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The No Child Left Behind Concept, 2009.
A persuasive argument against the approach and implementation of the No Child Left Behind Act of 2002.
3,398 words (approx. 13.6 pages), 11 sources, APA, $ 96.95
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Abstract
The paper reveals that the result of inquiries into the efficacy of the No Child Left Behind (NCLB) Act are virtually unanimous in their characterization of the NCLB concept as a failure and as a tremendous waste of valuable resources. The paper examines the four essential elements of the Act and outlines the many conceptual problems with this approach to education. The writer relates that he is opposed to the NCLB approach because it contradicts so much of the various philosophies underlying modern educational theory. The writer goes on to relates his personal philosophy of education.
Outline:
Background and History of the No Child Left Behind Act
Educational Reform Under the No Child Left Behind Act
Conceptual Problems with the No Child Left Behind Approach to Education
Specific Issue Analysis -- Contemporary Learning Theory and the NCLB Approach
Conclusion
From the Paper
"Education reform in the United States is not a new idea. In 1965, President Lyndon Johnson enacted the Elementary and Secondary Education Act and during the administration of George H. Bush, the first President Bush promised, among other things, that by the turn of the century, all American school-aged children would have the benefit of comprehensive quality educational programming and improved nutritional and healthcare access to facilitate their learning in school. President G.H. Bush went so far as to promise that improved focus on American education would go so far by then as to also provide the training necessary for the parents of preschoolers to fulfill their role at home as their children's "first teacher"."
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Phi et al, 2009.
Presents a brief history of Phi, mathematical connections and Fibonacci numbers.
5,214 words (approx. 20.9 pages), 15 sources, APA, $ 129.95
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Abstract
This paper provides an overview and a background concerning the Fibonacci series and the Golden Ratio, followed by an examination of how it is manifested throughout nature. In addition, a discussion of how the Fibonacci series is found in various human endeavors is followed by a series of representative mathematics problems based on the Fibonacci series that can be used in a wide range of classroom settings to help introduce these concepts to young learners. Finally, a summary of the research and salient findings are presented in the conclusion. Several tables and diagrams are included with the paper.
Outline:
Review and Discussion
Background and Overview
Fibonacci Series in Nature
Fibonacci Series in Human Endeavors
Math Problems Using the Fibonacci Series
Conclusion
From the Paper
"The continuing emphasis on the Fibonacci series is based on the fact that this series generates the most famous proportion in the history of art and architecture: the Euclidean golden section or golden ratio (shorthand phi). The ratio between any two values in the series results in the so-called "golden number" to increasing levels of accuracy the higher the numbers in the series. Therefore, for instance, 3:5 = 1:1.666, 21:34 = 1:1.61904, 55:89 produces 1.61818, which is an approximate of the actual golden section number of 1.618034 ... . In this regard, Batten (2000) reports that, "One thing to note is that the Fibonacci sequence has many interesting properties in itself. For example, the sum of any two numbers in the sequence equals the next number in the sequence. 1 plus 1 equals 2, 1 plus 2 equals 3, 2 plus 3 equals 5, 3 plus 5 equals 8, and so on to infinity". Likewise, and more importantly, the ratio of any two numbers in the sequence approaches 1.618, or its inverse, 0.618, after the first few pairs of numbers; the ratio of any number taken to the next higher number, known as "phi," is approximately 0.618 to 1 and to the next lower number is about 1.618. The higher the numbers in the sequence, the more close to 0.618 and 1.618 are the ratios between the numbers. As Cromer points out, "Phi = (1 + 5)/2 = 1.618 . . . is one of the two solutions of the quadratic equation x2 - x - 1 = 0. Starting with any two numbers, say 3 and 7, a Fibonacci sequence is obtained by making each new term equal to the sum of the last two terms. "
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Shakespeare in "Alice's Adventures in Wonderland", 2009.
An argument against the views of Harold Bloom regarding William Shakespeare's influence in Lewis Carroll's "Alice's Adventures in Wonderland," as expressed in his work, "Shakespeare: The Invention of the Human."
