Solutions To Calendar

1996 ◽  
Vol 89 (2) ◽  
pp. 130-131
Keyword(s):  
High School ◽  
Mathematics Education ◽  
Education Student ◽  
University Of Georgia ◽  
Ann Arbor ◽  
Saint Francis ◽  
The University ◽  
Student Association ◽  
Mass Problems

Problems 1–3 were submitted by Karen Doyle Walton, Allentown College of Saint Francis de Sales, Center Valley, PA 18034, and Zachary Walton, a student at Haryard Uniyersity, Cambridge, Mass. Problems 4–5 were furnished by Doug Wagner, 1995 PineDa Drive, Grayson, GA 30221. Problems 6–14 and 16–20 were sent in by teachers at Adlai E. Stevenson High School, Lincolnshire, IL 60069: 6, 7, and 19 by Dene Hamilton; 8, 9, and 10 by Joe Bettina; 11, 12, and 20 by Kathie Rauch; 13 by Neal Roys; 14 and 16 by Tim Kanold; and 17 and 18 by Scott Oliver. Problems 21–24 and 26–28 were created by the Mathematics Education Student Association at the University of Georgia, Athens, GA 30602: Karen Bell, Denise Spangler Mewborn, Mary Beth Searcy, Barry Shealy, Ron Tzur, and Bryan Whitfield. Problems 15 and 25 were taken from 101 Puzzle Problems by Nathaniel B. Bates and Sanderson M. Smith (Concord, Mass.: Bates Publishing Co., 1980). Problem 29 was submitted by Melvin R. Wilson, 610 E. University, Ann Arbor, MI 48109.

A Forum for Researchers: The Place of William A. Brownell in Mathematics Education

1977 ◽  
Vol 8 (5) ◽  
pp. 382-384
Author(s):  
Jeremy Kilpatrick ◽  
J. Fred Weaver
Keyword(s):  
High School ◽  
Mathematics Education ◽  
Educational Psychology ◽  
University Of Chicago ◽  
The University

Mathematics education has few giants. It lost one on 28 May when William A. Brownell died in Walnut Creek, California, at the age of 82. William Arthur Brownell was born on 19 May 1895 in Smethport, Pennsylvania. He went through elementary and high school in Smethport and then entered Allegheny College, where he received the A.B. in 1917. After graduation, he returned to his hometown to teach at the local high school for four years. Then he went to Illinois to begin graduate work in educational psychology at the University of Chicago.

News Notes

1951 ◽  
Vol 44 (2) ◽  
pp. 156
Keyword(s):  
High School ◽  
Panel Discussion ◽  
College Of Education ◽  
Ohio State University ◽  
State University ◽  
University Of Michigan ◽  
School Of Education ◽  
Ann Arbor ◽  
The University

A Geometry Teaching Institute, sponsored by The School of Education with the cooperation of the Department of Mathematics was hold at the University of Michigan on Saturday, January 13, 1951. An audience and panel discussion included brief reports from Josephine Montague of Central Michigan College of Education, Dorothy Noyes of Ann Arbor High School, Clara. Mueller of Cass Technical Iligh School in Detroit, Howard F. Beatty of Saginaw High School and Harold Fawcett of Ohio State University. Discussion and laboratory groups met in the morning and afternoon and were led by Russell Schneider of Lansing Eastern High School, Donald Marshall of Dearborn High School, Norman Anning of the University of Michigan, Gertrude Pratt of Central Michigan College of Education, Kenneth Leisenring of the University of Michigan and Lauren Woodby of the University High School. The principal address was delivered in the afternoon by Professor Fawcett and was entitled “The Interplay of Induction and Deduction in the Teaching of Geometry.”

scholarly journals KEMAMPUAN VISUAL-SPATIAL THINKING DALAM GEOMETRI RUANG MAHASISWA UNIVERSITAS KUNINGAN

2016 ◽  
Vol 2 (2) ◽  
Author(s):  
Sumarni Sumarni ◽  
Anggar Titis Prayitno
Keyword(s):  
High School ◽  
Elementary School ◽  
Mathematics Education ◽  
College Student ◽  
Spatial Thinking ◽  
Education Student ◽  
Ability Test ◽  
Perpendicular Line ◽  
Visual Spatial ◽  
Thinking Ability

