Each group of students can start their email-based social forums (such as Google and Yahoo groups) where they can stay in touch while not in class. These are pretty powerful with features such as real time message notifications, real time chat sessions and options to upload files. Tutorials available online on websites can be posted on the forum reference section. Any issues with a project currently assigned to a math group can be placed as a question on their online forum. Other members can do their research, try to solve the problem and post their results. Any mistakes can be pointed out and corrected immediately. This makes progress easy since students need not wait for their next class to discuss problems with group mates.

In conclusion we can say that groups are a viable approach to eliminate the stereotypical fear of math. Not only does it advance the social environment…

References

Power, M (2010, Jan 29) Developmental Grouping in Math. Retrieved from  http://blogs.scholastic.com/classroom_solutions/2010/01/developmental-grouping-in-math.html 

Gregory, M. (n.d.) Guided Math groups. Retrieved from  http://www.mandygregory.com/guided_math_groups.htm 

Dill, M. (n.d.) How to teach elementary school math with groups. Retrieved from http://www.ehow.com/how_2340145_teach-elementary-school-math-groups.html

n.a.(n.d.) Differentiating Math Lessons for Gifted Students. Retrieved from  http://www.byrdseed.com/differentiating-math-lessons-for-gifted-students/

S.O.S. Mathematics (http://www.sosmath.com/)

For "high school, college students, and adult learners," SOS serves as both refresher course and introduction to new material. Although the information and exercises on the site are limited and the site does include annoying advertisements, S.O.S. is a worthy Web site.

Hacking Mathematics (http://www.math.fsu.edu/~wooland/hm/hm.html)

An online textbook for a liberal arts mathematics course, this site offers students the opportunity to gather information and complete corresponding exercises.

Project-Based Instruction in Mathematics for the Liberal Arts (http://faculty.uscupstate.edu/mulmer/PBI_Index.shtml)

his Web site is not easy to navigate or to look at, but the quality and range of content are admirable.

Mathematics History (http://library.thinkquest.org/22584/)

Unfortunately bogged down by poor Web site design, the hinkquest-sponsored site is filled with useful information about the history of mathematics for non-math majors at liberal arts institutions as well as for students in more math-centric academic programs.

This Web site is not easy to navigate or to look at, but the quality and range of content are admirable.

Mathematics History (http://library.thinkquest.org/22584/)

Unfortunately bogged down by poor Web site design, the Thinkquest-sponsored site is filled with useful information about the history of mathematics for non-math majors at liberal arts institutions as well as for students in more math-centric academic programs.

These mathematicians recognized that spatial situations which produce collinearity were invariably the result of deep underlying geometric truths. The incidence of a point on a line is invariant under the projective rules. If three or more points are collinear along a line, then incident with a straight line, the images will thus be collinear. Therefore, the characteristics of incidence, collinearity, and concurrence are principle requisites of my work." (Singer, 1999)

According to Singer the world has entering on many levels 'geometrical rules, axioms, methods and carefully thought-out plans…" (1999) However, the method that tends to be the most "imaginative and creative" is the geometrical method which is stated by Singer to have "provided a sustained interest and impetus" for him in his art. (Singer, 1999)

It is interesting to note the statement of Singer that "…many of the elements, straight lines, arcs, elliptical sections, parabolas, hyperbolas, epicycloids, and spirals, accelerate…

Pinney, Christopher and Thomas, Nicholas (2001) Beyond aesthetics: art and the technologies of enchantment. Berg Publishers, 2001.

Singer, Charles (1999) The Conceptual Mechanics Of Expression In Geometric Fields New York, N.Y. Online available at: http://www.mi.sanu.ac.yu/vismath/clif/index.html

Stakhov, Alesey (nd) Dirac's Principle of Mathematical Beauty, Mathematics of Harmony and 'Golden' Scientific Revolution'. The International Club of the Golden Section.

Math Concept Used in Law: The Spreadsheet

Lawyers are business people who must keep their own businesses running. In addition, lawyers necessarily deal with many other professions. Finally, lawyers must be able to collect, examine and present evidence in a clear and commonly understood manner. Consequently, lawyers use a math concept that is readily adaptable across all those areas: the "Spreadsheet."

Spreadsheet Use for a Lawyer's Own Business

Two of the most important resources in business are time and money. Both time and money are valuable, limited and need to be budgeted. A lawyer uses spreadsheets to budget, review and adjust his/her gross income and overhead costs. The spreadsheet allows a lawyer to review income, expenses and totals at a glance. Lawyers also use spreadsheets to budget their time and the time of their employees. Since lawyers tend to juggle many cases at once and need to meet with clients,…

Works Cited

Divorce Resolutions. (2012). Coloradodivorcemediation.com Web site. Retrieved oon January 16, 2012 from Free Colorado divorce forms, child support, custody & mediation tools:  http://www.coloradodivorcemediation.com/tools/ 

National Legal Research Group, Inc. (2001). Discovery and admissibility of electronic evidence. Retrieved on January 16, 2012 from Divorce Source: Discovery and admissibility of electronic evidence:  http://www.divorcesource.com/research/dl/discovery/01sep157.shtml 

PriceGrabber. (2012). Financial & legal software. Retrieved on January 12, 2012 from Software.pricegrabber.com Web site:  http://software.pricegrabber.com/financial-legal/p/168/ 

Weinman, P.J. (2010). Closing cost estimates. Retrieved on January 12, 2012 from Webcache.googleuser.content Web site: http://webcache.googleusercontent.com/search?q=cache:L1UqFjze4vcJ:www.statenislandlaw.com/documents/ClosingCostEstimates.xls+real+estate+attorney+closing+%22spreadsheet%22&cd=3&hl=en&ct=clnk&gl=us

Math Inequalities

Ozark furniture has 3000 board feet of lumber to manufacture their rockers. The classic rocker (C) takes 15 board feet of lumber. The modern rocker (M) takes 12 board feet of lumber. The linear inequality that results when one combines these two variables with the amount of lumber available to Ozark furnitures is: 15C + 12M

Susan K. Peterson and associates (1988) conducted a study on the impact of the use of manipulatives on different kinds of students and concluded that the result of using manipulative was positive for both gifted and disabled students (Peterson, Mercer & O'Shea, 1988). Joseph Martinez (1987) also explained that the use of solid manipulatives made studying math more fun as well as less hectic and demanding for most of the students (Martinez, 1987).