4,693 words (approx. 18.8 pages), 9 sources, MLA, $ 120.95
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Abstract
This paper examines mathematics and logic versus the influence of William Shakespeare in Lewis Carroll's "Alice's Adventures In Wonderland." The paper specifically analyzes Harold Bloom's work, "Shakespeare: The Invention of the Human" and his views on Shakespeare's influence in Carroll's book. The paper argues against Bloom's view and aims to find not only references to Shakespeare, but also much grander references to Carroll's own discipline of mathematics and logic.
Table of Contents:
Epigraph
Preface
Introduction
Bloom's Argument of Shakespearean Influence
Testing Bloom's Premise: Shakespeare's Influence
Mathematical Influence
Conclusion
From the Paper
"By discovering that Wonderland is indeed grounded by the same logical, predictable, mathematical basis as the real world, Alice is saved from the fate of losing faith in her knowledge and reasoning abilities, and hence from the madness which afflicts Wonderland. Similarly, she encounters this logic as she comes into contact with a variety of creatures that she does not understand or whom seem strange to her. The creatures' use of logic allows her to understand how the logic that might make sense to her seems completely illogical to them. Thus, Carroll not only manages to use logic in order to prove both the logic and the illogical, but also, he uses this logic and mathematics to emphasizes his two mains themes, that Alice is saved from the world of the illogical by logical concepts like mathematics and that what one person thinks is logical may be illogical to another and vice versa, the dichotomy of the strangers."
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Mathematics Instruction, 2009.
A research paper that examines educators' perceptions of changes in reform-related practices in mathematics instruction since the implementation of state wide testing.
22,128 words (approx. 88.5 pages), 147 sources, APA, $ 249.95
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Abstract
The paper examines the effects of mathematics reform on teacher practices and determines the perceptions of educators regarding it's effects on student achievement since the implementation of high stakes testing. The paper identifies reform-related practices in mathematics instruction that have increased, decreased, or not changed since the implementation of high stakes testing, based on educators' perceptions and determines educators' perceptions of the effects of reform-related practices on improving student achievement since the implementation of high stakes testing. The paper also addresses a significant number of research questions regarding the perceptions of educators, both generally and demographically, regarding the changes that have occurred within the classroom for students since the implementation of outcomes based testing.
Outline:
Abstract
Acknowledgements
List of Tables
Chapter 1
Introduction
Statement of the Problem
Purpose of the Study
Research Question
Significance of the Study
Proposed Methods and Procedures
Definitions of Terms
Literature Review
Introduction
Components of MERA
Perspectives of Educators Regarding Standardized Education Reforms Standards and Assessments
Changes in Curriculum and Modes of Instruction
The Effects of Accountability Systems on Individual Teachers
The Effects of Accountability Systems on a School's Capacity
The Effects of Accountability Systems on Student Learning
Alignment of Curricula and Instruction
Conclusion and Final Thoughts
Theoretical and Conceptual Frameworks
Methodology
Research Design
Sample Description
Survey Permission and Procedures for Human Subject
Protection Survey
Distribution
Survey Returns
Instruments, Measures, and Validity
Data Analysis
Specific Data Analysis Plan for Each Research
Question
Limitations
Results
Research Question One
Research Question Two
Research Question Three
Research Question Four
Research Question Five
Research Question Six
Research Question Seven
Summary and Discussion
Connecting the Theoretical Framework
Discussion
Implications of the Outcome of the Data Conclusion
Implications for Future Research
From the Paper
"Another informative aspect of reform and a clear guide for future research will be real test scores, beyond marginal improvements. To accept reform as positive teachers and other educators must be shown more than marginal improvements on test scores, and they must also see real improvement for remedial as well as advanced and "normal" students. Student participation in creative solutions can and likely will play a part in these improvements, regardless of early concerns regarding issues of teachers "teaching to the test." Real world mathematics applications, performance based assessment for daily, weekly and quarterly personal improvement needs as well as many other teacher based creative reforms will likely continue to play a significant role in change."
