Sharing Teaching Ideas: Quote the Student, Evermore

1999 ◽  
Vol 92 (2) ◽  
pp. 124-127
Author(s):  
Edward M. Jennings

A handwritten note from one of my students contained the following inscription: “Mathematics is a rock of certainty, a true utopia, that resists all irrational things.” With this statement, the student, Jonas Verdeflor, sparked a thought in my mind that grew and developed into a wonderful series of classroom discussions. Not only did Jonas's thought cause me to recall inspiring quotations from famous mathematicians, it also gave me the idea of having students create their own mathematical quotations. As a result, I asked the students in my junior-year-mathematics class in an all-boys school to bring in two mathematics-related quotations: one written by a famous mathematician and one original statement that they had written.

2002 ◽  
Vol 95 (9) ◽  
pp. 718-723
Author(s):  
Mary L. Giannetto ◽  
Lynda Vincent

Many high school teachers have concerns about their students' ability to apply mathematical skills to other disciplines and situations. Some teachers believe that students should not “learn math in a vacuum.” One way to enhance students' understanding of the concepts learned in mathematics class is to apply mathematical skills to other subject areas, especially science and technology.


2006 ◽  
Vol 100 (2) ◽  
pp. 100-104
Author(s):  
Kelly S. Cline

How do you get your students to take an active role during a mathematics class? For instance, how do you get them to form opinions and to participate in discussions about difficult concepts? There is a large body of education research demonstrating how active learning methods can be very effective, especially in comparison to traditional lectures (e.g., Bonwell and Eison 1991; Davidson 1990; Dees 1991; Hagelgans et al. 1995; Norwood 1995; Springer, Stanne, and Donovan 1999). Even when supplemented with demonstrations and PowerPoint, lectures encourage students to be passive observers, and passive students rarely learn. Classroom voting is a powerful technique promoting active learning. It engages every student in the material, and it can easily be incorporated into an otherwise traditional class. This technique breaks students out of the passive-receptive mode and requires them to participate, creating a more effective learning environment.


2006 ◽  
Vol 100 (1) ◽  
pp. 75-77
Author(s):  
Bruce W. Frahm

In low-level mathematics classes, overcoming student apathy is a common challenge. It is difficult to motivate students who have had little or no success in a mathematics class and see no value in putting forth any effort. Using an alternative assessment for effort can cause students to stop and take notice, giving them a reason to achieve.


1993 ◽  
Vol 86 (6) ◽  
pp. 454-459
Author(s):  
Cathy G. Schloemer

Could you use a few bulletin-board ideas? Here are some that have been consistently popular in my high school classroom.


1974 ◽  
Vol 21 (8) ◽  
pp. 662-668
Author(s):  
Mary Ann Hater ◽  
Robert B. Kane ◽  
Mary Ann Byrne

Do children know how to read mathematics books? Ordinarily not. Thus, teachers are faced with the alternatives of conti nually reading and interpreting instructional materials for their pupils, using such materials only as sources of teaching ideas and exerci es, or teaching children to read mathematics.


2018 ◽  
Vol 34 (2) ◽  
pp. 259-267
Author(s):  
Paul J. D'Ambrosio

This review article defends Brook Ziporyn against the charge, quite common in graduate classroom discussions, if not in print, that his readings of early Chinese philosophy are ‘overly Buddhist’. These readings are found in his three most recent books: Ironies of Oneness and Difference: Coherence in Early Chinese Thought, Beyond Oneness and Difference: Li and Coherence in Chinese Buddhist Thought and Its Antecedents, and Emptiness and Omnipresence: An Essential Introduction to Tiantai Buddhism. His readings are clearly Buddhist-influenced, but this is not in and of itself problematic. The core issue is rather to what degree these ‘Buddhist elements’ are actually already existent in, and have subsequently been carried over from, early Chinese thought in the development of Chinese Buddhism. Indeed, some scholars of Chinese Buddhism have pointed out that much of the vocabulary, concepts, and logic used in schools such as Tiantai may owe more to Daoist influences than to Buddhist ones. Accordingly, Ziporyn’s ‘overly Buddhist’ approach might simply be an avenue of interpretation that is actually quite in line with the thinking in the early texts themselves, albeit one that is less familiar (i.e. an early Chinese Buddhist or Ziporyn’s approach). The article also aims to show how Ziporyn’s theory concerning the importance of ‘coherence’ in early and later Chinese philosophy is also quite important in his above work on Tiantai Buddhism, Emptiness and Omnipresence. While in this work Ziporyn almost entirely abstains from using the language of coherence, much of it actually rests on a strong coherence-based foundation, thereby demonstrating not Ziporyn’s own prejudice, but rather the thoroughgoing importance and versatility of his arguments on coherence. Indeed, understanding the importance of coherence in his readings of Tiantai Buddhism (despite the fact that he does not explicitly use coherence-related vocabulary) only bolsters the defense against the claims that he makes ‘overly Buddhist’ readings of early Chinese philosophy.


2019 ◽  
Vol 66 ◽  
pp. 245-252
Author(s):  
Arkady Yu. Minakov

he article is devoted to the biography and views of the famous mathematician and dissident-Russophile I.R. Shafarevich. Since the early 1970s he was an associate of A.I. Solzhenitsyn. In the article the author analyzes the main events of Shafarevich's life and socio-political activity, as well as the ideas of his main works.


2013 ◽  
Vol 97 (4) ◽  
pp. 594-620 ◽  
Author(s):  
KARIN RUDSBERG ◽  
JOHAN ÖHMAN ◽  
LEIF ÖSTMAN

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