In this modern era where technological advancements are dominating all other spheres of life, the phenomenon of manipulatives has highly benefited. David H. Uttal (1997) and his colleagues in their study focused on the implementation of manipulatives within the primary and secondary schools as well as the use of modern developments with solid manipulatives. The conclusions that were made revolved around the fact that the use of familiar objects was easier for the students to connect with…

References

Anghileri, J. (2001). Intuitive approaches, mental strategies and standard algorithms. In J. Anghileri (ed.), Principles and practices in arithmetic teaching: Innovative approaches in the primary classroom (pp. 79-94). Buckingham: Open University Press.

Beishuizen, M. (1999). The empty number line as a new model. In I. Thompson (ed.), Issues in teaching numeracy in primary schools (pp. 157-68). Buckingham: Open University Press.

Ball, D.L. (1992). Magical hopes: Manipulatives and the reform of math education. American Educator, 16, 14-I 8.

Brown, M., Askew, M., Baker, D., Denvir, H., and Millett, a. (1998). Is the national numeracy strategy research-based? British Journal of Educational Studies, 46(4), 362-85.

When the paramedics arrive, they must be able to determine if the individual is allergic to specific drugs and what amounts. This will help in establishing possible IVs that will be given to the patient on the way to the hospital and their possible reaction to specific medication. During this process, is when paramedics must be able to use Algebra in determining how much of a particular substance should be given to the patient. At the same time, they have to be able to rapidly convert between decimals and fractions. This is indicating how they have to make calculations between the English and Metric systems. These actions will have a dramatic impact on the ability of paramedics to be able to stabilize patients on the way to the hospital. This will determine if the person is able to survive the incident (based upon the calculations and observations of paramedics). (Monteclavo,…

References

911 Memorial for America's Heroes. (2007). 911 Heroes. Retrieved from:  http://www.9-11heroes.us/911-heroes-song.php 

Monteclavo, M. (2011). How Does Math Play a Role in Emergency Services. E How. Retrieved from: http://www.ehow.com/facts_6714029_math-play-role-emergency-services_.html

Technology and art have been married in a number of ways, showing how the two may complement one another:

Mathematics provides a framework for artistic expression while art can awaken mathematical intuition, revealing aspects of mathematics that are otherwise hidden within abstract formulations (Cipra 748).

The marriage of technology and art has engendered considerable interest in academic circles, and among the recent developments have been a meeting of more than one hundred mathematicians, artists, and educators in 1992 to consider the trend among artists to visualize mathematical concepts. Artists have helped visualize difficult mathematical processes, and one that has been cited is the act of turning a sphere inside out without introducing a sharp crease at any point during the operation. This was demonstrated using computer graphics in 1989 after the procedure itself was described mathematically in 1959. The process is known as sphere eversion and has been pictured graphically…

Works Cited

Briggs, John. Fractals: The Patterns of Chaos. New York: Touchstone, 1992.

Chilvers, Ian, Harold Osborne, and Dennis Farr. The Oxford Dictionary of Art. New York: Oxford University Press, 1994.

Cipra, Barry. "Cross-Disciplinary Artists Know Good Math When They See it... " Science (7 Aug 1992), 748-749.

De La Croix, Horst, Richard G. Tansey, and Diane Kirkpatrick. Gardner's Art Through the Ages. New York: Harcourt Brace Jovanovich, 1991.

24).

In order to speak specifically to grade level, the process standards were broken down by grade spans. The middle school grades were represented by standards 5-8, as these are commonly the grades that represent middle school. This presentation of process standards specifically presented by grade levels were called content standards. These were updated in 2000 as well. The 1989 content standards included the following ten standards: number and number relationships, number systems and theory, computation and estimation, patterns and functions, algebra, statistics, probability, geometry, and measurement. In 2000, those ten standards continued to be fully represented, however they were pared down to five areas: number and operations, algebra, geometry, measurement, and data analysis (Krulic, 2003, p. 21). Major changes occurred in several areas. One major change was a shift in the attitude and expectations for computations. Though computations were still taught, they were no longer taught until mastery in…

NCTM's Agenda to Action was much needed at the time it was created. As years have passed, and society has gone from industry and farming to technology and information, so have the curriculum standards of the past. The updates presented in 2000 have provided students a way to think differently about mathematics, which will perhaps serve them better in the future.

Refrences

Krulik, Stephen. (2003) Teaching mathematics, a practical guide. Pearson Education, Inc.

The origin is defined as the point (0, 0), or "X is zero and Y is zero."

If one plots two points on a graph and draws a line between them, then imagines an object following the line starting on the left and going to the right, one can see that the location of the object, which is also a point, is changing as it follows the line. Namely, the X values are increasing (because the object is going from the left to the right), and the Y values are doing whatever the line is doing. In the example shown, the Y values are increasing, because the numbers are getting higher and higher -- that is, according to the proper vocabulary, they are getting more and more positive.

In this case, a derivate is the answer to the question, "how fast are those values changing?" or, "for every time the…

In grade four white males performing "At or Above asic" math skills is stated at 90% while black males were performing at only 59% "At or Above asic" skill levels. White males in the "At or Above Proficient" skills level is stated at 49% with black males in this category stated at a mere 13%.

The following labeled Figure 2 shows the statistical report of NAEP (2005) in relation to achievement differences among African-American and White American males.

