Appoximationism as a new art form in Art Therapy.

Approximationism as an art form is defined in a deep definition of human nature, as a model maker, in correlations and autocorrelations with varying degrees of naturalness, human cognition, is defined as symbolic dynamism and abstractionism, in a spectrum ,with algorithms and data mining, defined as approximationism in visual declaration, symbolic mathematics, natural language and metaphors, an ontological API and Taxonomy in cognition. Various metrics of formal elements of approximationism for art therapy are the topic of a future publication.Keywords: approximationism, ontology API, taxonomy, complexity theory, metrics, visual dynamism, visual declaration, graphics calculators, docking stations.What:Mathematics is a universal language, but Godel's incompleteness theorem proves it’s incompleteness, not even closed form expressions for natural language or for consciousness are possible, so approximations are the solution, every model we make and data we collect are mere approximations. Is art too an approximation and a visual description of a model? This is approximationism, the art of approximations of life, art as an approximation.We explore the use of approximation art in art therapy and data mining or sketch to coding, for the formal definitions and the programming of approximationist art therapy.

Factors leading to the adoption of a learning technology: The case of graphics calculators

<span>This paper reports on a case study which examined factors leading to the adoption of graphics calculators (GCs) by secondary mathematics teachers in the state of New South Wales, Australia. In total, 587 teachers of the General Mathematics Course (Years 11 and 12) participated in the study. The median teachers' stage of adoption of GCs was found to be at the "Understanding and application of the process" level, the third lowest on a six point scale. The results also indicate that competence is the most important factor in explaining stages of adoption, training the second most important, followed by personal interest in GCs as well as faculty support. Teachers' gender, teaching experience, educational qualifications and the number of GCs in schools were not found to be statistically significant. Qualitative analysis of teachers' open ended comments also shed light on the nature of the explanatory variables. The findings are relevant to curriculum development policy and the design of professional development programs, and has implications for the introduction of other technologies.</span>