Contemporary Precalculus through Applications

2021 ◽  
Keyword(s):  
Real World ◽  
The North ◽  
Real World Problem ◽  
Regression Functions ◽  
Other Information ◽  
North Carolina School ◽  
Data Graphics ◽  
And Mathematics ◽  
Recursive Systems ◽  
Contemporary Technology

The first edition of Contemporary Precalculus through Applications was published in 1993, well before the widespread use of computers in the classroom. Collaborating with students and teachers across the state, faculty from the North Carolina School of Science and Mathematics (NCSSM) have steadily developed, reviewed, and tested the textbook in the years since. It is the sole textbook used in NCSSM precalculus courses. This third edition contains extensively updated data, graphics, and material attuned to contemporary technology while keeping what made the book so revolutionary when it was first published—a focus on real-world problem solving and student discovery. This edition will prepare students to learn mathematics in the following major areas: · Data analysis and linear regression · Functions: linear, polynomial, rational, exponential, logarithmic, parametric, and trigonometric · Modifying functions through transformations and compositions · Recursive systems and sequences · Modeling real-world phenomenon and applications An open access edition of this book is available at cpta.ncssm.edu, along with supplementary materials and other information.

Distance Learning

1997 ◽  
Vol 9 (2) ◽  
pp. 89-100 ◽  
Author(s):  
Virginia Wilson ◽  
James Litle ◽  
Mary Ruth Coleman ◽  
James Gallagher
Keyword(s):  
North Carolina ◽  
Distance Learning ◽  
Student Selection ◽  
Educational Setting ◽  
Evaluation Plan ◽  
The North ◽  
North Carolina School ◽  
Studio Classroom ◽  
And Mathematics

As the role of distance learning within the educational setting expands, it is imperative that potential producers and receivers of these courses examine the prospects and problems of a distance learning initiative prior to embarking on this new educational journey. The authors provide guidance from their own distance learning experiences at the North Carolina School of Science and Mathematics. The article focuses on the importance of instructor and facilitator training, student selection, physical arrangements for the studio/classroom, and an evaluation plan.

Real World Design Challenge (RWDC) – An Overview

2014 ◽  
Vol 902 ◽  
pp. 437-447 ◽  
Author(s):  
Adeel Khalid ◽  
Brent Terwilliger ◽  
Anthony Coppola ◽  
Jim Marion ◽  
David Ison ◽  
...  
Keyword(s):  
High School Students ◽  
Real World ◽  
Learning Opportunities ◽  
Lessons Learned ◽  
Traditional Curriculum ◽  
School Students ◽  
Real World Problem ◽  
Design Challenge ◽  
And Mathematics ◽  
Feasible Solutions

In this paper, the Real World Design Challenge (RWDC) competition is discussed in detail. This paper highlights the need, history, and approach taken for the design of the challenge. The authors discuss how this challenge promotes Science, Technology, Engineering and Mathematics (STEM) education and provides opportunities for high school students to acquire knowledge and experience beyond their traditional curriculum. The challenge is based around a real world problem. Students are asked to work in teams to find feasible solutions for the identified problem. The process for developing the challenge, student engagement, learning opportunities, student evaluations, publicity and recruitment efforts, design objective and timeline, and assessment metrics are some of the topics discussed. In this paper, the lessons learned from developing and running the challenge are also addressed.

scholarly journals STEM from the perspectives of engineering design and suggested tools and learning design

2016 ◽  
Vol 2 (1) ◽  
pp. 59-71
Author(s):  
Yu-Liang Ting
Keyword(s):  
Engineering Design ◽  
Design Process ◽  
Real World ◽  
Teaching And Learning ◽  
School Science ◽  
Problem Solving Skills ◽  
Engineering Design Process ◽  
Real World Problem ◽  
Mathematics Knowledge ◽  
And Mathematics

STEM is an educational concept about which little consensus has been reached as to what it is, and how it can be taught in schools. This study provides a snap shot of prominent contemporary research results contributing to better understanding of STEM and its implementation in education. In addition, this study tries to tackle an issue that school science has traditionally been built around well defined problems for learning purpose. As most real-world problems are ill-defined, this study proposes to implement the notion of STEM to help students acquire real-world problem-solving skills by engaging them in an engineering design process, in which students use the technology tools of graphic-based programming. The proposed learning practice is experiential task-based learning, in which students are forced to apply and acquire related science and mathematics knowledge during their engineering design process. It is hoped that related rationales and discussions will stimulates researchers and educators to adopt or tailor their own learning designs for the current generation of youngsters and promote the quality of teaching and learning in STEM.

Projects

1988 ◽  
Vol 81 (7) ◽  
pp. 599-600
Keyword(s):  
New York ◽  
North Carolina ◽  
First Century ◽  
National Council ◽  
High School Mathematics ◽  
College Board ◽  
The North ◽  
Carnegie Corporation ◽  
North Carolina School ◽  
And Mathematics

In July 1985, the Carnegie Corporation of New York awarded a grant to the North Carolina School of Science and Mathematics to develop a course for fourth-year high school mathematics. This course, called Introduction to College Mathematics, responds to the challenges posed by reports from the College Board, the National Council of Teachers of Mathematics, the Sloan Foundation, and the National Science Foundation to begin preparing students for their lives in the twenty-first century.

