61. ENC Online Beyond Numbers Communicating In Math Class Beyond Numbers communicating in math Class. Communication skills enrich students understanding of mathematical concepts both in http://www.enc.org/features/focus/archive/across/document.shtm?input=FOC-002774-

62. ThinkQuest : Library : Math Planet Then join our live math chat. You will be different through communicating with people. math Search Still want to know more about math ? http://library.thinkquest.org/16284/

Index Math Math Planet Math Planet is web site dedicated to the advancement of mathematics. That's good, because today's demanding world requires young people to be equipped with a solid math foundation. Targeted towards high school students, there are many different categories, including Basic Algebra and Geometry, advanced Algebra and Trigonometry, SAT and ACT math preparation courses, and even a chat room for team problem solving. Visit Site 1998 ThinkQuest Internet Challenge Languages English Students Wen Vestavia Hills High School, Birmingham, AL, United States Parakash Vestavia Hills High School, Birmingham, AL, United States Coaches David University of Alabama at Birmingham-School of Engineering, Birmingham, AL, United States Want to build a ThinkQuest site? The ThinkQuest site above is one of thousands of educational web sites built by students from around the world. Click here to learn how you can build a ThinkQuest site. Privacy Policy

63. Misunderstood Minds . Math Responses | PBS Parents and Teachers communicating about mathematics. attention, sequencing, spatial ordering, or higherorder cognition seem to affect the child s math skills? http://www.pbs.org/wgbh/misunderstoodminds/mathstrats.html

Stories from the Documentary: Nathan V. Lauren Sarah Lee Adam ... Difficulties Responses Responses Where do I begin? Home and School Collaboration Parents and Teachers Communicating Talking with Children about their Strengths and Weaknesses What Can I Do? Suggestions - simple things you can do to help Strategies - targeting strengths and weaknesses Where Do I Begin? Home and School Collaboration Living with or teaching a child who has difficulty thinking with numbers can be an emotionally charged experience. Frustration and confusion can complicate the conversation between parents and teachers about what to do. Respect for each other and open communication can reduce tension and enable parents and teachers to benefit from each other's expertise and knowledge of the child from different perspectives. Working together, parents, teachers, and the children themselves can inform one another about how best to address the child's needs. Back to Top Parents and Teachers Communicating about Mathematics When you suspect a learning problem with mathematics, schedule a parent-teacher meeting to share information about the child. The following "talking points" can help structure the discussion. Share observations of the child's mathematics profile and discuss where the breakdown is occurring.

64. Misunderstood Minds . Math Difficulties | PBS understanding directions; have difficulty explaining and communicating about math, including asking and answering questions; have difficulty http://www.pbs.org/wgbh/misunderstoodminds/mathdiffs.html

Stories from the Documentary: Nathan V. Lauren Sarah Lee Adam ... Basics Difficulties Responses Difficulties with Mathematics What Can Stand in the Way of a Student's Mathematical Development? Math disabilities can arise at nearly any stage of a child's scholastic development. While very little is known about the neurobiological or environmental causes of these problems, many experts attribute them to deficits in one or more of five different skill types. These deficits can exist independently of one another or can occur in combination. All can impact a child's ability to progress in mathematics. Incomplete Mastery of Number Facts Number facts are the basic computations (9 + 3 = 12 or 2 x 4 = 8) students are required to memorize in the earliest grades of elementary school. Recalling these facts efficiently is critical because it allows a student to approach more advanced mathematical thinking without being bogged down by simple calculations. Try it yourself. Experience a problem with basic facts. Computational Weakness Many students, despite a good understanding of mathematical concepts, are inconsistent at computing. They make errors because they misread signs or carry numbers incorrectly, or may not write numerals clearly enough or in the correct column. These students often struggle, especially in primary school, where basic computation and "right answers" are stressed. Often they end up in remedial classes, even though they might have a high level of potential for higher-level mathematical thinking.