NAEP STATISTICAL REPORT: Minority Male Achievement Gaps Relative to White Males, Grade 4, 2005

Source: NAEP STATISTICAL REPORT (2005)

y the time these students reach 8th grade white males "At or Above asic Achievement Levels" totals 76% while only 43% of the African-American males are "At or Above asic Achievement Levels" the negative value in the Achievement Gap of African-American Males as relative to White Males indicates that a lower percentage of…

Bibliography

Henry, Ardail Rashad (2005) Self-Esteem and Academic Achievement in African-American Students with Learning Disabilities. July 2005 School or Education Curriculum and Instruction, Special Education, Williamsburg VA. Online available at  http://www.wm.edu/education/599/05Projects/Henry_599.pdf 

David, James Earl (2006) Early Schooling and Academic Achievement of African-American Males. Abstract. Sage Publications. Online available at  http://uex.sagepub.com/cgi/content/abstract/38/5/515 

Babco, Eleanor (2004) Uphill Climb: the Status of African-Americans in Science and Engineering. Making Strides. Online available at  http://ehrweb.aaas.org/mge/Reports/Report1/Uphill.html .

McMillian, Monique M. (2003-2004) Is No Child Left Behind 'Wise Schooling' for African-American Male Students?" published in the High School Journal - Volume 87, Number 2 in December 2003-January 2004, and on pages 25-33.

Math Palucas

Young Children's Ideas about Math

This article presented many conclusions concerning children's perceptions of geometric shapes and related findings to activities that could be implemented within the elementary classroom. Many findings were drawn from various studies concerning different age groups and how each one related to different geometric shapes. The information presented then compared the results across the board to define and identify the various developmental levels where children understood the geometric concepts presented.

Testing occurred to determine when children could first correctly identify presented shapes such as circles, squares, and triangles. esearchers discovered that children at the pre-recognition level recognize shapes, but are unable to identify and distinguish among many shapes. The next stage is the visual stage. Children are able to identify shapes according to their appearance. The more advance stage is known as the descriptive stage and it is entered when a child can recognize…

Reference

Clements, D. & Sarama, J. (2000, April). Young children's ideas about math. Teaching Children Mathematics, 482-487.

Kindergarten Math Plan

Stage 1-Desired Results

Established Goals

Students will be able to count to 100 by recognizing, writing, and typing the numbers. Students will be able to count in multiples of 3, 5, and 10. Students will be able to understand how numbers represent groups of objects.

Transfer

Students will be able to understand how objects, such as groups, interact with numbers and what each one means or represents.

Meaning

UNDERSTANDINGS

Students will understand that numbers tell how much and how many is in a group. They will make inferences, such as how many students in the class.

ESSENTIAL QUESTIONS

Students will keep considering how many is in a group, and fewer, more, or equal to concepts.

Acquisition

Students will know how numbers interact with groups, fewer, more, or equal.

Students will be skilled at concepts of counting and fewer, more, or equal to.

Stage 2-Evidence

Code

Evaluative Criteria…

First, math courses are required as part of college work in the pursuit of most degrees in the health care field. The level of required achievement is different, depending on the degree sought. For example, a student pursuing an LPN may take a semester or two of college algebra. A pre-med student is often required to take one or two semesters of calculus. A student pursuing a master's degree in health care administration will take courses in statistics, finance and accounting. The master's candidate can perhaps more easily see the relevance of the required math courses toward the future career. For the nursing student studying algebra or the pre-med student struggling through calculus, the correlation between academic study and actual practice may be unclear. They may wonder why they must undertake these courses, which seem to have little to do with the work in which they will eventually be engaged.…

References

Marketplace Money. (2011). The cost of the common cold. American Public Media.

Retrieved from  http://marketplace.publicradio.org/display/web/2011/01/21/mm-why-its -

so-expensive-to-get-a-cold/

Paris, N. (2007). Hawking to experience zero gravity. London Telegraph 26 Apr 2007.

Math to Answer Everyday Imponderables by Clint Brookhart is a math book, which can be described as interesting, engaging and yet too simplistic. While it covers some truly amazing imponderables, there are some serious errors in the book which later editions are likely to address and rectify. But any first time reader is likely to try the formulas given in the book to see if they can actually predict how tall a child would grow, or to determine how far is the horizon. These are some of the areas covered with appropriate formulas, which might help readers figure out how does the universe operate.

The interesting thing is that most of us would find it light reading despite the fact that it is all about mathematics, the most boring and driest of subjects otherwise. The book discusses every imponderable imaginable right from the mundane ones such as lottery odds, predicting…

REFERENCE:

Clint Brookhart, GO FIGURE! - Using Math to Answer Everyday Imponderables: McGraw-Hill/Contemporary Books; August 1999

Children Learn

Math education, over the precedent years has been a contentious issue plaguing society at large. Many students, as they enter their preliminary schooling years, often have difficulty learning basic mathematical concepts. These difficulties compound as students proceed to upper levels of education. Throughout this process, math becomes more difficult for the student, often discouraging them from pursing math in a meaningful manner. Due to globalization, other nations are now becoming more competitive in regards to their overall workforce. They are now more educated, particularly in both math and science. Their respective countries are also very ambitious in teaching their children about the merits of math education. Competition now arises from all corners of the globe irrespective of geographic location. ealizing that global competition, market demands, and business needs necessitate the need for a mathematically oriented society, America has renewed its emphasis on math education. One such theory regarding…

References:

1) Brousseau, G. (1997). The theory of didactical situations in mathematics: Didactique des mathematiques, 1970 -- 1990 (N. Balacheff, M. Cooper, R. Sutherland, & V. Warfield, Eds. And Trans.). Dordrecht: Kluwer.

2) Tiberghien, Andree. "Design Tools in Didactical Research: Instrumenting the Epistemological and Cognitive Aspects of the Design of Teaching Sequences." EDUCATIONAL RESEARCHER June 2009 vol. 38 no. 5 329-342

power-point presentation. Other tests, related to the assigned chapters may be approved, but require permission from course professor at least 24 hours before the due date. Tests not listed in the textbook or associated power-point presentation that are used without prior permission will result in a zero, with no opportunity for resubmission. Earlier editions for tests listed in your textbook may be used without permission if the current test has not yet been reviewed in the MMY.

equired: Look up a test in Mental Measurements Yearbook and Tests in Print Database (MMY) related to each of the following textbook chapters: Test eview 1 (ch. 16, Cognitive assessment); Test eview 2 (ch. 9, Behavioral assessment); Test eview 3 (chs. 10-11, General Achievement or eading assessment) Test eview 4 (chs. 12-13, Oral or Written Language assessment), Test eview 5 (ch. 14, Math assessment).

