I-MATH Chapter 2: Getting Started You may recall the four important concepts of Imath, Imagination,Investigation andto learn new methods of teaching, learning and communicating, because you http://www.k12.hi.us/~mathappl/im04start.htm
Extractions: I-MATH Getting Started You may recall the four important concepts of I-MATH, Imagination,Investigation, Interaction, and Illumination. I can assume that you already have a good imagination, and are looking for ways to increase your creativity and to learn new methods of teaching, learning and communicating, because you are taking this class! We will come back to this topic soon. Because of the importance of these words, they will be part of the header of each page. Please feel free to skip over them whenever you like. Imagination: thinking outside the box, thinking creatively, dreaming up new projects and new methods of teaching, learning, and communicating) Investigation: hands-on exploration of mathematics - what can you discover? where do your discoveries lead? what connections are there? Interaction: collaboration with colleagues and with students - communicating, questioning, listening, gaining knowledge and new ideas Illumination: discovering principles, connections and applications across the curriculum and in "real life", communicating what you have learned. AN IMPORTANT NOTE: The four keywords in I-MATH, Investigation, Imagination, Interaction and Illumination are intertwined. One does not come before or after the other. But, practically speaking, we must do one thing and then another. So there may be some repetition, and we may need to "jump around" a bit in these web pages. Fortunately, linking makes these "jumps" easy. So please accept this as part of I-MATH, and keep good notes in your journal so that you will not lose track.
I-MATH Chapter 5 Interaction discovering principles, connections and applications across the curriculum and in real life , communicating what you have learned. In Imath, we will interact http://www.k12.hi.us/~mathappl/im08interact.htm
Extractions: I-MATH Interaction Imagination: thinking outside the box, thinking creatively, dreaming up new projects and new methods of teaching, learning, and communicating) Investigation: hands-on exploration of mathematics - what can you discover? where do your discoveries lead? what connections are there? Interaction: collaboration with colleagues and with students - communicating, questioning, listening, gaining knowledge and new ideas Illumination: discovering principles, connections and applications across the curriculum and in "real life", communicating what you have learned. In I-MATH, we will interact with each other via email and Global Chat. We will be in constant communication via email, and everyone should check their email on a daily basis and try to respond as quickly as possible, especially to urgent messages. You can download Global Chat from the E-School home page. We will meet once a month on Global Chat, at a time that we can all agree one, for one hour. Each participant will keep an online journal, and write entries frequently. These journal entries should include your questions as you proceed through the GSP Labs and other activities of this class, your thoughts and suggestions, your reflections on your learning, and especially ideas that you have for integrating what you are learning into your teaching. This online journal will become one of the greatest resources we have, for each other and for ourselves. Students can also benefit greatly from opportunities to interact. When students work together, whether they are working on their homework, or on a collaborative project, they benefit from the interaction. Even just studying together for a test allows opportunities to question each other, share knowledge, and practice what they have learned. Working on creative projects in small groups gives students excellent chances to learn - particularly if the project allows exploration and experimentation. Allowing students to figure things out for themselves is a very valuable learning opportunity. Therefore projects which begin with hands-on investigative opportunities (with computers or with compasses, protractors, rulers, string, mirrors, etc.) allow the greatest opportunities for discussion, questioning, even arguing - a passionate argument about what is true can be the highlight of a math class!
