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Garrett Eastman

Developing a 21st Century Global Library for Mathematics Research - 4 views

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    "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."
Garrett Eastman

Mathematics in Computing - 2 views

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    "An Accessible Guide to Historical, Foundational and Application Contexts"
    (Springer, 2013)
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Garrett Eastman

Peer-supported problem solving and mathematical knowledge - 4 views

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    From the abstract: "is research develops around a technological intervention intended to transform
    a peer produced reference resource into a peer produced learning environment. An
    early Web 2.0 community for mathematics, PlanetMath.org, will henceforth become a
    mathematical practicum, and a laboratory for learning science."
Garrett Eastman

The Truth About Gender and Math » Sociological Images - 2 views

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    Originally posted in 2010 and reconsidered from the perspective of recent international study on science aptitude of boys and girls, makes the point that, minus exceptional aptitude, girls and boys have equal potential and demonstrate equivalent success in math
Garrett Eastman

New Open Access Initiative Started by Mathematicians | Open Knowledge Foundation Blog - 3 views

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    "Last week Tim Gowers, Cambridge University mathematician and open access advocate who led the recent boycott of Elsevier, announced an exciting new open access initiative for mathematicians on his blog. The project, called the Episciences Project, will make it super quick and easy to set up open access journals called "epijournals"."
Garrett Eastman

Casualty of the Math Wars - 3 views

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    Jo Boaler's research on how children learn math is called into question and her response ""When Academic Disagreement Becomes Harassment and Persecution" is discussed in this article, which also features support from her colleagues and a video explaining her ideas.
Garrett Eastman

Maria Chudnovsky - 2 views

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    Maria Chudnovsky, mathematician, is one of 23 MacArthur Fellowship recipients in 2012. She is an associate professor in the department of industrial engineering and operations research at Columbia University and specializes in graph theory. With colleagues she successfully solved the "Srong Perfect Graph Theorem" which was proposed in the 1960s, and her research is potentially "deepening the connections between graph theory and other major branches of mathematics, such as linear programming, geometry, and complexity theory." A video featuring the awardee can be viewed on the web site.
Garrett Eastman

23 Mathematical Challenges - 11 views

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    Description of projects supported by the Defense Advanced Research Projects Agency (DARPA)
Garrett Eastman

Mathematics Education Research Blog | A researcher's journey towards increased understa... - 13 views

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    "A researcher's journey towards increased understanding of his field"
Garrett Eastman

Mathematics Education Research Page | Facebook - 10 views

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    "This is a resource page for anyone who is interested in research in mathematics education." (Facebook)
Roland O'Daniel

Times tables key to good maths, inspectors say - Telegraph - 12 views

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    Interesting article from Britain regarding computational fluency. I don't disagree that being fluent with computation increases a students future capabilities, but there is not necessarily causal effect that 'traditional' approaches to teaching computation make stronger mathematics students. It's the rigorous approach that I think needs to be emphasized. 

Garrett Eastman

Workshop on Mathematics Journals: Mathematical Sciences Research Institute - 4 views

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    A workshop scheduled in Berkeley, California, Feburary14-16, 2011. "The workshop will discuss what is important and unique to the publishing
    of mathematical research articles and how we can best ensure that
    publishing practices support peer reviewed research in the long term.
    Much of the current discussion is taking place between funders and
    publishers, including learned societies, but not directly with
    mathematicians. A second goal is to see if we can find a consensus of
    opinion on what is important about journal publishing to mathematicians,
    that is, where the balance lies between the desire for profits from
    publishing and the broader dissemination of research."
Mike McIlveen

College Math Project - CMP - 1 views

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    Investigates the mathematics achievement of first year College students in Ontario.

    The College Mathematics Project (CMP) is a collaborative project involving Colleges of Applied Arts & Technology and District School Boards in Ontario.
Roland O'Daniel

ZIPskinny - Get the Skinny on that ZIP (demographics by ZIP Code) - 2 views

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    Enter your zip coade to see US census data and comparisons with neighboring zip codes. Great data site for data that is engaging to students, can be represented in multiple ways, and potential for predicting future trends.
Colin Graham

NSDL.org - National Science Digital Library - 0 views

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    The NSDL was created by the National Science Foundation in 2000 to provide organized access to high quality online resources and tools that support innovations in teaching and learning at all levels of science, technology, engineering, and mathematics education.
Maggie Verster

Trends in International Mathematics and Science Study (TIMSS) - Overview - 0 views

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    The Trends in International Mathematics and Science Study (TIMSS) provides reliable and timely data on the mathematics and science achievement of U.S. 4th- and 8th-grade students compared to that of students in other countries. TIMSS data have been collected in 1995, 1999, 2003, and 2007. TIMSS 2007 results were released on December 9, 2008.
Darren Kuropatwa

Mathematics Learning in Early Childhood: Paths Toward Excellence and Equity - 1 views

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    Relying on a comprehensive review of the research, Mathematics Learning in Early Childhood lays out the critical areas that should be the focus of young children's early mathematics education, explores the extent to which they are currently being incorporated in early childhood settings, and identifies the changes needed to improve the quality of mathematics experiences for young children.
Matthew Leingang

finalreport.pdf (application/pdf Object) - 0 views

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    A systematic search of the research literature from 1996 through July 2008 identified more than a thousand empirical studies of online learning. Analysts screened these studies to find those that (a) contrasted an online to a face-to-face condition, (b) measured student learning outcomes, (c) used a rigorous research design, and (d) provided adequate information to calculate an effect size. As a result of this screening, 51 independent effects were identified that could be subjected to meta-analysis. The meta-analysis found that, on average, students in online learning conditions performed better than those receiving face-to-face instruction. The difference between student outcomes for online and face-to-face classes-measured as the difference between treatment and control means, divided by the pooled standard deviation-was larger in those studies contrasting conditions that blended elements of online and face-to-face instruction with conditions taught entirely face-to-face. Analysts noted that these blended conditions often included additional learning time and instructional elements not received by students in control conditions. This finding suggests that the positive effects associated with blended learning should not be attributed to the media, per se. An unexpected finding was the small number of rigorous published studies contrasting online and face-to-face learning conditions for K-12 students. In light of this small corpus, caution is required in generalizing to the K-12 population because the results are derived for the most part from studies in other settings (e.g., medical training, higher education).
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    A systematic search of the research literature from 1996 through July 2008 identified more than a thousand empirical studies of online learning. Analysts screened these studies to find those that (a) contrasted an online to a face-to-face condition, (b) measured student learning outcomes, (c) used a rigorous research design, and (d) provided adequate information to calculate an effect size. As a result of this screening, 51 independent effects were identified that could be subjected to meta-analysis. ***The meta-analysis found that, on average, students in online learning conditions performed better than those receiving face-to-face instruction.*** The difference between student outcomes for online and face-to-face classes-measured as the difference between treatment and control means, divided by the pooled standard deviation-was larger in those studies contrasting conditions that blended elements of online and face-to-face instruction with conditions taught entirely face-to-face. Analysts noted that these blended conditions often included additional learning time and instructional elements not received by students in control conditions. This finding suggests that the positive effects associated with blended learning should not be attributed to the media, per se. An unexpected finding was the small number of rigorous published studies contrasting online and face-to-face learning conditions for K-12 students. In light of this small corpus, caution is required in generalizing to the K-12 population because the results are derived for the most part from studies in other settings (e.g., medical training, higher education).
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