Use this template to complete each section, moving up…

References (provide APA formatted reference based on test review found in the MMY)

Here is a sample of a correct APA reference for a pretend test review in the MMY

Smith. J. & Jones, A. (20xx). Review of the Something Achievement Test. Mental Measurements Yearbook and Tests in Print. Yearbook: #.

Graham, T., Lane, S. (2007). Review of the KeyMath-3 Diagnostic Assessment. Mental Measurements Yearbook and Tests in Print. Yearbook: 18.

Personal Response: After reviewing this test and considering all that you have learned in this review, would you recommend that this test be used to assess the students that it is designed for? State why you believe that this test would or would not be useful in assessing this population.

Integrated Curriculum Analysis

A teacher's main objective usually centers in arousing the curiosity of the student enough to engage them in the process of learning. Engagement can often lead to enthusiasm, and enthusiasm leads to learning. One of the most effective methods of engagement is through the use of real-world tasks. Francom & Gardner (2014) determined that many of the recent models of learning provided instruction center learning that incorporated real-world tasks and problems that support the transfer and application of knowledge. The writer Howard Hendricks said "What is important is not what you do as a teacher, but what your students learn as a result of what you do." Students in today's educational environment follow the teacher's lead but collaborate much more with other students than in previous generations. A teacher must understand that collaboration and use it as well as the available technology to ensure that the students…

References

Francom, G. & Gardner, J.; (2014) What is task-centered learning? TechTrends: Linking Research & Practice Learning, 58(5) p. 27-35

Howard Hendricks Quotes." Quotes.net. STANDS4 LLC, 2014. Web. 26 Oct. 2014. Retrieved from  http://www.quotes.net/authors/Howard%20Hendricks 

Hutchison, A., & Reinking, D. (2011) Teachers' perceptions of integrating information and communication technologies into literacy instruction: A national survey in the U.S. Reading Research Quarterly, 46(4), 308 -- 329.

Nielsen, C.; DeFranco, J.F. & Malm, E.; (2015) Math, science and sustainability-enhanced career and technical education, Techniques: Connecting Education & Careers, 90(3) pp. 50-55

Math Vocabulary Literature Review

The nation's public and private school systems have demonstrated that there are far too many examples where large numbers of students do not positively excel. Unfortunately, math success has become one of the more obvious shortcomings of the educational system. "Mathematics education seems particularly prone to the belief in the single new idea: do this (whether using calculators, teaching mathematics through problem solving, working collaboratively, stressing the basics, employing manipulatives, and so on), and all your math problems will be solved." (Elliot, Portia C., 11) Obviously this is not the case.

This Literature Review focuses on the fact that modern day students consistently demonstrate that they are lacking in overall proficiency, especially in areas like mathematically-based vocabulary. But is it the student's fault? The study article in the 2006 Reading Psychology by Margaret-Mary Sulentic-Dowell, Gloria D. Beal and Robert M. Capraro called "How Do Literacy Experiences…

Considering this belief into account for the discussion of math and poetry, through the general observation and understanding, it is observed that math and poetry constitute the form of art also. The other instance of symmetry in math is proof. Math looks for an elegant proof above one which established the identical outcome through contradiction or examination of a lot of cases. The same thing is applicable in case of poetry. In case one is desirous of having a good poem, it is important that one must develop a style and follow the particular style across. Poetry as well as maths is two very distinct themes, nevertheless the same are found to be similar in formation and structure. Understanding math as a poem solves a lot of problem. When math is looked as a poem, it is observed that calculating is the same as a finding a pattern in the…

References

Cook, Raymond. (1987) "Velimir Khlebnikov"

Mancosu, Paolo; Jorgensen, Klaus Frovin; Andur, Stig. (2005) "Visualization,

Explanation and Reasoning Styles in Mathematics" Springer.

Math, G; Ly, Kim. (2002) "Mathematics and Poetry" Retrieved 28 April, 2009 from  http://www.missioncollege.org/depts/Math/ly/kim.htm

It enlivens what many people see as the isolating abstractness of mathematics

Lipsey and Pasternack).

A study of the literature on this issue brings clearly to the fore the realization of the importance of the integration and intersection between various subjects that were in the past seen to be separate and even in opposition to one another. There are an increasing number of cogent and well researched books and articles which suggest ways and means of linking mathematics and literature to the benefit and advantage of both subjects.

eferences

Books by Marilyn Burns. etrieved February 8, 2009 from: (http://home.avvanta.com/~math/burnsbooks.htm)

Clement, . (1990) Counting on Frank. Sydney: Williams Collins.

Grossman, F.J., Smith, B, & Miller, C. (1993). Did you say write in mathematics class? Journal of Developmental Education, 17, pp. 2-4.

Hutchins, P. (1986). The doorbell rang. New York: Greenwillow Books. http://www.questiaschool.com/PM.qst?a=o&d=5000367948

Kolstad, ., Briggs, L., & Whalen, K. (1996). Incorporating…

References

Books by Marilyn Burns. Retrieved February 8, 2009 from: (http://home.avvanta.com/~math/burnsbooks.htm)

Clement, R. (1990) Counting on Frank. Sydney: Williams Collins.

Grossman, F.J., Smith, B, & Miller, C. (1993). Did you say write in mathematics class? Journal of Developmental Education, 17, pp. 2-4.

Hutchins, P. (1986). The doorbell rang. New York: Greenwillow Books. http://www.questiaschool.com/PM.qst?a=o&d=5000367948

Education: Teaching Math to Students ith Disabilities

orking with students with disabilities (SD) can be quite challenging, especially for teachers working on a full-time basis. Almost every classroom today has one or more students dealing with either an emotional, educational, or physical disability; and teachers are likely to find themselves looking for resources or information that would enable them teach all their students in the most effective way. There are numerous special-education websites from which teachers and instructors can obtain information or lessons on teaching their respective subjects. Five websites available to the math special education teacher have been discussed in the subsequent sections of this text.

