It's not how new you make it, but how you make it new

1971 ◽  
Vol 18 (1) ◽  
pp. 7-9
Author(s):  
F. Lynwood Wren
Keyword(s):  
Cultural Heritage ◽  
School Mathematics ◽  
Curriculum Content ◽  
Teaching Techniques ◽  
Problem Situations ◽  
Basic Understanding ◽  
Reser Voirs ◽  
Teaching Of Mathematics ◽  
And Function

Before the “;mathematics revolution” of some fifteen years ago, the emphasis of instruction in school mathematics was almost entirely on the “how” of manipulation. Little or no attention was paid to the “what” and “why” of understanding. Since then the efforts of committees and of individual teachers have effected changes both in curriculum content and in teaching techniques. These cha nges were designed to make basic understanding, as well as significant manipula tion, a fundamental responsibility of all levels of instruction. No longer is the teaching of mathematics designed to result merely in a catalog of rules for mechanical application. Ra ther, it is designed to develop, a long with a facility in use, a comprehe nsion of and an appreciation for bas ic concepts. Further, it is designed to develop an understanding of the purpose and function of opera tional procedures that they may serve as resource reser voirs for intelligent attack on problem situations whenever and however they may occur. Thus the underlying philosophy of this new emphasis in instruction is to present mathematics as an important, logically structured segment of our cultural heritage rather than as a tool kit of rules, formulas, and assorted mnemonics.

HUMANITARIAN-ORIENTED TEACHING OF MATHEMATICS AND NATURAL SCIENCES AT SCHOOL

2021 ◽  
Vol 31 (3) ◽  
pp. 322-330
Author(s):  
R.R. Ismagilova ◽  
G.Kh. Akhmetshina
Keyword(s):  
Science Education ◽  
Natural Science ◽  
Natural Sciences ◽  
Academic Disciplines ◽  
Language History ◽  
Problem Situations ◽  
The World ◽  
History Of ◽  
Teaching Of Mathematics ◽  
Natural Science Education

The humanitarian potential of school mathematics and natural science disciplines for the education of a person who has a unified representation of the modern picture of the world, its scope and content require more and more study. The humanities-oriented teaching of mathematics and natural sciences at school is implemented in the learning process within the framework of traditional academic disciplines and has the full means for the comprehensive and harmonious development of the student's personality. The use of components of literature, language, history of the native land in the implementation of programs of mathematical, natural science education contributes to the development of interest in learning, the formation of personal values of students. Cognitive interest is created and maintained through the design of problem situations in the classroom, through the development of the ability to solve, develop plot problems that form functional (mathematical and natural science) literacy. The combination of natural science and humanitarian approaches in the representation and assessment of the world in the process of mastering the content of educational disciplines will spiritually enrich every student.

Nasal Anatomy and Function

2017 ◽  
Vol 33 (01) ◽  
pp. 003-008 ◽  
Author(s):  
Ruchin Patel
Keyword(s):  
Complex Structure ◽  
Respiratory Physiology ◽  
Nasal Reconstruction ◽  
Facial Aesthetics ◽  
Basic Understanding ◽  
Nasal Anatomy ◽  
And Function ◽  
Nasal Function ◽  
Nasal Defects

AbstractThe nose is a complex structure important in facial aesthetics and in respiratory physiology. Nasal defects can pose a challenge to reconstructive surgeons who must re-create nasal symmetry while maintaining nasal function. A basic understanding of the underlying nasal anatomy is thus necessary for successful nasal reconstruction.

