7,150 research outputs found
Curious Math
No full textThe author of Curious Math, Clay Ford, enjoys mathematics. While Ford claims not to be an expert by any means he maintains a fun website full of math tricks and trivia. Examples of postings include how to \"quickly square a number that ends in 5\" and \"why the number 153 in the Bible is such an interesting number.\" Visitors can search a particular subject or browse the Math Topics, which are categorized as Facts, Trivia & Fun, News & Updates, or Tricks, Rules & Methods. The articles are also organized by Top 10 most read, most commented, and most active new submitters. This site will be useful for both students and instructors in early post secondary and developmental math. Registered users can post comments to the entry, submit a math article on tricks and trivia, contact other users, or join the discussion forum. Registration is free
A correlation study of ACCUPLACER math cut scores, developmental math modules, math prep, and academic preparedness in the shared nursing program at Nicolet Area Technical College
No full textPlan BThe purpose of this study is to determine the correlation between the current math ACCUPLACER cut score of 80% and the successful completion of the developmental math modules or math prep to academic preparedness in the shared practical nursing program at Nicolet Area Technical College. The study included three cohorts of nurses from June 2001 through June 2003. Seven questions were specifically addressed by the study. These questions were: 1) Of the number of students applying for the practical nursing program, how many achieve the 80% on the ACCUPLACER placement test?, 2) Is there a differential impact on student success on the first nursing math test based on developmental math modules, math prep, or an 80% on the first ACCUPLACER try?, 3) What is the relationship between students’ grades in math prep and their score on the first nursing math exam? 4) What is the relationship of students’ scores before taking the developmental math modules and their score on the first nursing math exam?, 5) What is the relationship of students ACCUPLACER cut score of 80% or better and the score on their first nursing math exam?, 6) What is the relationship of students’ scores before taking math prep or developmental math modules and their score on the first nursing math exam? and, 7) What is the number of practical nursing students that failed the practical nursing program based on inability to pass a nursing math exam on their third attempt
Gender differences in children’s math self-concept in the first years of elementary school
No full textIn the course of elementary school children start to develop an academic self-concept reflecting their motivation, thoughts, and feelings about a specific domain. For the domain of mathematics, gender differences can emerge which are characterized by a less pronounced math self-concept for girls. However, studies are rather sparse regarding the early years of elementary school education, hence, the point in time when such gender differences emerge yet remains a matter of debate. In our study, we found that the math self-concept of elementary school children (n = 81) declined from first to second grade. While no differences in math achievement were observed between girls and boys, it became apparent that girls’ math self-concept was already less pronounced than the math self-concept of boys in the first years of elementary school. Our findings emphasize the importance of considering such gender differences even at the beginning of school education
[[alternative]]A Study of Taipei County Junior High School Math Teachers' Cognition for Grade 1-9 Math Currriculum and Its Influences on Their Instructional Behaviors
No full text[[abstract]]This study is designed to research how public junior high school math teachers understand ”General Guidelines of Grade 1-9 Curriculum” and “the field of math learning.” And this study further aims to how different the teaching behaviors of math teachers of various backgrounds turn out to be. In addition, the author researches and points out how public junior high school math teachers’ understanding of the Grade 1-9 Curriculum makes an influence on teaching behaviors. The author also studies the problems they confront and provide ways of solving the teaching problems.
Concerning the research methodology of the author, first to sort out and analyze the documents, setting up the complete frame of the study. And then the author uses a questionnaire (that is, “How the public junior high school math teachers in Taipei County understand ‘Grade 1-9 Curriculum math teaching’ and how their understanding affects the teaching behaviors”) to collect the needed data. Through the investigation, the author got 150 valid samples by targeting qualified math teachers of Grade 7, 8, and 9 in public junior high schools. The statistic methods the author got adopted include number distribution, percentage, average, standard margin, single sample t test, independent sample t test and one-way ANOVA. And then the author makes a comparison by Scheffe methodology, and use Person’s Product-Moment Correlation to study how curriculum understanding is related to teaching behaviors, sorting out and analyzing the collected data.
Through the research, it is discovered that the public junior high school math teachers of Taipei County as a while have a very positive understanding of the Grade 1-9 Curriculum. And it also noted that the understanding and teaching behavior are distinctively affected by teachers’ gender, age, seniority, and research hours. Besides, the school’s location and size also make a great influence on teachers’ understanding and teaching of the math curriculum.
