Sharing Teaching Ideas: Optimization: A Project in Mathematics and Communication

1999 ◽  
Vol 92 (9) ◽  
pp. 764-812
Author(s):  
Martha H. Lowther
Keyword(s):  
High School ◽  
North Carolina ◽  
Graphing Calculator ◽  
Traditional Problem ◽  
Hands On ◽  
North Carolina School ◽  
And Mathematics ◽  
Teaching Ideas

I am always looking for lessons with multiple purposes: problems that can be approached from a variety of perspectives, hands-on experiences for the students, and attention-grabbers that lead to good discussion. When I saw the idea of having students use the graphing calculator to teach a parent mathematics, in the North Carolina School of Science and Mathematics Newsletter (Doyle 1995), I knew that I had found a winner. The article referred to an idea shared by Kent Reigner of Conestoga Valley High School. I did not use the problem suggested in the newsletter, but I updated and extended Jennifer Mayer's variation of a traditional problem and was extremely pleased with the results.

Technology Tips: November 1999

1999 ◽  
Vol 92 (8) ◽  
pp. 744-747
Author(s):  
Gloria B. Barrett
Keyword(s):  
North Carolina ◽  
Computer Programs ◽  
Graphing Calculator ◽  
The North ◽  
North Carolina School ◽  
Statistics Courses ◽  
And Mathematics

Editors note: Contemporary statistics courses at both the secondary and collegiate levels expect students to interact with data and to discover and confirm ideas with simulations. Traditionally this objective has been accomplished with computer programs. However, students can perform many of these simulations on the home screen of a graphing calculator. Such an intimate interaction with the process of simulation may help develop a better understanding of the underlying concepts. Gloria Barrett, a teacher at the North Carolina School of Science and Mathematics and author of Statistics with the TI-83 (Meridian 1997), has convinced many of us of the power of this approach.

Distance Learning

1997 ◽  
Vol 9 (2) ◽  
pp. 89-100 ◽  
Author(s):  
Virginia Wilson ◽  
James Litle ◽  
Mary Ruth Coleman ◽  
James Gallagher
Keyword(s):  
North Carolina ◽  
Distance Learning ◽  
Student Selection ◽  
Educational Setting ◽  
Evaluation Plan ◽  
The North ◽  
North Carolina School ◽  
Studio Classroom ◽  
And Mathematics

As the role of distance learning within the educational setting expands, it is imperative that potential producers and receivers of these courses examine the prospects and problems of a distance learning initiative prior to embarking on this new educational journey. The authors provide guidance from their own distance learning experiences at the North Carolina School of Science and Mathematics. The article focuses on the importance of instructor and facilitator training, student selection, physical arrangements for the studio/classroom, and an evaluation plan.

scholarly journals Implementation of STEM-Robotics as High School Intra-curricular

2020 ◽  
Vol 3 (1) ◽  
pp. 11
Author(s):  
Abdul Latip ◽  
Aristo Hardinata
Keyword(s):  
High School ◽  
Science Learning ◽  
Learning Strategy ◽  
Skills Development ◽  
Teacher Teams ◽  
School Year ◽  
Engineering And Technology ◽  
Hands On ◽  
Creative Learning ◽  
And Mathematics

The study aim to describe STEM-Robotic implementation as an intra-curricular in regular curriculum. STEM-Robotics is usually implemented as an extracurricular program in many schools. In the 2019/2020 school year, Edu Global Senior High School Bandung implemented STEM-Robotics as an intra-curricular for the ten-grade science program. STEM-Robotic implementation as an intra-curricular based on the challenges of 21st-century learning that lead to innovative creative learning and skills development. The method in this study is descriptive qualitative research method through the observations, questionnaires, and interview with teacher teams. The results of this study show that, 1) The implementation of STEM-Robotic as an intra-curricular has a curriculum that focuses about robots NXT and Arduino to provide the basics of engineering and technological skills in robotics and coding, while the concepts of science and mathematics have not been directly linked in STEM-Robotic, 2) The implementation of STEM-Robotic dominated by hands-on and mind-on activities in the learning process and its assessment. 3) Generally, students responded positively to the implementation of STEM-Robotics as an intra-curricular that makes learning more interesting, useful, fun, challenging, and develop engineering and technology skills. This result indicates that STEM-Robotic is an alternative subject or learning strategy in regular curriculum to accommodate science learning with educational robotics.

