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| university of chicago school mathematics project: Functions, Statistics and Trigonometry , 2010 Provides a broad-based, reality-oriented, easy-to-comprehend approach to the topic. Materials are designed to take into account the wide range of backgrounds and knowledge of students. Emphasizes skill in carrying out various algorithms; developing and using mathematical properties, relationships, and proofs; applying mathematics in realistic situations; and representing concepts with graphs or other diagrams. Includes self-test exercises. |
| university of chicago school mathematics project: Transition Mathematics Zalman Usiskin, 1998 |
| university of chicago school mathematics project: Precalculus and Discrete Mathematics , 2010 Provides a broad-based, reality-oriented, easy-to-comprehend approach to the topic. Materials are designed to take into account the wide range of backgrounds and knowledge of students. Includes a wide scope and a real-world orientation; increases material is some areas compared to earlier edition. Emphasizes skill in carrying out various algorithms; developing and using mathematical properties, relationships and proofs; applying mathematics to real situations, and representing concepts with graphs or other diagrams. New features are big ideas that highlight the key concepts; mental math questions; activities to develop concepts and skills; guided examples with partially-completed solutions and self quizzes. |
| university of chicago school mathematics project: Mathematics for High School Teachers Zalman Usiskin, 2003 For algebra or geometry courses for teachers; courses in topics of mathematics; capstone courses for teachers or other students of mathematics; graduate courses for practicing teachers; or students who want a better understanding of mathematics. Filling a wide gap in the market, this text provides current and prospective high school teachers with an advanced treatment of mathematics that will help them understand the connections between the mathematics they will be teaching and the mathematics learned in college. It presents in-depth coverage of the most important concepts in high school mathematics: real numbers, functions, congruence, similarity, and more. |
| university of chicago school mathematics project: Empowering Science and Mathematics Education in Urban Schools Edna Tan, Angela Calabrese Barton, Maura Varley Gutiérrez, Erin Turner, 2012-08-15 Argues that teachers and schools should create hybrid third spaces--neither classroom nor home--in which underserved students can merge their personal worlds with those of math and science. |
| university of chicago school mathematics project: Do Not Erase Jessica Wynne, 2021-06-22 A photographic exploration of mathematicians’ chalkboards “A mathematician, like a painter or poet, is a maker of patterns,” wrote the British mathematician G. H. Hardy. In Do Not Erase, photographer Jessica Wynne presents remarkable examples of this idea through images of mathematicians’ chalkboards. While other fields have replaced chalkboards with whiteboards and digital presentations, mathematicians remain loyal to chalk for puzzling out their ideas and communicating their research. Wynne offers more than one hundred stunning photographs of these chalkboards, gathered from a diverse group of mathematicians around the world. The photographs are accompanied by essays from each mathematician, reflecting on their work and processes. Together, pictures and words provide an illuminating meditation on the unique relationships among mathematics, art, and creativity. The mathematicians featured in this collection comprise exciting new voices alongside established figures, including Sun-Yung Alice Chang, Alain Connes, Misha Gromov, Andre Neves, Kasso Okoudjou, Peter Shor, Christina Sormani, Terence Tao, Claire Voisin, and many others. The companion essays give insights into how the chalkboard serves as a special medium for mathematical expression. The volume also includes an introduction by the author, an afterword by New Yorker writer Alec Wilkinson, and biographical information for each contributor. Do Not Erase is a testament to the myriad ways that mathematicians use their chalkboards to reveal the conceptual and visual beauty of their discipline—shapes, figures, formulas, and conjectures created through imagination, argument, and speculation. |
| university of chicago school mathematics project: Japanese Grade 7 Mathematics Kunihiko Kodaira, 1992 |
| university of chicago school mathematics project: Everyday Mathematics Minute Math WrightGroup/McGraw-Hill Staff, 2001-06-01 |
| university of chicago school mathematics project: The Cryptoclub Janet Beissinger, Vera Pless, 2018-10-08 Join the Cryptokids as they apply basic mathematics to make and break secret codes. This book has many hands-on activities that have been tested in both classrooms and informal settings. Classic coding methods are discussed, such as Caesar, substitution, Vigenère, and multiplicative ciphers as well as the modern RSA. Math topics covered include: - Addition and Subtraction with, negative numbers, decimals, and percentages - Factorization - Modular Arithmetic - Exponentiation - Prime Numbers - Frequency Analysis. The accompanying workbook, The Cryptoclub Workbook: Using Mathematics to Make and Break Secret Codes provides students with problems related to each section to help them master the concepts introduced throughout the book. A PDF version of the workbook is available at no charge on the download tab, a printed workbook is available for $19.95 (K00701). The teacher manual can be requested from the publisher by contacting the Academic Sales Manager, Susie Carlisle |