Teacher Resources

Teachers Helping Teachers: http://www.pacificnet.net/~mandel/

This online resource provides teaching information for all teachers, with a 'Special Education' segment that provides a number of activities meant specifically for instilling basic conceptual skills in learners with special needs. The activities are submitted by…

Works Cited

Oldham County Schools. "Instructional Resources for Math." Oldham County Schools, n.d. Web. 17 August 2014  http://www.oldham.k12.ky.us/files/intervention_resources/Math/Instructional_Resources_for_Math.pdf 

Starr, Linda. "Teaching Special Kids: Online Resources for Teachers." Education World, 2010. Web. 17 August 2014 from  http://www.educationworld.com/a_curr/curr139.shtml

decision to become a math major should not be taken lightly. ecent graduates are generally required to have a master's degree and the job market for mathematicians is competitive ("Mathematician: Summary" 2012). In 2010, there were only 3,100 positions for mathematicians in the U.S. And the need is expected to increase by only 16% between 2010 and 2020. Those who are able to secure a position as a mathematician generally work in federal agencies and in private science and engineering research companies. In 2010, the median salary for mathematicians was $47.78 per hour.

Given the competitive nature of the mathematician job market, math majors frequently augment their course of study with other course work or complete a double major ("Mathematicians: How to become a mathematician" 2012). For example, a math major who would like to secure a position in engineering research would benefit from engineering coursework or getting a second…

References

"Actuaries: Summary." Bureau of Labor Statistics, U.S. Department of Labor. Last modified April 5, 2012.  http://www.bls.gov/ooh/math/actuaries.htm .

Kling, Jim. "The mathematical biology job market." Science Careers. Published 27 Feb. 2004.  http://sciencecareers.sciencemag.org/career_magazine/previous_issues/articles/2004_02_27/noDOI.6305720559640560046 .

"Mathematicians: How to become a mathematician." Bureau of Labor Statistics, U.S. Department of Labor. Last modified March 29, 2012.  http://www.bls.gov/ooh/math/mathematicians.htm #tab-4' target='_blank' REL='NOFOLLOW'>

Additionally, teachers provide information on upcoming math topics so tutors can come more fully prepared" (Baker, Riet & Clendaniel, 2006: 1).

The program demonstrates how an elementary school's mathematics education can be enhanced by a good tutoring program. The program helped inject fun into the discipline of mathematics, provided personalized attention to struggling students, featured 'previewing' critical material to be covered the next day in class, had less structured break/snack time so students had time to 'digest' new material (no pun intended), and the tutors worked closely with the student's regular teachers. The tutors also said that they learned a great deal that would serve them well in their own classrooms while working with the teachers, and also from their students. Supervising university observers of the tutors noted they had fewer absences in their classes than non-participants. Finally, the program made effective use of community outreach, as it merged the…

I never used to like math but now it is my favorite subject since I have been going to math tutoring. Now I understand it" (Baker, Riet & Clendaniel, 2006: 1). Few words could more delightful to the ears of an elementary math school teacher. But what prompted this student's enthusiasm? The student became excited about math because of a program created by a rural school district that was seeking to raise its students' standardized test scores. The district took proactive action and created a partnership with the local university to formulate an after-school tutoring program, staffed by university volunteers from the elementary education program at the university.

Elementary children in grades 3-6 were chosen to participate who had math scores below the 30th percentile on the standardized test used by the state of Pennsylvania, the results of their Stanford 9 Achievement Tests, and classroom teachers' recommendations. The ratio of elementary students to university tutors was two students to each tutor. Sessions included individual meetings with tutors, snack time during which tutors 'previewed' upcoming math lessons, homework assistance, and games. "Each child has a folder that contains an information sheet for classroom teachers to guide tutoring with assigned homework and skill areas to be practiced. Additionally, teachers provide information on upcoming math topics so tutors can come more fully prepared" (Baker, Riet & Clendaniel, 2006: 1).

The program demonstrates how an elementary school's mathematics education can be enhanced by a good tutoring program. The program helped inject fun into the discipline of mathematics, provided personalized attention to struggling students, featured 'previewing' critical material to be covered the next day in class, had less structured break/snack time so students had time to 'digest' new material (no pun intended), and the tutors worked closely with the student's regular teachers. The tutors also said that they learned a great deal that would serve them well in their own classrooms while working with the teachers, and also from their students. Supervising university observers of the tutors noted they had fewer absences in their classes than non-participants. Finally, the program made effective use of community outreach, as it merged the resources of the local university and solicited the input of school and district administrators to create an effective program. Despite the occasional logistical and emotional problems created by the difficulties of using the same tutor for individual students from grade to grade, the program was deemed a success.

Low math scores of American elementary students has been a major issue in education for some time. The Third International Mathematics and Science Study (TIMMS) conducted in 1995 showed the extent of the problem. The TIMMS study compared students in 42 countries, allowing American students to be compared with international students. The study rated the math ability of American students as adequate in fourth grade and poor in twelfth grade compared to other countries. This study was not the first time that concerns had been raised about American students achieving poorly in science and math. It was however, the largest and most comprehensive look at the real extent of the problem. The study made people realize the significance of the issue and resulted in the awareness of the public, the government and education and mathematics researchers. The major question that needs answering is why the low math scores occur, and…

Works Cited

Ma, L. Knowing and Teaching Elementary Mathematics: Teachers' Understanding of Fundamental Mathematics in China and the United States. Mahwah, NJ: Lawrence Erlbaum Associates, 1999.

Mokros, J., Russell, S.J., and Economopoulos, K. Beyond Arithmetic: Changing Mathematics in the Elementary Classroom. Palo Alto, CA: Dale Seymour Publications, 1995.

