Consul, the Educated Monkey

2000 ◽  
Vol 93 (4) ◽  
pp. 276-279
Author(s):  
Sidney J. Kolpas ◽  
Gary R. Massion
Keyword(s):  
Plane Geometry ◽  
Mathematical Concepts ◽  
Construction Paper ◽  
Hands On ◽  
The Way

“Consul”, the Educated Monkey, is an outstanding, practical example of a plane linkage. In learning why the monkey works the way it does, students are required to review many important concepts from plane geometry, algebra, and arithmetic. Making their own “monkey” linkage similar to Consul, which one of the authors has done with construction paper and paper fasteners, would give students additional, hands–on experience with many important mathematical concepts.

The Merging of Computers and Business Communication

1987 ◽  
Vol 15 (4) ◽  
pp. 383-389 ◽  
Author(s):  
Joan C. Roderick ◽  
Karen A. Forcht
Keyword(s):  
College Students ◽  
Organizational Communication ◽  
Teaching Strategies ◽  
Educational Experience ◽  
Business Communication ◽  
Computer Applications ◽  
Hard Copy ◽  
Hands On ◽  
User Friendly ◽  
The Way

Because of the availability of user-friendly software and the affordability of hardware, computers have become a common means of organizational communication. Users have had to change the way they process thoughts and ideas and to transfer them into hard-copy documentation. The integration of the computer into the business communication curriculum allows the instructor to provide a relevant and practical educational experience for college students. This article examines the importance of incorporating hands-on usage of a microcomputer in the business communication class and discusses computer applications and teaching strategies for text editing, punctuation review, and grammar assistance.

NTP DRDoS Attack Vulnerability and Mitigation

2014 ◽  
Vol 644-650 ◽  
pp. 2875-2880
Author(s):  
A. Alfraih Abdulaziz Nasser ◽  
Wen Bo Chen
Keyword(s):  
Amplification Factor ◽  
Denial Of Service ◽  
Personal Computers ◽  
Distributed Network ◽  
Network Time ◽  
Hands On ◽  
Time Zones ◽  
Network Time Protocol ◽  
The Way

The Network Time Protocol (NTP) is used to synchronize clocks of various computer devices such as personal computers, tablets, and phones based their set time zones. The network of devices that use these NTP servers form a huge distributed network that attracted a number of attacks from late 2013 towards early 2014. This paper presents a hands-on test of the Distributed Reflection Denial of Service (DRDoS) attack by the monlist command, provides more vulnerability in the protocol, and offers mitigation to these vulnerabilities. A Kali Linux server was used to test the monlist command on its localhost. The results showed that a request with a size of 234 bytes got a response of 4,680 bytes. A busy NTP server can return up to 600 addresses which were theoretically calculated to return approximately 48 kilobytes in 100 packets. Consequently, this results in an amplification factor of 206×. The knowledge of the way the attack can be propagated was an important step in thwarting the attack and mitigating more such threats in the same protocol.

Dynamical Mathematical Software

2013 ◽  
pp. 70-88
Author(s):  
Samer Habre
Keyword(s):  
Learning Environment ◽  
Difference Equations ◽  
Mathematical Software ◽  
Mathematical Concepts ◽  
Visual Component ◽  
Innovative Methods ◽  
Modern Learning ◽  
Teaching Of Mathematics ◽  
User Friendly ◽  
The Way

Understanding mathematical concepts is many-folded. Traditional mathematics mostly emphasizes the algebraic/analytical aspect of a problem with minimal reference to its graphical aspect and/or numerical one. In a modern learning environment, however, multiple representations of concepts are proving to be essential for the teaching of mathematics. The availability of user-friendly dynamical software programs has paved the way for a radical yet smooth way for changing the way mathematical concepts are perceived. This chapter presents some of the author’s attempts for employing innovative methods in teaching topics in calculus, in differential and difference equations. The focus is on the use of dynamical programs that boost the visual component of the topics being investigated, hence contributing to a more complete understanding of these topics.

scholarly journals Metacognitive Development and Conceptual Change in Children

2020 ◽  
Vol 11 (4) ◽  
pp. 745-763
Author(s):  
Joulia Smortchkova ◽  
Nicholas Shea
Keyword(s):  
Conceptual Change ◽  
Conceptual Development ◽  
Developmental Psychology ◽  
Older Children ◽  
Major Focus ◽  
Mathematical Concepts ◽  
Metacognitive Development ◽  
New Concepts ◽  
The Way

AbstractThere has been little investigation to date of the way metacognition is involved in conceptual change. It has been recognised that analytic metacognition is important to the way older children (c. 8–12 years) acquire more sophisticated scientific and mathematical concepts at school. But there has been barely any examination of the role of metacognition in earlier stages of concept acquisition, at the ages that have been the major focus of the developmental psychology of concepts. The growing evidence that even young children have a capacity for procedural metacognition raises the question of whether and how these abilities are involved in conceptual development. More specifically, are there developmental changes in metacognitive abilities that have a wholescale effect on the way children acquire new concepts and replace existing concepts? We show that there is already evidence of at least one plausible example of such a link and argue that these connections deserve to be investigated systematically.

