Intellectual growth and understanding mathematics: implications for teaching

1972 ◽  
Vol 19 (4) ◽  
pp. 277-282
Author(s):  
Kenneth R. Lovell
Keyword(s):  
United States ◽  
Mathematics Education ◽  
Mathematics Learning ◽  
History Of Mathematics ◽  
The United States ◽  
Vast Array ◽  
New Knowledge ◽  
History Of ◽  
The Moment ◽  
Widespread Interest

The thirty-second yearbook of the NCTM (Jones 1970) deals with the history of mathematics education in the United States and Canada. Scattered throughout the book are references to psychological and educational theories and their impact on mathematics education. The name of Piaget occurs on seven pages, and some of his books are named; but the volume does not spell out the precise ways in which Piaget's work is of value to the mathematics educator. Personally, I have been greatly influenced by his work, details of which have been published in a vast array of books and papers over almost fifty years, although it would be true to say that it is only in the last ten years that there has developed a widespread interest in his work in the United States. I believe that his position regarding the acquisition of certain kinds necesof new knowledge is of more value to the mathematics teacher than any other position at the moment, although I affirm with equal conviction that his theory does not cover a11 the facts and that one day it will be replaced or subsumed by a more allembracing one. Some of the strengths and inadequacies of his theory in relation to mathematics learning have been given by Lovell ([a] 1966) and Beilin (1971). Although it would be wrong for me to outline Piaget's cognitive-development system here, I must make six points that are the assumptions, so to speak, on which the remainder of my paper rests.

Capsule History of the NCTM

1970 ◽  
Vol 17 (2) ◽  
pp. 133-142
Author(s):  
Julius H. Hlavaty
Keyword(s):  
United States ◽  
Mathematics Education ◽  
History Of Mathematics ◽  
The United States ◽  
National Council ◽  
History Of Mathematics Education ◽  
The Past ◽  
History Of ◽  
The Subject

The history of mathematics education in America is the story of a long and exciting adventure. It is the subject of a forthcoming NCTM Yearbook, A History of Mathematics Education in the United States and Canada. The following is a capsule account of the direct involvements and the tangential contacts of the National Council with that history during the past fifty years.

Iraq and the mutual accumulation strategy between the international and regional powers: The United States of America and Iran are a model

2020 ◽  
pp. 125
Author(s):  
Salah Mahdi Hadi ◽  
Noor Abdul-Ilah Ajrash
Keyword(s):  
United States ◽  
United States Of America ◽  
The United States ◽  
The Political ◽  
Regional Powers ◽  
Hostage Crisis ◽  
History Of ◽  
The Moment ◽  
The Relationship

The rules of (mutual accumulation strategy) overshadow the history of the crisis relations between the United States of America and Iran four decades ago, and if we recall that, we will notice several collision joints between the two parties, starting with the hostage crisis of the American embassy in Iran from 4/11/1979 to 20 / 1/1981 AD, to the "Marines" attempt to storm this embassy in an operation called "Eagle Claw" on 4/24/1980 AD, to the tanker war in the eighties of the last century, to the exchange of downing drones in 2019, and finally what happened between the United States The United States and Iran from the moment targeting (Qassem Soleimani), commander of the "Quds Force" on 1/3/2020, until the Iranian missile response and targeting of the American forces in the two "Ain al-Assad" bases in Anbar province, and the "Harir" base in Arbil province on 1/8/ 2020 AD, all of this falls within the context of (mutual accumulation strategy) between the two parties, without going to a comprehensive confrontation through war or a knockout, because the logic of war or comprehensive confrontation is outside the political and military mindsets of the two parties, and the meaning of all of this is that turmoil forms the basis of the relationship between the states The The United States and Iran, because the turmoil and the limited clash with it through mutual strikes, do not necessarily lead to an open clash.

"Consider that it is a Raid on the Path of God": The Spiritual Manual of the Attackers of 9/11

Numen ◽  
2005 ◽  
Vol 52 (1) ◽  
pp. 29-58 ◽  
Author(s):  
Hans Kippenberg
Keyword(s):  
United States ◽  
The United States ◽  
Political Order ◽  
Specific Information ◽  
Islamic History ◽  
Political Center ◽  
History Of ◽  
To Come ◽  
The Moment ◽  
Early Islamic

AbstractThe document found with three of the four cells responsible for the crimes of 9/11 is unique in providing specific information about how the Muslim suicide terrorists conceived of their action. The document shows that they found justification for violence by emulating the moment in early Islamic history when Muhammad cancelled contracts with non-Muslims and organized raids (ghazwa) against the Meccans in order to establish Islam as a political order. No statement in the Manual explicitly identifies the United States as the financial, military, and political center of today's paganism; rather, such identification is tacitly assumed, as was shown by the action itself. Instead, the Manual prescribes recitations, prayers and rituals by which each member of the four cells should prepare for the ghazwa, purify his intention and anticipate in his mind the successive stages of the struggle to come. Not the objective aim but the subjective intention is at the center of the Manual. The article places this type of justification of violence in the history of Islamic activism since the 1980s.

