Relevant bibliographies by topics / Reform Oriented Mathematics

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Reform Oriented Mathematics'

Author: Grafiati
Published: 4 June 2021
Last updated: 17 February 2022

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'Reform Oriented Mathematics.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Journal articles on the topic "Reform Oriented Mathematics"

1

Cevikbas, Mustafa, and Gabriele Kaiser. "Flipped classroom as a reform-oriented approach to teaching mathematics." ZDM 52, no. 7 (October 7, 2020): 1291–305. http://dx.doi.org/10.1007/s11858-020-01191-5.

Full text
Abstract:
Abstract Innovative methods can change the paradigm of teaching mathematics and inspire teachers to espouse new ideas and gain new experiences. The flipped classroom (FC) is currently an innovative pedagogical approach that has high potential to transform the teaching of mathematics. In the case study described in this paper, we investigated one mathematics teacher’s transformation of teaching in two mathematics classrooms through implementing interventions based on FC methods; furthermore, we identified several key points of FC design as well as challenges and opportunities afforded by teaching mathematics in FCs. The results of the study showed that the tasks posed by the teacher, the implemented discourse, teacher feedback and scaffolding, and the teaching–learning environment were changed in FCs, although the approaches used by the teacher to analyze the tasks and students’ learning were similar to those used in non-FCs, which points out the strengths of traditional teaching approaches. The study indicates that although teaching mathematics in FCs created some difficulties for teaching, well-designed FCs offered a great opportunity to promote students’ mathematical thinking and understanding. Overall, the results highlight that through FC, teachers can develop students’ mathematical potential with FCs.
APA, Harvard, Vancouver, ISO, and other styles
2

Stecher, Brian, Vi-Nhuan Le, Laura Hamilton, Gery Ryan, Abby Robyn, and J. R. Lockwood. "Using Structured Classroom Vignettes to Measure Instructional Practices in Mathematics." Educational Evaluation and Policy Analysis 28, no. 2 (June 2006): 101–30. http://dx.doi.org/10.3102/01623737028002101.

Full text
Abstract:
Large-scale educational studies frequently require accurate descriptions of classroom practices to judge implementation and impact. However, it can be difficult to obtain these descriptions in a timely, efficient manner. To address this problem, the authors developed a vignette-based measure of one aspect of mathematics instructional practice, reform-oriented instruction. Teachers read contextualized descriptions of teaching practices that varied in terms of reform-oriented instruction, and rated the degree to which the options corresponded to their own likely behaviors. Responses from 80 fourth-grade teachers yielded fairly consistent responses across two parallel vignettes and moderate correlations with other scales of reform-oriented instruction derived from classroom observations, surveys, and logs. The results suggested that the vignettes measure important aspects of reform-oriented instruction that are not captured by other measurement methods. Based on this work, it appears that vignettes can be a useful tool for research on instructional practice, but cognitive interviews with participating teachers provided insight into possible improvements to the items.
APA, Harvard, Vancouver, ISO, and other styles
3

Hendrickson, Scott, Daniel Siebert, Stephanie Z. Smith, Heidi Kunzler, and Sharon Christensen. "Addressing Parents' Concerns about Mathematics Reform." Teaching Children Mathematics 11, no. 1 (August 2004): 18–23. http://dx.doi.org/10.5951/tcm.11.1.0018.

Full text
Abstract:
Although NCTM's Standards documents have been around for more than a decade, teachers still frequently encounter resistance when attempting to implement reformoriented instruction and curriculum materials that are aligned with the Standards. Unfortunately, some of the strongest critics of reform are parents. Most have never experienced the type of mathematics instruction that the Standards recommend. The open-ended, conceptually oriented tasks that students bring home are different from their previous experiences and may be confusing. Parents' own anxiety toward and traditional beliefs about mathematics can further heighten their concern about the mathematics their children are now doing.
APA, Harvard, Vancouver, ISO, and other styles
4

Lewis, Gary M. "Implementing a reform-oriented pedagogy: challenges for novice secondary mathematics teachers." Mathematics Education Research Journal 26, no. 2 (January 5, 2014): 399–419. http://dx.doi.org/10.1007/s13394-013-0092-5.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Van Zanten, Marc, and Marja Van den Heuvel-Panhuizen. "Mathematics Curriculum Reform and Its Implementation in Textbooks: Early Addition and Subtraction in Realistic Mathematics Education." Mathematics 9, no. 7 (March 31, 2021): 752. http://dx.doi.org/10.3390/math9070752.

