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.

scholarly journals Data reduction and calibration for LAMOST survey

2013 ◽  
Vol 9 (S298) ◽  
pp. 428-428 ◽  
Author(s):  
Ali Luo ◽  
Jiannan Zhang ◽  
Jianjun Chen ◽  
Yihan Song ◽  
Yue Wu ◽  
...  
Keyword(s):  
Data Reduction ◽  
Effective Temperature ◽  
Type Star ◽  
First Year ◽  
General Survey ◽  
Analysis Pipeline ◽  
Spectra Analysis ◽  
Pilot Survey ◽  
Fitting Method ◽  
Data Policy

AbstractThere are three data pipelines for LAMOST survey. The raw data is reduced to one dimension spectra by the data reduction pipeline(2D pipeline), the extracted spectra are classified and measured by the spectral analysis pipeline(1D pipeline), while stellar parameters are measured by LASP pipeline.(a) The data reduction pipeline. The main tasks of the data reduction pipeline include bias calibration, flat field, spectra extraction, sky subtraction, wavelength calibration, exposure merging and wavelength band connection.(b) The spectra analysis pipeline. This pipeline is designed to classify and identify objects from the extracted spectra and to measure their redshift (or radial velocity). The PCAZ (Glazebrook et al. 1998) method is applied to do the classification and redshift measurement.(c) Stellar parameters LASP. Stellar parameters pipeline (LASP) is to estimate stellar atmospheric parameters, e.g. effective temperature Teff, surface gravity log g, and metallicity [Fe/H], for F, G and K type stars. To effectively determine those fundamental stellar measurements, three steps with different methods are employed. The first step utilizes the line indices to approximately define the effective temperature range of the analyzed star. Secondly, a set of the initial approximate values of the three parameters are given based on template fitting method. Finally, we exploit ULySS (Koleva et al. 2009) to give the final values of parameters through minimizing the χ 2 value between the observed spectrum and a multidimensional grid of model spectra which is generated by an interpolating of ELODIE library. There are two other classification for A type star and M type star. For A type star, standard MK system is employed (Gray et al. 2009) to give each object temperature class and luminosity type. For M type star, they are classified into subclasses by an improved Hammer method, and metallicity of each objects is also given.During the pilot survey, algorithms were improved and the pipelines were tested. The products of LAMOST survey will include extracted and calibrated spectra in FITS format, a catalog of FGK stars with stellar parameters, a catalog of M dwarf with subclass and metallicity, and a catalog of A type star with MK classification. A part of the pilot survey data, including about 319 000 high quality spectra with SNR > 10, a catalog of stellar parameters of FGK stars and another catalog of a subclass of M type stars have been released to the public in August 2012 (Luo et al. 2012). The general survey started from October 2012, and completed the first year survey. The formal data release one (DR1) is being prepared, which will include both pilot survey and first year general survey, and planed to be released under the LAMOST data policy.

Indonesia's National Council: The First Year

1958 ◽  
Vol 27 (7) ◽  
pp. 97-104
Author(s):  
Roeslan Abdulgani
Keyword(s):  
First Year ◽  
National Council

Division of fractional numbers

1969 ◽  
Vol 16 (2) ◽  
pp. 99-103
Author(s):  
James W. Heddens ◽  
Michael Hynes
Keyword(s):  
National Council ◽  
Teaching Of Mathematics ◽  
Fractional Numbers

The following axioms for the teaching of mathematics are offered in the Twentyfourth Yearbook of the National Council of Teachers of Mathematics.1

National Council of Teachers of Mathematics: The Council's drive to improve school mathematics

1963 ◽  
Vol 10 (6) ◽  
pp. 368-375
Author(s):  
Frank B. Allen
Keyword(s):  
School Mathematics ◽  
National Council ◽  
Local Organizations ◽  
Teaching Of Mathematics ◽  
High Degree

According to our Articles of Incorporation, the object of the National Council of Teachers of Mathematics is “To assist in promoting the interest of mathematics in America, especially in the elementary and secondary fields, by holding meetings for the presentation and discussion of papers, by conducting investigations for the purpose of improving the teaching of mathematics, by the publication of papers, journals, books, and reports: thus, to vitalize and coordinate the work of many local organizations of teachers of mathematics and to bring the interest of mathematics to the attention and consideration of the educational world.” I believe that any impartial review of our accomplishments will support the conclusion that we have achieved a high degree of success in the attainment of this objective.

