Why Study Mathematics Book in PDF, ePub and Kindle version is available to download in english. Read online anytime anywhere directly from your device. Click on the download button below to get a free pdf file of Why Study Mathematics book. This book definitely worth reading, it is an incredibly well-written.
Considering studying mathematics at university? Wondering whether a mathematics degree will get you a good job, and what you might earn? Want to know what it's actually like to study mathematics at degree level? This book tells you what you need to know. Studying any subject at degree level is an investment in the future that involves significant cost. Now more than ever, students and their parents need to weigh up the potential benefits of university courses. That's where the Why Study series comes in. This series of books, aimed at students, parents and teachers, explains in practical terms the range and scope of an academic subject at university level and where it can lead in terms of careers or further study. Each book sets out to enthuse the reader about its subject and answer the crucial questions that a college prospectus does not.
A New York Times–bestselling author looks at mathematics education in America—when it’s worthwhile, and when it’s not. Why do we inflict a full menu of mathematics—algebra, geometry, trigonometry, even calculus—on all young Americans, regardless of their interests or aptitudes? While Andrew Hacker has been a professor of mathematics himself, and extols the glories of the subject, he also questions some widely held assumptions in this thought-provoking and practical-minded book. Does advanced math really broaden our minds? Is mastery of azimuths and asymptotes needed for success in most jobs? Should the entire Common Core syllabus be required of every student? Hacker worries that our nation’s current frenzied emphasis on STEM is diverting attention from other pursuits and even subverting the spirit of the country. Here, he shows how mandating math for everyone prevents other talents from being developed and acts as an irrational barrier to graduation and careers. He proposes alternatives, including teaching facility with figures, quantitative reasoning, and understanding statistics. Expanding upon the author’s viral New York Times op-ed, The Math Myth is sure to spark a heated and needed national conversation—not just about mathematics but about the kind of people and society we want to be. “Hacker’s accessible arguments offer plenty to think about and should serve as a clarion call to students, parents, and educators who decry the one-size-fits-all approach to schooling.” —Publishers Weekly, starred review
Visible Learning for Mathematics, Grades K-12 by John Hattie,Douglas Fisher,Nancy Frey,Linda M. Gojak,Sara Delano Moore,William Mellman Pdf
Selected as the Michigan Council of Teachers of Mathematics winter book club book! Rich tasks, collaborative work, number talks, problem-based learning, direct instruction...with so many possible approaches, how do we know which ones work the best? In Visible Learning for Mathematics, six acclaimed educators assert it’s not about which one—it’s about when—and show you how to design high-impact instruction so all students demonstrate more than a year’s worth of mathematics learning for a year spent in school. That’s a high bar, but with the amazing K-12 framework here, you choose the right approach at the right time, depending upon where learners are within three phases of learning: surface, deep, and transfer. This results in "visible" learning because the effect is tangible. The framework is forged out of current research in mathematics combined with John Hattie’s synthesis of more than 15 years of education research involving 300 million students. Chapter by chapter, and equipped with video clips, planning tools, rubrics, and templates, you get the inside track on which instructional strategies to use at each phase of the learning cycle: Surface learning phase: When—through carefully constructed experiences—students explore new concepts and make connections to procedural skills and vocabulary that give shape to developing conceptual understandings. Deep learning phase: When—through the solving of rich high-cognitive tasks and rigorous discussion—students make connections among conceptual ideas, form mathematical generalizations, and apply and practice procedural skills with fluency. Transfer phase: When students can independently think through more complex mathematics, and can plan, investigate, and elaborate as they apply what they know to new mathematical situations. To equip students for higher-level mathematics learning, we have to be clear about where students are, where they need to go, and what it looks like when they get there. Visible Learning for Math brings about powerful, precision teaching for K-12 through intentionally designed guided, collaborative, and independent learning.
Mathematics for Human Flourishing by Francis Su Pdf
"The ancient Greeks argued that the best life was filled with beauty, truth, justice, play and love. The mathematician Francis Su knows just where to find them."--Kevin Hartnett, Quanta Magazine" This is perhaps the most important mathematics book of our time. Francis Su shows mathematics is an experience of the mind and, most important, of the heart."--James Tanton, Global Math Project For mathematician Francis Su, a society without mathematical affection is like a city without concerts, parks, or museums. To miss out on mathematics is to live without experiencing some of humanity's most beautiful ideas. In this profound book, written for a wide audience but especially for those disenchanted by their past experiences, an award-winning mathematician and educator weaves parables, puzzles, and personal reflections to show how mathematics meets basic human desires--such as for play, beauty, freedom, justice, and love--and cultivates virtues essential for human flourishing. These desires and virtues, and the stories told here, reveal how mathematics is intimately tied to being human. Some lessons emerge from those who have struggled, including philosopher Simone Weil, whose own mathematical contributions were overshadowed by her brother's, and Christopher Jackson, who discovered mathematics as an inmate in a federal prison. Christopher's letters to the author appear throughout the book and show how this intellectual pursuit can--and must--be open to all.
