A treatise on plane trigonometry

Ernest William Hobson

1918 | Cambridge University Press

online: archive.org

The Algebra Initiative Colloquium

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

Carole Lacampagne | 1995 | PDF

Vol. 1

eric.ed.gov 

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

eric.ed.gov

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.

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.

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.

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

An Introduction to Mathematics

Alfred North Whitehead

1911 | London : Williams & Northgate: [New York, H. Holt 

online:  archive.org

This distinguished little book is a brisk introduction to a series of mathematical concepts, a history of their development, and a concise summary of how today's reader may use them.

Plane Geometry

Edward Rutledge Robbins

New York ; Cincinnati : American Book Company | 1915

online:  archive.org

Geometry have been :(a) To present a book that has been written for the pupil. The object sought in the study of Geometry is not solely to train the mind to accept only those statements as truth for which convincing reasons can be provided, but to cultivate a foresight that will appreciate both the purpose in making a statement and the process of reasoning by which the ultimate truth is established. Thus, the study of this formal science should develop in the pupil the ability to pursue argument coherently, and to establish one truth by the aid of other known truths, in logical order. The more mature members of a class do not require that the reason for every declaration be given in full in the text; still, to omit it altogether, wrongs those pupils who do not know and cannot perceive the correct reason. But to ask for the reason and to print the paragraph reference meets the requirements of the various degrees of intellectual capacity and maturity in every class. The pupil who knows and knows that he knows need not consult the paragraph cited ;the pupil who does not know may learn for himself the correct reason by the reference. It is obvious that the greater progress an individual makes in assimilating the subject and in entering into its spirit, the less need there will be for the printed reference.