Brief Reports: Further Study of the Use of Manipulatives with Prospective Teachers

1979 ◽  
Vol 10 (3) ◽  
pp. 211-213
Author(s):  
Phillip M. Eastman ◽  
Jeffrey C. Barnett
Keyword(s):  
Elementary Teachers ◽  
Prospective Teachers ◽  
Preservice Elementary Teachers ◽  
Control Group ◽  
Mathematical Concepts ◽  
Enactive Approach ◽  
Hands On ◽  
Experimental Group

This study is the second in a series of studies designed to investigate the question, “Can preservice elementary teachers learn the mathematical concepts and skills necessary to teach mathematics via manipulative aids better when they are given a ‘hands-on’ (enactive) approach than when they are taught with a pictorial (iconic) approach?” In a previous study Barnett and Eastman (1978) conducted an investigation with 78 preservice elementary teachers to obtain information regarding the effectiveness of the use of manipulative aids in the enactive and iconic modes. Thirty-nine subjects in the experimental group used manipulative materials in working laboratory exercises, while 39 subjects in the control group completed the same exercises without the use of these materials.

Tennis, Anyone?

2005 ◽  
Vol 98 (9) ◽  
pp. 586-592
Author(s):  
Ted R. Hodgson ◽  
Maurice J. Burke
Keyword(s):  
Real World ◽  
Advanced Mathematics ◽  
Mathematical Concepts ◽  
Skill Levels ◽  
Basic Properties ◽  
Solution Strategies ◽  
Real World Setting ◽  
Hands On ◽  
Mathematical Techniques

In this article, we present an engaging problem that is accessible to students at a variety of grade and skill levels. The problem is drawn from a common, real–world setting (tennis) and illustrates how a single problem can be solved in many ways by using increasingly powerful mathematics. We present these solution strategies as a sequence, beginning with informal hands–on activities and progressing to more formal and advanced mathematics. By considering the variety of solution strategies and by seeing how advanced mathematical techniques arise from basic properties and phenomena, students can develop a connected view of mathematics. The tennis problem allows students to develop an understanding of mathematical concepts and methods in a bounded setting.

Turning Origami into the Language of Mathematics

2004 ◽  
Vol 10 (1) ◽  
pp. 26-31 ◽  
Author(s):  
Beth Cipoletti ◽  
Nancy Wilson
Keyword(s):  
Abstract Reasoning ◽  
Mathematical Concepts ◽  
Everyday Objects ◽  
Hands On ◽  
Diverse Cultures

NCTM (1989) proposes using everyday objects, such as paper, to enable students to explore geometric relationships and vocabulary. Paperfolding and other types of hands-on activities have been found to increase students' ability to communicate mathematically and foster their understanding of mathematical concepts. These tasks help students move from concrete to abstract reasoning. Origami projects use everyday objects, incorporate geometric relationships, create opportunities for communication, and produce aesthetically pleasing objects to share with others while providing an opportunity to acquire knowledge that bridges diverse cultures. Using origami activities in the classroom allows opportunities for teacher-to-student, student-to-student, and school-to-community communication using geometric language.

Investigations: Your Better Half

2005 ◽  
Vol 12 (4) ◽  
pp. 180-191
Author(s):  
Joanne Colomb ◽  
Kimberly Kennedy
Keyword(s):  
Problem Solving ◽  
Communication Skills ◽  
Mathematics Instruction ◽  
Mathematical Concepts ◽  
Hands On

The “Investigations” department features children's hands-on and minds-on explorations in mathematics and presents teachers with openended investigations to enhance mathematics instruction. The tasks are designed to invoke problem solving and reasoning, require communication skills, and connect various mathematical concepts and principles. The ideas presented here have been tested in classroom settings.

Investigations: Mr. Greenthumb's Garden

2004 ◽  
Vol 11 (4) ◽  
pp. 217-225
Author(s):  
Jennifer R. Sweda ◽  
Lori A. Knotts ◽  
Patricia S. Moyer-Packenham
Keyword(s):  
Problem Solving ◽  
Communication Skills ◽  
Mathematics Instruction ◽  
Mathematical Concepts ◽  
Hands On

This department features children's hands-on and minds-on explorations in mathematics and presents teachers with open-ended investigations to enhance mathematics instruction. These tasks invoke problem solving and reasoning, require communication skills, and connect various mathematical concepts and principles. The ideas presented here have been tested in classroom settings.

Investigations: Mining Mathematics—Stake Your Claim to Learning

1998 ◽  
Vol 4 (8) ◽  
pp. 464-468
Author(s):  
Marilyn Sue Ford ◽  
Donna McKay ◽  
Kathleen Litz ◽  
William Speer
Keyword(s):  
Problem Solving ◽  
Communication Skills ◽  
Mathematical Concepts ◽  
Mathematical Instruction ◽  
Hands On

This department recognizes the importance of children's exploring hands-on and minds-on mathematics and presents teachers with open-ended explorations to enhance mathematical instruction. These tasks invoke problem solving and reasoning, require communication skills, and connect various mathematical concepts and principles. The ideas presented here have been tested in various classroom settings.

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