Full text
Abstract:
Since the late 1960s, a reform in mathematics education, which is currently known under the name Realistic Mathematics Education (RME), has been taking place in the Netherlands. Characteristic for this approach to mathematics education is that mathematics is not seen as ready-made knowledge but as an activity of the learner. Although much has been written about the big ideas and intentions of RME, and multiple RME-oriented textbooks have been published, up to now the development of this approach to mathematics education has not been thoroughly investigated. In the research reported in this article, we traced how RME has evolved over the years. The focus in our study was on early addition and subtraction in primary school. For this, we studied RME core curriculum documents and analyzed RME-oriented textbooks that have been published between the onset of RME and the present. We found that the big ideas and teaching principles of RME were clearly reflected in the learning facilitators for learning early addition and subtraction and were steadily present in curriculum documents over the years, although some were made concrete in further detail. Furthermore, we found all RME learning facilitators also to be present in all RME-oriented textbooks, though in some cases in other ways than originally intended. Our research shows the complexity of a curriculum reform process and its implementation in textbooks.
APA, Harvard, Vancouver, ISO, and other styles
6

Post, Gina, and Stephanie Varoz. "Supporting Teacher Learning: Lesson-Study Groups with Prospective and Practicing Teachers." Teaching Children Mathematics 14, no. 8 (April 2008): 472–78. http://dx.doi.org/10.5951/tcm.14.8.0472.

Full text
Abstract:
Supporters of the current reform efforts in mathematics envision ways of teaching that engage students in meaningful tasks and create communities where students can discuss and reflect on their learning. Becoming such a teacher requires learning new pedagogical strategies, knowing how children learn, and reflecting on one's own understanding of mathematical knowledge and practice. As both prospective and practicing teachers participate in a variety of learning experiences, they revise their conceptions of mathematics instruction and develop new forms of practice. Two predominant contexts for teacher learning are preservice teacher education programs and in-service professional development opportunities. However, research demonstrates that both contexts face distinct problems for developing reform-oriented practices (Borko and Putnam 1996). Prospective teachers exposed to reform-oriented pedagogy by university faculty in teacher education programs often discover that teaching practices in student field placements remain extremely traditional and authoritarian (Borko et al. 1992). This failure to provide field experiences that model standards-based practices often encourages traditional teaching routines (Eisenhart et al. 1993; McNamara 1995).
APA, Harvard, Vancouver, ISO, and other styles
7

Hatfield, Mary M., and Gary G. Bitter. "Communicating Mathematics." Mathematics Teacher 84, no. 8 (November 1991): 615–22. http://dx.doi.org/10.5951/mt.84.8.0615.

Full text
Abstract:
Affording more opportunities to engage students in thinking and communicating mathematically and integrating technology into mathematics education are clear trends in curricular reform. Recent recommendations emphasize adopting a more active, process-oriented approach to mathematics learning and teaching. The Mathematical Sciences Education Board's document Reshaping School Mathematics (1990) emphasizes that a person engaged in mathematics gathers, discovers, creates, and expresses facts and ideas about patterns. The National Council of Teachers of Mathematics in its Curriculum and Evaluation Standards for School Mathematics (1989) advocates mathematics teaching through activities that encourage students to explore mathematics, to gather evidence and make conjectures, and to reason and communicate mathematically as they discuss and write about ideas that use the language of mathematics. This vision of the classroom specifies a mathematics curriculum in which students are “doing and investigating” mathematics rather than just “knowing” mathematics.
APA, Harvard, Vancouver, ISO, and other styles
8

Truxaw, Mary P., and Thomas C. DeFranco. "Lessons from Mr. Larson: An Inductive Model of Teaching for Orchestrating Discourse." Mathematics Teacher 101, no. 4 (November 2007): 268–72. http://dx.doi.org/10.5951/mt.101.4.0268.

