The Big Picture

1990 ◽  
Vol 83 (4) ◽  
pp. 258-262
Author(s):  
Maurice J. Burke
Keyword(s):  
Spatial Visualization ◽  
Cluster Approach ◽  
Mathematics Classrooms ◽  
The Past ◽  
Big Picture ◽  
Informal Method ◽  
And Mathematics

I nformal methods for discovering and demonstrating geometric principles are commonly used in mathematics classrooms. This article demonstrates an informal method that I have used successfully in workshops and mathematics classes for the past five years. It helps to show that spatial visualization and analogy can be useful informal tools. The article also recommends a cluster approach when studying propositions of informal geometry.

Fenny Roshayanti: A Biography of Science Educator for Our Time

2019 ◽  
Author(s):  
Adib Rifqi Setiawan
Keyword(s):  
Sampling Technique ◽  
Science Educator ◽  
Data Sources ◽  
Negative Consequences ◽  
Academic Advisor ◽  
External Audit ◽  
Narrative Approaches ◽  
The Past ◽  
Science Technology ◽  
And Mathematics

STEAM is an acronym for Science, Technology, Engineering, Art, Mathematics. STEAM defined as the integration of science, technology, engineering, art, and mathematics into a new cross-disciplinary subject in schools. The concept of integrating subjects in Indonesian schools, generally is not new and has not been very successful in the past. Some people consider STEAM as an opportunity while others view it as having problems. Fenny Roshayanti is science educator and researcher that consider STEAM as an opportunity. She has involved the study of STEAM, as an author, educator, academic advisor, and seminar speaker. This article examines what it has been and continues work from Fenny Roshayanti in the science education. Our exploration uses qualitative methods of narrative approaches in the form of biographical studies. Participants as data sources were selected using a purposive sampling technique which was collected based on retrospective interview and naturalistic observation. Data's validity, reliability, and objectivity checked by using external audit techniques. This work explores the powerful of female’s personal style in developing a form of social influence based on her forms of capital as well as address the positive and negative consequences that may follow while implement and research STEAM in teaching classroom.

History—an overview

2018 ◽  
Author(s):  
Oriol Bohigas ◽  
Hans A. Weidenmüller
Keyword(s):  
Random Matrix Theory ◽  
Random Matrix ◽  
Matrix Theory ◽  
Rapid Development ◽  
The Past ◽  
History Of ◽  
And Mathematics

An overview of the history of random matrix theory (RMT) is provided in this chapter. Starting from its inception, the authors sketch the history of RMT until about 1990, focusing their attention on the first four decades of RMT. Later developments are partially covered. In the past 20 years RMT has experienced rapid development and has expanded into a number of areas of physics and mathematics.

scholarly journals Context and Implications Document for: Assessment And The Logic Of Instructional Practice In Secondary 3 English And Mathematics Classrooms In Singapore

2013 ◽  
Vol 1 (1) ◽  
pp. 122-123
Author(s):  
David Hogan ◽  
Melvin Chan ◽  
Ridzuan Rahim ◽  
Aye Khin Maung ◽  
Loo Siok Chen ◽  
...  
Keyword(s):  
Instructional Practice ◽  
Mathematics Classrooms ◽  
And Mathematics

Early Childhood Teachers

2011 ◽  
pp. 126-150 ◽  
Author(s):  
Kevin Thomas ◽  
Kathleen Spencer Cooter
Keyword(s):  
Early Childhood ◽  
Teacher Preparation ◽  
Teacher Training ◽  
Early Childhood Teachers ◽  
Field Experiences ◽  
Technology Training ◽  
Google Earth ◽  
Virtual Manipulatives ◽  
Mathematics Classrooms ◽  
And Mathematics

This chapter reviews the state of technology training for early childhood educators in teacher preparation institutions across the country. Using NCATE and NAEYC standards as benchmarks of practice, the chapter outlines some current issues and research on technology training at the preservice level, such as course sequence, textbook choice, content infusion, field experiences, et cetera. The chapter also outlines three technologies, Web 2.0, Google Earth, and the virtual manipulatives that are accessible, free to users, require little teacher training, and have evidence to support their instructional benefits. These three well-developed technologies can easily be introduced to students and teachers as exemplars of constructivist pedagogical technology in early childhood science and mathematics classrooms. Activities using each are included.