Extractions: 3:00 p.m. - 6:00 p.m. Organized by Bassam Z. Shakhashiri, Univ of WI Bassam Z. Shakhashiri, Univ of WI; Denice Denton, UW; Frank Drake, SETI Inst; Bassam Z. Shakhashiri, Univ of WI; Linda Shore, Exploratorium; Paul Doherty, Expolratorium; Modesto Tamez, Exploratorium; Karen Kalumuck, Exploratorium Sunday AM
How To Write To A Member Of Congress emath communicating with Congress. Writing to a Member of CongressOne of the best ways to communicate with your Member of Congress http://www.ams.org/government/contact.html
Extractions: One of the best ways to communicate with your Member of Congress is through a well-reasoned personal letter. Taking the time to write a letter shows sincerity and thoughtfulness. Typically, legislators respond best to their own constituents, if you are not in their district or state your letter may not make it past an intern's desk. Here are some guidelines for effective communication. Timing is important . A letter sent after Congress acts is a missed opportunity, while correspondence sent months before an issue is considered is likely to be forgotten. Be aware of the federal budget process (check the Timeline of the federal budget process ). Basically, once Congress agrees upon a final Budget Resolution, the next step is to determine funding allocations for the 13 appropriations subcommittees in each chamber. After receiving their allocations, subcommittee chairs begin drafting the legislation that will fund the agencies and programs under their jurisdiction. This usually happens in June-July and that is THE TIME to contact appropriators regarding concerns over funding for particular programs. Limit your letter to one page and one subject . Avoid scientific jargon. In the first paragraph, explain your reason for writing
Communicating With NIU Users communicating With Users of Other NIU Computers. Unix systems. Thereare currently a few Unix computers outside the math Department. http://www.math.niu.edu/help/net/niu-addr.html
Extractions: There are currently a few Unix computers outside the Math Department. Some of them include: mp.cs.niu.edu (Computer Science), corn.cso.niu.edu (Computer Services), eiger.ceet.niu.edu (Electrical Engineering), sun.soci.niu.edu (Sociology), and two SPARCStations used by undergraduate students: oats.farm.niu.edu and rice.farm.niu.edu. If you know where the user in question has an account, you can try `finger' to see his login name: behr % finger -l Prais@corn.cso.niu.edu [corn.cso.niu.edu] Login name: mgprais In real life: Michael G. Prais Directory: /user1/acs/mgprais Shell: /bin/csh This doesn't always work; some finger implementations will not return partial matches, and finger is disabled altogether on some machines for security reasons. In many cases you can find an NIU user by searching the `ph' database: behr % ph ph> query stankus name: Stankus, Mark curriculum: Student-At-Large Education email to: mstankus@niu.edu (no account registered) name: Stankus, Randi Coleen curriculum: Pre-Elementary Education email to: rstankus@niu.edu (z957798@oats.farm.niu.edu) ph> quit In this case I searched for an undergraduate student. The first match tells me that Mark is in the database, but has not set his real e-mail address correctly. A letter mailed to
Extractions: Anyone who makes business decisions or who creates, interprets or uses math on the job, including: managers of operations, sales and marketing, human resources and IT...vice presidents of operations...administrative assistants...and finance personnel who will appreciate a quick-paced refresher course. Benefits: Outline: The purpose and scope of business math: the basis for empowered decisions Whole numbers, fractions, decimals and equations: Quick and accurate operations
Teaching, Learning, And Communicating About Fractions Learning, and communicating about Fractions. Copyright Notice. Videoclips generouslyprovided by WGBH, Boston (1997). Fraction Tracks from Teaching math A http://illuminations.nctm.org/reflections/3-5/Fractions/credits.html
Extractions: This page last updated: August 21, 2002 The mission of the National Council of Teachers of Mathematics is to provide the vision and leadership necessary to ensure a mathematics education of the highest quality for all students. The NCTM Illuminations Web site is devoted to providing Internet resources to improve the teaching and learning of mathematics in grades pre-K through 12. The views expressed or implied on this Web site, unless otherwise noted, should not be interpreted as official positions of the Council.
