November 2014 Calendar Problems

2014 ◽  
Vol 108 (4) ◽  
pp. 282-286
Keyword(s):  
High School ◽  
Mathematics Education ◽  
Graduate Students ◽  
Science And Technology ◽  
Thomas Jefferson ◽  
State University ◽  
Ball State University ◽  
Problems And Solutions

The problems and solutions in this month's Calendar were written by Annette Ricks Leitze, graduate advisor in mathematics education at Ball State University in Muncie, Indiana, and several of her graduate students: Barbara Fennell, Angela Greene, Timothy Hildebrand, and Rebecca Wakeman. The drawing of Nick and his brothers (problem 9) was submitted by Joanna Gerr, a student at Thomas Jefferson High School for Science and Technology.

scholarly journals Uma abordagem de matrizes na perspectiva de resolução de problemas

2019 ◽  
Vol 3 (3) ◽  
pp. 854
Author(s):  
Dulcyene Maria Ribeiro ◽  
Lucas Campos Araujo ◽  
Evandro Sozo de Oliveira ◽  
Alexandre Carissimi ◽  
Elisangela Cristina Ribeiro
Keyword(s):  
High School ◽  
Mathematics Education ◽  
Problem Solving ◽  
The State ◽  
State University ◽  
Teaching Learning

Resumo: Este trabalho tem por objetivo apresentar o relato e as reflexões referentes a uma experiência vivenciada com alunos do 2º ano do Ensino Médio, no desenvolvimento de atividades para o ensino- aprendizagem do conteúdo Matriz. A Resolução de Problemas, conforme Onuchic e Allevato (2011), Onuchic e Allevato (2004), Onuchic (1999), foi a metodologia de ensino-aprendizagem adotada. A elaboração e a implementação ocorreram no contexto de duas disciplinas do curso de licenciatura em Matemática da Universidade Estadual do Oeste do Paraná (Unioeste). Como principal resultado da prática realizada destacamos a participação e o envolvimento dos estudantes na relização das atividades propostas, bem como a oportunidade dos professores em formação experenciarem e refletirem sobre a realização de atividades em sala de aula, por meio da Resolução de Problemas.Palavras-chave: Resolução de problemas; Matrizes; Educação Matemática; Ensino Médio. An approach of matrices in the perspective of problem solvingAbstract: This paper aims to present a report and the reflections related to an experience with students of the 2nd year of High School, in the development of activities for the teaching-learning about Matrix concepts. Problem Solving, according to Onuchic and Allevato (2011), Onuchic and Allevato (2004), Onuchic (1999), was the teaching-learning methodology adopted. The elaboration and implementation became of in the context of two subjects of the Mathematics Degree Course in the State University of Western Paraná (Unioeste). As a main result of the practice we highlight the participation and involvement of students in the realization of the proposed activities, as well as the opportunity for teachers in formation to experience and reflect about the aplication of activities in the classroom, through Problem Solving.Keywords: Problem solving; Matrices; Mathematics Education; High School. 

scholarly journals Reviewer Acknowledgements

2021 ◽  
Vol 4 (1) ◽  
Author(s):  
Nina Howard
Keyword(s):  
High School ◽  
New Hampshire ◽  
State University ◽  
School Of Education ◽  
Ball State University ◽  
South West ◽  
State Office ◽  
National Examinations ◽  
Enugu State