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The Cost of Equity Capital and the CAPM, 2009.
A discussion on dividend growth models and the capital asset pricing model (CAPM).
1,065 words (approx. 4.3 pages), 1 source, MLA, $ 37.95
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Abstract
This paper talks about dividend growth models, in particular the Gordon Growth model and the assumptions that one needs to take in the calculations. The paper includes the characteristics and limitations of dividend growth models and talks about CAPM, or the capital asset pricing model, which is based on three main parameters: the risk - free rate, the stock's beta coefficient and the expected rate of return for the market as a whole, used to calculate the market risk premium. The author compares the two models and explains why the modern portfolio theory is base on CAPM notions.
From the Paper
"On the other hand, the CAPM is an easy to use and implement model, based on three main parameters: the risk - free rate, the stock's beta coefficient and the expected rate of return for the market as a whole, used to calculate the market risk premium. The model has a large applicability, mainly because it does not use dividend estimates for the future and thus works for organizations that do not pay regular dividends, but also because information on the three variables mentioned are usually public and thus one does not need to make additional estimates on the variables used. "
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Type I and Type II Errors, 2009.
An analysis of the significance of type I and type II errors in nursing- based statistical analysis.
859 words (approx. 3.4 pages), 4 sources, APA, $ 30.95
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Abstract
Two kinds of errors can occur in significance testing. These are type I and type II errors. This paper provides an exploration of type I and type II errors and looks at how to determine if they occur as well as how they can be prevented. The paper attempts to show that the prevention of these errors will allow students and researchers of nursing to perform more accurate hypothesis tests, as well as help them understand the reliability of statistical testing.
From the Paper
"A Type II error occurs when a false null hypothesis is not rejected. In other words, the false statement that there is no relationship between the variables has failed to be rejected. This case is not as serious as a Type I error for the simple statistical rule that causation does not equal correlation. Because rejecting the null hypothesis does not suggest that a relationship exists between the variables, but only that the null hypothesis is incorrect, a failure to reject the null hypothesis makes no conclusions (Lane 2008). The difference between Type I and Type II errors in terms of seriousness, therefore, is rather pronounced. A Type I error is seen as a serious error because it is stating that something is true--that the null hypothesis is false when it is actually true--while a Type II error makes no such claims, but only results in a failure to reject the null hypothesis. "
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Grounded Theory, 2009.
A look at the use of grounded theory in qualitative research.
1,201 words (approx. 4.8 pages), 9 sources, APA, $ 41.95
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Abstract
This paper examines how grounded theory is utilized in performing a qualitative research and how it recognizes and allows the subjectivity of its participants, but attempts to still be objective and avoids researcher and participant biases. The paper also looks at how there are three basic elements of grounded theory: concepts, categories, and propositions. In addition, the paper looks at the advantages and disadvantages of the theory as well as its relevance to nursing research.
Outline:
Description of Grounded Theory
The Advantages and Disadvantages of Grounded Theory
Relevance of Grounded Theory to Nursing Research
From the Paper
"There are three basic elements of grounded theory: concepts, categories, and propositions (Pandit, 1996). A theoretical concept is not the data itself, but it unifies these small data into one phenomenon. Small data are recognized as codes. A concept determines if a certain data is encountered is relevant to the subject being studied. A concept is a little bit more abstract than data collected. Concrete ideas such as "taking pain relievers" or "sleeping" may be considered as activities to "removing pain". The second element of grounded theory is the use of categories. Grounded theory makes use of more abstract labels, or categories, to organize data. As more seemingly random concepts arise, a relationship among them can be found. "
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Florence Nightingale, 2009.
Looks at the life of Florence Nightingale as a nurse, mathematician and feminist.