Principles of Patent Law Involved in the Weiss Patent Litigation

1929 ◽  
Vol 2 (1) ◽  
pp. 93-98
Author(s):  
Anthony William Deller
Keyword(s):  
United States ◽  
The United States ◽  
Patent Law ◽  
Dual Function ◽  
Patent Litigation ◽  
Rubber Industry ◽  
The Supreme Court ◽  
The Status ◽  
History Of ◽  
Widespread Interest

Abstract OWING to the widespread interest in the chemical industry generally, and especially in the rubber industry, in diphenylguanidine as an accelerator in the vulcanization of rubber, it is believed that a discussion of the recent decision of the Supreme Court of the United States in the matter of the Weiss diphenylguanidine patent will serve a dual function of informing chemists about the status and the history of the Weiss patent and, at the same time, of expounding some of the principles of patent law involved in the case.

scholarly journals História da Educação Matemática e a formação de professores primários: ensino de medidas

2018 ◽  
Vol 17 (1) ◽  
pp. 245
Author(s):  
Maria Célia Leme Da Silva
Keyword(s):  
Mathematics Education ◽  
21St Century ◽  
Mathematical Knowledge ◽  
History Of Mathematics ◽  
Historical Context ◽  
The Past ◽  
New Knowledge ◽  
History Of ◽  
National Literacy ◽  
Siglo Xix

O estudo busca responder às questões: De que maneira o conhecimento da história da educação matemática pode contribuir para as reflexões e desafios postos nos documentos atuais? Para tanto, analisa-se como a medida de superfícies em dois momentos históricos: final do século XIX, período caracterizado pela pedagogia moderna e início do século XXI no âmbito do Plano Nacional de Alfabetização. As fontes examinadas são: Caderno do PNAIC (2014), Parecer de Rui Barbosa (1883) e a Proposta de Gabriel Prestes (1895, 1896). Propõe-se pensar e conhecer os saberes matemáticos elementares do passado em seu contexto histórico, perceber que a institucionalização da expertise participa poderosamente da produção de novos saberes no campo pedagógico, porém seu processo de legitimação, de reconhecimento por seus pares é longo, complexo e conflituoso.Palavras-chave: PNAIC, Rui Barbosa, Gabriel Prestes. Expertise. AbstractThe study seeks to answer the questions: How can the knowledge of the history of mathematics education contribute to the reflections and challenges posed in the current documents? To this end, it is analyzed as the measurement of surfaces in two historical moments: the end of the nineteenth century, a period characterized by modern pedagogy and the beginning of the 21st century within the scope of the National Literacy Plan. The sources examined are: Notebook of the PNAIC (2014), Opinion of Rui Barbosa (1883) and the Proposal of Gabriel Prestes (1895, 1896). It is proposed to think and know the elementary mathematical knowledge of the past in its historical context, to realize that the institutionalization of expertise participates powerfully in the production of new knowledge in the pedagogical field, but its process of legitimation, recognition by its couple is long, complex and conflicting.Keywords: PNAIC, Rui Barbosa, Gabriel Prestes. Expertise.ResumenEl estudio busca responder a las preguntas: ¿De qué manera el conocimiento de la historia de la educación matemática puede contribuir a las reflexiones y desafíos planteados en los documentos actuales? Para ello, se analiza como la medida de superficies en dos momentos históricos: final del siglo XIX, período caracterizado por la pedagogía moderna e inicio del siglo XXI en el marco del Plan Nacional de Alfabetización. Las fuentes examinadas son: Cuaderno del PNAIC (2014), Dictamen de Rui Barbosa (1883) y la Propuesta de Gabriel Prestes (1895, 1896). Se propone pensar y conocer los saberes matemáticos elementales del pasado en su contexto histórico, percibir que la institucionalización de la expertise participa poderosamente de la producción de nuevos saberes en el campo pedagógico, pero su proceso de legitimación, de reconocimiento por sus pares es largo, complejo y complejo, conflicto.Palabras clave: PNAIC, Rui Barbosa, Gabriel Prestes. Expertise.Recebido  

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