Pub Date : 2000-09-01DOI: 10.5642/HMNJ.200001.23.02
K. Oberhoff, Ron Barnes
SUMMARY This paper describes the evolution of a course developed to tie together many strands of activity encountered by students in the computer and mathematical sciences (CMS). The senior level course is required of all majors in our computer science, applied mathematics and statistics undergraduate degree programs. One of the primary purposes of the course is to refine writing and presentation skills needed for those who will later pursue individual research projects. Writing projects are organized around the theme of " Ethical Decision Making in the Computer and Mathematical Sciences ". Numerous case studies are investigated. Additional topics in the course include designing resumes , starting a placement file, and a general introduction to the CMS culture. A course outline is given and various projects are discussed.
{"title":"Senior Seminar: A Capstone Course in the Computer and Mathematical Sciences","authors":"K. Oberhoff, Ron Barnes","doi":"10.5642/HMNJ.200001.23.02","DOIUrl":"https://doi.org/10.5642/HMNJ.200001.23.02","url":null,"abstract":"SUMMARY This paper describes the evolution of a course developed to tie together many strands of activity encountered by students in the computer and mathematical sciences (CMS). The senior level course is required of all majors in our computer science, applied mathematics and statistics undergraduate degree programs. One of the primary purposes of the course is to refine writing and presentation skills needed for those who will later pursue individual research projects. Writing projects are organized around the theme of \" Ethical Decision Making in the Computer and Mathematical Sciences \". Numerous case studies are investigated. Additional topics in the course include designing resumes , starting a placement file, and a general introduction to the CMS culture. A course outline is given and various projects are discussed.","PeriodicalId":176215,"journal":{"name":"Humanistic Mathematics Network Journal","volume":"409 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2000-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130573537","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2000-09-01DOI: 10.5642/HMNJ.200001.23.05
Dixie L. Metheny, D. Davison
{"title":"Training Elementary Teachers for the New Millennium","authors":"Dixie L. Metheny, D. Davison","doi":"10.5642/HMNJ.200001.23.05","DOIUrl":"https://doi.org/10.5642/HMNJ.200001.23.05","url":null,"abstract":"","PeriodicalId":176215,"journal":{"name":"Humanistic Mathematics Network Journal","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2000-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129946619","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2000-09-01DOI: 10.5642/hmnj.200001.23.13
C. Zaslavsky
{"title":"Book Review: Geometry from Africa: Mathematical and Educational Explorations by Paulus Gerdes","authors":"C. Zaslavsky","doi":"10.5642/hmnj.200001.23.13","DOIUrl":"https://doi.org/10.5642/hmnj.200001.23.13","url":null,"abstract":"","PeriodicalId":176215,"journal":{"name":"Humanistic Mathematics Network Journal","volume":"8 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2000-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114103567","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2000-09-01DOI: 10.5642/HMNJ.200001.23.04
Joyce O’Halloran
{"title":"The Story of a Service-Learning Project: Mathematics in the Park","authors":"Joyce O’Halloran","doi":"10.5642/HMNJ.200001.23.04","DOIUrl":"https://doi.org/10.5642/HMNJ.200001.23.04","url":null,"abstract":"","PeriodicalId":176215,"journal":{"name":"Humanistic Mathematics Network Journal","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2000-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131329535","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2000-09-01DOI: 10.5642/HMNJ.200001.23.07
R. Rogers
INTRODUCTION This study in empowering the family explored the impact of an increased flow of information on student achievement and productivity from the school to the family. The investigation into the effect of family management of student learning on the student's achievement was empirically grounded in an experiment that provided support for the managerial role of family by manipulating the periodicity and quantity of information on student progress that teachers sent to families. Findings support the general thesis that increases in both frequency and detail of individual student progress reporting to the family are positively related to student achievement. The study was conducted in eight mathematics classes at a comprehensive high school in eastern Los Ange-les County. Designated the School/Home Communication Project, the experiment was designed to inform those responsible for student learning, the families and students themselves, by transferring information collected as part of the teaching process from the classroom to the home quickly, frequently, and with as much of the detail available to the classroom teacher as possible. Parallel treatment and control classes for each participating teacher, identical as to content, were identified and selected. After a baseline data collection period ending at the first grade reporting of the fall semester, information usually available only to the teacher was sent each week to the families of students in treatment classes while students in control classes received only standard grade cards issued at six to seven week intervals called triads.