| university of chicago school mathematics project: Helping Children Learn Mathematics National Research Council, Division of Behavioral and Social Sciences and Education, Center for Education, Mathematics Learning Study Committee, 2002-07-31 Results from national and international assessments indicate that school children in the United States are not learning mathematics well enough. Many students cannot correctly apply computational algorithms to solve problems. Their understanding and use of decimals and fractions are especially weak. Indeed, helping all children succeed in mathematics is an imperative national goal. However, for our youth to succeed, we need to change how we're teaching this discipline. Helping Children Learn Mathematics provides comprehensive and reliable information that will guide efforts to improve school mathematics from pre-kindergarten through eighth grade. The authors explain the five strands of mathematical proficiency and discuss the major changes that need to be made in mathematics instruction, instructional materials, assessments, teacher education, and the broader educational system and answers some of the frequently asked questions when it comes to mathematics instruction. The book concludes by providing recommended actions for parents and caregivers, teachers, administrators, and policy makers, stressing the importance that everyone work together to ensure a mathematically literate society. |
| university of chicago school mathematics project: The Broken Dice, and Other Mathematical Tales of Chance Ivar Ekeland, 1996-06-15 Contemplating the randomness of nature, Ekeland extends his consideration of the catastrophe theory of the universe begun in Mathematics and the Unexpected, drawing upon rich literary sources and current topics in math and physics such as chaos theory, information theory, and particle physics. Line drawings. |
| university of chicago school mathematics project: Rethinking Mathematics Eric Gutstein, Bob Peterson, 2005 In this unique collection, more than 30 articles show how to weave social justice issues throughout the mathematics curriculum, as well as how to integrate mathematics into other curricular areas. Rethinking Mathematics offers teaching ideas, lesson plans, and reflections by practitioners and mathematics educators. This is real-world math-math that helps students analyze problems as they gain essential academic skills. This book offers hope and guidance for teachers to enliven and strengthen their math teaching. It will deepen students' understanding of society and help prepare them to be critical, active participants in a democracy. Blending theory and practice, this is the only resource of its kind. |
| university of chicago school mathematics project: Reading and Writing the World with Mathematics Eric Gutstein, 2012-09-10 Mathematics education in the United States can reproduce social inequalities whether schools use either basic-skills curricula to prepare mainly low-income students of color for low-skilled service jobs or standards-based curricula to ready students for knowledge-intensive positions. And working for fundamental social change and rectifying injustice are rarely included in any mathematics curriculum. Reading and Writing the World with Mathematics argues that mathematics education should prepare students to investigate and critique injustice, and to challenge, in words and actions, oppressive structures and acts. Based on teacher-research, the book provides a theoretical framework and practical examples for how mathematics educators can connect schooling to a larger sociopolitical context and concretely teach mathematics for social justice. |
| university of chicago school mathematics project: Topics in Geometric Group Theory Pierre de la Harpe, 2000-10-15 In this book, Pierre de la Harpe provides a concise and engaging introduction to geometric group theory, a new method for studying infinite groups via their intrinsic geometry that has played a major role in mathematics over the past two decades. A recognized expert in the field, de la Harpe adopts a hands-on approach, illustrating key concepts with numerous concrete examples. The first five chapters present basic combinatorial and geometric group theory in a unique and refreshing way, with an emphasis on finitely generated versus finitely presented groups. In the final three chapters, de la Harpe discusses new material on the growth of groups, including a detailed treatment of the Grigorchuk group. Most sections are followed by exercises and a list of problems and complements, enhancing the book's value for students; problems range from slightly more difficult exercises to open research problems in the field. An extensive list of references directs readers to more advanced results as well as connections with other fields. |
| university of chicago school mathematics project: Unstable Modules Over the Steenrod Algebra and Sullivan's Fixed Point Set Conjecture Lionel Schwartz, 1994-07-15 A comprehensive account of one of the main directions of algebraic topology, this book focuses on the Sullivan conjecture and its generalizations and applications. Lionel Schwartz collects here for the first time some of the most innovative work on the theory of modules over the Steenrod algebra, including ideas on the Segal conjecture, work from the late 1970s by Adams and Wilkerson, and topics in algebraic group representation theory. This course-tested book provides a valuable reference for algebraic topologists and includes foundational material essential for graduate study. |
