6,308 research outputs found
Keith Davison Interview, 2022
No full textKeith Davison of Morris, Minnesota discusses his time in the Army during World War I. He talks about his position as a lawyer and judge in Morris, Minnesota. Keith discusses playing the tuba in community bands and music in the region. He also talks about the neighborhood swimming pool he built in his retirement.https://digitalcommons.morris.umn.edu/stevenscounty/1052/thumbnail.jp
1980-04-15 Report to the Region: Keith Kappes Interviews Morehead State University President Morris Norfleet
No full textKeith Kappes interviews Morehead State University president Morris Norfleet about his recent travels and honors overseas, as well as a select few topics related to the university, recorded on April 15, 1980, original air date, April 23, 1980
Theoretical frameworks for the learning of geometrical reasoning
No full textWith the growth in interest in geometrical ideas it is important to be clear about the nature of geometrical reasoning and how it develops. This paper provides an overview of three theoretical frameworks for the learning of geometrical reasoning: the van Hiele model of thinking in geometry, Fischbein’s theory of figural concepts, and Duval’s cognitive model of geometrical reasoning. Each of these frameworks provides theoretical resources to support research into the development of geometrical reasoning in students and related aspects of visualisation and construction. This overview concludes that much research about the deep process of the development and the learning of visualisation and reasoning is still needed
U.S. Rep. Keith Ellison will address this year\u27s graduating seniors
No full textU.S. Rep. Keith Ellison will address this year’s graduating seniors during the annual Commencement ceremony at the University of Minnesota, Morris. The ceremony will begin at 2 p.m. May 17 on the Morris campus
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To Morris Morris on the reasons published for his conduct in Assembly, in the year 1728.
No full textCritical letter to Morris Morris regarding his recent actions as a representative from the County of Philadelphia after another representative William Keith was excused for his absence at sea, but not replaced
Jersey Homesteads -- A Triple Co-operative
No full textChapter 11, pages 256-276, of
Title: "Tomorrow a new world: the New Deal communuity program."
Publisher: Ithaca, NY, Published for the American Historical Association (by) Cornell University Press, 1959.
Author; Conkin, Paul Keith
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Morris Morris's reasons for his conduct, in the present Assembly, in the year 1728.
No full textLetter from Morris Morris regarding the reasons for his recent actions as a representative from the County of Philadelphia after another representative William Keith was excused for his absence at sea, but not replaced
Morris K. Udall - Central Arizona Project
No full textLetter from Morris K. Udall to R. Keith Walden, President, Farmers Investment Co. re: Suggestion for Using Pima Mine as a Reservoir
Words and Things: Essays in Memory of Keith Foley
No full textThis book is a collection of essays in memory of Keith Foley
The shaping of student knowledge: learning with dynamic geometry software
No full textThe focus of this paper is a software genre usually referred to as ‘dynamic geometry’ because of the ability of the user to dynamically manipulate geometrical figures created with the software tool. Using data from a longitudinal study of 12-13 students’ use of dynamic geometry software, the focus of the analysis is on the interpretations the students make of geometrical objects and relationships when using this form of software. The analysis suggests that the students’ mathematical reasoning is shaped by their interactions with the software in that their ability to explain geometrical facts and relationships evolves from imprecise, ‘everyday’ expressions, through reasoning that is overtly mediated by the software environment, to mathematical explanations of the geometric situation that transcend the particular tool being used. Such findings suggest that curriculum initiatives that encourage the use of dynamic geometry software are appropriate but that the incorporation of such software into classroom practices is unlikely to be straightforward
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