Full text
Abstract:
The National Council of Teachers of Mathematics (NCTM) has consistently recognized communication as essential to reform-oriented mathematics teaching (NCTM 1991, 2000). “Through communication, ideas become objects of reflection, refinement, discussion, and amendment. The communication process also helps build meaning and permanence for ideas and makes them public” (NCTM 2000, p. 60). However, talking does not ensure that thinking and understanding follow. The quality and type of discourse affect its potential for promoting mathematical understanding (Kazemi and Stipek 2001).
APA, Harvard, Vancouver, ISO, and other styles
9

Ebby, Caroline Brayer, Maria Palaitis Ottinger, and Penny Silver. "Supporting Teacher Learning: Improving Mathematics Instruction through Classroom-Based Inquiry." Teaching Children Mathematics 14, no. 3 (October 2007): 182–86. http://dx.doi.org/10.5951/tcm.14.3.0182.

Full text
Abstract:
Research has shown that learning to teach mathematics for understanding is not simply a matter of learning new pedagogical techniques but rather requires substantial changes in a teacher's knowledge, beliefs, and practice (Putnam and Borko 2000). Preparing teachers to implement reform-oriented curricula requires positioning them as learners and inquirers of mathematical content, student learning, and instructional practice. Ball (1996) asserts that teacher professional development must embrace the uncertainty of practice and reflect a “stance of critique and inquiry—a stance of asking and debating, a discourse of conjecture and deliberation” (p. 506).
APA, Harvard, Vancouver, ISO, and other styles
10

Parrish, Christopher W., Ruby L. Ellis, and W. Gary Martin. "Improving Mathematics Discourse through Action Research." Mathematics Teacher 112, no. 4 (January 2019): 302–6. http://dx.doi.org/10.5951/mathteacher.112.4.0302.

Full text
Abstract:
NCTM identified eight Mathematics Teaching Practices within its reform-oriented text, Principles to Actions: Ensuring Mathematical Success for All (2014). These practices include research-informed, high-leverage processes that support the in-depth learning of mathematics by all students. Discourse within the mathematics classroom is a central element in these practices. The goal of implementing the practice facilitate meaningful discourse is to give students the opportunity to “share ideas and clarify understandings, construct convincing arguments regarding why and how things work, develop a language for expressing mathematical ideas, and learn to see things from other perspectives” (NCTM 2014, p. 29). To further support implementing meaningful discourse, mathematics educators must become adept at posing questions that require student explanation and reflection, hence, pose purposeful questions, which is another of the eight practices. Posing purposeful questions allows “teachers to discern what students know and adapt lessons to meet varied levels of understanding, help students make important mathematical connections, and support students in posing their own questions” (NCTM 2014, pp. 35-36).
APA, Harvard, Vancouver, ISO, and other styles
More sources

Dissertations / Theses on the topic "Reform Oriented Mathematics"

1

Williams, Linnae Denise. "Understanding Teachers' Change Towards a Reform-Oriented Mathematics Classroom." BYU ScholarsArchive, 2010. https://scholarsarchive.byu.edu/etd/2332.