| university of chicago school mathematics project: Everyday Mathematics University of Chicago. School Mathematics Project, 2001 |
| university of chicago school mathematics project: Lectures on Buildings Mark Ronan, 2009-10-15 In mathematics, “buildings” are geometric structures that represent groups of Lie type over an arbitrary field. This concept is critical to physicists and mathematicians working in discrete mathematics, simple groups, and algebraic group theory, to name just a few areas. Almost twenty years after its original publication, Mark Ronan’s Lectures on Buildings remains one of the best introductory texts on the subject. A thorough, concise introduction to mathematical buildings, it contains problem sets and an excellent bibliography that will prove invaluable to students new to the field. Lectures on Buildings will find a grateful audience among those doing research or teaching courses on Lie-type groups, on finite groups, or on discrete groups. “Ronan’s account of the classification of affine buildings [is] both interesting and stimulating, and his book is highly recommended to those who already have some knowledge and enthusiasm for the theory of buildings.”—Bulletin of the London Mathematical Society |
| university of chicago school mathematics project: Uncountable David Nirenberg, Ricardo L. Nirenberg, 2021-10-20 From the time of Pythagoras, we have been tempted to treat numbers as the ultimate or only truth. This book tells the history of that habit of thought. But more, it argues that the logic of counting sacrifices much of what makes us human, and that we have a responsibility to match the objects of our attention to the forms of knowledge that do them justice. Humans have extended the insights and methods of number and mathematics to more and more aspects of the world, even to their gods and their religions.Today those powers are greater than ever, as computation is applied to virtually every aspect of human activity.But the rules of mathematics do not strictly apply to many things-from elementary particles to people-in the world.By subjecting such things to the laws of logic and mathematics, we gain some kinds of knowledge, but we also lose others. How do our choices about what parts of the world to subject to the logics of mathematics affect how we live and how we die?This question is rarely asked, but it is urgent, because the sciences built upon those laws now govern so much of our knowledge, from physics to psychology.Number and Knowledge sets out to ask it. In chapters proceeding chronologically from Ancient Greek philosophy and the rise of monotheistic religions to the emergence of modern physics and economics, the book traces how ideals, practices, and habits of thought formed over millennia have turned number into the foundation-stone of human claims to knowledge and certainty.But the book is also a philosophical and poetic exhortation to take responsibility for that history, for the knowledge it has produced, and for the many aspects of the world and of humanity that it ignores or endangers.To understand what can be counted and what can't is to embrace the ethics of purposeful knowing-- |
| university of chicago school mathematics project: Geometry, Rigidity, and Group Actions Robert J. Zimmer, Benson Farb, David Fisher, 2011-04-15 The study of group actions is more than 100 years old but remains a widely studied topic in a variety of mathematic fields. A central development in the last 50 years is the phenomenon of rigidity, whereby one can classify actions of certain groups. This book looks at rigidity. |
| university of chicago school mathematics project: Lie Algebras and Locally Compact Groups Irving Kaplansky, 1971 This volume presents lecture notes based on the author's courses on Lie algebras and the solution of Hilbert's fifth problem. In chapter 1, Lie Algebras, the structure theory of semi-simple Lie algebras in characteristic zero is presented, following the ideas of Killing and Cartan. Chapter 2, The Structure of Locally Compact Groups, deals with the solution of Hilbert's fifth problem given by Gleason, Montgomery, and Zipplin in 1952. |
| university of chicago school mathematics project: Standards-based School Mathematics Curricula Sharon L. Senk, Denisse R. Thompson, 2020-07-24 The Curriculum and Evaluation Standards for School Mathematics published by the National Council of Teachers of Mathematics in 1989 set forth a broad vision of mathematical content and pedagogy for grades K-12 in the United States. These Standards prompted the development of Standards-based mathematics curricula. What features characterize Standards-based curricula? How well do such curricula work? To answer these questions, the editors invited researchers who had investigated the implementation of 12 different Standards-based mathematics curricula to describe the effects of these curricula on students' learning and achievement, and to provide evidence for any claims they made. In particular, authors were asked to identify content on which performance of students using Standards-based materials differed from that of students using more traditional materials, and content on which performance of these two groups of students was virtually identical. Additionally, four scholars not involved with the development of any of the materials were invited to write critical commentaries on the work reported in the other chapters. Section I of Standards-Based School Mathematics Curricula provides a historical background to place the current curriculum reform efforts in perspective, a summary of recent recommendations to reform school mathematics, and a