The Use of the Function Concept in First Year Algebra

1926 ◽  
Vol 19 (2) ◽  
pp. 86-98
Author(s):  
Eleanor E. Booher
Keyword(s):  
First Year ◽  
Function Concept ◽  
Ample Opportunity ◽  
Study And Teaching ◽  
Teaching Of Mathematics

We have all tried at various times in our lives to solve riddles and we have all observed others try to solve them too. Now when it comes to solving riddles folks may be classified roughly under two heads: those who give up if the answer does not come to their minds immediately and those who will try for hours. There are the easy givers up and those with the inquiring mind. The very fact that we have devoted a good part of our time to the study and teaching of mathematics must indicate that in our younger days, at least, we were not always with the easy givers up when occasionally a mathematical riddle was propounded to us from back of the teacher's desk. Of course, in these days, mathematics is taught quite differently and many of the problems of the riddle type have given place to a more rational kind of exercise, but even so some of us have had ample opportunity to observe how folks react when riddles are assigned.

Activities to Help in Learning about Functions

1997 ◽  
Vol 2 (4) ◽  
pp. 214-219
Author(s):  
Stephen S. Willoughby
Keyword(s):  
First Year ◽  
Function Concept ◽  
Early Introduction

The function concept is perhaps as important as any concept in mathematics. It permeates all of mathematics, from first-year algebra through calculus and beyond, as well as most applications of mathematics. This article describes several activities and games that have been used by me and many other teachers to provide a dynamic and enjoyable early introduction to the function concept.

scholarly journals PRE-SERVICE ENGINEER EDUCATORS LEARNING MATHEMATICS: MAPPING THE LIVED COMPLEXITY

2021 ◽  
pp. 51-65
Author(s):  
Katerina Kasimatis ◽  
◽  
Andreas Moutsios-Rentzos ◽  
Nikolaos Matzakos ◽  
Varvara Rozou ◽  
...  
Keyword(s):  
Mathematics Teaching ◽  
Teaching Effectiveness ◽  
Tertiary Education ◽  
First Year ◽  
Deep Approach ◽  
Surface Approach ◽  
Learning Mathematics ◽  
Electrical Engineers ◽  
Approaches To Study ◽  
Teaching Of Mathematics

In this paper, we adopt a systemic perspective to investigate the teaching of mathematics in ASPETE, which is a tertiary education institute in Greece that offers a two-faceted degree: an engineer degree and a pedagogical degree as engineer educator. We focus on the complex lived reality of first year Electrical Engineers and Mechanical Engineers students through a multileveled affective mapping oftheir studying in ASPETE, including: approaches to study, confidence in learning mathematics, conceptions about mathematics and its role in their studies and career, and views about mathematics teaching effectiveness (considering both what they actually experienced and what they would prefer to experience). Thestudents were found to show a lack of preference for the surface approach (though not combined with a preference for a deep approach), a neutral-positive confidence in learning mathematics, and to be satisfied by the teachers’ effectiveness. Confidence in learning mathematics appeared to be central in the identified dynamic affect system, whilst their conceptions about mathematics seemed to be related with the desired characteristics of mathematics teaching. The students of the two departments differed in their levels of confidence in learning mathematics, which we posit that is linked with the qualitatively different affective complexity they experience.

An Important Contribution to the Teaching of Mathematics

1926 ◽  
Vol 19 (4) ◽  
pp. 193-194
Keyword(s):  
Elementary Mathematics ◽  
First Year ◽  
National Council ◽  
General Survey ◽  
General Theme ◽  
Teaching Of Mathematics

The National Council of Teachers of Mathematics has made an important contribution to the teaching of elementary mathematics through the publication of its First Year Book The general theme of the book is a General Survey of Progress in the Last Twenty-Five Years. Professors David Eugene Smith, Eliakim Hastings Moore, Raleigh Schorling, William David Reeve, Frank Clapp, Herbert E. Slaught, Miss Marie Gugle, Mr. William Betz and Mr. Edwin W. Schreiber are the contributors.

Political Developments and Tendencies

1930 ◽  
Vol 24 (1) ◽  
pp. 1-15 ◽  
Author(s):  
John A. Fairlie
Keyword(s):  
Political Parties ◽  
Social Studies ◽  
Political Theory ◽  
New Orleans ◽  
Political Action ◽  
Presidential Address ◽  
Public Law ◽  
Political Life ◽  
First Year ◽  
Study And Teaching

It has seemed fitting, at this second meeting of the Association in New Orleans, where it was organized a quarter of a century ago, to give some attention to significant happenings during this period, in the affairs of the Association, in the field of political action, and in the analysis and interpretation of political phenomena. At least two former presidents have discussed some phases of these topics; but there is perhaps room for a difference of approach and emphasis.When this Association was organized, the systematic study and teaching of political problems was but slightly developed. Only a few courses in public law and government were given in some of the larger universities. Of the twenty-five persons who were present at the organization of the Association, and the 214 who became members during the first year, a large proportion were primarily interested in history, economics, and other social studies with political bearings, rather than in political problems themselves.In the constitution of the Association, its object was stated to be: “The encouragement of the scientific study of politics, public law, administration, and diplomacy.” In the first presidential address, President Goodnow outlined the field of work of the Association as including political theory, constitutional and administrative law, comparative legislation, historical and comparative jurisprudence, and political parties. He also noted the opportunity of the Association to secure the active coöperation of teachers of these subjects, and to bring together the student and those actively engaged in political life. A further indication of the plans of those who established the Association may be seen in the appointment of a series of standing committees on different branches of the field outlined, and the reorganization of these a year later into sections.