Full text
Abstract:
Within the current mathematics teacher population there are teachers that want to change from traditional teaching styles to become more reform-oriented (i.e. focusing on student understanding rather than procedures). Many of these teachers do not know how to begin this change. This research looks into the tools that are most valuable for teachers as they change from traditional teaching practices to include more reform-oriented teaching practices. Through this phenomenological study, six successful reform-oriented teachers were interviewed to understand what tools they found to be most valuable in their process of change. The interviews uncovered a common guiding principle that facilitates successful change towards reform teaching—focusing on the students' mathematics. This guiding principle led all the teachers to implementing task-based lessons and improving their questioning towards their students. The two tools found to be of most value, reflection and collaboration, are identified and explored. The implications of a reform curriculum are also discussed. Limitations of the study are identified and areas of future research are explored.
APA, Harvard, Vancouver, ISO, and other styles
2

Brinkerhoff, Jennifer Alder. "Applying Toulmin's Argumentation Framework to Explanations in a Reform Oriented Mathematics Class." Diss., CLICK HERE for online access, 2007. http://contentdm.lib.byu.edu/ETD/image/etd1960.pdf.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Barrett, Paterson Violet Uline. "Teachers' Beliefs and Practices in Relation to Reform Oriented Mathematics Teaching." Diss., Temple University Libraries, 2009. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/49334.

Full text
Abstract:
Educational Psychology
Ph.D.
The core purposes of this study were twofold: (1) to ascertain whether mathematics teachers support reform oriented teaching practices, and (2) to discover whether there is correspondence between what classroom mathematics teachers say they should do when they teach mathematics and what they really do in the classroom. To carry out this investigation, elementary, middle and high school mathematics teachers responded to survey questions about their beliefs and practices and were observed. There are two major research questions that underlie this research and several secondary questions. The primary questions are: 1. Do in-service mathematics teachers support the major principles of reform oriented mathematics instruction? 2. To what extent do in-service mathematics teachers exhibit reform-oriented teaching in their classrooms? Among the secondary research questions are the following: 3. Does professional development support reform oriented teaching practices? 4. Do teachers' beliefs vary with respect to the grade level they teach? 5. Do teachers' beliefs vary with respect to their levels of education? The subjects were mathematics teachers from three grade levels, elementary, middle and high school selected from three school districts in northeastern United States. One hundred seventy-four mathematics teachers participated in the main study. Ten of the teachers who completed the Questionnaire voluntarily participated in in-class observations and post-observation interviews. The Reformed Teaching Observation Protocol (RTOP) was used for the observation. All 10 teachers were interviewed individually immediately either after the in-class observation took place or a day later. The most salient finding of the study was that while teachers express a strong belief in the major tenets of reform oriented mathematics teaching, their actual demonstration of this type of teaching is far less evident. Pearson correlation analysis demonstrated only marginal relationships between teachers' demographic characteristics and their beliefs. A multiple regression analysis found that only 6% of the variance in beliefs is accounted for by the demographic variables. One of the major conclusions of the research is that teachers feel compelled to teach in ways that are discrepant from their beliefs in order to prepare their students for the standardized tests, which are now a critical component of educational accountability. Educational implications, limitations of the study and suggestions for future research are discussed.
Temple University--Theses
APA, Harvard, Vancouver, ISO, and other styles
4

Winiecke, Tyler Joseph. "Problems Faced by Reform Oriented Novice Mathematics Teachers Utilizing a Traditional Curriculum." BYU ScholarsArchive, 2015. https://scholarsarchive.byu.edu/etd/5608.

Full text
Abstract:
Task-based instruction has been a promising method of instruction advocated by mathematics education researchers over the past twenty years. However traditional curricula constitute a majority of the curricula utilized in the United States. The purpose of this study is to identify the problems reform oriented novice teachers face when utilizing a traditional curriculum to plan task-based lessons. In order to identify these problems three novice teachers' interactions with curricula were observed and characterized using the frameworks of past researchers. Through analysis of teachers' textbook interaction practices it was found that teachers struggled to plan task-based lessons due to issues encountered finding/constructing mathematical tasks, and due to problems associated with being naturally oriented toward procedures while utilizing a traditional curriculum.
APA, Harvard, Vancouver, ISO, and other styles
5

Oh, Young-youl. "Korean teachers' intentions toward reform-oriented instruction in mathematics structures underlying teacher change /." Access restricted to users with UT Austin EID Full text (PDF) from UMI/Dissertation Abstracts International, 2001. http://wwwlib.umi.com/cr/utexas/fullcit?p3038193.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Willard, Catherine. "Effects of Collaborative Reasoning on Students' Mathematics Performance and Numerical Reasoning Abilities." Diss., Temple University Libraries, 2015. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/328799.