National Council of Teachers of Mathematics: The Council's drive to improve school mathematics

1963 ◽  
Vol 10 (6) ◽  
pp. 368-375
Author(s):  
Frank B. Allen
Keyword(s):  
School Mathematics ◽  
National Council ◽  
Local Organizations ◽  
Teaching Of Mathematics ◽  
High Degree

According to our Articles of Incorporation, the object of the National Council of Teachers of Mathematics is “To assist in promoting the interest of mathematics in America, especially in the elementary and secondary fields, by holding meetings for the presentation and discussion of papers, by conducting investigations for the purpose of improving the teaching of mathematics, by the publication of papers, journals, books, and reports: thus, to vitalize and coordinate the work of many local organizations of teachers of mathematics and to bring the interest of mathematics to the attention and consideration of the educational world.” I believe that any impartial review of our accomplishments will support the conclusion that we have achieved a high degree of success in the attainment of this objective.

Improving the learning of mathematics

1954 ◽  
Vol 47 (6) ◽  
pp. 393-400
Author(s):  
Kenneth P. Kidd
Keyword(s):  
Mathematics Teacher ◽  
Mathematics Instruction ◽  
Spatial Relationships ◽  
Problem Situations ◽  
Teaching Of Mathematics ◽  
Effective Use ◽  
Clear Conception

Probably every mathematics teacher has asked himself the question, “How can I bring about improvements in the teaching of mathematics?” An answer to this question presupposes a clear conception of the desirable outcomes of mathematics instruction. Let us assume that the test of competence in mathematics is the effective use of the skills and concepts of mathematics in problem situations which involve quantitative and spatial relationships.

Coordinate Geometry: A Powerful Tool for Solving Problems

1990 ◽  
Vol 83 (4) ◽  
pp. 264-268
Author(s):  
Stanley F. Taback
Keyword(s):  
Problem Solving ◽  
Teaching And Learning ◽  
Mathematical Problem ◽  
School Mathematics ◽  
Mathematical Problem Solving ◽  
Evaluation Standards ◽  
Mathematical Ideas ◽  
Mathematics Standards ◽  
Problem Situations ◽  
Coordinate Geometry

In calling for reform in the teaching and learning of mathematics, the Curriculum and Evaluation Standards for School Mathematics (Standards) developed by NCTM (1989) envisions mathematics study in which students reason and communicate about mathematical ideas that emerge from problem situations. A fundamental premise of the Standards, in fact, is the belief that “mathematical problem solving … is nearly synonymous with doing mathematics” (p. 137). And the ability to solve problems, we are told, is facilitated when students have opportunities to explore “connections” among different branches of mathematics.

Analyzing Data from the Olympic Games for Trends and Inferences

1996 ◽  
Vol 89 (5) ◽  
pp. 370-372
Author(s):  
Richard T. Edgerton
Keyword(s):  
Real World ◽  
Olympic Games ◽  
School Mathematics ◽  
Evaluation Standards ◽  
Problem Situations ◽  
Real World Problems ◽  
The Olympic Games

The NCTM's Curriculum and Evaluation Standards for School Mathematics (1989) emphasizes classroom mathematics that engages students in meaningful activities through which they construct their own understanding of important concepts. Students' investigations are derived from problem situations that arise from real-world contexts. The Olympic Games furnish ample data for students to connect meaningful mathematics with real-world problems.

scholarly journals Understanding Extension for School-Based Agricultural Education #1: Extension 101

EDIS ◽  
2020 ◽  
Vol 2020 (6) ◽  
Author(s):  
Debra Barry ◽  
John Diaz ◽  
Alyssa Shepherd ◽  
Jennifer Patton ◽  
Stephen Gran
Keyword(s):  
Agricultural Education ◽  
Structure And Function ◽  
Extension Services ◽  
Background Structure ◽  
Agricultural Educators ◽  
School Based ◽  
Agriscience Teachers ◽  
Basic Understanding ◽  
And Function

