"This site represents a collective effort to explore teaching and learning in the 21st century and beyond. The list of teachers and student knowledge, skills, and dispositions was initially generated by teachers and administrators from Rockland County BOCES who explored a number of resources and references on 21st learning. The lists are a work in progress and will benefit greatly from the continued exploration and addition of outcomes by those who visit this site."
"Developing a 21st Century Global Library for Mathematics Research discusses how information about what the mathematical literature contains can be formalized and made easier to express, encode, and explore. Many of the tools necessary to make this information system a reality will require much more than indexing and will instead depend on community input paired with machine learning, where mathematicians' expertise can fill the gaps of automatization. This report proposes the establishment of an organization; the development of a set of platforms, tools, and services; the deployment of an ongoing applied research program to complement the development work; and the mobilization and coordination of the mathematical community to take the first steps toward these capabilities. The report recommends building on the extensive work done by many dedicated individuals under the rubric of the World Digital Mathematical Library, as well as many other community initiatives. Developing a 21st Century Global Library for Mathematics envisions a combination of machine learning methods and community-based editorial effort that makes a significantly greater portion of the information and knowledge in the global mathematical corpus available to researchers as linked open data through a central organizational entity-referred to in the report as the Digital Mathematics Library. This report describes how such a library might operate - discussing development and research needs, role in facilitating discover and interaction, and establishing partnerships with publishers."
"Abstract
What does it mean to have random numbers? Without understanding where a group of
numbers came from, it is impossible to know if they were randomly generated. However,
common sense claims that if the process to generate these numbers is truly understood,
then the numbers could not be random. Methods that are able to let their internal
workings be known without sacrificing random results are what this paper sets out to
describe. Beginning with a study of what it really means for something to be random, this
paper dives into the topic of random number generators and summarizes the key areas. It
covers the two main groups of generators, true-random and pseudo-random, and gives
practical examples of both. To make the information more applicable, real life examples
of currently used and currently available generators are provided as well. Knowing the
how and why of a number sequence without knowing the values that will come is
possible, and this thesis explains how it is accomplished."
How mathematics affects our daily lives in sociological, economic, and historical perspectives. Three volume set, 490 articles, published in October 2011
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