Examples of how-to skills include note-taking, memorization techniques and locating main ideas and supporting details in passages" (Flanagan 2001). The other educator takes responsibility for helping students apply those skills. This might be one way for a younger and an older teacher to collaborate. The older teacher could teach a conventional unit on a particular type of subject matter, such as the Civil War, while the more technologically fluent younger instructor could show students how to use the Internet and other multimedia sources to research primary sources, such as soldiers' accounts from the battlefield, which would complement but not replace the need for the lecture.

Using collaborative teaching often takes greater planning on the part of the teachers. For example, in team-teaching, the teachers must coordinate which teacher will teach what aspect of the lesson. This may be based upon content area, or the type of medium involved: one teacher…

Reference

Flanagan, Barbara. (2001, Spring). Collaborative teaching 101. VCLD. 15(2).

Retrieved March 11, 2010 at  http://www.vcld.org/pages/newsletters/00_01_spring/coll_teach.htm

ability of a bipolar student to learn concepts in the subjects of Math and Science in the general classroom setting

According to sources retrieved from the American Medical Journal, bipolar disorder refers to the psychiatric diagnosis for a mood disorder. Individuals who suffer from bipolar disorder undergo various symptoms such as experiencing episodes of a frenzied state whose medical term is mania (or hypomania). This medical condition typically alternates with episodes of depression. Doctor Annabel Hathaway, a senior psychologist at the University of Stanford, children suffering from bipolar disorders have high intelligence quotient and commendable talents. However, they may have difficulties in coordinating their reflexes and reaction time. They also experience difficulties making transitions, and they may as well have co-morbid syndromes that that render them anxious, inattentive, distractible, moody, argumentative, and withdrawn. Likewise, bipolar disorders may render such children acute and perfectionist.

Psychologists explain that children with bipolar disorders…

Works Cited

Anglada, Tracy The Student with Bipolar Disorder: An Educator's Guide BP Children Organization < http://www.bpchildren.org/files/Download/Educator.pdf>

Child & Adolescent Bipolar Foundation Educating the Child with Bipolar Disorder State: Arizona Department of Education

Grier, Elizabeth Chesno, Wilkins, Megan L. And Carolyn Ann Stirling Pender Bipolar Disorder: Educational Implications for Secondary Students Michigan: University of Michigan Press

The Balanced Mind Foundation An Educator's Guide to Pediatric Bipolar Disorder <  http://www.thebalancedmind.org/learn/library/an-educators-guide-to-pediatric-bipolar-disorder >

Lesson Plan

Decimals and Fractions

(What you want to achieve)

by the end of the session the learner will able to:

S.M.A.R.T (Specific -- Measurable -- Achievable -- Realistic -- Time-scaled)

National Curriculum

Resources

Impart to students how to assess, identify, classify and label different number forms.

Should be able to label and classify the following types of numbers: Whole numbers, counting numbers, non-whole numbers, rational numbers, at least some basic irrational numbers, etc. Learning will occur over a four-week period. It shall start with the basics and there will be interim quizzes and tests to ensure that the knowledge is being absorbed. Poor performance on such quizzes and tests may require that some topics be re-covered or drilled down on.

All should be able to understand basic decimals and fractions.

Many will be able to do most but not all of the work

Some will master all of it.…

Fluency and Literacy in a Middle-School Math Classroom

Eyes roll at the sight of dreaded word problems. "I hate word problems," says the student. A familiar scenario for a middle school math teacher. Initially, such a math teacher might assume that the complaining student has difficulty translating words into mathematical concepts -- in other words, that the student does not understand the concept behind the math, but merely how to manipulate numbers, in imitation of the teacher, on sigh. hile this may be the case, Richard Allington also raises the provocative concept of reading fluency as an additional problem in the math classroom -- the student may understand the math, but feel so uncomfortable with the concepts he or she finds the additional manipulations required by the word problem to be tedious and time consuming. In other words, he or she has a low level of fluency, even though he…

Work Cited

Allington, Richard. What Really Matters for Struggling Readers. New York: Longman, 2001.

Lesson Plan

MATH Lesson Plan

Grade Level:

4th

Activity Name: Space and Math

Learning Domain

Classroom, Internet, Field trips

Children should know history of the space program and its impact on science, math, history, politics and technology.

Education Standards Addressed

Combination of history, civics and math

(Specify skills/information that will be learned.)

Teach about math in terms of things like speed, rotation speed, circumference, and so forth.

Materials Needed:

Books

Pencils

(Specific skill / concept being taught in lesson)

Applying math to space-related concepts

Vocabulary:

Units of measurement, dimensions and speeds. Examples would include diameter, perimeter, speed, velocity and so forth. Nothing too complicated…just the basics.

Other esources:

(e.g. Web, books, etc.)

Procedure/s: (List of steps in lesson delivery) Include as applicable and in order of delivery:

Examine and Talk, Demonstrate, Model, Plan, Guide, ecord, Describe, Explore, Acquire, Practice, etc.

Explains terms and concepts in terms of numbers and measurement…

References

Denler, H. (2014, January 28). Social Cognitive Theory. Retrieved February 24, 2015, from  http://www.education.com/reference/article/social-cognitive-theory/ 

Mitton, T., & Parker, A. (1997). Roaring rockets. New York: Kingfisher.

Rabe, T. (1999). There's a no place like space!: All about our solar system. New York: Random House.

Wilson, L., & Frye, P. (1993). What's out there?: A book about space. New York: Grosset & Dunlap.

At Cosmos, I would be able to propose my own hypothetical scientific questions and to use my abilities to explore and research new answers, rather than simply be a receptor of knowledge. I would also get a better understanding of what life is like for scientists, researchers, and engineers, by receiving the guidance of professionals in shaping my final project.

