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Keith Hamon

The Creativity Crisis - Newsweek - 0 views

  • The correlation to lifetime creative accomplishment was more than three times stronger for childhood creativity than childhood IQ.
    • Keith Hamon
       
      Creativity is key to success in 21st Century, but are we creating opportunities for creativity in our classrooms?
  • The European Union designated 2009 as the European Year of Creativity and Innovation, holding conferences on the neuroscience of creativity, financing teacher training, and instituting problem-based learning programs—curricula driven by real-world inquiry—for both children and adults. In China there has been widespread education reform to extinguish the drill-and-kill teaching style. Instead, Chinese schools are also adopting a problem-based learning approach.
    • Keith Hamon
       
      Problem-based learning matches QEP's emphasis on moving content-delivery out of the classroom to replace it with classroom activities that apply the content to problem solving and critical thinking.
  • The creative problem-solving program has the highest success in increasing children’s creativity
    • Keith Hamon
       
      Creative problem-solving? Is creativity a part of critical thinking? What's the benefit in separating them?
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    What's shocking is how incredibly well Torrance's creativity index predicted those kids' creative accomplishments as adults. Those who came up with more good ideas on Torrance's tasks grew up to be entrepreneurs, inventors, college presidents, authors, doctors, diplomats, and software developers. Jonathan Plucker of Indiana University recently reanalyzed Torrance's data. The correlation to lifetime creative accomplishment was more than three times stronger for childhood creativity than childhood IQ.
Keith Hamon

Writing in Mathematics: Assessing Understanding | Teaching Science and Math - 0 views

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    Writing in math is an excellent way to determine if students' understand or do not understand the math they are learning about. Allowing students to explain how they solved a math problem, how they developed a formula to solve a problem, or how they applied a math concept requires critical thinking.
Stephanie Cooper

REACHING THE SECOND TIER: LEARNING AND TEACHING STYLES IN COLLEGE SCIENCE EDUCATION - 0 views

  • Active and Reflective Processing. Active learners tend to learn while doing something active---trying things out, bouncing ideas off others; reflective learners do much more of their processing introspectively, thinking things through before trying them out [12]. Active learners work well in groups; reflective learners prefer to work alone or in pairs. Unfortunately, most lecture classes do very little for either group: the active learners never get to do anything and the reflective learners never have time to reflect. Instead, both groups are kept busy trying to keep up with a constant barrage of verbiage, or else they are lulled into inattention by their enforced passivity. The research is quite clear on the question of active and reflective versus passive learning. In a number of studies comparing instructor-centered classes (lecture/demonstration) with student-centered classes (problem-solving/discussion), lectures were found to be marginally more effective when students were tested on short-term recall of facts but active classroom environments were superior when the criteria involved comprehension, long-term recall, general problem-solving ability, scientific attitude, and subsequent interest in the subject [15]. Substantial benefits are also cited for teaching methods that provide opportunities for reflection, such as giving students time in class to write brief summaries and formulate written questions about the material just covered [15,20].
  • reflective learners do well at individual research and design.
  • Unfortunately---in part because teachers tend to favor their own learning styles, in part because they instinctively teach the way they were taught in most college classes---the teaching style in most lecture courses tilts heavily toward the small percentage of college students who are at once intuitive, verbal, deductive, reflective and sequential. This imbalance puts a sizeable fraction of the student population at a disadvantage. Laboratory courses, being inherently sensory, visual, and active, could in principle compensate for a portion of the imbalance; however, most labs involve primarily mechanical exercises that illustrate only a minor subset of the concepts presented in lecture and seldom provide significant insights or skill development. Sensing, visual, inductive, active, and global learners thus rarely get their educational needs met in science courses.
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  • These problems could be minimized and the quality of science education significantly enhanced if instructors modified their teaching styles to accommodate the learning styles of all the students in their classes. Granted, the prospect of trying to address 32 different learning styles simultaneously in a single class might seem forbidding to most instructors; the point, however, is not to determine each student's learning style and then teach to it exclusively but simply to address each side of each learning style dimension at least some of the time. If this balance could be achieved in science courses, the students would all be taught in a manner that sometimes matches their learning styles, thereby promoting effective learning and positive attitudes toward science, and sometimes compels them to exercise and hence strengthen their less developed abilities, ultimately making them better scholars and scientists.
  • Provide time in class for students to think about the material being presented (reflective) and for active student participation (active). Occasionally pause during a lecture to allow time for thinking and formulating questions. Assign "one-minute papers" close to the end of a lecture period, having students write on index cards the most important point made in the lecture and the single most pressing unanswered question [20]. Assign brief group problem-solving exercises in class in which the students working in groups of three or four at their seats spend one or several minutes tackling any of a wide variety of questions and problems. ("Begin the solution to this problem." "Take the next step in the solution." "What's wrong with what I just wrote on the board?" "What assumptions are implicit in this result?" "Suppose you go into the laboratory, take measurements, and find that the formula we have just derived gives incorrect results: how many possible explanations can you come up with?")
  • How can an instructor do all that and still get through the syllabus? One way is to put most of the material usually written on the board in handouts, go through the handouts quickly in class, and use the considerable class time saved for activities like those just suggested. The consequent gain in quantity and quality of the resulting learning will more than compensate for the photocopying costs.
    • Stephanie Cooper
       
