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Going Beyond Counting First Authors in Author Co-citation Analysis
Full text linkThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
100 commonly asked asked question in math class : answers that promote mathematical understanding grades 6-12
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Math tricks: the surprising wonders of shapes and numbers/ Alfred S. Posamentier.
No full textIncludes bibliographical references and index."In his latest book, mathematician Alfred S. Posamentier provides easily understandable, easily presentable and easily replicated tricks that one can do with mathematics"--1 online resourc
Math charmers : tantalizing tidbits for the mind
No full textBetrand rusell once wrote. Matematics possesses not only truth but supreme not olny truth but supreme beauty cold and austere, like that of sculputer, sublimely pure and capable of a stern perfection,such as only the greatest art can show. Can this be the same Russell who, together with Alfred whitehead, autored the monumental principia Matematica, which can by no means be regarded as awork of art, much less as sublimely beautiful? So what are we to blieve
MATHEMATICAL ACHIEVEMENT AND ATTITUDINAL DIFFERENCES AMONG STUDENTS AND ATTITUDINAL DIFFERENCES AMONG TEACHERS UNDER A TWO-SEMESTER AND A THREE-SEMESTER ELEMENTARY ALGEBRA COURSE
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Leadership in Mathematics Education: Roles and Responsibilities
No full textThis article partitions leadership in mathematics education into two categories: leadership in defining and maintaining important principles in teaching mathematics, and leadership in informing the public about the importance of mathematics today and in the future. Examples of both types of leadership are given in the article. Teacher leaders in the field should be skilled in enriching instruction and linking best practice with research activities and results in the professional development of the teachers they lead
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