Abstract Geometry is a branch of mathematics that is taught in school, from elementary school, high school and college. Student Mathematics Education Kuningan University in the course Geometry 3D which gained less than satisfactory achievements in the course of the geometry 3D. The ability visual thinking and spatial thinking affect learners' achievements in learning the geometry. Authors interested in diagnosing the difficulties Student Mathematics Education of Kuningan University in the course Geometry 3D through Ability Test of Visual-Spatial Thinking. The purpose of this study is to diagnose visual-spatial thinking abilities Student of Kuningan University and describe efforts to improve student results in the course of the geometry 3D. Based on the exposure of the work about the ability of visual-spatial thinking and discussion it can be concluded that: a) The ability of visual-spatial thinking mathematics education student Kuningan University is still low, especially students who are capable of moderate and low. Students are still experiencing difficulties in resolving problems related to the concept of a perpendicular line and projections; distance of points, lines and areas; as well as the angle between the line and the field; b) The ability of visual-spatial thinking is a skill that must be developed in studying the geometry 3D, one of the low result of learning the geometry 3D is due to the ability of visual-spatial thinking is still low; c) One effort to improve visual-spatial thinking ability of students is learning the geometry of space through problem-based learning with assisted software GeoGebra.Keywords: Visual-Spatial Thinking Ability, Geometri 3D

Editorial

1998 ◽  
Vol 29 (2) ◽  
pp. 120
Author(s):  
Judith T. Sowder
Keyword(s):  
Education Research ◽  
Mathematics Education ◽  
Mathematics Education Research ◽  
Turn Of The Century ◽  
University Of Georgia ◽  
The University

Mathematics education research is no longer a young discipline. One way of measuring our age is in terms of years. Jeremy Kilpatrick (1992) traces our history back to the turn of the century, but he notes that a 1967 conference held at the University of Georgia seemed “for many participants … to mark the beginnings of true interdisciplinarity and community among researchers in mathematics education (p. 25).”

scholarly journals A MULTI-INSTITUTIONAL APPROACH TO HIGH SCHOOL EDUCATION IN FLORICULTURE—CONCEPTS

HortScience ◽  
2005 ◽  
Vol 40 (3) ◽  
pp. 878b-878
Author(s):  
P.A. Thomas ◽  
B.V. Pennisi
Keyword(s):  
High School ◽  
Animal Husbandry ◽  
School Facilities ◽  
Entry Level ◽  
University Of Georgia ◽  
School Faculty ◽  
Model Training ◽  
Set Up ◽  
Small Engines ◽  
The University

In Georgia, horticulture is now the number two commodity in the state. The labor needs of the industry is increasing, however, enrollment in horticulture classes at UGA has been dropping. Most entry-level employees joining horticulture firms are completely without training or understanding of the industry, the type of work or the basic skills necessary to be functional. If horticulture was taught, it was by persons with Vo-Ag training in small engines, or animal husbandry etc. Students reported teachers had very little enthusiasm for the subject, no school facilities and that the school principle/administration had no vision for, or understanding of, horticulture. We are addressing this situation through an innovative partnership between Georgia High Schools, The Georgia Department of Education, and the University of Georgia. We can reverse the trend by training new and existing high school teachers by providing them a standardized floriculture curriculum and comprehensive training in greenhouse management, classroom teaching methods, industry awareness and a provide a long-term link to UGA. Our objective is to increase the number of students who are trained, motivated and willing to work in the field of horticulture as entry level workers. To do this we set about to standardize the course curriculum statewide, certify the high-school, faculty and administration for commitment and program continuity, Set up a model training greenhouse system at UGA, and conduct new teacher training at UGA through ALEC, and conduct postcertification training for teachers at UGA during the summer to upgrade skills, enthusiasm. The venture, including a model greenhouse at UGA, has been funded for over $100,000. The program currently has 218 Schools, 64 w/labs and greenhouses, 215 teachers and 25,049 students participating.

Projects: Research Activity on Design, Development, and Assessment in Mathematics Education

1991 ◽  
Vol 84 (9) ◽  
pp. 774
Keyword(s):  
High School ◽  
Mathematics Education ◽  
The Netherlands ◽  
Research Group ◽  
Design Development ◽  
Research Activity ◽  
Evaluation Standards ◽  
University Of Wisconsin ◽  
Mathematical Sciences ◽  
The University

This research-activity project was funded jointly by the National Center for Research in Mathematical Sciences Education (NCRMSE) at the University of Wisconsin- Madison and the Research Group on Mathematics Education at the University of Utrecht, The Netherlands. The project focused on an approach to classroom instruction in relation to the NCTM's curriculum and evaluation standards. Two sets of materials for students and teachers- Data Visualization and Matrices- were developed in The Netherlands and were used by all students in all algebra classes at Whitnall High School in Greenfield, Wisconsin. Observations and interviews were conducted by an observer from the center at Utrecht.