Projects

1988 ◽  
Vol 81 (7) ◽  
pp. 599-600
Keyword(s):  
New York ◽  
North Carolina ◽  
First Century ◽  
National Council ◽  
High School Mathematics ◽  
College Board ◽  
The North ◽  
Carnegie Corporation ◽  
North Carolina School ◽  
And Mathematics

In July 1985, the Carnegie Corporation of New York awarded a grant to the North Carolina School of Science and Mathematics to develop a course for fourth-year high school mathematics. This course, called Introduction to College Mathematics, responds to the challenges posed by reports from the College Board, the National Council of Teachers of Mathematics, the Sloan Foundation, and the National Science Foundation to begin preparing students for their lives in the twenty-first century.

scholarly journals A SCIENCE, TECHNOLOGY, ENGINEERING AND MATHEMATICS COURSE WITH COMPUTER-ASSISTED REMEDIAL LEARNING SYSTEM SUPPORT FOR VOCATIONAL HIGH SCHOOL STUDENTS

2015 ◽  
Vol 14 (5) ◽  
pp. 641-654
Author(s):  
Shu-Hsuan Chang ◽  
Ai-Chiao Ku ◽  
Li-Chih Yu ◽  
Tsung-Chih Wu ◽  
Bor-Chen Kuo
Keyword(s):  
High School ◽  
High School Students ◽  
Theory And Practice ◽  
Learning System ◽  
Computer Assisted ◽  
Vocational High School ◽  
School Students ◽  
Hands On ◽  
Unprepared Students ◽  
And Mathematics

One of the significant and distinguishing curriculum characteristics of STEM compared to other subjects domains is hands-on skill development. Hands-on training enables the enhancement of learning because it parallels with the concrete-to-abstract nature of cognitive development, providing additional sources of brain activation via kinaesthetic involvement and elevating students’ motivation and engagement. To bridge the gap between theory and practice, and advance unprepared students’ hands-on skills, this research proposed and implemented an innovative STEM course with the computer-assisted remedial learning system (CARLS) in the vocational high school experience in Taiwan. The effects of STEM course were examined through an experiment with learning performances hypotheses. A total of 32 students in a vocational high school in Taiwan voluntarily participated in this research and a one-group pre-test and post-test pre-experimental design was adopted. The results of this experimental course demonstrated that CARLS is effective and contributed in enhancing students’ knowledge, achievement and hands-on skill performance in this STEM course. Suggestions and implications for STEM education is also made for practitioners and educators. Key words: hands-on activities, STEM, Computer-Assisted Remedial Learning System, vocational high school.

Coin Tossing

1996 ◽  
Vol 89 (8) ◽  
pp. 642-645
Author(s):  
Mako E. Haruta ◽  
Mark Flaherty ◽  
Jean McGivney ◽  
Raymond J. McGivney
Keyword(s):  
North Carolina ◽  
Rational Function ◽  
Related Problem ◽  
Analytic Solution ◽  
Geometric Probability ◽  
Coin Tossing ◽  
North Carolina School ◽  
Method Of Solution ◽  
Widespread Availability ◽  
And Mathematics

The idea for this article came from a problem that was published before the widespread availability of graphing calculators (North Carolina School for Science and Mathematics 1988). In that publication, Geometric Probability, an interesting analytic solution to the problem about comparing the areas of squares was given and is described later in Algebraic-Geometric Solution. We have adapted the problem and have used successfully another, equally interesting method of solution in numerous classes from seventh-grade prealgebra through precalculus, as well as with several groups of teachers. This article presents our solution and, in addition, an example of how a rational function, a type not commonly found in applications of mathematics at this level, can model a solution of a related problem. The problem that we use with our students follows:

Fanning the Spark of Exceptional Creativity

1997 ◽  
Vol 9 (2) ◽  
pp. 51-56
Author(s):  
F. Borden Mace
Keyword(s):  
North Carolina ◽  
Gifted Students ◽  
Residential Schools ◽  
The North ◽  
The People ◽  
North Carolina School ◽  
History Of ◽  
Science Academy ◽  
And Mathematics ◽  
Mathematics And Science

This article provides a brief history of the people and events that came together in the formation of three of the first public residential schools for gifted students: the North Carolina School for Science and Mathematics, the Louisiana School for Mathematics, Science and Technology, and the Illinois Mathematics and Science Academy. These schools were formed through a series of risks and opportunities by people who cared about the future of their state's most able students. Mace offers a first-hand review of how these fine schools came to be.

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