503 research outputs found
Opportunities for the development of geometrical reasoning in current textbooks in the UK and Japan
No full textDeveloping a good model of the school geometry curriculum continues to be one of the most important tasks in curricular design in mathematics. This paper reports on an initial analysis of current best-selling textbooks used in lower secondary schools in Japan and the UK (specifically England and Scotland). The analysis indicates that, following the specification of the mathematics curriculum in these countries, Japanese textbooks set out to develop students’ deductive reasoning skills through the explicit teaching of proof in geometry, whereas comparative UK textbooks tend, at this level, to concentrate on finding angles, measurement, drawing, and so on, coupled with a modicum of opportunities for conjecturing and inductive reasoning. The available research suggests that each approach has its own strengths and weaknesses. Finding ways of capitalising on the strengths and mitigating the weaknesses could prove helpful in formulating new curricular models and designing new student textbooks
The Neighbourhood of Infinity
No full textFanzine dedicated to the work of Mark E Smith and The Fall. Collaboration between myself and artists, Inge Marleen and David Powell. Sole author of text:
“And then I heard a voice say, ‘Hey, you’re lost in music.’
Tools and technologies in mathematical didactics: research findings and future directions
No full textThis short paper provides an overview of recent European research about the use and impact of tools and technologies in mathematical didactics under the following three linked themes: Theme 1: theoretical ideas and resources for research design and analysis; Theme 2: the design/function of technological tools/teaching activities; Theme 3: technology and the teacher/teacher development. The paper concludes that while such European research provides a rich source of data and findings, it is probably fair to say that, as yet, insufficient research results have emerged about how ICT might contribute to effective pedagogy, although plenty of speculation is available
George B. Inge papers, MSS.0728
No full textAbstract: Research material for the book, The Herndon and Inge Families: Genealogical, Historical, Biographical.Scope and Content Note: This collection contains research material for the book, The Herndon and Inge Families: Genealogical, Historical, Biographical, written by Inge and published by the Gregath Company of Cullman, Alabama, in 1977. The papers include correspondence regarding the book, correspondence from Inge family members, note cards, handwritten notes, newspaper clippings, excerpts from books containing genealogical information, and drafts of the manuscripts.Biographical/Historical Note: Colonel George B. Inge was born and raised in Mobile, Alabama. Inge served in the U. S. Army Corps of Engineers Reserve during World War II and worked for many years in the United States Civil Service prior to his retirement in 1962. He has been honored with numerous military medals and ribbons and has been a member and leader in many civic organizations in Mobile. In addition to The Herndon and Inge Families: Genealogical, Historical, Biographical, Inge is also the author of Our Book of State, a history of the Order of Myths, Mobile's oldest parading Mardi Gras society. He is married to Marie Bishop Inge. Information obtained from The Herndon and Inge Families: Genealogical, Historical, Biographical
Interpretations of national curricula: the case of geometry in Japan and the UK
No full textThis paper presents an analysis of how the geometry component of the National Curricula for mathematics in Japan and in one selected country of the UK, specifically Scotland, is interpreted by textbook writers. While, of course, textbooks are not the only critical influences on student learning, such texts, as analyses of data from the Trends in International Mathematics and Science Study (TIMSS) confirm, do have a major impact and are thus important subjects for study. Our analysis is framed by the procedures derived from the work associated with TIMSS. The results presented focus on identifying features of geometry, and approaches to geometry learning, privileged in the textbooks, together with a discussion of how these designs might influence students’ performance in geometry. Our analysis indicates that, following the specification of the mathematics curriculum in these countries, Japanese textbooks set out to develop students’ deductive reasoning skills through the explicit teaching of proof in geometry, whereas comparative Scottish textbooks tend, at this level, to concentrate on measuring, drawing, finding angles, and so on, coupled with a modicum of opportunities for conjecturing and inductive reasoning. The available research suggests that each approach has its own strengths and weaknesses. Finding ways of capitalising on the strengths and mitigating the weaknesses could prove helpful in formulating new curricular models and designing new student textbooks. An emerging issue is how the design of textbooks might either build on, or neglect, students’ intuitive skills when they tackle geometrical problems
Uncloseting Drama: Tennessee Williams, William Inge, and Gay Identity in Terry Teachout's Billy and Me
No full textThis paper was presented at the 39th Annual William Inge Theater Festival & Conference hosted by the William Inge Center for the Arts in April 2022.Terry Teachout’s 2017 play, Billy and Me, imagines two fictional encounters between Tennessee Williams and William Inge: first, in a bar in Chicago in 1944 immediately following a pre-Broadway tryout of The Glass Menagerie, then in New York in 1959 following the premiere of Inge’s A Loss of Roses. Through fictional dialogue, Teachout builds upon the historical relationship between these two playwrights to imagine the conversations that must have connected them as two midcentury gay playwrights in America: success and failure, sexual conquests, relationships, and addiction. In this way, Teachout’s play attempts to “uncloset” the issues that were at the heart of Williams’ and Inge’s life and work. Through a comparative analysis of specific characters and situations in their plays, this paper explores how the representation of white, gay male identity varies from the closet dramas of Williams and Inge to the uncloseted and celebrated representation of sexual identity in the theatre of today.