      Instead of making handouts, they could put the info on the wiki: slideshow, Gdoc, etc.
Stephanie Cooper

Essay on making student learning the focus of higher education | Inside Higher Ed - 0 views

  • Too many college graduates are not prepared to think critically and creatively, speak and write cogently and clearly, solve problems, comprehend complex issues, accept responsibility and accountability, take the perspective of others, or meet the expectations of employers.
  • The current culture -- the shared norms, values, standards, expectations and priorities -- of teaching and learning in the academy is not powerful enough to support true higher learning. As a result, students do not experience the kind of integrated, holistic, developmental, rigorous undergraduate education that must exist as an absolute condition for truly transformative higher learning to occur.
  • Degrees have become deliverables because we are no longer willing to make students work hard against high standards to earn them.
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  • The primary problem is that the current culture of colleges and universities no longer puts learning first -- and in most institutions, that culture perpetuates a fear of doing so.
  • In calling for the kind of serious, systemic rethinking that directly and unflinchingly accepts the challenge of improving undergraduate higher education, we are asking for four things; taken together, they demand, and would catalyze, a profound, needed, and overdue cultural change in our colleges and universities.
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    America faces a crisis in higher learning. Too many college graduates are not prepared to think critically and creatively, speak and write cogently and clearly, solve problems, comprehend complex issues, accept responsibility and accountability, take the perspective of others, or meet the expectations of employers. 
Keith Hamon

Critical thinking - Wikipedia, the free encyclopedia - 1 views

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    Critical thinking can occur whenever one judges, decides, or solves a problem; in general, whenever one must figure out what to believe or what to do, and do so in a reasonable and reflective way. Reading, writing, speaking, and listening can all be done critically or uncritically. Critical thinking is crucial to becoming a close reader and a substantive writer. Expressed most generally, critical thinking is "a way of taking up the problems of life."
Keith Hamon

Daniel Pink's Think Tank: Flip-thinking - the new buzz word sweeping the US - Telegraph - 2 views

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    Instead of lecturing about polynomials and exponents during class time - and then giving his young charges 30 problems to work on at home - Fisch has flipped the sequence. He's recorded his lectures on video and uploaded them to YouTube for his 28 students to watch at home. Then, in class, he works with students as they solve problems and experiment with the concepts.
Keith Hamon

Math Problem Solving Stories and Case Studies: Using Operational, Logic, and Reasoning ... - 0 views

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    When math problems are based on real world situations, students internalize new information which prepares students to make connections with and between math concepts.
Keith Hamon