Language Activities That Promote Awareness of Mathematics

1988 ◽  
Vol 36 (4) ◽  
pp. 6-9
Author(s):  
James S. Cangelosi
Keyword(s):  
Mathematics Education ◽  
Problem Solving ◽  
Real World ◽  
Real Life ◽  
National Council ◽  
Life Meaning ◽  
The Real ◽  
Education Literature ◽  
Teaching Of Mathematics ◽  
Primary Focus

Developing students' abilities to rcason with mathematics and apply mathematics to the solution of problems occurring in the real world hould be a primary focus of school mathematics (National Council of Teachers of Mathematics 1980). However, most mathemati cal curricula seem to place more emphasis on memorization of fact and algorithm than on reasoning and problem solving (Romberg and Carpenter 1986). The mathematics education literature abound with ideas for reversing the emphasis on memorization and for guiding the teaching of mathematics so that it has real-life meaning for children. Included among the idea are the following:

Assessing For Learning: Using Calculators in Assessing Mathematics Achievement

1987 ◽  
Vol 35 (2) ◽  
pp. 21-23
Author(s):  
David E. Williams ◽  
Ann McAloon ◽  
G. Edith Robinson
Keyword(s):  
Mathematics Education ◽  
Mathematics Achievement ◽  
Integrated Curriculum ◽  
Elementary Mathematics ◽  
Mathematics Classroom ◽  
Position Statement ◽  
National Council ◽  
Community Group ◽  
Support Materials ◽  
Extensive Training

In it “Position Statement on Calculators in the Mathematics Classroom” the National Council of Teachers of Mathematics recommends that calculators be integrated into all aspect of school mathematics, including class work, homework, and evaluation (NCTM 1986). This author cited the need for a comprehensive calculator proj ect encompassing all facet as of elementary mathematics education, a project that should include the development of a calculator-integrated curriculum. an extensive training program for teachers, the development of curriculum-support materials, change in textbook, workshops for parents and community group, and a change in evaluation of mathematics achievement (Williams 1987).

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.

Pre-Induction Courses in Mathematics

1943 ◽  
Vol 36 (3) ◽  
pp. 114-124
Author(s):  
John W. Studebaker
Keyword(s):  
Public Schools ◽  
Mathematics Teachers ◽  
Armed Forces ◽  
The United States ◽  
National Council ◽  
Columbia University ◽  
University Of Michigan ◽  
Teachers College ◽  
The Public ◽  
Teaching Of Mathematics

The United States Office of Education has received urgent and repeated requests from individuals and organizations throughout the country to give the secondary schools detailed suggestions for the teaching of mathematics for pre-induction purposes. In December 1942, the Office in cooperation with the President of The National Council of Teachers of Mathematics appointed a committee to make a survey of the mathematical needs of the armed forces and upon this basis to make a report concerning what the schools can do for the emergency. The committee consisted of Virgil S. Mallory, Professor of Mathematics, New Jersey State Teachers College at Montclair; William D. Reeve, Professor of Mathematics, Teachers College, Columbia University; Giles M. Ruch, Chief, Research and Statistical Service, U. S. Office of Education; Raleigh Schorling, Professor of Education, University of Michigan; and Rolland It. Smith, Specialist in Mathematics for the Public Schools of Springfield, Massachusetts, and President of the National Council of Teachers of Mathematics. Dr. Smith served as chairman of the Committee.

Have You Heard?

1950 ◽  
Vol 43 (3) ◽  
pp. 123-125
Author(s):  
Edith Woolsey
Keyword(s):  
Discussion Groups ◽  
National Council ◽  
Group Leaders ◽  
Entire Field ◽  
Teaching Of Mathematics

The small discussion groups at the summer meeting of the National Council in Denver last August brought out many interesting and valuable ideas. The topics for discussion were selected by the group leaders, and cover the entire field of the teaching of mathematics. Reports on a few will be given here with the hope that they will be of value to you, both in your own teaching and in your local mathematics club program.

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