785 words (approx. 3.1 pages), 5 sources, MLA, $ 27.95
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Abstract
This paper explains that Florence Nightingale was born of wealthy parents and could have lived an idle, sheltered existence, typical of women during the Victorian era who did not attend universities or pursue professional careers. Although she is best known for her role in the nursing profession, the paper relates that she also left her mark on the fields of mathematics and computer science. The paper describes her illustrious career, which overcame the social obstacles for women during the Victorian era and led to her being the founder of modern nursing and the first woman to be elected a member of the Royal Statistical Society.
From the Paper
"As a young adult, Florence became interested in hospitals and nursing, but her parents refused to allow her to become a nurse as in the mid-nineteenth century it was not considered a suitable profession for a woman of Nightingale's social stature. While traveling with friends, she visited Pastor Theodor Fliedner's hospital and school for deaconesses at Kaiserswerth, near Dusseldorf, Germany and would later return to the school for nursing training. Her first job after training was Superintendent of the Establishment for Gentlewomen during illness at No. 1 Harley Street, London in 1853."
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Maslow and Mathematics, 2008.
An application of Abraham Maslow's hierarchy of needs theory to mathematics education.
1,457 words (approx. 5.8 pages), 7 sources, APA, $ 48.95
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Abstract
The paper explains Abraham Maslow's hierarchy of needs theory, which holds that individuals must be offered an opportunity to experience learning in a unique way, to fulfill their need of self-actualization. The paper then goes on to discuss how to achieve this goal of creativity in the mathematics classroom.
From the Paper
"Abraham Maslow is most well known for what has become known by most as, Maslow's Hierarchy of Needs. Maslow theorized that people must achieve certain needs before being able to fully experience needs of a higher order. So, in other words those who are barred from higher thought by an inability to achieve shelter and obtain enough food to eat, or basic perceived security are likely to become stunted in their ability to perform abstract thought processes and achieve more abstract personal goals. At the pinnacle of this hierarchy Maslow placed self-actualization, an ability to place one's self in an abstract position and understand lofty concepts such as justice, equality and truth. (Roeckelein, 1998, p. 318) In the context of education it is fair to say that the development of Maslow's hierarchy as well as many other contributing concepts and the real lag that is seen by those who for many reasons lack the abilty to achieve basic needs, have done much to explain why some people develop and learn, accessing higher order thoughts and concepts and others do not."
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Isaac Newton, 2008.
A discussion of Sir Isaac Newton's inventions and discoveries.
1,589 words (approx. 6.4 pages), 8 sources, MLA, $ 51.95
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Abstract
The paper discusses how Sir Isaac Newton was one of the greatest mathematicians and physicists of all times with achievements in other domains such as alchemy, chemistry and even religion or philosophy. The paper looks at Newton's work "Optiks," a study which best emphasizes his work on light and color, and his work "The Principia" that explains Newton's three laws and his definition of gravity.
From the Paper
"Sir Isaac Newton is one of the greatest mathematicians and physicists of all times; usually presented by the historical documents of science as the academician who discovered the Law of Gravity, Newton also had great achievements in domains such as optics, mathematics, mechanics, alchemy, chemistry and even religion or philosophy. He was born in 1642 at Woolsthorpe, near Grantham in Lincolnshire, where he started his education. In 1661 he became a student of the Cambridge University and in 1667 a Fellow of the Trinity College, when he discovered his passion for mathematics. He later on became a professor of the university, this period of his life being mainly dedicated to studying mathematics, physics and alchemy. Moreover, he made his first public scientific achievement, the invention, design and construction of a reflecting telescope and he also wrote "Principia", a study of mathematical principles applied on natural philosophy, which was only published in 1687 ."
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Literacy Components in the Math Curriculum, 2008.
An examination of five lessons plans for a mathematics class, in terms of ability to integrate math and literacy skills.
1,385 words (approx. 5.5 pages), 2 sources, MLA, $ 46.95
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Abstract
This paper discusses the relationship between literacy and mathematics and how children who struggle with literacy generally struggle with maths too. It describes and examines five lessons plans for a mathematics class, in terms of ability to integrate math and literacy skills. The paper contains the original sources for the five lesson plans.