Every Child Is A Scientist | Wired Science | Wired.com - 0 views

  • The lesson of the research is that even little kids react to ambiguity in a systematic and specific fashion. Their mode of playing is really a form of learning, a way of figuring out how the world works. While kids in the unambiguous condition engaged in just as much play as kids in the ambiguous condition, their play was just play. It wasn’t designed to decipher the causal mechanisms of the toy.
    • Keith Hamon
       
      The drive for the "correct answer" undermines the role of ambiguity in promoting creativity and critical thinking in students.
  • According to the psychologists, the different reactions were caused by the act of instruction. When students are given explicit instructions, when they are told what they need to know, they become less likely to explore on their own. Curiosity is a fragile thing.
    • Keith Hamon
       
      In our drive to "cover the material," we too often destroy the very curiosity of our students that we so much want to encourage. And public ed has done such a fine job of destroying curiosity with its battery of standardized tests (one correct answer only), that even if we college profs try, we have to work against the learned behaviors and attitudes of our students, esp. our best students who have thoroughly learned & mastered the rote learning game. Free writing can help us create a space in our classes for experimentation and risk-taking, for creativity and critical thinking.
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    Pablo Picasso once declared: "Every child is an artist. The problem is how to remain an artist once we grow up." Well, something similar can be said about scientists. According to a new study in Cognition led by Claire Cook at MIT, every child is a natural scientist. The problem is how to remain a scientist once we grow up.
Keith Hamon

Five Forms of Filtering « Innovation Leadership Network - 1 views

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    Filtering is what helps us deal with the vast amount of information available to us. We try to filter information so that we end up with something that is relevant to us - it helps us learn something, it helps us solve a problem, it helps us develop a new hypothesis about the world around us. These are all connections - and this is what really drives value creation. However, we can't connect without some filtering going on.
Keith Hamon

YouTube - Jane McGonigal: Gaming can make a better world - 0 views

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    Shows how online games create 4 characteristics (blissful productivity, strong social fabric, an urgent optimism, and epic meaning) in gamers that uniquely equip gamers to solve the world's problems.
Keith Hamon

Incompetent Research Skills Curb Users' Problem Solving (Jakob Nielsen's Alertbox) - 0 views

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    Users increasingly rely on individual pages listed by search engines instead of finding better ways to tackle problems.
Keith Hamon

News: A Stand Against Wikipedia - Inside Higher Ed - 3 views

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    the history department at Middlebury College voted this month to bar students from citing the Web site as a source in papers or other academic work.
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    I don't think that banning Wikipedia is going to solve the problem of students using sources without checking their reliability, which is the actual problem at hand here. I think Wikipedia is a great place to start, but that's where its usefulness ends. I propose using students' fondness of Wikipedia as a place to start teaching the principles of triangulation, as mentioned in the article.
Stephanie Cooper

The Importance of Teaching Technology to Teachers - TheApple.com - 0 views

  • Because technology has increased the intensity and complexity of literate environments, the twenty-first century demands that a literate person possess a wide range of abilities and competencies, many literacies. These literacies—from reading online newspapers to participating in virtual classrooms—are multiple, dynamic, and malleable. As in the past, they are inextricably linked with particular histories, life possibilities and social trajectories of individuals and groups. Twenty-first century readers and writers need to: > 1. Develop proficiency with the tools of technology > 2. Build relationships with others to pose and solve problems collaboratively and cross-culturally > 3. Design and share information for global communities to meet a variety of purposes > 4. Manage, analyze and synthesize multiple streams of simultaneous information > 5. Create, critique, analyze, and evaluate multi-media texts > 6. Attend to the ethical responsibilities required by these complex environments
    • Stephanie Cooper
       
