International Mathematical Education: Note on the First International Congress on Mathematical Education

1970 ◽  
Vol 63 (4) ◽  
pp. 318-319
Author(s):  
Howard F. Fehr ◽  
Jerry P. Becker
Keyword(s):  
United States ◽  
Host Country ◽  
The United States ◽  
International Congress ◽  
Mathematical Education ◽  
International Mathematical ◽  
Mathematics Educators

The First International Congress on Mathematical Education is now history. It was held in Lyon, France, August 24-30, 1969. Approximately 700 mathematics educators from 37 countries participated in this event. The United States was well represented, having approximately 100 participants. Only France, the host country, had a larger representation.

International Mathematical Education: The development of the teaching of mathematics in Soviet schools

1965 ◽  
Vol 58 (8) ◽  
pp. 715-719
Author(s):  
R. S. Cherkasov
Keyword(s):  
United States ◽  
United States Of America ◽  
The United States ◽  
Mathematical Education ◽  
International Mathematical ◽  
Teaching Of Mathematics ◽  
Opening Paragraph

When reading the article you will understand that the opening paragraph must be viewed against the background of the author's relation to his own government. The rest of the article is highly informative, enabling us to compare what has happened in Russia with what bas happened in the United States of America.—Howard F. Febr.

scholarly journals International Congress of Mathematics. CHICAGO. 1893

2021 ◽  
pp. 89-97
Author(s):  
Valentina Alyabieva ◽  
Keyword(s):  
United States ◽  
The United States ◽  
International Congress ◽  
Mathematical Research ◽  
International Mathematical

The circumstances of the International Mathematical Congress in Chicago and the influence of the Congress on the development of mathematical research in the United States are investigated.

International Mathematical Education: Centers of Mathematical Pedagogy

1968 ◽  
Vol 61 (5) ◽  
pp. 538-542
Keyword(s):  
United States ◽  
American Association ◽  
The United States ◽  
Teaching Profession ◽  
Mathematical Education ◽  
International Mathematical ◽  
Mathematical Pedagogy

Centers in the United States at which mathematical reform and experimentation are being carried out have been described in recent bulletins of the American Association for the Advancement of Science. Lists of these centers, with descriptions of the nature of their work, are available.1 That there are similar centers in other countries is not well known here to the teaching profession at large.

Philosophical implications of Tarski's work

1988 ◽  
Vol 53 (1) ◽  
pp. 80-91 ◽  
Author(s):  
Patrick Suppes
Keyword(s):  
United States ◽  
English Translation ◽  
The United States ◽  
International Congress ◽  
Unity Of Science ◽  
Scientific Philosophy ◽  
Philosophical Texts ◽  
Concept Of Truth ◽  
Almost All ◽  
Philosophical Questions

In his published work and even more in conversations, Tarski emphasized what he thought were important philosophical aspects of his work. The English translation of his more philosophical papers [56m] was dedicated to his teacher Tadeusz Kotarbiński, and in informal discussions of philosophy he often referred to the influence of Kotarbiński. Also, the influence of Leśniewski, his dissertation adviser, is evident in his early papers. Moreover, some of his important papers of the 1930s were initially given to philosophical audiences. For example, the famous monograph on the concept of truth ([33m], [35b]) was first given as two lectures to the Logic Section of the Philosophical Society in Warsaw in 1930. Second, his paper [33], which introduced the concepts of ω-consistency and ω-completeness as well as the rule of infinite induction, was first given at the Second Conference of the Polish Philosophical Society in Warsaw in 1927. Also [35c] was based upon an address given in 1934 to the conference for the Unity of Science in Prague; [36] and [36a] summarize an address given at the International Congress of Scientific Philosophy in Paris in 1935. The article [44a] was published in a philosophical journal and widely reprinted in philosophical texts. This list is of course not exhaustive but only representative of Tarski's philosophical interactions as reflected in lectures given to philosophical audiences, which were later embodied in substantial papers. After 1945 almost all of Tarski's publications and presentations are mathematical in character with one or two minor exceptions. This division, occurring about 1945, does not, however, indicate a loss of interest in philosophical questions but is a result of Tarski's moving to the Department of Mathematics at Berkeley. There he assumed an important role in the development of logic within mathematics in the United States.