65. Making Mathematics Accessible mathPlayer 2.0 contains a demonstration of our ideas for communicating an audio description of the math to a screen reader. Most http://www.dessci.com/en/reference/accessibility/

Products Solutions Store Support ... Math Accessibility Making Mathematics Accessible According to a survey by Microsoft, 17% of computer users have a mild visual difficulty or impairment, and 9% have a severe visual difficulty or impairment. The use of images such as GIFs to display mathematics in Web pages makes those pages difficult or impossible to read for people with visual impairments. To address this problem, Design Science has started a project to make mathematics encoded by MathML be accessible to those with visual impairments. MathML is the W3C recommendation for encoding math in Web pages. A primary goal of this work is make the mathematics accessible to the tools used by those with visual impairments. The results of this research are being incorporated into MathPlayer We have identified five areas of focus for our work: Communicating an audio description of the math to a screen reader; Allowing navigation of the expression using the keyboard and communicating this information to a screen reader; Communicating a Braille description of the math for use on an on-line Braille display and for embossing;

66. MA Math Curriculum Framework Matched To Computer Literacy Press: Math With Compu Curriculum Framework matched to Computer Literacy Press math with Computers. Relationships Students engage in problem solving, communicating, reasoning, and http://www.complitpress.com/Correlations/Math/mamath.htm

MA Math Curriculum Framework matched to Computer Literacy Press: Math with Computers (page 1 of 2 + represent and use equivalent forms of numbers, including integers, fractions, decimals, percents, exponents, and scientific notation. Learning Standards For Grades 5-8 : 1.6 Number and Number Relationships : Students engage in problem solving, communicating, reasoning, and connecting to: Component: Using the Spreadsheet Reference: Text pp. 2-24 Required Suggested Interested Component: Statistics via Spreadsheet Reference: Text pp. 66-81 Required Suggested Interested Component: Perfect Percents Reference: Text pp. 83-97 Required Suggested Interested Component: Story Problems to Perplex Your Brain Reference: Text pp. 101-110 Required Suggested Interested Component: How Do Your Rate? Reference: Text pp. 114-128 Required Suggested Interested Component: Let's Shape Up! Reference: Text pp. 130-142 Required Suggested Interested + apply ratios, proportions, and percents. Learning Standards For Grades 5-8 : 1.6 Number and Number Relationships : Students engage in problem solving, communicating, reasoning, and connecting to: Component: Using the Spreadsheet Reference: Text pp. 2-24

67. Sending Mathematical Communications Electronically Dave Rusin Sending mathematical communications electronically Dave Rusin (rusin@math.niu.edu Last updated There is however the problem of communicating the wide array of http://www.math.niu.edu/~rusin/known-math/collection/how-to-read

68. Communicating With NIU Users communicating With Users of Other NIU Computers. Unix systems. There are currently a few Unix computers outside the math Department. http://www.math.niu.edu/help/net/niu-addr.html

Communicating With Users of Other NIU Computers Unix systems There are currently a few Unix computers outside the Math Department. Some of them include: mp.cs.niu.edu (Computer Science), corn.cso.niu.edu (Computer Services), eiger.ceet.niu.edu (Electrical Engineering), sun.soci.niu.edu (Sociology), and two SPARCStations used by undergraduate students: oats.farm.niu.edu and rice.farm.niu.edu. If you know where the user in question has an account, you can try `finger' to see his login name: behr % finger -l Prais@corn.cso.niu.edu [corn.cso.niu.edu] Login name: mgprais In real life: Michael G. Prais Directory: /user1/acs/mgprais Shell: /bin/csh This doesn't always work; some finger implementations will not return partial matches, and finger is disabled altogether on some machines for security reasons. The ph database In many cases you can find an NIU user by searching the `ph' database: behr % ph ph> query stankus name: Stankus, Mark curriculum: Student-At-Large Education email to: mstankus@niu.edu (no account registered) name: Stankus, Randi Coleen curriculum: Pre-Elementary Education email to: rstankus@niu.edu (z957798@oats.farm.niu.edu) ph> quit In this case I searched for an undergraduate student. The first match tells me that Mark is in the database, but has not set his real e-mail address correctly. A letter mailed to

69. Innovative Courses Boost Math Achievement An emphasis on problemsolving, including the use of questioning strategies, reasoning, and communicating. math A and UCSMP courses de-emphasize direct http://www.wcer.wisc.edu/publications/WCER_Highlights/Vol.8_No.1_Spring_1996/Inn

Innovative courses boost math achievement Upgraded math courses implemented in New York and California are raising student achievement and improving students' chances of mastering college preparatory math. Four school districts in California and New York offer "transition" math courses that serve as a bridge between basic math and college preparatory math (see WCER Highlights Summer 1994, p. 4). New York initiated its transition math courses 10 years ago; California initiated different, but equally effective courses, about five years ago. The point of the courses is to help break the vicious cycle of the "basic" or "general" track, in which teachers set low expectations for students in lower level math courses, and students hold low expectations of themselves. New York's Stretch Regents courses emphasize the integration of math topics, but at a pace more accessible to students who have struggled in math. The University of Chicago School Math Project (UCSMP) courses in place in Buffalo, New York, and California's Math A focus on the use of manipulatives, group work, and problem-solving strategies that actively engage students in understanding mathematics and how it is applied. Researchers at the WCER branch of the Consortium for Policy Research in Education studied these innovative courses to determine how and why they were effective. Adam Gamoran, Andrew Porter, John Smithson, and Paula White gathered data from seven high schools across four districts (Buffalo and Rochester, New York, and San Diego and San Francisco, Calif.). They selected schools with high percentages of minority and low-income students, because the problem of dead-end classes for low-achieving students is most severe in such schools.

70. Communicating Across The Curriculum Bill Dunn (math), Cliff Hudder (English). W, March 31, Nasrin Shafai (math) and Maureen Loiacano (math) “Grass Roots in Measuring Learning Outcomes”. http://wwwmc.nhmccd.edu/BlueStarCAFE/CAC.html

Communication Across the Curriculum (CAC) For more info. about CAC or to suggest a presentation/discussion: x7023 CAC Advisory Group: Ron Heckelman (English) Betsy Powers (History) Martina Kusi-Mensah (English) Sunny Cooke (Biology) Pat Price (English) Marybeth Kardatzke (Business) Dave Englert (Music) Jim Ross-Nazzal (History) Bill Dunn (Math) Cliff Hudder (English) Matthew Heck (Information Technology Spring Semester 2004 Wednesdays, 3 to 4, Blue Star C.A.F.E (C104) (unless otherwise noted) W, Jan 21 Jim Ross-Nazzal (History) W, Jan 28 Cliff Hudder (English) W, Feb 4 Martina Kusi-Mensah (English) W, Feb 11 Julie Harless (Biology) W, Feb 18 David Kennedy (Political Science) and George Crossland (Technology) W, Feb 25

71. The Scientist - Communicating To The Public: Make Science Relevant, Human, And C By P. Michael Conn. How well are we communicating science to the public? On general math, the US placed 19th, edging out only Cyprus and South Africa. http://www.the-scientist.com/yr1998/july/opin_980720.html

The Scientist 12[15]:9, Jul. 20, 1998 Opinion Communicating to the Public: Make Science Relevant, Human, and Clear By P. Michael Conn How well are we communicating science to the public? First, let's start with the children. Let's look at the results of the Third International Mathematics and Science Study. Tests were administered to about a half-million students in 41 countries in 1995, and the results were released in March 1998. We know that our fourth graders stack up reasonably well compared to peers in 40 other countries. Remarkably, by eighth grade, United States students are less competitive, and by graduation from high school, they are nearly at the bottom of the pack. The more time spent in school, the less competitive U.S. students become. The questions on the test were "designed to measure general knowledge and skills necessary for citizens in their daily life." There was no rocket science and no requests to calculate pi to 20 places. Here is an example of a question: "Experts say that 25 percent of all serious bicycle accidents involve head injuries and that, of all head injuries, 80 percent are fatal. What percentage of all serious bicycle accidents involve fatal head injuries?" There were four choices, and 57 percent of the American studentsbarely more than halfgot it right. The international average was 64 percent. If a student has a 25 percent random chance of picking the right answer and only half did, what does that mean about our teaching? On general math, the U.S. placed 19th, edging out only Cyprus and South Africa. In science, we were 16th.