      This sounds right on track with our QEP mission!
  • Teachers are hungry to use technology in their classrooms. But they don’t. While part of this lack of usage stems from problems with education reform that emerges from administrators and education boards not fully understanding the technologies themselves, another part of teachers not using technology in the classroom comes from the simple fact that they don’t know how to use the technologies, let alone how to incorporate these technologies into their classrooms. In some cases, the teachers don’t know about the technologies at all.
  • How in god’s name can we talk seriously about 21st Century skills for kids if we’re not talking 21st Century skills for educators first? (URGENT: 21st Century Skills for Educators (and Others) First )
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  • Take a minute and ask yourself what technologies you are well versed in. Have you posted to YouTube? Do you use PowerPoint to aid in your lectures? What other technologies do you use? Do you have a Twitter account? Make a list. When you have your list made, consider your colleagues. Do they know these technologies? Do they know how they can use them in the classroom? Is there a technology that you know one of your colleagues knows that you would like to be familiar with? Now, instead of waiting for somebody to put together a workshop on one of these technologies, consider creating your own workshop. Think about it. You’re a teacher. You know these technologies. Is there really a difference in teaching what you know about Google Earth to your colleagues and teaching it to your students? Within your own school you can create a technology club (much like a book club, except that instead of reading a book a month, you experiment with a technology each month). Get together as a group and discuss the technologies and how you could use these to aid your teachers. This is exactly what I’m doing with the colleagues I know are interested in using the technology but don’t know how. Sure, you may have to wait for education reform to allow you to use these technologies, but if you start using them, you can readily become one of the advocates who aids in getting the reforms to education that we need to teach these technologies to our students.
    • Stephanie Cooper
       
      This sounds like something we could incorporate into the QEP classes/workshops that Hugh & Tom conduct. A "tech club" might even appeal to people not currently involved in QEP at this moment.
Stephanie Cooper

Would You Hire Your Own Kids? 7 Skills Schools Should Be Teaching Them| The Committed S... - 1 views

  • "First and foremost, I look for someone who asks good questions," Parker responded. "Our business is changing, and so the skills our engineers need change rapidly, as well. We can teach them the technical stuff. But for employees to solve problems or to learn new things, they have to know what questions to ask. And we can't teach them how to ask good questions - how to think. The ability to ask the right questions is the single most important skill."
    • Stephanie Cooper
       
      This is an example of the need for critical thinkers in the real world!!
  • "All of our work is done in teams. You have to know how to work well with others. But you also have to know how to engage the customer -- to find out what his needs are. If you can't engage others, then you won't learn what you need to know."
    • Stephanie Cooper
       
      Connectivism at work!
  • Where in the 20th century, rigor meant mastering more -- and more complex -- academic content, 21st century rigor is about creating new knowledge and applying what you know to new problems and situations.
Stephanie Cooper

Looking for "Flippable" Moments | Flip It Consulting - 0 views

  • For me, the FLIP is when you “Focus on your Learners by Involving them in the Process”
  • This is the moment when you stop talking at your learners and “flip” the work to them instead.  This is the moment when you allow them to struggle, ask questions, solve problems and do the “heavy lifting” required to learn the material.
  • Students can look up the content on their own and find the answer to a question within a matter of seconds.  What they can’t always do on their own is analyze, synthesize, and experience the process of engaging in higher levels of critical thinking. This is when they need to do the messy work of learning, evaluating, and critiquing. This is when they need your structure and guidance, but not your answers. They have to make meaning for themselves. This is a “flippable moment.”
    • Stephanie Cooper
       
      This is what Oprah would call an "aha" moment.  I've always wondered EXACTLY how to utilize the lecture-free time during class.  This puts it into perspective.
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    Great advice and tips for using the "Flipped" model
Thomas Clancy

News: Technologically Illiterate Students - Inside Higher Ed - 2 views

  • who has access to information; who has those problem-solving skills. And that’s going to be the digital divide that we’re going to see in the future … the ability to deal with information.”
    • Thomas Clancy
       
      B-I-N-G-O !!
  • "It is our job to equip students with the critical thinking skills that enable them to use various technologies wisely ... because people who know 'what' and 'how' will always work for people who know 'why.' "
  • , and partially borrowed, quotation on her concluding slide:
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    My daughter just shared this with me. I hope our group is seeing these!
Keith Hamon