Full text
Abstract:
Math & Science Education
Ph.D.
Current reform efforts, which aim to improve the mathematics abilities of American citizens, call for mathematics instruction that emphasizes sense making, reasoning and argumentation. This study was conducted to understand the outcomes of Collaborative Reasoning, a reform-oriented instructional strategy, in seventh and eighth grade mathematics classrooms. An embedded, quasi-experimental, mixed-methods design was used to investigate: the effects of Collaborative Reasoning on students' mathematics performance, and the ways in which students' reasoning abilities change as a result of participating in Collaborative Reasoning. The quantitative results revealed statistically significant changes in mathematics performance from pre-test to post-test. Post-test analysis showed a statistically significant difference in assessment scores, with the treatment group out-performing their comparison group peers. The qualitative results of the study show that as a result of participating in Collaborative Reasoning sessions, students were choosing reasoning strategies that were more appropriate, were using appropriate reasoning strategies more consistently, and were better able to verbally explain their reasoning. Finally, it was found that as students participate in Collaborative Reasoning their discourse becomes less calculational and more conceptual in nature, and more students become active participants within small group discussions.
Temple University--Theses
APA, Harvard, Vancouver, ISO, and other styles
7

Grant, Melva R. "Examining Classroom Interactions and Mathematical Discourses." The Ohio State University, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=osu1259014641.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Leong, Yew Hoong. "Problems of teaching mathematics in a reform-oriented Singapore classroom." 2008. http://repository.unimelb.edu.au/10187/4754.

Full text
APA, Harvard, Vancouver, ISO, and other styles

Books on the topic "Reform Oriented Mathematics"

1

Hansen-Thomas, Holly. English language learners and math: Discourse, participation, and community in reform-oriented, middle school mathematics classes. Charlotte, NC: Information Age Pub., 2009.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
2

English language learners and math discourse, participation, and community in reform-oriented, middle school mathematics classes. Charlotte, NC: IAP - Information Age Pub., 2009.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
3

Improving Mathematics And Science Education: A Longitudinal Investigation of the Relationship Between Reform-oriented Instruction And Student Achievement. Rand Corp, 2006.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
4

Improving mathematics and science education: A longitudinal investigation of the relationship between reform-oriented instruction and student achievement. Santa Monica, CA: RAND, 2006.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
5

Le, Vi-Nhuan, Brian Stecher, J. Lockwood, Laura Hamilton, Abby Robyn, Valerie Williams, Gery Ryan, Kerri Kerr, Jose Felipe Martinez, and Stephen Klein. Does Reform-Oriented Teaching Make a Difference? The Relationship Between Teaching Practices and Achievement in Mathematics and Science. RAND Corporation, 2006. http://dx.doi.org/10.7249/rb9211.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Le, Vi-Nhuan, Brian Stecher, J. Lockwood, Laura Hamilton, Abby Robyn, Valerie Williams, Gery Ryan, Kerri Kerr, Jose Felipe Martinez, and Stephen Klein. Improving Mathematics and Science Education: A Longitudinal Investigation of the Relationship Between Reform-Oriented Instruction and Student Achievement. RAND Corporation, 2006. http://dx.doi.org/10.7249/mg480.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Oosterhoff, Richard. Introduction. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198823520.003.0001.