discussion of issues that arise when conducting research on student outcomes. Sections II, III, and IV are devoted to research on mathematics curriculum projects for elementary, middle, and high schools, respectively. The final section is a commentary by Jeremy Kilpatrick, Regents Professor of Mathematics Education at the University of Georgia, on the research reported in this book. It provides a historical perspective on the use of research to guide mathematics curriculum reform in schools, and makes additional recommendations for further research. In addition to the references provided at the end of each chapter, other references about the Standards-based curriculum projects are provided at the end of the book. This volume is a valuable resource for all participants in discussions about school mathematics curricula--including professors and graduate students interested in mathematics education, curriculum development, program evaluation, or the history of education; educational policy makers; teachers; parents; principals and other school administrators. The editors hope that the large body of empirical evidence and the thoughtful discussion of educational values found in this book will enable readers to engage in informed civil discourse about the goals and methods of school mathematics curricula and related research. |
| university of chicago school mathematics project: Everyday Mathematics , 2001 |
| university of chicago school mathematics project: Quantifying Life Dmitry A. Kondrashov, 2016-08-04 Since the time of Isaac Newton, physicists have used mathematics to describe the behavior of matter of all sizes, from subatomic particles to galaxies. In the past three decades, as advances in molecular biology have produced an avalanche of data, computational and mathematical techniques have also become necessary tools in the arsenal of biologists. But while quantitative approaches are now providing fundamental insights into biological systems, the college curriculum for biologists has not caught up, and most biology majors are never exposed to the computational and probabilistic mathematical approaches that dominate in biological research. With Quantifying Life, Dmitry A. Kondrashov offers an accessible introduction to the breadth of mathematical modeling used in biology today. Assuming only a foundation in high school mathematics, Quantifying Life takes an innovative computational approach to developing mathematical skills and intuition. Through lessons illustrated with copious examples, mathematical and programming exercises, literature discussion questions, and computational projects of various degrees of difficulty, students build and analyze models based on current research papers and learn to implement them in the R programming language. This interplay of mathematical ideas, systematically developed programming skills, and a broad selection of biological research topics makes Quantifying Life an invaluable guide for seasoned life scientists and the next generation of biologists alike. |
| university of chicago school mathematics project: Behind Deep Blue Feng-hsiung Hsu, 2022-05-03 The riveting quest to construct the machine that would take on the world’s greatest human chess player—told by the man who built it On May 11, 1997, millions worldwide heard news of a stunning victory, as a machine defeated the defending world chess champion, Garry Kasparov. Behind Deep Blue tells the inside story of the quest to create the mother of all chess machines and what happened at the two historic Deep Blue vs. Kasparov matches. Feng-hsiung Hsu, the system architect of Deep Blue, reveals how a modest student project started at Carnegie Mellon in 1985 led to the production of a multimillion-dollar supercomputer. Hsu discusses the setbacks, tensions, and rivalries in the race to develop the ultimate chess machine, and the wild controversies that culminated in the final triumph over the world's greatest human player. With a new foreword by Jon Kleinberg and a new preface from the author, Behind Deep Blue offers a remarkable look at one of the most famous advances in artificial intelligence, and the brilliant toolmaker who invented it. |
| university of chicago school mathematics project: Everyday Mathematics , 2002 |
| university of chicago school mathematics project: The Brilliance of Black Children in Mathematics Jacqueline Leonard, Danny B. Martin, 2013-03-01 This book is a critically important contribution to the work underway to transform schooling for students who have historically been denied access to a quality education, specifically African American children. The first section of the book provides some historical perspective critical to understanding the current state of education in the U.S., specifically for the education of African American children. The following sections include chapters on policy, learning, ethnomathematics, student identity, and teacher preparation as it relates to the mathematical education of Black children. Through offering “counternarratives” about mathematically successful Black youth, advocating for a curriculum that is grounded in African American culture and ways of thinking, providing shining examples of the brilliance of Blacks students, and promoting high expectations for all rather than situating students as the problem, the authors of this book provide powerful insights related to the teaching and learning of mathematics for African American students. As is made evident in this book, effective teaching involves much more than just engaging students in inquiry-based pedagogy (Kitchen, 2003). The chapters offered in this book demonstrate how mathematics instruction for African American students needs to take into account historical marginalization and present-day policies that do harm to Black students (Kunjufu, 2005). Empowering mathematics instruction for African American students needs to take into consideration and promote students’ cultural, spiritual, and historical identities. Furthermore, mathematics instruction for African American students should create opportunities for students to express themselves and the needs of their communities as a means to promote social justice both within their classrooms and communities. |
