Browsing by Subject "Math"

Now showing 1 - 4 of 4
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    Changing Student Attitudes Toward Math: Using Dance to Teach Math
    (Center for Applied Research and Educational Improvement, 2001-10) Werner, Linnette
    This paper describes results of a study that sought to answer the question, “How does integrating dance and math in an intense co-teaching model of integration affect student attitudes toward learning math?”. The goal of the dance/math project was to engage students in math in ways that reached students’ multiple intelligences and encouraged students to make complex connections and try new problem solving techniques. The classroom teachers, who designed and implemented the project, hypothesized that students who worked with a dancer once a week to learn math concepts would become more engaged in mathematics and have more successful and positive experiences with mathematics than students who did not work with a dancer.
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    Establishing Quantitative Understanding of Energy Transfer to High Frequency in Nonlinear Dispersive Equations
    (2017-05-01) Callis, Keagan G
    We present a family of particular solutions to a Hamiltonian system which was derived to study energy transfer to higher Fourier modes in solutions to the cubic defocusing nonlinear Schrödinger equation. The solutions in this family are not direct solutions to this nonlinear Schrödinger equation, but instead approximate solutions which transfer energy to higher Fourier modes. Our numerical work follows and expands upon work done in [4] and [8], where the existence of solutions exhibiting these properties was proven non-constructively. The solutions presented here depend heavily upon phase interactions in the Hamiltonian system, which has previously been poorly understood.
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    Project Intersect: Year Two Evaluation Report (Cloquet Public Schools & Fond Du Lac Ojibwe School)
    (Center for Applied Research and Educational Improvement, 2008) Dretzke, Beverly
    Project Intersect is funded by a Department of Education grant awarded to Cloquet Public Schools and the Fond du Lac Ojibwe School for a period of three years: July 1, 2006, to June 30, 2009. The primary purpose of the project is to help students increase their understanding and appreciation of visual and performing arts, language arts, math, and science and how American Indian culture intersects with these areas. The project is a collaborative effort of the American Indian community, the Ojibwe tribal college, the elementary and middle schools, University of Minnesota art education faculty, and the University of Minnesota’s Institute on Community Integration. Year one of the project was a planning year devoted to establishment of a design team and development of an intervention design to integrate American Indian arts content into grade 1-8 curriculum. Year two was the first implementation year. In addition to continuing implementation, year three will include creation of a replication manual and dissemination of print and Web-based materials. CAREI evaluated three aspects of Project Intersect: teacher participation, teacher professional development, and classroom implementation.
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    Technology in the Mathematics Classroom: Helping Students Make Connections
    (Center for Applied Research and Educational Improvement, 1999) Wyberg, Terry
    The Curriculum and Evaluation Standards for School Mathematics (NCTM, 1989) recommend that high school students should be able to do the following: "represent and analyze relationships using tables, verbal rules, equations, and graphs; translate among tabular, symbolic, and graphical representations of functions; recognize that a variety of problem situations can be modeled by the same type of function; and analyze the effects of parameter changes on the graphs of functions" (p. 154). The teaching of functions by emphasizing the tabular, symbolic and graphical representations and the connections between them became known as "The Rule of Three." Functions can also be represented by real-world situations themselves so "The Rule of Three" later was called by some as "The Rule of Four". These representations should not be learned in isolation and that true learning of the concept of function occurs when a person can easily make connections between the various representations and see how changes in one representation effects the other three.