Group items tagged

Abstract: "Australian pre-service teachers have to acquire layers of knowledge as school classrooms are multicultural in composition. To what extent does the experience of an overseas professional experience tour contribute to the development of pre-service teachers in meeting recognised professional teaching standards? This paper describes the perceptions of Australian preservice mathematics teachers who participated in educational and cultural activities during planned tours to Malaysia. The data set was collected through the use of questionnaires, interviews and focus group discussions."

"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."

LOG IN January 24th 9pm ET: http://tinyurl.com/MathFutureEvent Music and mathematics have been linked together for thousands of years, but rarely have students had the opportunity to explore the many connections that exist between them. To try to fill this gap, Mike Thayer of Hyperbolic Guitars is developing a course. At the event, we will discuss the course outline, as well as math and music links in general. All events in the Math Future weekly series: http://mathfuture.wikispaces.com/events The recording will be at http://mathfuture.wikispaces.com/HyperbolicGuitarsCourse Event challenge! Help Mike find a resource - a web page, a video, a music piece - to go with one of the topics in the course outline. Full syllabus and details of the outline: http://hyperbolicguitars.wikispaces.com/Math+%26+Music+Course Major topics: What is sound, anyway? The physics of waves The mathematics of waves Resonance Elasticity The generation of sound by "simple" systems The vibrating string The vibrating rod The vibrating plate (e.g., drumhead or cymbal) Open and closed pipes The Helmholtz resonator (--> the vocal chords) White noise, pink noise The concept of "timbre" The perception of sound Human listeners Other "listeners": Digital recording The interaction between the generator and the listener: the science of acoustics What makes sound become music? What does a listener "listen for" in music? Basics of music and musical notation: Musical descriptions Basics of music: Psycho-physical (auditory) descriptions What makes sound "musical" (

I wish we could add tags to other people's items without overwriting their authorship!

Steven, you shared a link and I wanted to add a tag to it. However, Diigo does not have a separate "add tag" function. The only way to add a new tag is to share the same link to the group, again. However, it overrides the author - now the link says "Shared by Maria Droujkova" even though you linked it first. I hope it makes sense. We discussed it with Darren when I first started to use Diigo Groups: http://groups.diigo.com/group/math-links/content/can-you-add-tags-to-other-people-s-bookmarks-959243

Hi Maria, thank you for the clarification. I now understand your first comment.

A collaboration among Harvard's Program on Education Policy and Governance & Education Next, the Taubman Center for State and Local Government, and Harvard Kennedy School . "To see how well the U.S. as a whole, each state, and certain urban districts do at producing high-achieving math students, the percentage of U.S. public and private school students in the high-school graduating Class of 2009 who were highly accomplished in mathematics in each of the 50 states and in 10 urban districts is compared to the percentages of similarly high achievers in 56 other countries." High-achieving students in the U.S. were outperformed by high achievers from other countries.

New curriculum frameworks based on core curriculum

A US Federal Appeals Court rejects software patents unless "if the math in question complicated enough that "as a practical matter, the use of a computer is required" to perform the calculations"

Encouraging students to use critical thinking is more than an extension activity in science and math lessons, it is the basis of true learning. Teaching students how to think critically helps them move beyond basic comprehension and rote memorization. They shift to a new level of increased awareness when calculating, analyzing, problem solving, and evaluating.

Can a staytistical analysis tell us if fraud was committed in the election?

I love the Wolfram Alpha site, if it does ignite another math war, then I'm OK with it. I think what it means is that we have to ask students different questions, ask them better questions, make them create their own problems, interpret their answers, decide what methods are most efficient and why, but don't stop asking them questions just because some are going to use the available tools.

Sorry - previous link does not work

Works the same way as yesterday's Regifting Robin Two digit number is 10x+y so we have 10x+y-x-y = 9x, ie all results will be multiples of 9, the lowest 9 and the highest 81.

VERY informative. And VERY scary.