Full text
Abstract:
Jacques Lefèvre d’Étaples is now best known as an Aristotelian humanist and a founder of the French Reformation. In his day, however, Lefèvre was at the centre of a circle of scholars invested in university reform, then widely known for their interest in mathematics. Among his closest collaborators, first as students and then as university masters, were Josse Clichtove and Charles de Bovelles. After outlining the development of a new mathematical culture, this chapter orients the reader to the circle’s collective biography around the notion of friendship, and positions the book’s argument in relation to the historiographies of mathematics, print, and the university.
APA, Harvard, Vancouver, ISO, and other styles

Book chapters on the topic "Reform Oriented Mathematics"

1

Jarvis, D. H. "Teaching Mathematics Teachers Online." In Teaching Mathematics Online, 187–99. IGI Global, 2012. http://dx.doi.org/10.4018/978-1-60960-875-0.ch009.

Full text
Abstract:
Online course offerings in continuing teacher education are rapidly becoming standard features for faculties of education involved with the professional development of in-service teachers. However, instructors of mathematics education courses which are offered online must navigate certain formidable obstacles in the planning and delivery of their online learning experiences. In an era of reform-oriented mathematics education (National Council of Teachers of Mathematics, 2000; Ontario Ministry of Education, 2005), which emphasizes the increased use of manipulatives, technology, groupwork, problem-based learning, and varied assessment, the “virtual” instructor must develop creative methods for modeling these important aspects of teaching and learning. Drawing upon the relevant research literature, and based on nearly a decade of online instructor/course evaluation feedback and on the author’s own observations, the following paper presents five key strategies for bridging this technological gap, and for navigating the intersection of andragogy (i.e., adult education), technology, and reform-based mathematics education within emergent online teaching models.
APA, Harvard, Vancouver, ISO, and other styles
2

Thomas, Kelli, Douglas Huffman, and Mari Caballero. "Critical Thinking and Mathematics Teaching and Learning." In Handbook of Research on Critical Thinking and Teacher Education Pedagogy, 234–53. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-7829-1.ch013.

Full text
Abstract:
The purpose of this chapter was to investigate pre-service teachers' noticing of children's critical thinking and views towards eliciting and using students' critical thinking in mathematics teaching. A mixed method study was used to provide a range of perspectives on pre-service teachers' views towards mathematics. The results indicated that the pre-service teachers initially held beliefs that mathematics teaching and learning consist of transferring information and students absorbing and memorizing information. The pre-service teachers based their instructional responses on experiences they had as students in elementary mathematics classrooms. The pre-service teachers described what they had observed about teaching mathematics as the ideal without regard for how the teaching behaviors they observed might influence children's critical thinking about mathematics. After completing a mathematics methods course, the pre-service teachers held beliefs more consistent with a reform-oriented classroom and demonstrated growth in their ability to notice children's mathematics thinking.
APA, Harvard, Vancouver, ISO, and other styles
3

Kataoka, Kei. "Descriptive geometry in middle school mathematics teaching in Japan (1905-1946)." In “DIG WHERE YOU STAND” 6. Proceedings of the Sixth International Conference on the History of Mathematics Education, 57–72. WTM-Verlag Münster, 2020. http://dx.doi.org/10.37626/ga9783959871686.0.05.

Full text
Abstract:
Teaching of descriptive geometry began in 18th-century France and became widespread in tertiary and secondary education worldwide throughout the 19th century. Until the 20th century, educators often described two aims of descriptive geometry – technical education and mathematics education. In Japan, descriptive geometry was introduced into engineering and artistic higher education after the Meiji Restoration of 1868. Descriptive geometry became part of the general secondary school curriculum in the 1880s, but it had been taught under the auspices of arts and crafts education rather than mathematics. In the early 20th century, Japanese mathematics educators began to focus on descriptive geometry as a way to reform solid geometry. When Japan’s secondary school curriculum was revised in 1942, descriptive geometry was included in solid geometry and mathematics for the first time. Although this curriculum lasted only until 1946, it was the fruit of many educators’ labors and is worthy of examination. This paper examines several books and documents from the early 20th-century Japan and shows that there was a technical, mathematics-oriented debate about the aim of descriptive geometry teaching as seen in Europe. Keywords: descriptive geometry, solid geometry, secondary school, middle school, Nobutaro Nabeshima, Minoru Kuroda
APA, Harvard, Vancouver, ISO, and other styles
4

Karakostas, Bill, and Yannis Zorgios. "Ontologies for Model-Driven Service Engineering." In Engineering Service Oriented Systems, 154–93. IGI Global, 2008. http://dx.doi.org/10.4018/978-1-59904-968-7.ch006.