Technology Tips: November 1999

1999 ◽  
Vol 92 (8) ◽  
pp. 744-747
Author(s):  
Gloria B. Barrett
Keyword(s):  
North Carolina ◽  
Computer Programs ◽  
Graphing Calculator ◽  
The North ◽  
North Carolina School ◽  
Statistics Courses ◽  
And Mathematics

Editors note: Contemporary statistics courses at both the secondary and collegiate levels expect students to interact with data and to discover and confirm ideas with simulations. Traditionally this objective has been accomplished with computer programs. However, students can perform many of these simulations on the home screen of a graphing calculator. Such an intimate interaction with the process of simulation may help develop a better understanding of the underlying concepts. Gloria Barrett, a teacher at the North Carolina School of Science and Mathematics and author of Statistics with the TI-83 (Meridian 1997), has convinced many of us of the power of this approach.

Profiles of State-Supported Residential Math and Science Schools

2009 ◽  
Vol 20 (3) ◽  
pp. 472-501 ◽  
Author(s):  
Brent M. Jones
Keyword(s):  
South Carolina ◽  
Early College ◽  
College Entrance ◽  
The North ◽  
Talent Search ◽  
Wide Range ◽  
Math And Science ◽  
North Carolina School ◽  
Science School ◽  
And Mathematics

Unless we sharply increase the training of homegrown math and science talents, we may suffer negative economic and technological consequences. One means of addressing this challenge has been through specialty schools devoted to science, technology, engineering, and mathematics (STEM) training. In 1980, the North Carolina School of Science and Mathematics pioneered a successful program for high-achieving youth: the state-supported residential math and science school. Almost 30 years later, 15 similar schools have been created, including residential schools in Maine, Illinois, Louisiana, Mississippi, Indiana, Kentucky, Tennessee, South Carolina, Alabama, and Arkansas; and early college entrance academies in Texas, Missouri, and Georgia. Students are appropriately supervised and actively participate in athletics and a wide range of clubs and organizations. Admission is necessarily selective as students negotiate a challenging curriculum of advanced biology, chemistry, physics, and mathematics, as well as humanities and electives. Laboratory mentors guide students in research, results of which may be published or presented at colloquia. A select few projects are entered into the Intel Science Talent Search, Siemens-Westinghouse Science and Technology competitions, or other competitive programs. Performances are encouraging. Students pursue learning at an accelerated pace, saving considerable time and expenses. Graduates enroll in college, many at selective institutions, ensuring a boost in the number and quality of domestic mathematicians, scientists, and engineers.

Designing a Children's Recreation Room

2015 ◽  
Vol 22 (2) ◽  
pp. 110-114 ◽  
Author(s):  
Mi Yeon Lee
Keyword(s):  
Real World ◽  
Student Interest ◽  
Stem Fields ◽  
Science Technology ◽  
Real World Problem ◽  
And Mathematics

Through this project-based unit, students engage in STEM fields by doing research and finding solutions to a real-world problem as an interior designer who is consulted to plan a children's recreation room. iSTEM (Integrating Science Technology Engineering in Mathematics) authors share ideas and activities that stimulate student interest in the integrated fields of science, technology, engineering, and mathematics (STEM) in K–grade 6 classrooms.

scholarly journals Challenge based learning: a real-world approach for secondary students to solve complex problems using geoscience knowledge and skills

2018 ◽  
Vol 14 (4) ◽  
pp. 369-372
Author(s):  
B. Nicholls
Keyword(s):  
Secondary Students ◽  
Real World ◽  
Teaching And Learning ◽  
Field Investigation ◽  
Learning Goals ◽  
Challenge Based Learning ◽  
Real World Problem ◽  
Learning Programs ◽  
Australian Science ◽  
And Mathematics

Students are regularly confronted with ethical and environmental issues of a global, regional or local nature which require knowledge of the geosciences to solve. Having the skills to engage, explore and evaluate these problems enhances student’s capacity for creative, real-world problem solving. At the Australian Science and Mathematics School, a Challenge Based Learning approach has been used across a range of learning programs including those with a focus on geoscience. Challenge Based Learning in the context of this paper is defined as a method of teaching and learning which allows students to engage in learning goals through meaningful contexts. An unfamiliar ‘ill-structured’ problem is presented to the students by the teacher and the students are required to determine for themselves how they will go about solving the problem. This process occurs through small groups of students working collaboratively and allows sharing their prior knowledge, skills and understandings to identify gaps in their collective understanding as they attempt to offer solutions to the problem. The example chosen is based around a problem requiring significant time in the field where secondary students come to know and understand the problem in greater depth while developing scientific field investigation skills.

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