{"title":"The School/Home Communication Project: A Study of the Effect of More Frequent Grade Reporting on the Achievement of High School Mathematics Students","authors":"R. Rogers","doi":"10.5642/HMNJ.200001.23.07","DOIUrl":"https://doi.org/10.5642/HMNJ.200001.23.07","url":null,"abstract":"INTRODUCTION This study in empowering the family explored the impact of an increased flow of information on student achievement and productivity from the school to the family. The investigation into the effect of family management of student learning on the student's achievement was empirically grounded in an experiment that provided support for the managerial role of family by manipulating the periodicity and quantity of information on student progress that teachers sent to families. Findings support the general thesis that increases in both frequency and detail of individual student progress reporting to the family are positively related to student achievement. The study was conducted in eight mathematics classes at a comprehensive high school in eastern Los Ange-les County. Designated the School/Home Communication Project, the experiment was designed to inform those responsible for student learning, the families and students themselves, by transferring information collected as part of the teaching process from the classroom to the home quickly, frequently, and with as much of the detail available to the classroom teacher as possible. Parallel treatment and control classes for each participating teacher, identical as to content, were identified and selected. After a baseline data collection period ending at the first grade reporting of the fall semester, information usually available only to the teacher was sent each week to the families of students in treatment classes while students in control classes received only standard grade cards issued at six to seven week intervals called triads.","PeriodicalId":176215,"journal":{"name":"Humanistic Mathematics Network Journal","volume":"41 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2000-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129871124","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2000-09-01DOI: 10.5642/HMNJ.200001.23.08
Stephen L. Sproule
{"title":"Book Review: Experiencing School Mathematics by Jo Boaler","authors":"Stephen L. Sproule","doi":"10.5642/HMNJ.200001.23.08","DOIUrl":"https://doi.org/10.5642/HMNJ.200001.23.08","url":null,"abstract":"","PeriodicalId":176215,"journal":{"name":"Humanistic Mathematics Network Journal","volume":"22 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2000-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132641574","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2000-09-01DOI: 10.5642/HMNJ.200001.23.15
J. Rauff
{"title":"Number, Infinity and Truth: Reflections on the Spiritual in Mathematics.","authors":"J. Rauff","doi":"10.5642/HMNJ.200001.23.15","DOIUrl":"https://doi.org/10.5642/HMNJ.200001.23.15","url":null,"abstract":"","PeriodicalId":176215,"journal":{"name":"Humanistic Mathematics Network Journal","volume":"121 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2000-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115773159","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2000-09-01DOI: 10.5642/HMNJ.200001.23.03
Theodore Panitz
INTRODUCTION " Computers are coming! Computers are coming! " is the cry heard around the world as the technology revolution slowly and insidiously works its way into the classroom from kindergarten through higher education. Administrators dream about the economies of inexpensive computer systems handling hundreds of students relatively independently of faculty, with the additional benefit that computers do not debate issues at staff meetings. Lost in the current rush to extol the value of having computers in every classroom, internet courses available to any student anywhere in the world, and complete degrees offered in cyberspace, is a discussion about the real nature of education, the human side. Teaching/learning paradigms at all institutions of higher education must change from lectures to interactive, student-centered inquiry approaches, in order to focus on the human aspects of learning, or else computers will do the teaching for us. This article is not intended to criticize all uses of technology but instead to promote learning through human interactions. The author believes that appropriate uses of technology lie in supplemental instruction intended to complement classroom activities, not replace them. Computers are useful for building skills, repetition exercises, the search for information via the world wide web, and some communications via e-mail or chat rooms. But technology can never replace the affective nature of education created by face to face interaction between students, and between students and teachers. Unfortunately, the real value of computers as teaching tools has been lost on administrators who only see the apparent economics of scale when they consider the internet as a mechanism to recruit additional students beyond their immediate geographical region. College professors are at a crossroads. We are under increasing pressure to incorporate technology into our courses and to offer extraterrestrial learning environments commonly referred to as cyberspace or internet courses. Simultaneously, we are expected to teach students how to think critically, solve problems and interact socially in preparation for the workplace. Something is missing from the discussion on how higher education should accomplish these goals. The question which should be driving this debate is not how much technology can we include in our teaching, but instead, " What is the underlying philosophy of education and the learning experience? " Several questions spring to mind and should form the basis for discussions about the future of higher education. They are: 1. Should we facilitate learning through interactive, student-centered courses or focus …
{"title":"Will You Still Be Teaching in the Twenty-First Century?.","authors":"Theodore Panitz","doi":"10.5642/HMNJ.200001.23.03","DOIUrl":"https://doi.org/10.5642/HMNJ.200001.23.03","url":null,"abstract":"INTRODUCTION \" Computers are coming! Computers are coming! \" is the cry heard around the world as the technology revolution slowly and insidiously works its way into the classroom from kindergarten through higher education. Administrators dream about the economies of inexpensive computer systems handling hundreds of students relatively independently of faculty, with the additional benefit that computers do not debate issues at staff meetings. Lost in the current rush to extol the value of having computers in every classroom, internet courses available to any student anywhere in the world, and complete degrees offered in cyberspace, is a discussion about the real nature of education, the human side. Teaching/learning paradigms at all institutions of higher education must change from lectures to interactive, student-centered inquiry approaches, in order to focus on the human aspects of learning, or else computers will do the teaching for us. This article is not intended to criticize all uses of technology but instead to promote learning through human interactions. The author believes that appropriate uses of technology lie in supplemental instruction intended to complement classroom activities, not replace them. Computers are useful for building skills, repetition exercises, the search for information via the world wide web, and some communications via e-mail or chat rooms. But technology can never replace the affective nature of education created by face to face interaction between students, and between students and teachers. Unfortunately, the real value of computers as teaching tools has been lost on administrators who only see the apparent economics of scale when they consider the internet as a mechanism to recruit additional students beyond their immediate geographical region. College professors are at a crossroads. We are under increasing pressure to incorporate technology into our courses and to offer extraterrestrial learning environments commonly referred to as cyberspace or internet courses. Simultaneously, we are expected to teach students how to think critically, solve problems and interact socially in preparation for the workplace. Something is missing from the discussion on how higher education should accomplish these goals. The question which should be driving this debate is not how much technology can we include in our teaching, but instead, \" What is the underlying philosophy of education and the learning experience? \" Several questions spring to mind and should form the basis for discussions about the future of higher education. They are: 1. Should we facilitate learning through interactive, student-centered courses or focus …","PeriodicalId":176215,"journal":{"name":"Humanistic Mathematics Network Journal","volume":"72 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2000-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126321247","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：