International Journal of English and Cultural Studies (IJECS) would like to acknowledge the following reviewers for their assistance with peer review of manuscripts for this issue. Many authors, regardless of whether IJECS publishes their work, appreciate the helpful feedback provided by the reviewers. Their comments and suggestions were of great help to the authors in improving the quality of their papers. Each of the reviewers listed below returned at least one review for this issue. Reviewers for Volume 4, Number 1Gillian Steinberg, SAR High School, USAKeeley Megan Buehler Hunter, Southern New Hampshire University, SwitzerlandAna Costa Lopes, Higher School of Education of Viseu, Viseu Polytechnic Institute, PortugalNicolau Nkiawete Manuel, Agostinho Neto University, AngolaFatma Benelhadj, University of Sfax, TunisiaEllie Boyadzhieva, South-West University, Blagoevgrad, BulgariaEmmanuel Chibuzor Okereke, National Examinations Council, Enugu State Office, Enugu, NigeriaShashi Naidu, Ball State University, United StatesJelena Timotijevic, University of Brighton, United KingdomJânderson Coswosk, Instituto Federal do Espírito Santo, BrazilHerman, University of HKBP Nommensen, Indonesia Nina HowardEditorial AssistantInternational Journal of English and Cultural StudiesRedfame Publishing9450 SW Gemini Dr. #99416Beaverton, OR 97006-6018, USAWebsite: http://ijecs.redfame.com

scholarly journals Investigation of the Prospective Science Teachers' Views on the Problems and Solutions Regarding Science and Technology

2020 ◽  
Vol 13 (2) ◽  
pp. 128-141
Author(s):  
Fulya ZORLU
Keyword(s):  
Focus Group ◽  
Science Teachers ◽  
Science And Technology ◽  
State University ◽  
Information Communication ◽  
Focus Group Interviews ◽  
Content Analysis Method ◽  
Problems And Solutions ◽  
Group Interviews ◽  
Prospective Science Teachers

Abstract: The aim of this study was to investigation of the prospective science teachers' views on the problems (as are the waste of natural resources, the information pollution, sharing information without confirming their validity of information, communication problems among people, spending extra time and money, the laziness, the obesity, the environmental pollution, the global warming etc.) and solutions regarding science and technology. Research method of this study was case study method. The four second year prospective science teachers attending education faculty of a state university were participated to this study. The data tools of this research were used questions in focus group interviews. The data obtained from the focus group interviews were analyzed using content analysis method. According to the results obtained from this study, prospective science teachers were expressing many problems within the framework of individual, social and environmental on science and technology sourced problems. Considering the results obtained from this study, it can be said that the solutions suggested by the prospective science teachers to solve the science and technology sourced problems are limited and can be improved.

scholarly journals Preparation of young change of teachers of high school chair: experience of regional university

2015 ◽  
Vol 3 (3) ◽  
pp. 278-286 ◽  
Author(s):  
Екатерина Джевицкая ◽  
YEkatyerina Dzhyevitskaya
Keyword(s):  
High School ◽  
Graduate Students ◽  
State University ◽  
Educational Personnel ◽  
Regional University ◽  
Young Teachers

Experience of preparation of the research and educational personnel on Management chair of the Penza state university of architecture and construction is considered. Research of structure and the content of activity of young teachers and graduate students is conducted. Offers on increase of efficiency of training of young teachers and graduate students to scientific and pedagogical activity are developed.

Geometric representations of irrational algebraic numbers in Hungarian high school mathematics education

2021 ◽  
pp. 323-340
Author(s):  
Anna Stirling ◽  
Csaba Szabó ◽  
Júlia Szenderák ◽  
Scilla Bereczky-Zámbó ◽  
Sára Szörényi
Keyword(s):  
High School ◽  
Mathematics Education ◽  
Everyday Life ◽  
Rational Numbers ◽  
Elementary Geometry ◽  
High School Mathematics ◽  
Algebraic Numbers ◽  
Irrational Numbers ◽  
Problems And Solutions ◽  
Geometric Representations

Irrational numbers are present in our everyday life but their exact values cannot be given in a form that students easily understand. Therefore in this paper we show geometrical constructions and calculations in which non-rational numbers naturally arise and gain meaning. We look at numbers which are expressible with at maximum two roots and are present in the Hungarian curriculum. For each number we present how they appear in Hungarian textbooks, and show multiple problems and solutions in which they arise. These solutions differ in their level of mathematical complexity, from elementary geometry to higher algebra. Introducing these solutions to students, shows them, that the different areas of mathematics are interrelated. This approach may inspire students to use their mathematical knowledge not only from the area in which the problem was presented.

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