The Standards Applied: Teaching Data Visualization

1992 ◽  
Vol 85 (7) ◽  
pp. 513-518
Author(s):  
Martin van Reeuwijk
Keyword(s):  
High School ◽  
Mathematics Education ◽  
Data Visualization ◽  
Research Group ◽  
Realistic Mathematics Education ◽  
Project Design ◽  
Design Development ◽  
Evaluation Standards ◽  
Realistic Mathematics ◽  
The University

As part of the project Design, Development and Assessment in Mathematics Education, I spent four weeks at Whitnall High School in Milwaukee, Wisconsin, testing a booklet on descriptive statistics called Data Visualization (Freudenthal Institute 1989). This textbook was developed in 1989 by the Freudenthal Institute's Research Group on Mathematics Education of the University of Utrecht in the Netherlands in cooperation with Gail Burrill of Whitnall High School. Especially written for this project, the booklet is based on the NCTM's Curriculum and Evaluation Standards (1989) and on the philosophy of “realistic mathematics education” developed by the research group of Utrecht University.

scholarly journals PROFILE OF COGNITIVE STRUCTURE OF STUDENTS IN UNDERSTANDING THE CONCEPT OF REAL ANALYSIS

2016 ◽  
Vol 5 (2) ◽  
pp. 83 ◽  
Author(s):  
Wahyu Widada
Keyword(s):  
Mathematics Education ◽  
Cognitive Structure ◽  
Education Student ◽  
Real Analysis ◽  
Concrete Objects ◽  
Level 3 ◽  
Level 1 ◽  
The Right ◽  
The University ◽  
Level 2

The purpose of this research is to describe proil cognitive structure of students in understanding the concept of real analysis. This research is part of the research development of the theory of cognitive structure of students Mathematics Education Program at the University of Bengkulu. The results of this research are: 1)there are seven models decompositions of genetic students mathematics education reviewed based on the SRP Model about the concepts of Real Analysis namely Pra-Intra Level, Level intra, Level semi-inter, Level inter, Level semi-trans, Trans Level, level and Extended-Trans (only theoretic level while empirically not found); 2) There are six models decompositions of genetic students mathematics education reviewed based on KA about the concepts of Real Analysis namely Level 0: Objects of concrete steps; Level 1: Models Semi-concrete steps; Level 2: Models Theoretic; Level 3: Language in Domain Example; Level 4: Mathematical Language; Level 5: Inferensi Model. Profile of cognitive structure of mathematics education student at the University of Bengkulu is 6.25% Students located on the Basic Level (Pra-Intra Level with concrete objects), there is 8.75% Students located at Level 0 (intra Level with concrete objects), there are 15,00% Students located at Level 1 (semi-Level inter with Semi-Concrete Model), there are 33.75 percent students located on Level 2 (Level inter with theoretical model), there are 22.50 percent students located at Level 3 (Semi-trans Level with the Bible in Domain example), there are located on the student percent during the Level 4 (Trans Level with the language of Mathematics), and there are 0 percent students located at Level 5 (Level Extended-Trans with Inferensi Model). Students Education Mathematics at the University of Bengkulu pembangunnya element is functional can achieve Trans Level, students will be able to set up activities and make the algorithm that formed the concept/principles with the right. Functional students can also perform the process of abstraction using the rules in a system of mathematics.

CBTE in Elementary Mathematics Education

1980 ◽  
Vol 28 (1) ◽  
pp. 24-48
Author(s):  
William D. McKillip
Keyword(s):  
Teacher Education ◽  
Mathematics Education ◽  
Student Teaching ◽  
Elementary Mathematics ◽  
Research Trends ◽  
Methods Courses ◽  
University Of Georgia ◽  
Competency Based ◽  
The University ◽  
Distinguishing Features

Some aspects of competency-based teacher education (CBTE), as they apply to the preparation of teachers of mathematics, are explored in this article. Essential and distinguishing features of CBTE are examined and related to the University of Georgia experience in CBTE, and some nonessential features of CBTE are identified. A “competency” and how competencies may be identified are discussed, along with the effects of a competency orientation on methods courses, student teaching, and internship experiences. Some research trends related to CBTE are also touched on. And finally, the development of a competency is described.

News Notes

1929 ◽  
Vol 22 (2) ◽  
pp. 120
Keyword(s):  
High School ◽  
Annual Meeting ◽  
Mathematics Teachers ◽  
University Of Michigan ◽  
Vice Chairman ◽  
Mathematics Section ◽  
Ann Arbor ◽  
And Mathematics ◽  
The University ◽  
Science And Mathematics Teachers

The Mathematics Section of the Central Association of Science and Mathematics Teachers held its annual meeting at the Little Theatre in the Reynold's Club at the University of Chicago on Friday afternooon, November 30th, 1928. The officers of the section were: Edwin W. Schreiber, Chairman, University of Michigan, Ann Arbor, Mich.; Martha Hildebrandt, Vice-Chairman, Proviso High School, Maywoo, III.; Margaret Dady, Secretary, Waukegan High School, Waukegan, III.

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