One of the most exciting aspects of Cosmos is that at the end of the session, I will be able to share my findings with my home community. I know that some people my age regard science as dull, but I hope that I will be able to take my enthusiasm and knowledge and show how science can be creative, practical, and empower individuals with greater knowledge of their physical environment, and improve the quality of human…

These exams would also tap teaching performance and other capabilities unlikely to be adequately assessed using conventional paper along with pencil instruments." (Shulman, 1986, pp. 4 -- 14)

These different elements are important, because they are providing a foundation for helping the schools to become more competitive in mathematics. As, they are working together to create a basic standard for: improving learning comprehension and provide the ability to solve more complex issues. Over the course of time, this will help to increase the student's ability to understand a wide variety of concepts. This is the point that they will be more prepared to deal with the various challenges that they are facing in the 21 century. Once this occurs, it will help them to establish a foundation for adapting to the changes that they will have to deal with from: shifts in technology and through these transformations because of globalization.…

Bibliography

Content Knowledge for Teaching. (2010). Bill and Melinda Gates Foundation.

Diagnostic Mathematics Assessment. (2011). University of Louisville. Retrieved from: http://louisville.edu/education/research/centers/crmstd/diag_math_assess_middle_teachers.html

Elementary and Secondary Education. (2004). NSF. Retrieved from:  http://www.nsf.gov/statistics/seind04/c1/c1s1.htm#c1s1l3a 

Frequently Asked Questions. (2011). Core Standards. Retrieved from:  http://www.corestandards.org/frequently-asked-questions

Here, we can observe several of the greatest benefits of assistive technology in special education. Such is to say that many linguistic, mathematic or otherwise basic educational programs may be designed to help facilitate the special needs learner through audio assistance, special contextualization and personal customization.

Additionally, the learning disabled individual, by virtue of his interaction with the educational properties offered by an effective software program, will achieve a level of learning autonomy not otherwise afforded to him in the traditional inclusion classroom setting. This is something of an alleviation of learning obstacles for primary educational advocates as well as a boost to the student's potential for autonomy at any level, let alone in mathematics. Assistive technology software programs may also have the added benefit of helping to improve hand-eye coordination, with the use of a mixed-media approach combining physical interaction with knowledge retention and helping the learner make new…

Works Cited:

Hatton, D. & Hatton, K. (2013). Apps for Students with LD: Organization & Study. National Center for Learning Disabilities.

Smith, M. (2009). Assistive Technology for Use With Mathematics. SlideShare.net.

Stanberry, K. & Raskind, M.H. (2012). Assistive Technology for Kids With Learning Disabilities: An Overview. Reading Rockets.

University of Texas at Austin. (2008). Classroom Assistive Technology Devices. Utexas.edu.

STEM does not refer to an abstract and vast area of study, but to the passions and interests of my ten-year-old son, who is so interested in STEM subjects that he finds the pace of learning aimed at most students his age to be tedious and uninteresting. The last thing I want, as a parent, is for him to lose the passion and interest he has in these topics. Instead, I want him in an environment that will nurture that passion, encourage him to satisfy his curiosity, and share his passion with other students.

STEM education is important to my child because he has a passion for innovation. From a very young age he took an interest in creating things. His hobbies have included Legos, building circuits, and computer programming. While traditional math and science courses provide the foundation that students need for success, they fail to offer students the…

Rubik's cube has been around for roughly two generations and it continues to fascinate. This report will focus on the different facets and historical facts surrounding the cube and what has happened with the Cube over the years. The depth and breadth to which mathematics is needed to solve the cube as well as the different overall methods that can be used to solve the cube will be summarized. The different uses of the cube and the different ways in which the puzzle has been solved through the years will be mentioned. hile it may seem like a pointless toy to many, the reach and magnitude of the Rubik's Cube over the years has been and remains palpable.

The Rubik's Cube was created in Budapest, Hungary by Erno Rubik. The year of its creation was 1974. Even Erno himself couldn't solve the cube until nearly a month had passed. The…

Works Cited

Boston.com. "Mass. teacher uses Rubik's Cube to teach math - Boston.com."

Boston.com. The New York Times, 30 Mar. 2014. Web. 20 July 2014.

.

Harris, Dan. Speedsolving the cube: easy-to-follow, step-by-step instructions for many popular 3-D puzzles. New York: Sterling Pub., 2008. Print.

Fractions

Teacher Candidate:

LESSON PREPARATION [before the lesson]

Mathematics, Grades 5-6

Concept: Complex and Multi-fuctional word Problems

Fractions

Grade: 5-6

Whole class, small group, or individual? Class

State Standard [Virginia SOL or reading standard of your state]:

National Standard: Work flexibly with fractions, decimals, and percents to solve problems; Compare and order fractions; Use models, benchmarks and equivalent fors to judge fractions; develop understand of fractions as parts of unit wholes, and division of whole numbers.

Primary Objective: Students will use four basic mathematical functions (addition, subtraction, multiplication, and division) to solve multiple step, real world, word problems that require several steps for the solution involving fractions and decimals.

Classroom Diversity and Differentiated Instruction Adapted to learning issues based on pre-test; lesson is designed as culmination of unit on fractions and decimals. Differentiated instruction involves smaller groups, individual tutoring, and breaking problem down into steps prior to assigning. Advanced cognitive…

Name 4

Name
Professor
Class
Date:
Theory of Knowledge
Without the assumption of the existence of uniformities there can be no knowledge.
One of the presumptions of acquiring knowledge, particularly knowledge in a scientific or mathematical context, is that there must be causal relationships that can be observed or intuited between different phenomena. Human beings base their behaviors on this presumption on a regular basis. We wake up in the morning to the sound of an alarm clock and assume we can shut off that alarm using that particular button because we did so on previous occasions. We do not assume that every experience with an alarm clock is a new encounter. Similarly, we assume that the laws of gravity will secure ourselves in place to the earth and we will not go flying off into space. In science and math, the presumption that natural and mathematical laws have a…

Dan Meyer's Ted Talk And Teaching Mathematics

Math is many students' least favorite subject -- and yet, excelling in math is vitally important for individual student's success as well as for the success of America in the future. According to teacher Dan Meyer, in today's modern math curriculum there is too much of a focus on manipulating equations and not enough of an emphasis on problem-solving. "So 90% of what I do with my five hours of prep time per week is to take fairly compelling elements of problems like this from my textbook and rebuild them in a way that supports math reasoning and patient problem solving" (Meyer 2010). By focusing on problem solving Meyer is also better able to reach math-phobic students. When math is presented in a 'real world' format, then "every student is on a level playing field of intuition" (Meyer 2010). Meyer also begins his…