“The Empire Will Compensate You”: The Structural Dynamics of the U.S. Overseas Basing Network

2013 ◽  
Vol 11 (4) ◽  
pp. 1034-1050 ◽  
Author(s):  
Alexander Cooley ◽  
Daniel H. Nexon
Keyword(s):  
United States ◽  
Host Country ◽  
The United States ◽  
Practical Significance ◽  
Information Flows ◽  
Hub And Spoke ◽  
Military Installations ◽  
Transnational Networking ◽  
Soviet Central Asia ◽  
The U.S

Many commentators refer to the U.S. overseas network of military installations as an “empire,” yet very few have examined the theoretical and practical significance of such an analogy. This article explores the similarities and differences between the basing network and imperial systems. We argue that American basing practices and relations combine elements of liberal multilateralism with “neo-imperial” hegemony. Much, but far from all, of the network shares with ideal-typical empires a hub-and-spoke system of unequal relations among the United States and its base-host country “peripheries.” But Washington rarely exercises rule over host-country leaders and their constituents. Historical examples suggest that this combination of imperial and non-imperial elements has rendered the United States vulnerable to political cross-pressures, intermediary exits, and periodic bargaining failures when dealing with overseas base hosts. Moreover, globalizing processes, especially increasing information flows and the transnational networking of anti-base movements, further erode U.S. capacity to maintain multivocal legitimation strategies and keep the terms of its individual basing bargains isolated from one another. Case studies of the rapid contestation of the terms of the U.S. basing presence in post-Soviet Central Asia and post-2003 Iraq illustrate some of these dynamics.

Bilingual Education: What Role for Mathematics Teaching?

1980 ◽  
Vol 27 (8) ◽  
pp. 14-17
Author(s):  
C. James Lovett
Keyword(s):  
United States ◽  
Social Studies ◽  
Language Development ◽  
Language Arts ◽  
Bilingual Education ◽  
Mathematics Teaching ◽  
The United States ◽  
Bilingual Programs ◽  
Mathematics Educators

The first bilingual schools in the United States were established prior to 1850 (Andersson and Boyer 1970) and bilingual education has existed in some form since that time. In recent years the field has expanded greatly and the literature on bilingual education has increased correspondingly, most of it focusing on general issues of language development and on the specific areas of language arts, reading, and social studies. Very little has been written specifically on the role of mathematics in bilingual classrooms. Not only must interested teachers search for isolated bits and pieces of information, but they also frequently discover that mathematics educators in many cases have been left out of the planning and implementation of bilingual programs.

The First International Congress on Mathematics Education

1970 ◽  
Vol 63 (4) ◽  
pp. 319-321
Author(s):  
Julius H. Hlavaty
Keyword(s):  
United States ◽  
Mathematics Education ◽  
The United States ◽  
International Committee ◽  
International Congress

The first International Congress on Mathematics Education took place Au gust 24-30, 1969, in Lyon, France. It had been organized under the chairmanship of Professor Hans Freudenthal of Utrecht, secretary M. Glaymann of Lyon, and an international committee that included two representatives from the United States, L. Gillman and I. Wirszup.

The Twentieth International Mathematical Olympiad

1979 ◽  
Vol 72 (1) ◽  
pp. 67-68
Author(s):  
Samuel L. Greitzer
Keyword(s):  
United States ◽  
Training Session ◽  
The United States ◽  
Naval Research ◽  
Naval Academy ◽  
International Mathematical ◽  
Office Of Naval Research ◽  
Research Office

The Twentieth International Mathematical Olympiad was held in Bucharest, Romania, on 6 and 7 July 1978. A special thanks is due to the Office of Naval Research for supporting a three-week training session of the United States team at the Naval Academy, Annapolis, and to the Army Research Office for providing travel expenses.

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