Teachout was the lead drama critic for The Wall Street Journal, playwright of Satchmo at the Waldorf, and author or editor of nearly eight books until his untimely death in 2022. His passion and respect for the writing and craft of America’s midcentury playwrights is apparent in the text of Billy and Me, which has had three productions up until now, providing an interesting study in how this work revivifies its historical subjects through both content as well as form
Unplugging Dijkstra’s Algorithm as a Mechanical Device
No full textGraphs are a fundamental concept in computer science, effectively modeling diverse scenarios such as social networks, protein interactions, and mobility. Dijkstra’s algorithm is crucial for computing single-source shortest path in graphs and is a key component of graph processing. This paper presents an educational activity designed to “unplug” graphs and Dijkstra’s algorithm, making these topics accessible to a broad audience. The activity utilizes a physical graph with chains as edges and key rings with retractable badge holders as nodes. By pulling two nodes of this graph apart, it is possible to find a shortest path between these nodes. This can be used to visualize how Dijkstra’s algorithm works, including how the graph models the world. It invites for discussing how much more efficient this is compared to enumerating all paths, and what additional insights computer scientists had to achieve impressive speedups over plain Dijkstra, allowing for route planning to be perceived as a solved problem, where we use the packaged solution without further thought. We discuss the implementation of this activity in public outreach events, such as Culture Nights and primary school classrooms
Inge Lehmann’s work materials and seismological epistolary archive
No full text<p style="margin: 0.0px 0.0px 0.0px 0.0px; font: 9.0px Times;"> </p> <p style="margin: 0.0px 0.0px 0.0px 0.0px; font: 9.0px Times;">The Inge Lehmann archive contains thousands of seismological work documents from Inge Lehmann’s private home. For a long time the author thought that the main concern was to keep the documents for posterity. There is now a renewed interest in Inge Lehmann, and some documents were presented in a poster at ESC Potsdam 2004, and the collection of documents were scanned and catalogued 2005-2006 at Storia Geofisica Ambiente in Bologna. Inge Lehmann (1888-1993) is famous for her discovery in 1936 of the earth’s inner core and for work on the upper mantle. A short biography is given. After her retirement in 1953 she worked at home in Denmark, and abroad in USA and in Canada. She took part in the creation of the European Seismological Commission in 1951, and in the creation of the International Seismological Centre in 1964. Inge Lehmann received many awards. Some letters from her early correspondence with Harold Jeffreys are discussed, they show how the inner core was discussed already in 1932. A few of the author’s reminiscences of Inge Lehmann are given.</p> <br />
Computersimulationen in der mathematikdidaktischen Grundlagenforschung
No full textWachsmuth I. Computersimulationen in der mathematikdidaktischen Grundlagenforschung. In: Kaune C, Schwank I, Sjuts J, eds. Mathematikdidaktik im Wissenschaftsgefüge - Festschrift für Elmar Cohors-Fresenborg. Vol FMD 40.2 (Band 2). Osnabrück: FMD; 2005: 179-193.Der Beitrag beschreibt die Technik der Computersimulation auf der Basis von Produktionssystemen als Modellierungsmittel. Am Beispiel einfacher mathematischer Textaufgaben wird gezeigt, wie mit einem Produktionssystem Problemlöseprozesse im Computer modelliert werden können. Der mögliche Beitrag von Computermodellen zur mathematikdidaktischen Grundlagenforschung wird diskutiert, insbesondere, wie sie helfen könnten, durch detailliertes Verständnis fehlerhafter Strategien gezielt auf eine Verbesserung der Unterrichtsmethodik hinzuarbeiten
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