References

Hein, G. (1991). Constructivist learning theory. Exploratorium. Retrieved from:

 http://www.exploratorium.edu/ifi/resources/constructivistlearning.html 

Meyer, Dan. (2010). Ted Talk. Retrieved from:

 https://www.ted.com/talks/dan_meyer_math_curriculum_makeover/transcript#t-496000

English in Teaching and Learning Math in Hong Kong

With the intermingling of cultures, business, and globalization in general, it is difficult to imagine that English would not be spoken or at least understood in some form in any part of the world. If nothing else, Internet communication has opened up myriad opportunities for people to learn about any amount of cultures and languages they wish. In terms of business, as mentioned, the world has also become increasingly globalized. Businesses that can expand globally tend to be stronger financially and have greater longevity than those who cannot. Often, an ability to communicate internationally is at the heart of business success. For this reason, the medium of instruction in schools, and especially non-English speaking countries, have come to the forefront of educational attention. In Hong Kong, social and political changes have given a unique dynamic to whether or not English should…

References

Education Commission (2005, Dec.). Report on Review of Medium of Instruction for Secondary Schools and Secondary School Places Allocation. Hong Kong Special Administrative Region of The People's Republic of China. Retrieved from:  http://www.e-c.edu.hk/tc/reform/resources/MOI&SSPA_report_Eng.pdf 

Poon, A.Y.K., Lau, C.M.Y. And Chu, D.H.W. (2013, March). Impact of the Fine-Tuning Medium-of-Instruction Policy on Learning: Some Preliminary Findings. Literacy Information and Computer Education Journal, Vol. 4, Iss.1. Retrieved from: http://infonomics-society.org/LICEJ/ImpactoftheFineTuningMediumofInstructionPolicyonLearningSomePreliminaryFindings.pdf

Tsui, A.B.M. (2008). Medium of Instruction in Hong Kong: One Country, Two Systems, Whose Language? Medium of Instruction Policies: Which Agenda? Whose Agenda? Edited by James. W. Ollofson and Amy B.M. Tsui. Taylor & Francis e-Library.

Zeng, W. (2007). Medium of Instruction in Secondary Education in Post-Colonial Hong Kong:

Problem Solving for Mathematics

It is essential to include families in the exploration of mathematics and science so that children are able to see a correlation between their learning at school and the real world, practical application found at their homes. esearch indicates that there are numerous adults who have difficulty managing their money (Wells, 2015), which indicates the need to teach the correlation between money and math. One of the most readily available ways to produce this effect is by having students understand the vitality of mathematics through the usage of money and the regular counting and exchanging of currency. One of the most viable means of doing so is to give children a 'piggy bank', and enable them to keep any variety of denominations of money. Certainly all of the different types of coinage should be involved in this process; it would also help to include paper money…

References

Beecroft, G.D., Duffy, G.L., Moran, J.W. (2003). The Executive Guide to Improvement and Change. New York: ASQ Quality Press.

Wells, C. (2015). The smart way to teach children about money. The Wall Street Journal. Retrieved from  http://www.wsj.com/articles/the-smart-way-to-teach-children-about-money-1422849602

This makes the issue a complex one without a clear answer; carbon dioxide is preferable to other potential byproducts of fossil fuel combustion due to the ease with which it can be trapped and its relative innocuousness in these sinks, but undesirable due to its volume and the lack of current capabilities to provide adequate sinks.

7) While it is understandable that the EPA would desire to increase public safety by revising standards for ground level ozone production and concentration, in reality this move is not entirely necessary. As business owners and operators, you know all too well the incessant environmental regulation can create significant operational difficulties and reduce if to eliminate profitability, often with no effect on environmental risks or damage. The EPA itself has found that ground-level ozone quickly dissipates and presents a minimal danger to health if properly vented and dispersed, yet they are revising regulations as…

References

Clegg, S. & Abbatt, J. (2001). Oxidation of SO2 by H2O2 on ice surfaces at 228 K: a sink for SO2 in ice clouds. Atmospheric Chemistry and Physics Discussions 1:77-92.

EPA. (2011). Inventory of U.S. Greenhouse Gas Emissions and Sinks. Washington, DC.

Garrison, T. (2004). Oceanography. New York: Thomson Brooks.

equation is to determine where to best put our marketing dollars. We are a B2B company. The purpose of marketing is lead gen. So there are a few variables at play -- we can focus on channels that deliver a higher volume of leads, those that deliver a higher level of contacts (qualified leads) and those that have proven to deliver a higher number of customers. The point here is to optimize conversion rates (Drell, 2013). The reason these are different is that the conversion ratio is different for each channel. To simplify, we can look at three channels. You need to choose between channels because marketing funds are limited. Furthermore, there is a business case for focusing on channels that deliver more qualified leads because those require fewer sales reps to process, so carry with them lower costs at other points in the funnel. Let x = dollars (in…

References

Drell, L. (2013) Marketing 101: The importance of conversion. Mashable. Retrieved November 20, 2016 from  http://mashable.com/2013/11/21/conversions-metrics/

if, as Halmos suggests, math is a creative art then math must also be the handmaid of science.

Describing mathematics as a creative art helps students of math better understand the true roles of the mathematician. Numbers, while in many ways central to the art of math, do not comprise the whole lexicon of mathology. Mathematics does stem from "sheer pure intellectual curiosity," enabling students to perceive the world through new eyes (p. 379). Teaching mathematics can therefore be like teaching art. Some pupils will exhibit innate, almost supernatural talents and abilities and others struggle with the language and media unique to each subject.

Because mathematics integrates seamlessly with daily life, however, teachers can easily point out the ways mathematics underlies reality. Teaching mathematics from a multifaceted and creative perspective can enhance student learning, retention, and interest in one of the most…