Table of Contents:
Lesson Plan #1: Teach Your Friends Polynomials
Aim of the Lesson
Literacy Elements Incorporated
How, When Why, Where and for Whom they were Used
Compare Quality from Beginning to End
Lesson Plan #2: Graphing Population Studies
Aim of the Lesson
Literacy Elements Incorporated
How, When Why, Where and for Whom they were Used
Compare Quality from Beginning to End
Lesson Plan #3: Adding Fun Game
Aim of the Lesson
Literacy Elements Incorporated
How, When Why, Where and for Whom they were Used
Compare Quality from Beginning to End
Lesson Plan #4: Word Problems and Technology
Aim of the Lesson
Literacy Elements Incorporated
How, When Why, Where and for Whom they were Used
Compare Quality from Beginning to End
Lesson Plan #5: Sorting Through Life
Aim of the Lesson
Literacy Elements Incorporated
How, When Why, Where and for Whom they were Used
Compare Quality from Beginning to End
From the Paper
"The students must have the necessary skills to search for and read information found on the Internet to be included in their presentation. The students must be able to organize text and present it in a concise, coherent fashion. The students must have sufficient keyboarding and software skills to be able to make the final presentation."
"Teaching others is a great way to master skills. This lesson allows students to become the teacher. They must master the skills in order to be able to teach them. The students create a tutorial for their classmates, which forces them to research and learn the material thoroughly before preparing the presentation."
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The Pythagorean Theorem, 2008.
An overview of the mathematical theory known as the Pythagorean theorem.
795 words (approx. 3.2 pages), 4 sources, APA, $ 28.95
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Abstract
This paper offers a brief biography of Pythagoras and a discussion on the mathematical theorem that is associated with him. The paper explains the Pythagorean theorem's relationship to the area of a circle.
Outline:
Abstract
Biography of Pythagoras
History of the Pythagorean Theorem
The Pythagorean Theorem's Relation to the Area of Circles
From the Paper
"Pythagoras was a Greek sage of the 6th century B.C.. He was born on the Greek island of Samos, off the coast of Asia Minor. Pythagoras was introduced to mathematics by Thales of Miletus and his pupil Anaximander, according Iamblichus, the Syrian historian. He traveled to Egypt, around 535 B.C., to continue his studies, but was captured by Cambyses II of Persia, in 535 B.C., and was taken to Babylon ("Pythagorean", 2007). Eventually, Pythagoras emigrated to the Greek colonial city-state of Croton, in Southern Italy (Mourelatos, 2007; "Pythagoras", 2007)."
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Galileo and Conflicts with the Church, 2008.
An examination of Galileo's work in the realm of astronomy, physics and mathematics and how the Catholic Church reacted to his views.
1,486 words (approx. 5.9 pages), 4 sources, MLA, $ 49.95
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Abstract
This paper discusses the life and discoveries of Galileo. It specifically discusses the conflict of Galileo's discoveries with the Catholic Church. It looks at his work in the sciences of astronomy, physics and mathematics and his adoption of the Copernican astronomical theory. The paper also looks at the Catholic Church's reactions to his views.
From the Paper
"In the end, Galileo forever changed the the sciences of astronomy, physics and mathematics. Despite the attempts by the Church to silence his revolutionary work, Galileo continued. His work, was evaluated and validated by observers across Europe, in England, German and France. And, it would be Galileo's work that would encourage experimentation in physics, to test mathematical and physical laws. Sadly, it wouldn't be until more than 300 years later that the Church would recant their views, with Cardinal Paul Poupard, the head of an investigation by the church into Galileo's theory, statement in 1992 that said, "We today know that Galileo was right in adopting the Copernican astronomical theory" (qtd. Brauchli )."
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Cooperative Learning Techniques, 2008.
A review of the application of cooperative learning techniques in math education.
