E-Example 5.1.1: Communicating About Mathematics Using Games On this site you will find the electronic Principles and Standards for School Mathematics. 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
The Math Forum Internet Mathematics Library The Internet math Library is our best resource for teachers, students and parents looking for web sites across the Internet on math topics. Sites are gathered from our own explorations and submissions from users like yourself. http://forum.swarthmore.edu/library
Extractions: Search Full Table of Contents Suggest a Link ... Dynamical Systems Chaos, Fractals... Geometry History and Biography Logic/Foundations Number Theory ... Pre-Calculus Functions, Inequalities, Trigonometry Probability/Statistics Topology Applications/Connections Business, Computer Science, Engineering, Humanities, Sciences, Social Sciences, Sports... Resource Types Educational Materials Audiovisuals, Calculators, Courses, Games, Manipulatives, Lesson Plans, Problems/Puzzles, Textbooks... Net-Based Resources Internet-based Projects, Link Listings/Web Databases... Organizations Publications Recreations Reference Sources Bibliographies, Dictionaries, Glossaries... Software Mathematics Education Topics Teaching Issues/Strategies Assessment, General Programs, Methods/Activities, Special Contexts, Teaching Styles, Technology in Education... Professional Ed/Career Development Math Ed Research/Reform Standards... Social Issues/Public Policy Equity, Public Understanding... Education Levels Elementary Middle School (6-8) High School (9-12) ... Research
Mathematical Expressions On The WWW MINSE the easiest way to put math on the Web, LFW. The primary goalof this project is to bring the power of mathematical expression http://lfw.org/math/
Extractions: MINSE: the easiest way to put math on the Web The primary 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 known as 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. The aim is to help the scientific community communicate their ideas easily, and 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: Yes, this is for real . It is possible for you to use mathematical and scientific expressions in your Web pages, and it's as easy as typing them in! The program which renders expressions is an Internet mediator service, which will perform renderings in real-time.
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E-Examples Index than the number of scoops. Grades 35. 5.1 communicating about MathematicsUsing Games. Mathematical games can foster mathematical http://standards.nctm.org/document/eexamples/
Extractions: 4.1. Creating, Describing, and Analyzing Patterns to Recognize Relationships and Make Predictions This three-part example highlights different aspects of students' understanding and use of patterns as they analyze relationships and make predictions, as discussed in the Algebra Standard . The first part, Making Patterns, includes an interactive figure for creating, comparing, and viewing multiple repetitions of patterns. The interactive figure illustrates how students can create pattern units of squares then predict how patterns with different numbers of squares, will appear when repeated in a grid, and check their predictions. In the second part, Describing Patterns, examples of various ways students might interpret the same sequence of cubes are given. This illustrates the importance of discussing and analyzing patterns in the classroom. The third part, Extending Pattern Understandings, demonstrates ways in which students begin to create a "unit of units," or a grouping that can be repeated, and begin to relate two patterns in a functional relationship. 4.2 Investigating the Concept of Triangle
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Extractions: Critical Thinking Printer friendly version Communicating Solutions With Star Wars Curriculum Connection: Each student should be expected not only to present and explain the strategy he or she used to solve a problem but also to analyze, compare, and contrast the meaningfulness, efficiency, and elegance of a variety of strategies. Principles and Standards for School Mathematics
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Making Math Pages math Web Pages where do I start? The following information is liftedfrom the official web site for the W3C math working group. http://math.uc.edu/~kingjt/tutorial/how_to.htm
Extractions: The following information is lifted from the official web site for the W3C Math working group. On February 21,2001 there was a release of a revised version of the W3C MathML 2.0 Recommendation. MathML consists of a number of XML tags which can be used to mark up an equation in terms of its presentation and also its semantics. MathML attempts to capture something of the meaning behind equations rather than concentrating entirely on how they are going to be formatted out on the screen. This is on the basis that mathematical equations and are meaningful to many applications without regard as to how they are rendered aurally or visually. XML is closely related to HTML and assumes a very similar, but not identical syntax. One distinction is that in XML you cannot omit end tags. Furthermore, tags for elements which don't have any content are specially marked by a slash before the closing angle bracket. MathML is a low-level format for describing mathematics as a basis for machine to machine communication. MathML is not intended for editing by hand, but is for handling by specialized authoring tools such as equation editors, or for export to and from other math packages.
HABITS OF MIND thinking. Specifically problem solving, communicating, reasoning, andmaking connections. Problem Solving. To communicating. All students http://www.coe.uga.edu/framework/chapters/part24.html
Extractions: HABITS OF MIND The top face of the cube represents the Habits of Mind that students should develop in both scientific and mathematical thinking. A habit is any activity that is so well established that it occurs without thought on the part of the individual. The Habits of Mind are those well-established thinking behaviors and patterns characteristic of methodical and logical thinking. Specifically: problem solving, communicating, reasoning, and making connections. Problem Solving "To solve a problem is to find a way where no way is known off-hand, to find a way out of a difficulty, to find a way around an obstacle, to attain a desired end that is not immediately attainable, by appropriate means." Problem situations for younger children arise from everyday experiences. ( "Do you have enough money to buy your lunch and to pay for your yearbook?" ). As students become more mathematically sophisticated, problem situations also spring from within mathematics itself ( "Can the product of two prime numbers be a prime number?" ). Problem solving is much more than applying specific techniques to the solution of a class of problems. It is a process by which the fabric of mathematics is both constructed and reinforced.
Extractions: For more than 10 years, Mathsoft has contributed to technical innovation in engineering throughout a broad range of markets and industries, including defense and aerospace, telecommunications, electronics and electrical equipment, civil engineering and construction, engineering services, government, and higher education. With over 1.5 million users, Mathcad is the most widely used solution for applying mathematics and provides a technical calculation environment that is optimized for both engineering efficiency and innovation. Mathsoft has enhanced Mathcad Professional with the following new features: Enhanced security Recognizing the increasing need for secure communication of designs or projects, Mathsoft has added advanced file-encryption functionality to keep document contents safe until they arrive in the hands of the intended user. In addition, newly integrated document-protection technology lets users lock all regions of Mathcad designs and calculations, making it possible to share results without revealing proprietary processes. Mathcad 2001i also features new security settings to help protect against embedded scripts that could potentially harm users' computer systems.
Washington State EALR's Washington's EALR and Tech Literacy. This analysis of the correlationbetween Washington State's Essential Academic Learning Requirements http://www.camas.wednet.edu/wtea/ealr.html
Extractions: Washington's EALR and Tech Literacy This analysis of the correlation between Washington State's Essential Academic Learning Requirements and Technology Education curriculum was initially conducted by Tom Staly of Horse Haven Hill Middle School. As of August 17, 1997, this document becomes a collaborative project. Please study this analysis and e-mail additional correlation and examples of each correlation to Kelly Williams . Please be specific about which Essential Learning you are addressing and be sure to provide an example. This project will become a significant resource for Tech teachers as they continue aligning their programs with the school reform movement. Reading Writing Communicating Math ... Health and Fitness The following Essential Academic Learning Requirements are directly addresses in the Technology Education curriculum: Reading Essential Academic Learning Requirements Component Comment 1. The student understands and uses different skills and strategies to read. 1.5 The student will use features of non-fiction text and computer software such as titles, headings, pictures, maps and charts to find and understand specific information. 3. The student reads different materials for a variety of purposes.
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