Integrating Research on Teaching and Learning Mathematics by Elizabeth Fennema,Thomas P. Carpenter,Susan J. Lamon Pdf
During the last decade there were significant advances in the study of students' learning and problem solving in mathematics, and in the study of classroom instruction. Because these two research programs usually have been conducted individually, it is generally agreed now that there is an increasing need for an integrated research program. This book represents initial discussions and development of a unified paradigm for studying teaching in mathematics that builds upon both cognitive as well as instructional research.
A brilliant tour of mathematical thought and a guide to becoming a better thinker, How Not to Be Wrong shows that math is not just a long list of rules to be learned and carried out by rote. Math touches everything we do; It's what makes the world make sense. Using the mathematician's methods and hard-won insights-minus the jargon-professor and popular columnist Jordan Ellenberg guides general readers through his ideas with rigor and lively irreverence, infusing everything from election results to baseball to the existence of God and the psychology of slime molds with a heightened sense of clarity and wonder. Armed with the tools of mathematics, we can see the hidden structures beneath the messy and chaotic surface of our daily lives. How Not to Be Wrong shows us how--Publisher's description.
Strengths-Based Teaching and Learning in Mathematics by Beth McCord Kobett,Karen S. Karp Pdf
"This book is a game changer! Strengths-Based Teaching and Learning in Mathematics: 5 Teaching Turnarounds for Grades K- 6 goes beyond simply providing information by sharing a pathway for changing practice. . . Focusing on our students’ strengths should be routine and can be lost in the day-to-day teaching demands. A teacher using these approaches can change the trajectory of students’ lives forever. All teachers need this resource! Connie S. Schrock Emporia State University National Council of Supervisors of Mathematics President, 2017-2019 NEW COVID RESOURCES ADDED: A Parent’s Toolkit to Strengths-Based Learning in Math is now available on the book’s companion website to support families engaged in math learning at home. This toolkit provides a variety of home-based activities and games for families to engage in together. Your game plan for unlocking mathematics by focusing on students’ strengths. We often evaluate student thinking and their work from a deficit point of view, particularly in mathematics, where many teachers have been taught that their role is to diagnose and eradicate students’ misconceptions. But what if instead of focusing on what students don’t know or haven’t mastered, we identify their mathematical strengths and build next instructional steps on students’ points of power? Beth McCord Kobett and Karen S. Karp answer this question and others by highlighting five key teaching turnarounds for improving students’ mathematics learning: identify teaching strengths, discover and leverage students’ strengths, design instruction from a strengths-based perspective, help students identify their points of power, and promote strengths in the school community and at home. Each chapter provides opportunities to stop and consider current practice, reflect, and transfer practice while also sharing · Downloadable resources, activities, and tools · Examples of student work within Grades K–6 · Real teachers’ notes and reflections for discussion It’s time to turn around our approach to mathematics instruction, end deficit thinking, and nurture each student’s mathematical strengths by emphasizing what makes them each unique and powerful.
Teaching and Learning Mathematics Online by James P. Howard, II,John F. Beyers Pdf
Online education has become a major component of higher education worldwide. In mathematics and statistics courses, there exists a number of challenges that are unique to the teaching and learning of mathematics and statistics in an online environment. These challenges are deeply connected to already existing difficulties related to math anxiety, conceptual understanding of mathematical ideas, communicating mathematically, and the appropriate use of technology. Teaching and Learning Mathematics Online bridges these issues by presenting meaningful and practical solutions for teaching mathematics and statistics online. It focuses on the problems observed by mathematics instructors currently working in the field who strive to hone their craft and share best practices with our professional community. The book provides a set of standard practices, improving the quality of online teaching and the learning of mathematics. Instructors will benefit from learning new techniques and approaches to delivering content. Features Based on the experiences of working educators in the field Assimilates the latest technology developments for interactive distance education Focuses on mathematical education for developing early mathematics courses
Math Study Skills outlines good study habits and provides students with study strategies and tips to improve in areas such as time management, organization, and test-taking skills. With a friendly and relatable voice, Alan Bass addresses the misgivings and challenges many students face in a math class, and offers techniques to improve their study skills, as well as opportunities to practice and assess these techniques. This math study skills workbook is short enough to be used as a supplement in a math course, but can also be used as a main text in a study skills class.