The Teaching of Mathematics from Intermediate Algebra through First Year Calculus

1966 ◽  
Vol 50 (372) ◽  
pp. 193
Author(s):  
W. O. Storer ◽  
R. Dubisch ◽  
V. E. Howes
Keyword(s):  
First Year ◽  
Intermediate Algebra ◽  
Teaching Of Mathematics

scholarly journals Los recorridos de estudio e investigación en la construcción de buenas prácticas docentes en los estudios de ingenieríaStudy and research course in the building of good teaching practices in the engineering studies

2020 ◽  
Vol 22 (2) ◽  
pp. 789-812
Author(s):  
Cecilio Fonseca ◽  
José Manuel Casas ◽  
Ixchel Dzohara Gutiérrez-Rodríguez ◽  
Xabier García-Martínez
Keyword(s):  
Teaching Practice ◽  
Research Process ◽  
First Year ◽  
Mathematical Activity ◽  
Good Teaching ◽  
Anthropological Theory ◽  
Considerable Portion ◽  
Teaching Of Mathematics ◽  
Anthropological Theory Of Didactics ◽  
Buenas Prácticas

ResumenEn este trabajo nos proponemos, utilizando la Teoría Antropológica de lo Didáctico y un modelo particular de Recorrido de Estudio e Investigación, articular modelos de prácticas docentes que se pueden trasladar al primer curso de las escuelas de ingeniería. Lo haremos con un ejemplo de práctica docente que recubre una parte importante del programa de Álgebra Lineal, prioriza la enseñanza funcional de las matemáticas, introduce la razón de ser de la actividad matemática siempre a partir de situaciones problemáticas, entiende la enseñanza como un proceso de investigación y asigna nuevas responsabilidades a las matemáticas, al profesor y a los alumnos.Palabras-clave: Teoría antropológica de lo didáctico, recorrido de estudio e investigación, razón de ser, enseñanza funcional de las matemáticas, buenas prácticas docentes.AbstractIn this work we provide practical teaching models that can be moved to the first year of Engineering schools, using the Anthropological Theory of Didactics and a particular Study and Research Course. We will procced with an example of teaching practice that covers a considerable portion of the Linear Algebra programme, prioritising the functional teaching of mathematics, introducing the reason for being of the mathematical activity from riddles, understanding teaching as a research process designating new responsibilities to the mathematics, to the teacher and to the students.Keywords: anthropological theory of didactics, study and research course, reason for being, functional teaching of mathematics, fine teaching practices.ResumoNeste trabalho propomos, a partir da Teoria Antropológica da Didática e de um modelo particular da Rota de Estudo e Pesquisa, articular modelos de práticas pedagógicas passíveis de transferência para o primeiro ano das escolas de engenharia. Faremos isso com um exemplo de prática de ensino que cobre uma parte importante do programa de Álgebra Linear, prioriza o ensino funcional da matemática, apresenta a lógica da atividade matemática sempre a partir de situações problemáticas, entende o ensino como um processo de pesquisar e atribuir novas responsabilidades à matemática, ao professor e aos alunos.Palavras-chave: Teoria antropológica da didática, Percurso de estudo e pesquisa, Razão de ser, Ensino funcional da matemática, Boas práticas de ensino.

scholarly journals SOLUTION OF ONE TASK BY DIFFERENT OPTIONS

2021 ◽  
Vol 6 (2(25)) ◽  
pp. 26-38
Author(s):  
B. Hadbaatar ◽  
R. Magsar
Keyword(s):  
Problem Solving ◽  
Student Teachers ◽  
Creative Thinking ◽  
Traditional Curriculum ◽  
Problem Solving Skills ◽  
Study And Teaching ◽  
Teaching Of Mathematics ◽  
Academic Year ◽  
Core Activity

Our research is based on the idea that problem solving is a core activity in the study and teaching of mathematics. The traditional curriculum recommended solving problems in one way with one answer. However, at the present time, they began to talk about the need to learn the skills of solving problems in many ways with many answers and to choose the most rational one. Therefore, as part of the Creative Thinking course, we organized the independent activities of student teachers who think in different ways, and conducted research on the development of their problem solving skills over several semesters of the academic year. As a result, they found their own ways to independently solve problems, and as a result of the interchange of ways to solve problems between students and teachers, they were able to complete 26 variants of the same problem. By this we tried to emphasize the importance of solving problems using different methods.

Experimental Programs: A study of the factors associated with success in first-year college mathematics

1965 ◽  
Vol 58 (7) ◽  
pp. 642-648
Author(s):  
Marshall E. Wick
Keyword(s):  
Mathematics Curriculum ◽  
College Preparatory ◽  
First Year ◽  
New Materials ◽  
Factors Associated ◽  
First Year College ◽  
The Past ◽  
Preparatory Program ◽  
College Undergraduate ◽  
Teaching Of Mathematics

The past few years have witnessed what has been described by many as a revolution in school mathematics. Although this revolution is little more than ten years old, and has attained its full momentum within the past five years, its effects have been felt all the way from the elementary school to the college undergraduate program. The mathematics curriculum in grades seven through twelve has been the area of greatest activity, with the college-preparatory program receiving the greatest attention. The variety of new materials, textbooks, and entire new mathematics programs that has been developed for these grades is well known to those interested in the teaching of mathematics.

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