In addition, this study presents the ways of solving the problems which math teachers confront in teaching the curriculum.
Embryology teaching – improving the learning experience
No full textNikhil V Math, Michael Y MahgereftehFaculty of Medicine, Imperial College London, South Kensington Campus, London, UKWe read with great interest the article by Kazzazi and Bartlett1 regarding embryology teaching methods. While we commend their efforts regarding the condensing of teaching for medical students, we have highlighted the aspects which may be worth considering. The delivery of lectures including case studies is welcomed. Research has shown that not only student satisfaction but also knowledge gained is superior using an integrated teaching approach.2 While a wholly integrated approach also involves exposure to patients and problem-based learning,3 starting by integrating information in the classroom is a cornerstone to success.View the original paper by Kazzazi and Bartlett. 
Do The Math
No full textDo The Math is a game, developed in a BSc programme, by two students. The goal is to enable people to practice their math skills. The main focus of the project was the scalability of the backend systems.Game technologySoftware Computer TechnologyElectrical Engineering, Mathematics and Computer Scienc
Liftings for noncomplete probability spaces
No full textThe current state of knowledge concerning liftings for noncomplete probability spaces is discussed. This is a somewhat expanded version of the author's talk given at the 1991 Summer Conference on General Topology and Applications in Honor of Mary Ellen Rudin and Her Work.PT: S; CR: BURKE MR, IN PRESS P AM MATH S BURKE MR, 1991, ISRAEL J MATH, V73, P33 BURKE MR, 1992, ISRAEL J MATH, V79, P289 CARLSON T, THEOREM LIFTING CHRISTENSEN JPR, 1974, TOPOLOGY BOREL STRUC FREMLIN DH, 1989, HDB BOOLEAN ALGEBRAS, P877 INOESCUTULCEA A, 1966, 5TH P BERK S MATH ST, V2 IONESCUTULCEA A, 1967, CONTRIBUTIONS PROB 1, P63 IONESCUTULCEA A, 1969, TOPICS THEORY LIFTIN JECH TJ, 1978, SET THEORY JOHNSON RA, 1980, P AM MATH SOC, V80, P234 JUST W, IN PRESS T AM MATH S KUPKA J, 1983, INDIANA U MATH J, V32, P717 LOSERT V, 1983, LNM, V1080, P95 MAHARAM D, 1958, P AM MATH SOC, V9, P987 SHELAH S, 1983, ISRAEL J MATH, V45, P90 TALAGRAND M, 1982, P AM MATH SOC, V84, P379 VONNEUMANN J, 1931, CRELLES J MATH, V165, P109; NR: 18; TC: 0; J9: ANN N Y ACAD SCI; PG: 4; GA: BZ86BSource type: Electronic(1
A CHARACTERIZATION OF VIRTUALLY EMBEDDED SUBSURFACES IN 3-MANIFOLDS (vol 369, pg 1237, 2017)
No full textThe purpose of this note is to report an incorrect formula in the author's paper A characterization of virtually embedded subsurfaces in 3-manifolds, Trans. Amer. Math. Soc. 369 (2017), no. 2, 1237-1264.SCI(E)CORRECTION21513-151536
Zentralblatt MATH Preprints
No full textZentralblatt MATH is an extensive database containing abstracts of reviewed articles in pure and applied mathematics. The database contains over two million entries drawn from more than 2,300 serials and journals. The publication dates for the articles begin in 1868 and continue into the present. The search function is flexible, allowing visitors to search the database by numerous criteria such as author, title, keyword, source, or classification code. The abstract entry includes links to abstracts of articles on related topics. Only abstracts and issue table of contents are available free of charge, and access to the full articles is only available by paid subscription
Reducing math anxiety
No full textHow can I measure if the way I teach and what I recommend to parents is effective in reducing math anxiety? Each year the author finds students with different levels of math anxiety and wonders if the way he teaches helps his students. Using qualitative, action research, the author conducts a phenomenology, providing first hand experiences of eight of his students and some of their parents. He begins with a literature review documenting what math anxiety is, how to identify students with math anxiety and its severity, math anxiety\u27s causes, and ways to prevent, reduce, and cope with math anxiety. Next, he uses a survey to identify students in his classes with math anxiety, conducts interviews with those students, observes those students in class, and receives feedback from parents using a set of questionnaires. After analyzing the data he collected, the author concludes he is effective in reducing math anxiety
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