Computational Expression

2021 ◽  
pp. 134-156
Author(s):  
Amanda L. Strawhacker ◽  
Amanda A. Sullivan
Keyword(s):  
Stem Education ◽  
Visual Arts ◽  
21St Century ◽  
Fine Arts ◽  
Computational Thinking ◽  
Thinking Skills ◽  
Pedagogical Approach ◽  
The Past ◽  
Science Technology ◽  
And Mathematics

In the past two decades, STEM education has been slowly replaced by “STEAM,” which refers to learning that integrates science, technology, engineering, arts, and mathematics. The added “Arts” portion of this pedagogical approach, although an important step towards integrated 21st century learning, has long confused policymakers, with definitions ranging from visual arts to humanities to art education and more. The authors take the position that Arts can be broadly interpreted to mean any approach that brings interpretive and expressive perspectives to STEM activities. In this chapter, they present illustrative cases inspired by work in real learning settings that showcase how STEAM concepts and computational thinking skills can support children's engagement in cultural, performing, and fine arts, including painting, sculpture, architecture, poetry, music, dance, and drama.

scholarly journals A statistical study of sporadic sodium layer observed by Sodium lidar at Hefei (31.8° N, 117.3° E)

2009 ◽  
Vol 27 (6) ◽  
pp. 2247-2257 ◽  
Author(s):  
X.-K. Dou ◽  
X.-H. Xue ◽  
T.-D. Chen ◽  
W.-X. Wan ◽  
X.-W. Cheng ◽  
...  
Keyword(s):  
Statistical Study ◽  
Occurrence Rate ◽  
The Past ◽  
Sodium Layer ◽  
Wuhan Institute ◽  
Pearson Coefficient ◽  
Sporadic E ◽  
And Mathematics ◽  
The University ◽  
Lidar Observations

Abstract. Sodium lidar observations of sporadic sodium layers (SSLs) during the past 3 years at a mid-latitude location (Hefei, China, 31.8° N, 117.3° E) are reported in this paper. From 64 SSL events detected in about 900 h of observation, an SSL occurrence rate of 1 event every 14 h at our location was obtained. This result, combined with previous studies, reveals that the SSL occurrence can be relatively frequent at some mid-latitude locations. Statistical analysis of main parameters for the 64 SSL events was performed. By examining the corresponding data from an ionosonde, a considerable correlation was found with a Pearson coefficient of 0.66 between seasonal variations of SSL and those of sporadic E (Es) during nighttime, which was in line with the research by Nagasawa and Abo (1995). From comparison between observations from the University of Science and Technology of China (USTC) lidar and from Wuhan Institute of Physics and Mathematics (WIPM) lidar (Wuhan, China, 31° N, 114° E), the minimum horizontal range for some events was estimated to be over 500 km.

scholarly journals Exploring the Odds: Gender Differences in Departing the Engineering Profession

2019 ◽  
Vol 28 (3) ◽  
pp. 446-461
Author(s):  
Nadya A. Fouad ◽  
Michael B. Kozlowski ◽  
Romila Singh ◽  
Nina G. Linneman ◽  
Samantha S. Schams ◽  
...  
Keyword(s):  
Gender Differences ◽  
Engineering Profession ◽  
Men And Women ◽  
Large Sample ◽  
The Past ◽  
Science Technology ◽  
Theory Of Work Adjustment ◽  
And Mathematics ◽  
Categorical Response ◽  
Scholarly Inquiry

Women’s departure or nonentrance into science, technology, engineering, and mathematics professions, particularly engineering, has been a lively source of scholarly inquiry for the past three decades. Much of the literature in this area has been with solely female samples of participants, begging the question as to whether or not men and women either choose to leave the profession or not enter for the same or similar reasons. This present study collected a large sample of men ( n = 1,273) who had either left or never entered the engineering profession and compared their responses to a large sample of women ( n = 1,235) on a set of categorical response variables. Using the perspective of the Theory of Work Adjustment, our results suggest that there are gender differences in reasons for departure, raising the possibility that engineering climates differentially reinforce needs for men and women. Implications of this research are discussed.

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