This article and series were designed primarily for use by secondary agriscience teachers in school-based agricultural education programs (SBAE) to help build a strong understanding of Extension and the role of Extension professionals. An important part of access and use of Extension services is understanding its background, structure, and function. This initial publication in the Understanding Extension for School-Based Agricultural Education series provides agricultural educators and the general public with a basic understanding of Extension. This new 4-page publication of the Department of Agricultural Education and Communication was written by Debra Barry, John Diaz, Alyssa Shepherd, Jennifer Patton, and Stephen Gran.https://edis.ifas.ufl.edu/wc372

scholarly journals Um estudo sobre o trabalho com resolução de problemas após um curso de formação continuada em Matemática com professores dos anos iniciais do Ensino Fundamental / A Study about Work with Problem Solving after a Course of Continuing Education in Mathematics with Teachers of the Early Years of Elementary School

2015 ◽  
Vol 2 (1) ◽  
Author(s):  
Giovana Pereira Sander ◽  
Nelson Antonio Pirola
Keyword(s):  
Elementary School ◽  
Problem Solving ◽  
Continuing Education ◽  
Sao Paulo ◽  
Early Years ◽  
Teaching Mathematics ◽  
São Paulo ◽  
Problem Situations ◽  
Teaching Of Mathematics ◽  
Concrete Materials

ABSTRACTThis research aimed to investigate the practice of teaching mathematics through problem solving after the completion of the course of the continuing education of Pró-Letramento program. 458 persons participated of the program and they are teachers of the early years of elementary school from districts of the state of São Paulo / Brazil. The instruments used were a questionnaire about possible reflections offered by the course as the teaching of mathematics and recordings of three classes of four teachers of Mathematics. The data indicate that the course contributed to the practice of these teachers regarding the methodology of teaching mathematics, using concrete materials and games; and understanding of the content. In relation to work with problem solving, it was something with little presence in their speech. During the monitoring of lessons was observed that the problem situations are used for the application of previously learned algorithms. Although the course emphasize on teaching mathematical content through problem solving, having a specific time for discussions on this topic, teachers work with problems after the explanation of content, then characterizing it as exercise.RESUMOA presente pesquisa teve como objetivo investigar a prática de ensino da Matemática por meio da resolução de problemas após a realização do curso do programa de formação continuada do Pró-Letramento. Participaram 458 cursistas do programa que são professores dos anos iniciais do Ensino Fundamental de municípios do estado de São Paulo/Brasil. Os instrumentos utilizados foram um questionário sobre as possíveis reflexões propiciadas pelo curso quanto ao ensino da Matemática e gravações de três aulas de Matemática de 4 professores. Os dados apontam que o curso contribuiu com a prática desses professores quanto à metodologia de ensino da Matemática, utilizando materiais concretos e jogos; e à compreensão dos conteúdos. Já o trabalho com a resolução de problemas foi algo pouco presente em suas falas. Durante o acompanhamento das aulas foi possível observar que as situações problema são utilizadas para a aplicação de algoritmos anteriormente aprendidos. Apesar de o curso salientar sobre o ensino de conteúdos matemáticos através da resolução de problemas, tendo um momento específico para discussões sobre essa temática, os professores trabalham com problemas após a explicação de um conteúdo, caracterizando-o, então, como exercícios. Contato principal: [email protected]

scholarly journals The Forgotten Knowledge - Shoemaking Tools from Old Time

2020 ◽  
Vol 6 (1) ◽  
pp. 204-234
Author(s):  
Iliya Valev ◽  
◽  
Rositsa Bineva ◽  
Keyword(s):  
Cultural Heritage ◽  
Maximum Information ◽  
Historical Heritage ◽  
And Function

The article is a result of good collaboration between representatives of two separate institutions engaged with the research, preservation and promotion of cultural and historical heritage. The text presents shoemaking tools that with the time become obsolete and now are no longer in use in the craft. This way they are not only “forgotten” by the modern shoemakers but it is also very difficult to be identified as purpose and function. The idea of the authors is to share their experience during the research and systematization of the facts, that go along with the identification of the objects, that are becoming a part of the museums funds. How the maximum information is benefited with the help of the experts, craftsman and other specialists to rediscover the function of those instruments and their meaning as a cultural valuables. Keywords: Shoemaking, Tools, Cultural Heritage, Craft

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