Figuring Out Fluency in Mathematics Teaching and Learning, Grades K-8 by Jennifer M. Bay-Williams,John J. SanGiovanni Pdf
Because fluency practice is not a worksheet. Fluency in mathematics is more than adeptly using basic facts or implementing algorithms. Real fluency involves reasoning and creativity, and it varies by the situation at hand. Figuring Out Fluency in Mathematics Teaching and Learning offers educators the inspiration to develop a deeper understanding of procedural fluency, along with a plethora of pragmatic tools for shifting classrooms toward a fluency approach. In a friendly and accessible style, this hands-on guide empowers educators to support students in acquiring the repertoire of reasoning strategies necessary to becoming versatile and nimble mathematical thinkers. It includes: "Seven Significant Strategies" to teach to students as they work toward procedural fluency. Activities, fluency routines, and games that encourage learning the efficiency, flexibility, and accuracy essential to real fluency. Reflection questions, connections to mathematical standards, and techniques for assessing all components of fluency. Suggestions for engaging families in understanding and supporting fluency. Fluency is more than a toolbox of strategies to choose from; it’s also a matter of equity and access for all learners. Give your students the knowledge and power to become confident mathematical thinkers.
Tactile Learning Activities in Mathematics by Julie Barnes,Jessica M. Libertini Pdf
Q: What do feather boas, cookies, and paper shredders have in common? A: They are all ingredients that have the potential to help your undergraduate students understand a variety of mathematical concepts. In this book, 43 faculty from a wide range of institutional settings share a total of 64 hands-on activities that allow students to physically engage with mathematical ideas ranging from the basics of precalculus to special topics appropriate for upper-level courses. Each learning activity is presented in an easy-to-read recipe format that includes a list of supplies; a narrative briefly describing the reasons, logistics, and helpful hints for running the activity; and a page that can be used as a handout in class. Purchase of the book also includes access to electronic printable versions of the handouts. With so many activities, it might be hard to decide where to start. For that reason, there are four indices to help the reader navigate this book: a concept index, a course index, an [Author]; index, and a main ingredient index. In addition to providing activities for precalculus, calculus, commonly required mathematics courses for majors, and more specialized upper-level electives, there is also a section describing how to modify many of the activities to fit into a liberal arts mathematics class. Whether you are new to using hands-on activities in class or are more experienced, the [Author];s hope that this book will encourage and inspire you to explore the possibilities of using more hands-on activities in your classes. Bon appetit!
Transformational Change Efforts: Student Engagement in Mathematics through an Institutional Network for Active Learning by Wendy M. Smith,Matthew Voigt,April Ström,David C. Webb,W. Gary Martin Pdf
The purpose of this handbook is to help launch institutional transformations in mathematics departments to improve student success. We report findings from the Student Engagement in Mathematics through an Institutional Network for Active Learning (SEMINAL) study. SEMINAL's purpose is to help change agents, those looking to (or currently attempting to) enact change within mathematics departments and beyond—trying to reform the instruction of their lower division mathematics courses in order to promote high achievement for all students. SEMINAL specifically studies the change mechanisms that allow postsecondary institutions to incorporate and sustain active learning in Precalculus to Calculus 2 learning environments. Out of the approximately 2.5 million students enrolled in collegiate mathematics courses each year, over 90% are enrolled in Precalculus to Calculus 2 courses. Forty-four percent of mathematics departments think active learning mathematics strategies are important for Precalculus to Calculus 2 courses, but only 15 percnt state that they are very successful at implementing them. Therefore, insights into the following research question will help with institutional transformations: What conditions, strategies, interventions and actions at the departmental and classroom levels contribute to the initiation, implementation, and institutional sustainability of active learning in the undergraduate calculus sequence (Precalculus to Calculus 2) across varied institutions?
The human brain is made up of 85 billion neurons, which are connected by over 100 trillion synapses. For more than a century, a diverse array of researchers searched for a language that could be used to capture the essence of what these neurons do and how they communicate – and how those communications create thoughts, perceptions and actions. The language they were looking for was mathematics, and we would not be able to understand the brain as we do today without it. In Models of the Mind, author and computational neuroscientist Grace Lindsay explains how mathematical models have allowed scientists to understand and describe many of the brain's processes, including decision-making, sensory processing, quantifying memory, and more. She introduces readers to the most important concepts in modern neuroscience, and highlights the tensions that arise when the abstract world of mathematical modelling collides with the messy details of biology. Each chapter of Models of the Mind focuses on mathematical tools that have been applied in a particular area of neuroscience, progressing from the simplest building block of the brain – the individual neuron – through to circuits of interacting neurons, whole brain areas and even the behaviours that brains command. In addition, Grace examines the history of the field, starting with experiments done on frog legs in the late eighteenth century and building to the large models of artificial neural networks that form the basis of modern artificial intelligence. Throughout, she reveals the value of using the elegant language of mathematics to describe the machinery of neuroscience.
