Conscious Math sets the stage for readers to make their own discoveries. Colorful hand-drawn notes illustrate key facts central to high school math. Whether as a guide to learning new skills or a framework for recollecting past knowledge, this physical journal will spark mathematical insights and provide a lasting record for recalling them later.
A mindful approach to raising a strong, confident daughter
Author: Erika V Shearin Karres
Publisher: Simon and Schuster
Category: Family & Relationships
The tools you need to foster a positive, supportive relationship with your daughter! Raising a confident, self-assured girl in today's world is complicated, but it can be done--with the help of The Conscious Parent's Guide to Raising Girls. Inside, you'll find the strategies you need to help your daughter navigate through her world of school cliques, confusing media messages, and pressures to be a "good girl." With smart, comprehensive advice on the trials and triumphs of raising a daughter with patience, this concise guide explains how you can: Deal with cliques, bullies, and peer pressure Communicate effectively and sensitively with your daughter Strengthen self-image, resist peer pressure, and promote self-esteem Build emotionally healthy relationships Rebecca Branstetter, PhD, and Erika V. Shearin Karres, EdD, provide you with the information and support you need for parenting with mindfulness, flexibility, and resilience. You'll be able to create a calm and centered emotional environment for raising well-adjusted, confident girls.
The Conscious Teacher is about all kinds of strategies and techniques educators might employ to become more effective teachers. In an accessible, conversational style, Deborah Nichols Poulos presents unique approaches to teaching that will inspire new and veteran teachers alike. She begins with her personal story of not being able to read all through elementary school. