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For other books about mathematics and mathematics education try: http://livros-matema.blogspot.com/.

quinta-feira, 28 de junho de 2012

Geometric Exercises in Paper Folding


Sundara T. Row 

Chicago, The Open Court pub. co | 1917

online: archive.org

online: chestofbooks.com (html)

PDF

arvindguptatoys.com (link direto)

The idea of this book was suggested to me by Kindergarten Gift No. VIII. - Paper-folding. The gift consists of two hundred variously colored squares of paper, a folder, and diagrams and instructions for folding. The paper is colored and glazed on one side. The paper may, however, be of self-color, alike on both sides. In fact, any paper of moderate thickness will answer the purpose, but colored paper shows the creases better, and is more attractive. The kindergarten gift is sold by any dealers in school supplies ; but colored paper of both sorts can be had from stationery dealers. Any sheet of paper can be cut into a square as explained in the opening articles of this book, but it is neat and convenient to have the squares ready cut.

domingo, 24 de junho de 2012

Sorting: Groups and Graphs. Used Numbers. Grades 2-3

Rebecca B. Corwin e Susan Jo Russell

Dale Seymour Publications | 1990 | 132 páginas | PDF | 3,2 Mb

eric.ed.gov (link direto)


4shared.com

A unit of study that introduces sorting and classification as a way of organizing data is presented. Suitable for students in grades 2 and 3, it provides a foundation for further work in statistics and data analysis. The investigations may extend from one to five class sessions and are grouped into three parts: "Introduction to Sorting"; "Sorting and Classifying Data"; and "Projects in Data Analysis." An overview of the investigation, session activities, dialogue boxes, and teacher notes are included in each investigation. The major goals developed in each part of this guide are: (1) examining differences and similarities of objects or data; (2) decision making; (3) using negative information to clarify the definition of a category; (4) making sketches of data; (5) thinking flexibly about the characteristics of data; (6) articulating logical reasoning; (7) constructing categories to describe data; (8) inventing representations of data; (9) building theories about data; (10) collecting and recording survey data; (11) comparing two data sets; and (12) experiencing the phases of a data analysis investigation. Appended are reproducible student materials, including two sets of cards for developing sorting skills.

Measuring: From Paces to Feet. Used Numbers: Real Data in the Classroom. Grades 3-4


Rebecca B. Corwin;  Susan Jo Russell

Addison-Wesley | 1990 | PDF | 2,6 Mb

eric.ed.gov (link direto)

A unit of study that introduces measuring as a way of collecting data is presented. Suitable for students in grades 3 and 4, it provides a foundation for further work in statistics and data analysis. The investigations may extend from one to four class sessions and are grouped into three parts: "Introduction to Measurement"; "Using Standard Measures"; and "A Project in Data Analysis." An overview of the investigation, session activities, dialogue boxes, and teacher notes are included in each investigation. The major goals developed in each part of this guide are: (1) moving through space and counting the movements; (2) comparing units of measure; (3) estimating distances; (4) defining a measurement method; (5) writing directions involving distances; (6) recording and displaying the results of measurement; (7) experiencing a need to standardize; (8) understanding that standard measures were invented to solve real data collection problems; (9) estimating lengths; (10) measuring accurately, using feet and inches; (11) describing the shape of the data; (12) analyzing data through landmarks and features of the data; (13) using standard measures to compare data sets; and (14) experiencing all the phases of a data analysis investigation in which measuring is used to collect data. Seven student sheets are attached.

Statistics: The Shape of the Data. Used Numbers: Real Data in the Classroom. Grades 4-6.



Susan Jo Russell e Rebecca B. Corwin

Pearson Learning | 1989| 88 páginas | PDF | 2,4 Mb

eric.ed.gov (link direto)


A unit of study that introduces collecting, representing, describing, and interpreting data is presented. Suitable for students in grades 4 through 6, it provides a foundation for further work in statistics and data analysis. The investigations may extend from one to four class sessions and are grouped into three parts: "Introduction to Data Analysis"; "Learning About Landmarks in the Data"; and "A Project in Data Analysis." An overview of the investigation, session activities, dialogue boxes, and teacher notes are included in each investigation. The major goals developed in each part of this guide are: (1) describing the shape of the data; (2) defining the way data will be collected; (3) summarizing what is typical of the data; (4) making quick sketches of the data; (5) inventing ways to compare two sets of data; (6) representing data first through sketches, then through a presentation graph or chart; (7) using the median as a landmark in the data; (8) understanding that the median is only one landmark in the data; and (9) experiencing all the stages of a data analysis investigation. Attached are 10 student sheets

segunda-feira, 18 de junho de 2012

Knowing and Learning Mathematics for Teaching: Proceedings of a Workshop


Mathematics Teacher Preparation Content Workshop Program Steering Committee, 
Center for Education , National Research Council 

National Academies Press | 2001| 236 páginas 

online: nap.edu

There are many questions about the mathematical preparation teachers need. Recent recommendations from a variety of sources state that reforming teacher preparation in postsecondary institutions is central in providing quality mathematics education to all students. The Mathematics Teacher Preparation Content Workshop examined this problem by considering two central questions: what is the mathematical knowledge teachers need to know in order to teach well?, and how teachers can develop the mathematical knowledge they need to teach well? The Workshop activities focused on using actual acts of teaching such as examining student work, designing tasks, or posing questions, as a medium for teacher learning. The Workshop proceedings, "Knowing and Learning Mathematics for Teaching", is a collection of the papers presented, the activities, and plenary sessions that took place.

domingo, 10 de junho de 2012

Fair Voting - Weighted Votes for Unequal Constituencies

William F. Lucas


 COMAP, Inc. |  1992  |  81 páginas | PDF


online: prof2000.pt

Students are challenged to use the mathematics of weighted voting to wrestle with important social issues such as how power can be measured quantitatively, and how power is divided in our government. HiMAP Module 19. 


Table of Contents:

CHAPTER 1: VOTING IN DEMOCRATIC INSTITUTIONS

CHAPTER 2: SOME APPROACHES TO FAIR REPRESENTATION 

CHAPTER 3: PROPORTIONAL WEIGHTED VOTING: A FIRST ATTEMPT TO REALIZE FAIR REPRESENTATION

CHAPTER 4: MEASURING POWER

CHAPTER 5: ADJUSTED WEIGHTED VOTING: A BETTER IDEA

CHAPTER 6: HISTORICAL ASPECTS

CHAPTER 7: ADDITIONAL TOPICS ON WEIGHTED VOTING

REFERENCES

TRANSPARENCIES

The Mathematical Theory of Elections

Joseph Malkevitch


COMAP, Inc. | 1999 |  68 páginas | PDF


online: prof2000.pt
semmathmodeling.wikispaces.com


This module illustrates how mathematics can design and analyze election and ranking methods. Preference schedules, fairness criteria, and weighted voting all demonstrate that how votes are counted can affect the outcome of an election. HiMAP Module 1.

Table of Contents:

SECTION 1: SOME ELECTIONS RESULTS

SECTION 2: TYPES OF BALLOTS

SECTION 3: ELECTION METHODS

SECTION 4: ARROW'S THEOREM

SECTION 5: PROPORTIONAL REPRESENTATION

SECTION 6: RECENT DEVELOPMENTS

REFERENCES

GLOSSARY

Math Trails


Joel Schneider, Henry Pollak and Mary Margaret Shoaf

Comap | 2004 | 136 páginas | PDF

online:  comap.com

Introduction 

A mathematics trail is a walk to discover mathematics. A math trail can be almost anywhere—a neighborhood, a business district or shopping mall, a park, a zoo, a library, even a government building. The math trail map or guide points to places where walkers formulate, discuss, and solve interesting mathematical problems. Anyone can walk a math trail alone, with the family, or with another group. Walkers cooperate along the trail as they talk about the problems. There’s no competition or grading. At the end of the math trail they have the pleasure of having walked the trail and of having done some interesting mathematics. Everyone, no matter what age, gets an “I Walked the Math Trail” button to wear. 

This book is a guide to blazing a math trail. We’ll review the history of math trails and discuss their attributes. We’ll also discuss practical issues of organization and logistics in setting up and maintaining a math trail. We’ll discuss mathematical issues in choosing and describing problems and tasks along a trail. And we’ll also describe a variety of specific examples of trails and of problems. 

Joel Schneider began his personal math trail in junior high school with a geometry problem found in a science fiction novel. His other stops included some modest research in commutative algebra; helping to develop an elementary school math curriculum and its teacher education program; leading the math team for Square One, a television series about math that PBS broadcast in the 90s; and developing a math game show for children’s television in several countries. Having worked at Sesame Workshop for more than 20 years, Joel passed away in 2004. 

After a rather pure education in mathematics, Henry Pollak spent the major part of his career at Bell Laboratories, including 22 years as Director of Mathematics and Statistics Research. At the same time, a growing interest in mathematics education led to his involvement in the Mathematical Association of America, and in a large variety of projects, from the School Mathematics Study Group to Mathematics: Modeling Our World. A recurring theme in much of his work is the need to wear the two hats of mathematics in the real world and mathematics education on the same head. Dr. Pollak has been a Visiting Professor at Teachers College of Columbia University since 1987. 

Mary Margaret Shoaf received her Ph.D. in Mathematics Education from Columbia University under the direction of Dr. Henry O. Pollak. Dr. Shoaf lives in Waco, Texas where she is an Associate Professor of Mathematics in the Department of Mathematics at Baylor University. Dr. Shoaf wishes to thank her Department Chairperson at Baylor University, Dr. Edwin Oxford, for all of his support and encouragement during the writing of this book. Her areas of research and interest are hand-held mathematics technology, the use of computers in the mathematics classroom, and designing and implementing mathematics curriculum for Grades 3–12 preservice and inservice mathematics teachers

Part 1: Purposes and Organization of a Math Trail
Introduction 6
Background and History 6
Characteristics of Math Trails 8
Blazing a Trail 10
Organizing a Math Trail Project 14

Part 2: Examples of Math Trails
Recreational Mathematics in the Park 16
Recreational Mathematics Around Town 34
Recreational Mathematics at the Zoo 47
Recreational Mathematics in a Mall 57

Part 3: Mathematics of Several Kinds of Trail Situations
Parking 70
Supermarkets 78
Buildings 82
A Hike in the Country 85
Tilings 88
American Flags 99
Moving Vans 106
Estimation 108

References 112

Appendix: “A Mathematics Trail Around the City of Melbourne”

sábado, 9 de junho de 2012

A treatise on plane trigonometry

Ernest William Hobson

1918 | Cambridge University Press

online: archive.org

sexta-feira, 8 de junho de 2012

The Algebra Initiative Colloquium

Papers presented at a conference on reform in algebra, December 9-12, 1993

Carole Lacampagne | 1995 | PDF

Vol. 1

This volume contains the plenary or reactor papers presented at a conference on reform in algebra held in Leesburg, Virginia, December 9-12, 1993. Papers included are: (1) "Introduction" (C. B. Lacampagne); (2) "Summary" (C. B. Lacampagne); (3) "Recommendations" (C. B. Lacampagne); (4) "The Development of Algebra and Algebra Education" (V. J. Katz); (5) "Long-Term Algebra Reform: Democratizing Access to Big Ideas" (J. J. Kaput); (6) "Algebra in the K-12 Curriculum" (G. Burrill); (7) "What Is the Appropriate K-12 Algebra Experience for Various Students?" (J. Fey); (8) "Algebra at the College Level" (M. Artin); (9) "Algebra Initiative" (V. Pless); (10) "Algebra and the Technical Workforce" (H. Pollak); (11) "Reshaping Algebra to Serve the Evolving Needs of the Technical Workforce" (S. Garfunkel); (12) "A Cognitive Perspective in the Mathematical Preparation of Teachers: The Case of Algebra" (A. G. Thompson & P. W. Thompson); (13) "Preparing Teachers to Teach Algebra for All: Preliminary Musings and Questions" (M. Enneking); and (14) "Algebra for All: Dumbing Down or Summing Up?" (L. A. Steen). Appendices include the conference agenda; Conceptual Framework for the Algebra Initiative of the National Institute on Student Achievement, Curriculum, and Assessment; and a participant list.

Vol. 2

This volume presents recommendations from four working groups at a conference on reform in algebra held in Leesburg, Virginia, December 9-12, 1993. Working Group 1: Creating an Appropriate Algebra Experience for All Grades K-12 Students produced the following papers: (1) "Report" (A. H. Schoenfeld); (2) "Five Questions About Algebra Reform (and a thought experiment)" (D. Chazan); (3) "Algebra and the Democratic Imperative" (R. B. Davis); (4) "Realism(s) for Learning Algebra" (R. Hall); (5) "Algebra, The New Civil Right" (B. Moses); (6) "Issues Surrounding Algebra" (E. Phillips); (7) "Is Thinking About 'Algebra' a Misdirection?" (A. H. Schoenfeld); and (8) "Thoughts Preceding the Algebra Colloquium" (Z. Usiskin). Working Group 2: Educating Teachers, Including K-8 Teachers, to Provide These Algebra Experiences produced: (1) "Report" (A. Buccino); (2) "Educating Teachers to Provide Appropriate Algebra Experiences: Practicing Elementary and Secondary Teachers--Part of the Problem or Part of the Solution?" (C. Gifford-Banwart); (3) "Educating Teachers for Algebra" (A. Buccino); (4) "Experience, Abstraction, and 'Algebra for All': Some Thoughts on Situations, Algebra, and Feminist Research" (S. K. Damarin); (5) "Educating Teachers, Including K-8 Teachers, to Provide Appropriate Algebra Experiences" (N. D. Fisher); (6) "On the Learning and Teaching of Linear Algebra" (G. Harel); and (7) "Algebra: The Next Public Stand for the Vision of Mathematics for All Students" (H. S. Kepner, Jr.). Working Group 3: Reshaping Algebra to Serve the Evolving Needs of the Technical Workforce produced: (1) "Report" (S. Forman); (2) "Algebra, Jobs, and Motivation" (P. Davis); (3) "To Strengthen Technical Education Systematically" (J. G. Greeno); (4) "Thoughts About Reshaping Algebra to Serve the Evolving Needs of a Technical Workforce" (R. Lesh); (5) "Algebra for the Technical Workforce of the 21st Century" (P. D. McCray); (6) "Some Thoughts on Algebra for the Evolving Work Force" (T. A. Romberg & M. Spence); and (7) "Algebra: A Vision for the Future" (S. S. Wood). Working Group 4: Renewing Algebra at the College Level to Serve the Future Mathematician, Scientist, and Engineer produced: (1) "Report" (J. Gallian); (2) "Some Thoughts on Teaching Undergraduate Algebra" (W. D. Blair); (3) "Toward One Meaning for Algebra" (A. Cuoco); (4) "Some Thoughts on Abstract Algebra" (S. Montgomery); and (5) "Suggestions for the Teaching of Algebra" (W. Y. Velez). Appendices include the conference agenda; Conceptual Framework for the Algebra Initiative of the National Institute on Student Achievement, Curriculum, and Assessment; and a participant list.

terça-feira, 5 de junho de 2012

Mathematicians Delight

W.W. Sawyer

1943 | Harmondsworth, Middlesex, Eng., New York, Penguin Books

online: archive.org

Penguin Books | 1969 | 238 páginas | PDF | 12,8 Mb

depositfiles.com

An introduction to mathematics which starts with simple arithmetic and algebra and proceeds through to graphs, logarithms, trigonometry to calculus and imaginary numbers. The author, who is internationally renowned for his innovative teaching methods, offers insights into the pleasures of mathematics that will appeal to readers of all backgrounds.

domingo, 3 de junho de 2012

Statistics: A Guide To The Unknown

Judith M. Tanur

1972 | djvu

online: archive.org

This collection of intriguing essays describes important applications of statistics and probability in many fields. Instead of teaching methods, the essays illustrate past accomplishments and current uses of statistics and probability. Surveys, questionnaires, experiments, and observational studies are also presented to help the student better understand the importance of the influence of statistics on each topic covered within the separate essays.

sexta-feira, 1 de junho de 2012

Geometry, Relativity and the Fourth Dimension


Rudolf v.B. Rucker

Dover Publications | 1977

online: archive.org

futuretg.com (link direto)

Exposition of 4th dimension, concepts of relativity as Flatland characters continue adventures. Popular, easily followed yet accurate, profound. Topics include curved space time as a higher dimension, special relativity, and shape of space-time. Accessible to lay readers but also of interest to specialists. Includes 141 illustrations