Beyond Current Horizons : Reworking the web, reworking the world: how web 2.0 is changi... - 0 views

  • Lowering communication costs doesn’t just lead to more communication, it leads to qualitatively different behavior by web users.
    • Keith Hamon
       
      Higher ed must tap into these "qualitatively different" behaviors by our students.
  • Lowering the interaction costs of communication leads to perhaps the most important feature of Web 2.0: its inclusive, collaborative capacity. The new Read/Write web is allowing people to work together, share information, and reach new and potentially enormous audiences outside some of the traditional structures of power, authority, and communication in our society. The social developments that have resulted from the Web 2.0 phenomena are best understood through a lens of democratization, but we must keep in mind the caveat that democracy means many different things in many different places (Haste and Hogan, 2006).
    • Keith Hamon
       
      The democratic tendencies of inclusive collaboration are a challenge to the traditional classroom, I think, demanding changes in the behavior and expectations of both students and teachers.
  • Web logs, or blogs
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  • Wikis, websites which are authored by a community of people
  • Podcasting tools allowed for the uploading and syndication of audio files, and podcasts
  • YouTube pioneered online video sharing
  • Online social networks also fall within the domain of Web 2.0
  • Virtual worlds, including online games, are, to some degree, other forms of online social networks
  • In America in 2006, over 50% of teenagers – across racial and socioeconomic lines – have created pages on online social networks like Facebook and MySpace, and in all likelihood this percentage has increased in the last two years (Lenhart, Madden, Macgill, and Smith, 2007).
  • Web 2.0 refers to these simple, often free tools for adding content to the Web, but it also refers to systems that allow users to evaluate content. Tagging refers to the process of allowing users to apply key word labels to discrete bits of content.
  • convergence is one of the most common features in the evolution of Web 2.0 tools.
  • Whether or not the democratic possibilities of Web 2.0 are realized depends a great deal upon the degree to which users can negotiate for freedom and autonomy within the networks created and controlled by established political and corporate interests.
    • Keith Hamon
       
      Education, esp. higher ed, has always been a bastion for the free and open production and distribution of information. This is the best platform yet for disseminating information as widely as possible.
  • The driving force behind Web 2.0, the desire to lower the costs of communication, will continue to be a force shaping the web in the decades ahead, and innovations in time-cheap communications are going to present a future full of new surprises. Three other trends at various levels will continue to act on and shape this driving force. First, new platforms will continue to emerge. Second, the functionality in platforms will continue to converge. Third, we should expect to see greater integration between Web 2.0 tools and handheld devices. Finally, we should consider the efforts to those who seek not to extend the Web 2.0 regime, but to transcend it.
  • No facet of modern life will remain untransformed by the innovations of the Web 2.0.
    • Keith Hamon
       
      I think this is especially true of education.
  • Online networks may also upset hierarchical corporate structures.
    • Keith Hamon
       
      Online social networks are rhizomatic, and thus, they always subsume and subvert hierarchical structures.
  • These new platforms may allow different kinds of talents – talents related to online networking, communication and collaboration – to be more highly valued in the work place. They also may allow for employees at the bottom of the corporate hierarchy to more easily bend the ear of those at the top, and the examples of both Linux development and the Toyota production system lend support to this hypothesis (Evans and Wolf, 2005). These flatter, more democratic, more meritocratic social organizations may allow firms to draw out the strengths of their employees with less regard towards their position in the organization.
    • Keith Hamon
       
      Flatter is a perhaps unfortunate visual metaphor to contrast with hierarchical. Rhizomatic is more accurate, richer, fuller.
  • The fans were not the simple recipients of the movie; instead, they helped to design the film.
    • Keith Hamon
       
      In their book Wikinomics, Tapscott & Williams closely examine the emergence of the prosumer and its consequences for business. What about for education? Can students be prosumers, both consumers and producers of information? I think so.
  • If myBO becomes another media for the Obama administration to spread a centrally constructed message, then it becomes another instrument of elite political power. If, however, myBO morphs into my.americangovernment.gov, a space where citizens have the opportunity to contribute and collaborate on solving problems and speaking truth to power, then the democratizing power of Web 2.0 tools may indeed lead to a more democratic republic.
    • Keith Hamon
       
