Mathematical Lens: The Spider–Trickster Does Mathematics

2011 ◽  
Vol 104 (7) ◽  
pp. 494-499
Author(s):  
Doug Wilcock

“Mathematical Lens” uses photographs as a springboard for mathematical inquiry and appears in every issue of the Mathematics Teacher. All submissions should be sent to the department editors. For more background information on “Mathematical Lens” and guidelines for submitting a photograph and questions, please visit http://www.nctm.org/publications/content.aspx?id=10440#lens.

2011 ◽  
Vol 104 (9) ◽  
pp. 654-656

“Mathematical Lens” uses photographs as a springboard for mathematical inquiry and appears in every issue of the Mathematics Teacher. All submissions should be sent to the department editors. For more background information on “Mathematical Lens” and guidelines for submitting a photograph and questions, please visit http://www.nctm.org/publications/content.aspx?id=10440#lens.


2012 ◽  
Vol 106 (1) ◽  
pp. 12-15
Author(s):  
Kara Hannah

Mathematical Lens uses photographs as a springboard for mathematical inquiry and appears in every issue of Mathematics Teacher. all submissions should be sent to the department editors. For more background information on Mathematical Lens and guidelines for submitting a photograph and questions, please visit http://www.nctm.org/publications/content.aspx?id=10440#lens.


2011 ◽  
Vol 104 (8) ◽  
pp. 630-635
Author(s):  
Mark A. Hugen ◽  
Gerald E. Gannon ◽  
Harris S. Shultz

“Delving Deeper” offers a forum for classroom teachers to share the mathematics from their own work with the journal's readership; it appears in every issue of Mathematics Teacher. Manuscripts for the department should be submitted via http://mt.msubmit.net. For more background information on the department and guidelines for submitting a manuscript, visit http://www.nctm.org/publications/content.aspx?id=10440#delving.


2011 ◽  
Vol 104 (6) ◽  
pp. 470-475
Author(s):  
Roger D. Cox

“Delving Deeper” offers a forum for classroom teachers to share the mathematics from their own work with the journal's readership; it appears in every issue of Mathematics Teacher. Manuscripts for the department should be submitted via http://mt.msubmit.net. For more background information on the department and guidelines for submitting a manuscript, visit http://www.nctm.org/publications/content.aspx?id=10440#delving.


2011 ◽  
Vol 104 (8) ◽  
pp. 572-575

“Media Clips” appears in every issue of the Mathematics Teacher, offering readers contemporary, authentic applications of quantitative reasoning based on print or electronic media. All submissions should be sent to the editor. For information on the department and guidelines for submitting a clip, visit http://www.nctm.org/publications/content.aspx?id=10440#media.


2011 ◽  
Vol 104 (6) ◽  
pp. 408-410
Author(s):  
David Ebert ◽  
Jana LePage-Kljajic

“Media Clips” appears in every issue of the Mathematics Teacher, offering readers contemporary, authentic applications of quantitative reasoning based on print or electronic media. All submissions should be sent to the editor. For information on the department and guidelines for submitting a clip, visit http://www.nctm.org/publications/content.aspx?id=10440#media.


2011 ◽  
Vol 104 (9) ◽  
pp. 696-702
Author(s):  
Catherine M. Miller ◽  
Douglas Shaw

“Activities for Students” appears six times each year in Mathematics Teacher, often providing in reproducible formats activity sheets that teachers can adapt for use in their own classroom. Manuscripts for the department should be submitted via http://mt.msubmit.net. For more information on the department and guidelines for submitting a manuscript, please visit http://www.nctm.org/publications/content.aspx?id=10440#activities.


2003 ◽  
Vol 96 (7) ◽  
pp. 516-519

“TECHNOLOGY TIPS” in the September 2003 issue of the Mathematics Teacher demonstrated how to create a table of values and graph of a function in Excel where the function rule is based on parameters that can be changed. It showed how to use Excel to create an exploration of the parameters of a linear function with rule f (x) = ax + b. This month, we demonstrate how to add interactivity to parameter explorations of linear functions with Excel and The Geometer's Sketchpad (Jackiw 2001). We show how to insert sliders in Excel to control the values of the parameters and show how to create a similar investigation using Version 4 of The Geometer's Sketchpad. The “Surfing Note” this month is www.ExploreMath.com. This Web site includes a variety of interactive activities, lesson plans, and free course Web pages for teachers.


2017 ◽  
Vol 110 (9) ◽  
pp. 646-647

Mathematics Teacher “Calendar” fans may be interested in the math problems on the first SAT test (1926), which is provided online by the Washington Post (https://www.washingtonpost.com/news/answer-sheet/wp/2014/04/22/what-does-the-sat-measure-aptitudeachievement-anything/).


2021 ◽  
Vol 2 (1) ◽  
Author(s):  
Deborah E. Polk ◽  
Erick G. Guerrero ◽  
Inga Gruß ◽  
Nilesh H. Shah ◽  
Nadia M. Yosuf ◽  
...  

Abstract Background The American Dental Association (ADA) recommends dental providers apply dental sealants to the occlusal surfaces of permanent molars for the prevention or treatment of non-cavitated dental caries. Despite the evidence-based support for this guideline, adherence among general dentists is low, ranging from less than 5 to 38.5%. Thus, an evidence-to-practice gap exists, and it is unclear which implementation strategies would best support providers in adopting and implementing the evidence-based practice. One potential approach to selecting and tailoring implementation strategies is a deliberative loop process, a stakeholder-engaged approach to decision-making. This trial aims to test the acceptability, feasibility, and effectiveness of using a deliberative loop intervention with stakeholders (i.e., providers and staff) to enable managers to select implementation strategies that facilitate the adoption of an evidence-based dental practice. Methods Sixteen dental clinics within Kaiser Permanente Northwest Dental will be cluster randomized to determine the timing of receiving the intervention in this stepped-wedge trial. In the three-part deliberative loop intervention, clinic stakeholders engage in the following activities: (1) receive background information, (2) participate in facilitated small-group discussions designed to promote learning from each other’s lived experiences and develop informed opinions about effective clinic-level implementation strategies, and (3) share their informed opinions with clinic leaders, who may then choose to select and deploy implementation strategies based on the stakeholders’ informed opinions. The primary outcome of Reach will be defined as patient-level receipt of guideline-concordant care. Secondary outcomes will include the cost-effectiveness, acceptability, and feasibility of the deliberative loop process. Implementation strategies deployed will be catalogued over time. Discussion These results will establish the extent to which the deliberative loop process can help leaders select and tailor implementation strategies with the goal of improving guideline-concordant dental care. Trial registration This project is registered at ClinicalTrials.gov with ID NCT04682730. The trial was first registered on 12/18/2020. https://clinicaltrials.gov/ct2/show/NCT04682730


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