72. Facilitates Students Communicating With One Another In The Language Of Mathemati Facilitates Students communicating With One Another in The Language of mathematics. connections within and outside of mathematics, and personalize math concepts http://www.ncrel.org/sdrs/areas/issues/content/cntareas/math/ma6facil.htm

Facilitates Students Communicating With One Another in The Language of Mathematics Using oral and written communication as a tool helps students reflect upon their understandings of mathematics, make connections within and outside of mathematics, and personalize math concepts. Buschman (1995) explains: "As soon as students use words to describe their thinking, they make their understanding more precise and more general at the same time. Only by using words in many situations and many contexts do students come to understand the full meaning of each word." To illustrate the many ways that students communicate in mathematics, Mazie Jenkins and Johnny Lott (1995) quote Jacob, a Wisconsin third grader, as he describes communication in his class: "We communicate by sharing at the end of math class. We share our strategy by drawing, and using math manipulatives to show the way we did it. We learn the way the sharer did it by asking questions. We talk to other students about their strategy and how they got the answer ....We talk about the problem with the teacher and she asks questions about how we did it. So we can think more about the problem and how we did it. To the teacher the answer isn't as important as how we solved the problem. We also write in our math journals so the teacher can learn how we did the problem and so the kids can think about how they solved the problem." References Content and general comments:

73. East Aurora Advertiser District officials said better communicating the semantics of Everyday math with parents would likely be a priority next year. Parents http://www.zwire.com/site/news.cfm?newsid=11404847&BRD=984&PAG=461&dept_id=14112

74. SciMathMN Communications Page communicating Standards. Catalyst. Scimath Announces New Catalyst Format. Recent Reports. No Small Task Changing math Changing Minds http://www.scimathmn.org/publications_title.htm

Home About SciMathMN Contact Us Search Communicating Standards Catalyst SciMath Announces New Catalyst Format The Catalyst newsletter, formerly published three times a year and sent by U.S. Mail, is now an electronic newsletter. This new format was chosen for several reasons. First, the new monthly publication will contain more timely information than the former three-times-a-year schedule allowed. Second, printing and mailing costs have been drastically reduced. Third, links within the newsletter will allow readers to instantly access more information about the stories they are reading, including online registration forms for some events. The electronic format will be e-mailed automatically to addresses taken from the SciMath database the first week of each month. These addresses have been placed in a specially created listserv that will be used only for distribution of the monthly publication. To subscribe, contact our office. You may also view the Catalyst online in rich-text format. The issues will be posted here: Electronic Catalyst March 2002 February 2002 January 2002 We welcome your comments and questions about the new Catalyst newsletter. We hope you find it to be a more effective and efficient way to receive the quality information on standards-based mathematics and science you've come to expect from SciMath. Direct e-mail comments to

75. ENSICA/DMI : Département Math-Info De L’ENSICA Translate this page Testability Analysis in communicating Systems K. Drira, P. Azéma, P. de Saqui-Sannes, Computer Networks, Vol.36, N°5-6, pp.671-693, Août 2001. http://dmi.ensica.fr/article.php3?id_article=171

76. I-MATH Setting The Stage Imath. Imagination thinking outside the box, thinking creatively, dreaming up new projects and new methods of teaching, learning, and communicating. http://www.k12.hi.us/~mathappl/im03stage.htm

I-MATH Setting the Stage The purpose of this professional development E-School class is to assist mathematics teachers in creating curricula for their students based on Imagination, Investigation, Interaction and Illumination, as described below: Imagination: thinking outside the box, thinking creatively, dreaming up new projects and new methods of teaching, learning, and communicating Investigation: hands-on exploration of mathematics - what can you discover? where do your discoveries lead? what connections are there? Interaction: collaboration among colleagues and among students - communicating, questioning, listening, gaining knowledge and new ideas Illumination: discovering principles, connections and applications across the curriculum and in "real life", communicating what you have learned All four of these relate directly to the NCTM Principles and Standards for Mathematics summarized on the previous page, "Introduction". Media and Materials The Geometer's Sketchpad software: interactive mathematics software allows students to explore, construct and discover, and to become active participants in their own learning. Email and Global Chat: technology enables teachers and students to connect to each other in active and meaningful ways, and to enrich their mathematical experiences through this collaboration.

77. I-MATH Chapter 4 Investigation clarifying and communicating their discoveries and their own proofs). This is one of a number of investigative projects we will work on in Imath. http://www.k12.hi.us/~mathappl/im07investg.htm

I-MATH Investigation Imagination: thinking outside the box, thinking creatively, dreaming up new projects and new methods of teaching, learning, and communicating) Investigation: hands-on exploration of mathematics - what can you discover? where do your discoveries lead? what connections are there? Interaction: collaboration with colleagues and with students - communicating, questioning, listening, gaining knowledge and new ideas Illumination: discovering principles, connections and applications across the curriculum and in "real life", communicating what you have learned. Interactive Geometry Software allows students and teachers to actively participate in their own learning. When you have completed Chapter 1 (Communication) of the GSP Lab activities, you will have a sense of how The Geometer's Sketchpad can create opportunities for students and teachers to interactively explore geometric figures, and learn about their properties. Let us pursue an example, and see how investigation can contribute greatly to a student's experience of mathematics. The study of quadrilaterals occurs in most geometry courses somewhere in the first semester, usually after a study of triangles and their properties, and after a study of parallel lines and the parallel line theorems.