CCML - Communicating With Other Teachers For example, if Joe, Mary, Jose, and Alana are part of a listserve discussingmath projects for seventh graders, then when one of them sends email to http://www.math.washington.edu/~ccml/commun.html
Extractions: Creating a Community of Mathematics Learners This page will be devoted to setting up electronic communication between teachers, both intraschool and interschool, intradistrict and interdistrict. The primary means of communication will be listserves; a listserve is a email address that goes to many users rather than one. For example, if Joe, Mary, Jose, and Alana are part of a listserve discussing math projects for seventh graders, then when one of them sends email to mathproject7@math.washington.edu, the message will go to all of them. We are just starting this, so any suggestions for topics would be appreciated. We will advertise different listserves here as well, as well as have a webpage that allows you to join any one. If you have some suggestions for different topics, please email Michael at keynes@math.washington.edu
PBS TeacherSource - Mathline February 14, 2003. mathline. communicating with Parents via a Web PageArticle Archive. Mary Einstein's math Classes. 7th Grade math Web Page. http://www.pbs.org/teachersource/mathline/tips/tips0400.shtm
Senior Cover Letter Communicating, Crafting, And I am writing this cover letter to demonstrate learning in the domain of communicating,Crafting, and math, Science, Technology Humanities Service Health. http://www.essentialschools.org/pubs/exhib_schdes/dp/uhhsport/comm_sncov.htm
Alternative Education - Basic Math Alternative Education Basic math. communicating measurement concepts, Reinforce,School District of Washington MA 2, PS 3.2, Classroom. top. Money. http://www.washington.k12.mo.us/curriculum/alted/CR155706.HTM
ED 3510 & ED 3511 Communicating Science science and math. MTU students can volunteer to be presentation assistants, or theycan become presenters by enrolling ED 3510 communicating Science, offered http://wupcenter.mtu.edu/education/volunteer.html
Extractions: at Michigan Tech The Western Upper Peninsula Center for Science, Mathematics and Environmental Education is a partnership between the Copper Country and Gogebic-Ontonagon intermediate school districts and Michigan Tech University. The Western UP Center serves 21 K-12 school districts and communities in the five western counties of the UP: Houghton, Baraga, Keweenaw, Ontonagon and Gogebic. The Center provides lots of opportunities for MTU students to work in area schools to gain valuable presentation and teaching skills. Family science nights (6:30-8:00 PM) are conducted at 20 elementary schools each year for K-6 students and their families. Elementary students participate in a variety of hands-on activities led by MTU student presenters to enhance parentsÂ’ and childrenÂ’s knowledge and interest in science and math. MTU students can volunteer to be presentation assistants, or they can become presenters by enrolling ED 3510 Communicating Science, offered each semester for 2 credits.
Communicating With Americans By S. Kathleen Kitao And Kenji Kitao with Americans in English and to help you avoid misunderstandings when you arecommunicating with Americans. Rob and Shigeru are classmates in math class. http://www.ling.lancs.ac.uk/staff/visitors/kenji/kitao/am-com.htm
Extractions: Why Your Attendance at this Workshop is a MUST! According to various studies, between 20 and 30 % of people in Canada are functionally illiterate. In many cases, people are able to hide their literacy problems because of familiarity with their job. They may even be your best workers. Canada also has a proportionally large immigration population who may struggle with both written and spoken English. And because immigration comes from all over the world, there may be no single dominant language in a food workplace. Farm operations, food service and food processing factories hire a large numbers of these new immigrants. Poor literacy, language, and numeracy skills become serious hidden barriers to success because of progressive changes in the food industry. These changes create the need to communicate HACCP, food safety systems and new technologies in a way that we can ensure they are understood. This one day course explores ways to ensure understanding of critical issues and overcome these barriers in the workplace. Jam-Packed Agenda Literacy In this session, you'll learn the difference between total and functional literacy. You'll explore how illiteracy can exist in a country with free, universal education, and what programs are available to overcome the problem. You'll discover ways to identify potential literacy problems, find out what can be done in the workplace to minimize these problems, and see the Human Rights aspects of the issue. You'll also explore ways to communicate with and train people despite literacy problems. You'll see how to make points understandable, how to give effective tests, and how to handle the issues of the paperwork surrounding HACCP.