Full text
Abstract:
In Chapter II we discussed the fundamental properties and concepts of a service. Concepts like interface, contract, service provider and service consumer are universal (i.e., they apply to all types of services). However, in as much as they are intuitive and universal, service concepts such as the aforementioned lack widely agreed upon semantics. The term semantics is used by disciplines such as philosophy, mathematics, and computer science to refer to “the meaning of things.” Meaning is usually attributed to a concept via its association with other concepts. In everyday speech, defining, for example, a “car” to be a kind of a “vehicle” is an attempt to attribute meaning to “car” by associating it with another, more abstract concept called “vehicle.” If the recipient of this definition already understands the concept of a vehicle, then he/she can also understand the concept of car via its association with the more abstract/generic concept vehicle.
APA, Harvard, Vancouver, ISO, and other styles
5

de Bruijn, Nicolaas Govert. "Type-theoretical checking and philosophy of Mathematics." In Twenty Five Years of Constructive Type Theory. Oxford University Press, 1998. http://dx.doi.org/10.1093/oso/9780198501275.003.0005.

Full text
Abstract:
After millennia of mathematics we have reached a level of understanding that can be represented physically. Humankind has managed to disentangle the intricate mixture of language, metalanguage and interpretation, isolating a body of formal, abstract mathematics that can be completely verified by machines. Systems for computer-aided verification have philosophical aspects. The design and usage of such systems are influenced by the way we think about mathematics, but it also works the other way. A number of aspects of this mutual influence will be discussed in this paper. In particular, attention will be given to philosophical aspects of type-theoretical systems. These definitely call for new attitudes: throughout the twentieth century most mathematicians had been trained to think in terms of untyped sets. The word “philosophy” will be used lightheartedly. It does not refer to serious professional philosophy, but just to meditation about the way one does one’s job. What used to be called philosophy of mathematics in the past was for a large part subject oriented. Most people characterized mathematics by its subject matter, classifying it as the science of space and number. From the verification system’s point of view, however, subject matter is irrelevant. Verification is involved with the rules of mathematical reasoning, not with the subject. The picture may be a bit confused, however, by the fact that so many people consider set theory, in particular untyped set theory, as part of the language and foundation of mathematics, rather than as a particular subject treated by mathematics. The views expressed in this paper are quite personal, and can mainly be carried back to the author’s design of the Automath system in the late 1960s, where the way to look upon the meaning (philosophy) of mathematics is inspired by the usage of the unification system and vice versa. See de Bruijn 1994b for various philosophical items concerning Automath, and Nederpelt et al. 1994, de Bruin 1980, de Bruijn 1991a for general information about the Automath project. Some of the points of view given in this paper are matters of taste, but most of them were imposed by the task of letting a machine follow what we say, a machine without any knowledge of our mathematical culture and without any knowledge of physical laws.
APA, Harvard, Vancouver, ISO, and other styles
6

Burrell, Darrell Norman, Aikyna Finch, Janet Simmons, and Sharon L. Burton. "The Innovation and Promise of STEM-Oriented Cybersecurity Charter Schools in Urban Minority Communities in the United States as a Tool to Create a Critical Business Workforce." In New Threats and Countermeasures in Digital Crime and Cyber Terrorism, 271–85. IGI Global, 2015. http://dx.doi.org/10.4018/978-1-4666-8345-7.ch015.