2,534 words (approx. 10.1 pages), 17 sources, APA, $ 76.95
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Abstract
The paper states that cooperative learning is an effective way to develop the ability to communicate with others. The paper notes that teaching is said to be the epitome of efficient and effective communication, and since mathematics is also considered as an area that requires communication between teacher and student, it would seem that teachers of mathematics would embrace such teaching methods in order to teach more effectively. This paper discusses the reasons behind these ideas and discusses how cooperative learning, and other pedagogical techniques can be employed in educational mathematics environments in order to facilitate learning. The paper notes that cooperative learning encompasses many areas of pedagogy with discussions and small group activities being paramount in usage.
From the Paper
"Implementing techniques in the mathematics classroom can be relatively simple in nature. One study suggests that cooperative learning is best enhanced when, "students are assigned to work in teams of four. Introductory in-class, team-building activities in which teams discuss rules and expectations can foster a positive learning experience" (Doyle, Beatty, Shaw, 1999, p. 73). Fostering a positive learning environment in a mathematics classroom (that is likely perceived as not the most exciting of courses) is likely a key factor in learning in that classroom. In many regards mathematics as it is taught today may not have that positive learning environment. By allowing the students to interact, working together in small groups to discover answers and the step by step process of doing so could be very positive in nature, and would surely add to the positive classroom environment being sought. "
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Teaching Elementary Mathematics, 2008.
Presents an extensive discussion on the teaching of elementary grade mathematics including a plan for teaching fifth graders the concepts of elementary geometric measurements.
4,740 words (approx. 19.0 pages), 14 sources, APA, $ 121.95
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Abstract
This paper explains that, because of increased demands for teacher and student accountability, identifying better ways of delivering educational methods for teaching young learners about mathematics concepts is important. The author reviews extensively the Texas Education Agency report on the teaching of mathematics to the state's 5th grade students. The paper uses the materials from this Texas report to develop a guide for teaching the concepts of area, perimeter and volume. The instructional strategy is based on a popular taxonomy used in educational design, Gagne's nine events of instruction. The author concludes that significant learning will take place among the fifth grade pupils according to the constructivist learning theory.
Table of Contents:
Problem Statement and Needs Analysis
Background of the Problem
Definition of the Problem
Needs Analysis
Rationale for the Need for Instruction
Available Resources
Goal Statement
Learner Analysis
Demographic Information
Relevant Group Characteristics
Prior Knowledge of Topic
Entry Level Knowledge and Skills
Attitudes and/or Motivation toward the Subject
Task Analysis
Area
Area: Questions for Reflection
Perimeter
Volume
Performance Objectives
Instructional Strategies and Supporting Learning Theories
Learning Theory Discussion
From the Paper
"Absent hands-on exercises, though, many young learners will not have an opportunity to construct an understanding of the process of measurement or a concept of measurement unit which can frequently result in mechanical and inappropriate applications of measurement knowledge and tools. For instance, Baroody and Coslick point out that many elementary-level children tend to confuse area with perimeter and vice versa; some common types of errors that are made by these young learners when using a ruler."
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Measures of Central Tendency, 2008.
Discusses measures of central tendency and their respective applications.
1,475 words (approx. 5.9 pages), 5 sources, APA, $ 48.95
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Abstract
This paper first explains that measures of central tendency are those descriptive statistics that describe the point or points about which a distribution centers. The paper then provides a description of the three measures which are used to describe central tendency and identify the advantages and disadvantages of each, as well as describing a situation in which each of these measures might be used. A summary of the research and salient findings are presented in the conclusion.
Table of Contents:
Review and Discussion
Introduction
Mean
Median
Mode
Summary and Recapitulation
Table:Summary of the Three Measures of Central Tendency
Conclusion
From the Paper
"This measure of central tendency is sometimes referred to as the arithmetic mean or "average". According to Cai, Lo and Watanabe (2002), seven properties of the arithmetic average are as follows: (a) the average is located between the extreme values; (b) the sum of the deviations from the average is zero; (c) the average is influenced by values other than the average; (d) the average does not necessarily equal one of the values that was summed; (e) the average can be a fraction that has no counterpart in physical reality; (f) a value of zero."