      Government is very conservative and generally resists change until change is forced upon it. Web 2.0 could be one of the most peaceful revolutions ever. Most people will likely not notice that it has happened until it's done.
  • Relationships developed in virtual or online worlds are not pale reflections of “real” world phenomena. They are a new class of meaningful and profound interactions which researchers will have to consider seriously as they try to understand the evolving nature of society in a Web 2.0 world.
  • hypothesized benefits for using Web 2.0 tools in the classroom with students, which can be organized into four major categories. The first category involves increasing engagement.
  • Web 2.0 tools provide new avenues to teach fundamental skills, like writing, communication, collaboration, and new media literacy.
  • In addition to developing both old and new fundamental skills, students also need to rehearse for 21st century situations.
  • emerging Web tools can enlighten the critique of the contemporary state of education.
  • The Flat Classroom Project of 2007
    • Keith Hamon
       
      Started by Ms. Vicki Davis, a high school teacher in Camilla, GA.
  • While no studies have looked widely across Web 2.0 tools, there is anecdotal evidence that this kind of project is a very rare exception to two normal states. The first normal state with Web 2.0 is failure. Of the hundreds of thousands of blogs and wikis created, most die on the vine. This isn’t necessarily a bad thing, as one of the advantages of Web 2.0 is that they are both inexpensive and time-cheap to create, and so one can fail repeatedly before finding a model that works. That said, these failed instantiations are not realizing any of the aforementioned hypothesized benefits. The second normal state for Web 2.0 tools are applications that fit neatly into standard, industrial models of education. In these states, a wiki might be used as an easy way for a teacher to create a website as a one-way delivery device for content, rather than a collaborative medium. Or perhaps a student creates a blog as a kind of online portfolio, but her writings are never published widely, never shared with others, or never commented upon by classmates. In a sense the blog has allowed the student to pass in her homework online, but none of the potentially benefits of publishing within a larger critical, collaborative community are realized. If these two states are indeed the norm, then right now Web 2.0 tools may offer tremendous potential for education, but this potential is not much realized.
    • Keith Hamon
       
      These are two critical pitfalls that ASU's QEP classes must work to avoid.
  • There is also anecdotal evidence that the distribution of the use of these tools, sophisticated or not, is skewed towards wealthy, suburban communities rather than poorer rural or urban communities.
    • Keith Hamon
       
      ASU can certainly be a correction to this trend, if it is the case.
  • very few systems have incentives that reward teachers for innovative instruction.
    • Keith Hamon
       
      This is a key element in the success of QEP at ASU. How do we reward faculty who participate and revolutionize their teaching?
  • Most teachers learn to teach from their own experience and from mentors, neither of which usually provide an exemplary model for technology use in the classroom.
  • The driving technical principle behind the evolution of Web 2.0 tools is the reduction of the interaction costs of communication, and these costs will continue to be driven down. As these costs are driven down, we will continue to see the emergence of qualitatively new behaviors and the products of these behaviors will be as or more bizarre to future peoples as Wikipedia and Twitter are to us now. These new behaviors will be at some level democratizing, as they will involve harnessing collaborative energy and collective intelligence to meet cooperative goals. Many of these innovations will level hierarchies and include and involve more people in social systems. They will accelerate globalization by making cross-cultural, cross-content, cross-time-zone conversations even cheaper and take less time to achieve.
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    To sum up the Web 2.0 phenomena in a sentence: lower communication costs have led to opportunities for more inclusive, collaborative, democratic online participation.
Keith Hamon

Writing in Mathematics: Mathematics Writing Explains a Problem and How to Solve It | Su... - 0 views

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    An overview is provided of the importance and why writing in math is different. A recommended checklist is provided to help students write clear math papers.
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