| university of chicago school mathematics project: The Mathematical Education of Teachers Conference Board of the Mathematical Sciences, 2001 Now is a time of great interest in mathematics education. Student performance, curriculum, and teacher education are the subjects of much scrutiny and debate. Studies on the mathematical knowledge of prospective and practicing U. S. teachers suggest ways to improve their mathematical educations. It is often assumed that because the topics covered in K-12 mathematics are so basic, they should be easy to teach. However, research in mathematics education has shown that to teach well,substantial mathematical understanding is necessary--even to teach whole-number arithmetic. Prospective teachers need a solid understanding of mathematics so that they can teach it as a coherent, reasoned activity and communicate its elegance and power. This volume gathers and reports current thinkingon curriculum and policy issues affecting the mathematical education of teachers. It considers two general themes: (1) the intellectual substance in school mathematics; and (2) the special nature of the mathematical knowledge needed for teaching. The underlying study was funded by a grant from the U.S. Department of Education. The mathematical knowledge needed for teaching is quite different from that required by students pursuing other mathematics-related professions. Material here is gearedtoward stimulating efforts on individual campuses to improve programs for prospective teachers. This report contains general recommendations for all grades and extensive discussions of the specific mathematical knowledge required for teaching elementary, middle, and high-school grades, respectively.It is also designed to marshal efforts in the mathematical sciences community to back important national initiatives to improve mathematics education and to expand professional development opportunities. The book will be an important resource for mathematics faculty and other parties involved in the mathematical education of teachers. Information for our distributors: This series is published in cooperation with the Mathematical Association of America. |
| university of chicago school mathematics project: Everyday Mathematics , 2001 |
| university of chicago school mathematics project: Everyday Mathematics: Thermometer University of Chicago. School Mathematics Project, 2001 |
| university of chicago school mathematics project: Where's the Math? Mary Hynes-Berry, Laura Grandau, 2019-09-10 Use the powerful strategies of play and storytelling to help young children develop their math brains. This easy-to-use resource includes fun activities, routines, and games inspired by children's books that challenge children to recognize and think more logically about the math all around them. |
| university of chicago school mathematics project: Russian Grade 1 Mathematics M. I. Moro, 1992 |
| university of chicago school mathematics project: Everyday Mathematics , 2001 |
| university of chicago school mathematics project: Everyday Mathematics 4, Grade 3, Consumable Home Links Bell et al., McGraw-Hill Education, 2015-06-10 Print consumable for hands-on mathematical practice. |
| university of chicago school mathematics project: The University of Chicago School Mathematics Project, GEOM Zalman Usiskin, 2001-06 |
| university of chicago school mathematics project: Functions, Statistics, and Trigonometry TE, Vol 1 John McConnell, Susan Brown, Paul Karafiol, Sara Brouwer, Mary Ives, Marshall Lassak, Rosa McCullagh, Natalie Jakucyn, Zalman Usiskin, 2015-05-15 UCSMP Secondary, Functions, Statistics, and Trigonometry, Teacher's Edition, Volume 1 |
| university of chicago school mathematics project: McGraw-Hill Education Everyday Mathematics University of Chicago. School Mathematics Project, McGraw-Hill Education (Firm), 2015* |
| university of chicago school mathematics project: Everyday Mathematics 4: Grade 3 Skills Link Student Booklet Bell et al., McGraw-Hill Education, 2015-11-02 These books provide extra cumulative practice on basic facts, computation, word problems, mental math, and estimation skills. Reinforce your daily lessons with additional review, practice, and test practice sheets all tied to individual Everyday Mathematics lessons. |
| university of chicago school mathematics project: Everyday Mathematics 4th Edition, Grade 5, Student Reference Book Bell et al., McGraw-Hill Education, 2015-05-12 Everyday Mathematics is a comprehensive Pre-K through Grade 6 mathematics program engineered for the Common Core State Standards. Developed by The University of Chicago, School Mathematics Project, the Everyday Mathematics spiral curriculum continually reinforces abstract math concepts through concrete real-world applications. -- Provided by publisher. |
| university of chicago school mathematics project: Everyday Mathematics University of Chicago. School Mathematics Project, 2002 |
| university of chicago school mathematics project: Everyday Mathematics , 1998 |
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