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Science and Math, 2008.
This paper discusses the teaching of math and science and looks at both traditional and more innovative ways of teaching.
943 words (approx. 3.8 pages), 4 sources, APA, $ 33.95
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Abstract
In this article, the writer discusses how the reform movements impacted the teaching of math and science. In addition, the writer looks at the differences between traditional teaching and current practices in mathematics and science. The writer notes that the absence of a national curriculum means that how children learn varies greatly, yet the increased demand for accountability through frequent national standardized assessment limits curricular innovation on the part of teachers, as more conceptual learning may be more time-consuming and take longer to show immediate results. Additionally, the writer points out that current educators may not be familiar in the ways to teach such subjects. The writer concludes that when contemplating educational reform in math and science, America seems to be caught in a paradox--America demands quick, demonstrable improvement but is unwilling to relinquish local control, current testing standards, or different ways to fund and teach scientific and mathematical concepts.
From the Paper
"Ever since Horace Mann began his innovative educational reforms in the public schools programs of the 19th century, American education has tended to stress practical skills in its curricular approach and local control of schools. These two impulses have often existed in tension, as Americans have strived to remain competitive in math and science education and wish to see gains in the performance on standardized tests by its nation's youth. However, there is often great resistance to changes in the ways that such subjects are taught and standards are set by government agencies.
"Math and science education is seen as vital for the nation, economically, and also in terms of its national security. The resolve to put a man on the moon was accompanied by a new emphasis in technical education. "
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Mathematics and Art, 2008.
A comparative analysis of the disciplines of mathematics and art.
2,332 words (approx. 9.3 pages), 10 sources, MLA, $ 71.95
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Abstract
This paper discusses how mathematics is often treated as a distant and very different discipline from the arts even though the arts make use of mathematics in a number of ways. In particular, the paper looks at how paintings, drawings, and designs can be analyzed according to mathematical principles to see ways in which the artist balances different shapes and forms according to mathematical principles or draws on mathematical theory for inspiration. The paper also examines how the art of different periods may reflect different mathematical ideas.
From the Paper
"The classical era was one in which mathematics was used quite consciously in developing artistic styles, and some of these styles have even been named with mathematical references. The artworks of a given era reflect the formalist, social, and economic realities of the period, exemplifying the prevailing artistic styles and the social and economic structures which influence the arts. In Greek art, the Geometric period was an era which produced a good deal of pottery and other geometrically regular works. The Geometric krater from the Dipylon cemetery from the eighth century B.C. (De La Croix, Tansey, and Kirkpatrick 130) exemplifies the style of the period. The Geometric period is the name given to the era between the end of the Mycenaean age and the beginning of the Classic age. "
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Strategy/Implicit Instruction, 2008.
This paper explores the strategy/implicit instructional strategy as suitable for a middle school mathematics class.
1,117 words (approx. 4.5 pages), 3 sources, APA, $ 38.95
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Abstract
The paper explains that strategy/implicit instruction is a student-centered approach, which focuses on the general skills, rules and processes required for learning a particular concept. The paper highlights the advantages of using this method and refers to several literary sources on the strategy/implicit instruction. The paper presents the conclusion that the combination of strategy/implicit instruction and direct instruction is the ideal method for teaching mathematics in the classroom.
From the Paper
"In order to make the right decision concerning the choice of instructional strategy for middle school mathematics class it appears necessary to take into consideration the general school mathematics standards and the peculiar needs, behaviors and interests of middle school students. Besides complying with the standards, an efficient strategy should promote successful and productive learning. When it comes to middle school, the instructional elements, which could be extremely useful, are the following: clear routines, integrated curriculum, cooperative groups, combination of challenge and support, resorting to real-life connections. All of the above can provide valuable assistance to the teacher. The environment in the class should promote inquiry- and project-based, cooperative instruction. Engaging activities and connections with real life are sure to increase students' motivation and involvement. Thus, the challenging material will be easily tackled by them."
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