78. FINE Forum E-Newsletter Spring 2003 - Family Involvement Network Of Educators - communicating about math goals, students learning, teaching, and programs helps families and other caregivers understand the mathematics learning in which http://www.gse.harvard.edu/hfrp/projects/fine/fineforum/forum6/lessons.html

FINE Forum e-Newsletter Issue 6 - Spring 2003 Lessons From Leaders Issue Contents: From the Directors Program Spotlight Parent Perspective Teacher Talk Lessons From Leaders Related Resources Johnny Lott and Marilou Hyson talk about how their organizations are promoting family involvement in mathematics through standards and position statements. Johnny W. Lott is president of the National Council of Teachers of Mathematics (NCTM) and an avid quilter. As president of the world's largest math organization, he has traveled to many classrooms in the United States and Canada. During these visits he has talked with students of all ages about the fun and beauty in math, and has often used quilting to illustrate how math is interwoven in everyday objects. Lott believes that family involvement in a child's math studies can be the most important element in helping a child to build a positive relationship with math from an early age. Families can establish learning environments at home that enhance the work initiated at school. Families can make learning math a fun routine at home. Parents tell us that they read to their children, but had not thought about doing math games or problems with them. NCTM helped create Figure This! (

79. ISU Math REU This causes the communicating computers to send information back and forth in an effort to ensure that all necessary data gets transmitted. http://www.math.iastate.edu/reu/

MATHEMATICS AND COMPUTING RESEARCH EXPERIENCES FOR UNDERGRADUATES AT IOWA STATE UNIVERSITY All Summer 2004 REU positions have been filled. All applicants have been notified about the outcome by e-mail. If you have any questions contact Prof. Leslie Hogben Summer 2004 The Iowa State University Department of Mathematics will host the Mathematics and Computing Research Experiences for Undergraduates program during summer 2004, sponsored by the National Science Foundation. Participants will spend eight weeks working on research projects as part of active research groups at ISU. The projects are in a variety of mathematical areas, representing the diverse research interests of the ISU Mathematics Department, such as mathematical biology, discrete mathematics, and dynamical systems. All projects utilize computational methods. In addition to carrying out their own research, students will attend a weekly REU Seminar, where they will hear faculty lectures on a variety of mathematical topics and presentations related to attending graduate school. The REU will conclude with a symposium of student reports. Participants will be provided a stipend, accommodation in University student housing, some travel and meal expenses, and will have the opportunity to participate in social activities for REU students (see

80. GalaxyGoo Web Dev Blog: Reinventing The Chalkboard: Using Online Technologies To Presentation Notes for May 22, 2003 By Kristin Henry. Abstract Effectively communicating science and math online presents a unique array of challenges. http://www.galaxygoo.org/blogs/archives_flash/000262.html

GalaxyGoo Web Dev Blog HTML, Flash, XML, Database and More Main May 23, 2003 Reinventing the Chalkboard: Using Online Technologies to Communicate Science and Mathematics. Presentation Notes Presentation Notes for May 22, 2003 By Kristin Henry Abstract: Effectively communicating science and math online presents a unique array of challenges. When considering design, it is important for content, concepts, and interfaces to be approachable and usable. But there is also a technical dimension: for example, how to render scientific and mathematical concepts within a browser environment. Kristin Henry, President of GalaxyGoo, Inc. (an interdisciplinary think-tank dedicated to exploring expressions of science and math using online technologies), will discuss these challenges and demonstrate effective solutions drawing on her own work, and other examples drawn from the Internet. Introduction: What does a chalkboard and the internet have in common? tools for communication interactive dynamic text and graphic (chalkboard great for real time illustration) only as effective as it’s used Math and science are very visual. Research techniques use visual signals. Math problems are converted into symbols before solving. Charts, and tables, and micrographs...oh my!

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