Full text
Abstract:
This text is an on-going study to provide current information regarding developing underrepresented student populations through STEM specific Charter schools to fulfill pipeline shortages. Current findings show that African Americans are underrepresented in high paying Science, Technology, Engineering, and Mathematics (STEM) fields, especially in cybersecurity. The U.S. pipeline of minority students studying STEM falls short in producing the next generation of cybersecurity professionals; thus, a salient need exists to design, pilot, and test a program to grow the minority student pipeline in the cybersecurity field. The charter school movement is one of the fastest growing education reforms with the ability to make a dramatic impact in the U.S. and internationally. Because charter schools often organize around a mission, theme, or curricular and enjoy freedoms, in organizational structure, mission, and academic program, with all held to high standards, this text proposes cybersecurity charter schools to fill technology voids. This organizational structure, mission, and academic programming, will enable students to become immersed in hands-on, real world applications allowing for experiential learning, which can develop students with cybersecurity expertise, technical knowledge, and skills, and competencies needed to take and pass cybersecurity and information security related certification assessments.
APA, Harvard, Vancouver, ISO, and other styles

Conference papers on the topic "Reform Oriented Mathematics"

1

Wang, Zeyan, Jing Yang, and Xiao Han. "Research on Reform and Innovation for Application-oriented Advanced Mathematics Teaching." In Proceedings of the 2019 International Conference on Advanced Education Research and Modern Teaching (AERMT 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/aermt-19.2019.21.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Tang, Yugui. "Research and Practice of Higher Mathematics Teaching Reform under Application-oriented Talent Cultivation Mode." In Proceedings of the 2018 5th International Conference on Education, Management, Arts, Economics and Social Science (ICEMAESS 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/icemaess-18.2018.167.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Xiong, Yunxuan. "Curriculum Teaching Reform of Advanced Mathematics in Application-Oriented Universities-with Nanchang Institute of Science & Technology as an Example." In 2017 7th International Conference on Education and Management (ICEM 2017). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/icem-17.2018.90.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Birzina, Rita, Tamara Pigozne, and Sandra Lapina. "Trends in STEM Teaching and Learning within the Context of National Education Reform." In 14th International Scientific Conference "Rural Environment. Education. Personality. (REEP)". Latvia University of Life Sciences and Technologies. Faculty of Engineering. Institute of Education and Home Economics, 2021. http://dx.doi.org/10.22616/reep.2021.14.004.

Full text
Abstract:
STEM (science, technology, engineering, and mathematics) education nowadays is considered priority. To implement it successfully, students must acquire not only STEM “hard” skills, but also “soft” skills, therefore the choice of teaching/learning methods is essential. Problem-based (PrBL) and projectbased learning (PjBL) aim both at the acquisition of science content using real life examples and the improvement of IT skills, critical thinking, decision-making, civil responsibility and cooperation skills. The aim of the research is to find out the use of PrBL and PjBL in the teaching/ learning of STEM in the context of national reform of Latvia. The design of mixed methods was used in the research. The correlative research was performed using QuestionPro e-platform and surveyed 128 STEM teachers and 257 secondary school students to collect quantitative data. As Latvia now is implementing the education reform, the case study for qualitative and quantitative analysis has been carried out using the AQUAD data processing programme and researching the secondary education biology basic course curriculum. This research identified that it was advisable to use practical cases, real everyday examples and project work that would increase students’ interest in science subjects to enable them to solve problems creatively by integrating the content of all STEM subjects. The biology curriculum mainly stresses students’ reproductive than productive work with information, the development of critical thinking by participating in discussions and cooperating, while not enough attention was paid to the use of problem solving in the teaching/ learning process and the implementation of the interdisciplinary project. The use of sensors, practical laboratory works and field study as specific methods of biology are little represented in the curriculum, which is a serious disadvantage. This means that the basic curriculum of biology in the context of national education reform is more oriented to the acquisition of transversal skills, not the development of competent science literacy.
APA, Harvard, Vancouver, ISO, and other styles
You might also be interested in the extended bibliographies on the topic 'Reform Oriented Mathematics' for particular source types:
Journal articles
We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!

To the bibliography