BEAMS--Becoming Enthusiastic About Math & Science on March 68, 2002 at the conference on communicating the Future BEAMS - BecomingEnthusiastic About math and Science Program conducted by Thomas Jefferson http://www.nist.gov/public_affairs/Posters/beams.htm
Extractions: Poster presented on March 6-8, 2002 at the conference on Communicating the Future: Best Practices in Communication of Science and Technology to the Public, co-sponsored by the U.S. Department of Energy Office of Science , and NIST . Poster topics were selected as "best practices" through a formal peer review by a committee of distinguished science writers, educators, and researchers BEAMS - Becoming Enthusiastic About Math and Science The BEAMS - Becoming Enthusiastic About Math and Science - program brings classes of sixth, seventh, and eighth grade at-risk students with their teachers to Jefferson Lab for science and math interactive activities. The goals of BEAMS are to: redress the problem that minorities and females are lost from the science, mathematics, engineering and technology career pipeline long before they reach college, strengthen the motivation and academic preparation of students, and
Extractions: Page: Unlocking Math's Mysteries: Technology Gives Students Keys to Success Engaging Students in New Ways Technology can be particularly conducive to math instruction when it helps students to visualize abstract concepts. At UC Berkeley, courses in calculus and linear algebra have been augmented by a three-hour-a-week computer lab, in which modules are designed to deepen students' understanding of the topics. Software written by department members is used with Matlab (MathWorks), a platform popular among engineers. "When you get to multidimensional problems, visualization and the ability to experiment numerically and manipulate symbols can expand students' understanding," says Calvin C. Moore, professor of mathematics and former chair of the department. "You can introduce more realistic problems that don't have simple answers." Moore was also involved in an effort to build an online math diagnostic test, aimed primarily at incoming freshmen. Students can log on, receive questions randomly assigned from a problem bank, submit their answers and obtain instant results, along with analysis indicating areas in which they need additional study or coursework, such as pre-calculus.
Math tools. constructing own math questions about the information. communicatingwith each other in a daily class weather report . communicating http://www.nationalmathtrail.org/hw_mountz.htm
Extractions: Spring Lake, New Jersey It's been a cold, snowy winter in Spring Lake, New Jersey! We certainly missed the opportunity to find a math problem during our outside recess time. However we did find an interesting problem right in our own "classroom community". Spring Lake is small town on the Atlantic coast, located between Philadelphia and New York City. It has a beautiful beach, lovely shops, many fun things to do, and a great school - H.W. Mountz Elementary. Of course we think our town is very special! First graders are often amazed to find out that other places might have the same name. Washington, DC and the state of Washington are on opposite sides of the country. Right here in New Jersey, there's more than one town of Washington. With this in mind, we decided to extend our usual study of weather and record weather conditions in other "Spring Lake" communities as well as our own. Using the Internet, we found four other "Spring Lakes": in North Carolina, Missouri, Minnesota, and Michigan. The students had previously been introduced to reading a thermometer and were able to locate the temperature readings on the weather website. They wondered how math could be used to learn more about weather. Elizabeth suggested that "...you use math to tell how fast a storm is coming". Other students thought that knowing the temperature helps to decide what to wear or do.
Extractions: Literal 1.0 Category: Education Science Description: 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. License: Shareware O.S.: Windows 95, 98 Date: February 2, 2002 Download Literal
ThinkQuest Library Of Entries Many concepts are not translatable in math (at least at this point of our AstrobiologyWhat is your interest in communicating with extraterrestrial life? http://library.thinkquest.org/C003763/index.php?page=interview01
MATH 143 Generic Syllabus descriptions and solutions to others as well as in communicating about problems Personslacking the minimal algebra and geometry perspectives of math 143 are http://math.boisestate.edu/dept-stuff/Generic/M143.html
Extractions: 3 semester credits MATH 143 COLLEGE ALGEBRA (3-0-3)(Area III). Emphasis on the concept of functions as mathematical entities; domain, range, algebraic operations, composition, inverses, graphing. Polynomial functions, division of polynomials, roots, factor theorem, complex numbers, fundamental theorem of algebra. Rational functions and asymptotes. Logarithmic and exponential functions. Multi-level algebraic manipulation of functional expressions - eg., difference quotients. Conic sections and other topics from analytic geometry as time permits. Credit cannot be granted for both MATH 143 and MATH 147. PREREQ: MATH 108 or satisfactory placement score. MATH 108, with a grade of ``C'' or better; or sufficient score on COMPASS placement exam; or an 85 th -percentile score on the ACT or SAT. The rationale for these prerequisite is to ensure that students have an adequate level of ``mathematical maturity'' as well as specific background knowledge. This course is controlled by a departmental committee, whose members may or may not be teaching the course. All sections use the same text, which is chosen by the committee. The committee also writes a syllabus detailing which sections should be covered and how much time should be allotted to each. Exams, homework, and grading system are left to the instructor.
