, "show and tell" refers to the conversations of students as they discuss and write about or draw mathematical situations while working in pairs and in small and large groups. Adults ...
Leaco - Communicating With The World Provides wireless, internet access and cable services. Support and productinformation included. http://www.leaco.net/
Extractions: Important Notice: Telephone, cellular, and Internet services customers throughout southeastern New Mexico are experiencing difficulties with their various telecommunications services. The telephone carrier that is having problems has affected Leaco services as well as other telecommunications companies in southeastern New Mexico. Leaco is assisting in resolving this issue through rerouting and other technical assistance. As soon as Leaco has been notified the problem outside the Leaco network has been resolved Leaco will post another notice. Please notify Leaco if you continue to experience communication problems after the problem resolved notice has been posted. If you have any questions or require additional information, please give Leaco a call.
E-Example 5.1.1: Communicating About Mathematics Using Games On this site you will find the electronic Principles and Standards for SchoolMathematics. NCTM s visionary document for teaching mathematics at any level. http://standards.nctm.org/document/eexamples/chap5/5.1/
Extractions: Reflecting on Practice Mathematical games can foster mathematical communication as students explain and justify their moves to one another. In addition, games can motivate students and engage them in thinking about and applying concepts and skills. This first part, Playing Fraction Track, contains an interactive version of a game (based on the work of Akers, Tierney, Evans, and Murray [1998] that can be used in the grades 35 classroom to support students' learning about fractions. By working on this activity, students have opportunities to think about how fractions are related to a unit whole, compare fractional parts of a whole, and find equivalent fractions, as discussed in the Number and Operations Standard . In the second part, The Role of the Teacher, two video clips illustrate communication about mathematics among a teacher and her students. The third part, Communication among Students, shows how activities like this allow students to use communication as a tool to deepen their understanding of mathematics, as described in the
E-Example 5.1.2: Communicating About Mathematics Using Games On this site you will find the electronic Principles and Standards for SchoolMathematics. NCTM s visionary document for teaching mathematics at any level. http://standards.nctm.org/document/eexamples/chap5/5.1/part2.htm
Extractions: Reflecting on Practice Mathematical games can foster mathematical communication as students explain and justify their moves to one another. In addition, games can motivate students and engage them in thinking about and applying concepts and skills. The first part of this example, Playing Fraction Track, contains an interactive version of a game (based on the work of Akers, Tierney, Evans, and Murray [1998] that can be used in the grades 35 classroom to support students' learning about fractions. By working on this activity, students have opportunities to think about how fractions are related to a unit whole, compare fractional parts of a whole, and find equivalent fractions, as discussed in the Number and Operations Standard . In this second part, The Role of the Teacher, two video clips illustrate communication about mathematics among a teacher and her students. The third part, Communication among Students, shows how activities like this allow students to use communication as a tool to deepen their understanding of mathematics, as described in the
Mathematical Expressions On The WWW A deployed solution for mathematical expressions on the Web lets you put mathdirectly in your HTML MINSE the easiest way to put math on the Web, LFW http://lfw.org/math/
Extractions: MINSE: the easiest way to put math on the Web The goal of this project is to bring the power of mathematical expression to as many people as possible, and as quickly and easily as possible. The proposed medium is a semantic expression notation called MINSE designed for this purpose. But a language alone is not enough: with this design comes a deployed implementation that immediately makes expressions a reality for the scientific and mathematical Internet community. This implementation shows that it's possible even without any support from browser software. You can insert mathematical expressions directly into your HTML and have them displayed like the image here, which is an example of the output from the prototype renderer. View a page containing MINSE now! Just enter the URL here: Location: Using mathematical and scientific expressions in your Web pages is as easy as typing them in! See a demo. The program which renders expressions is an Internet mediator service, which will perform renderings in real-time. The service has been available to the public since 2 June 1996.
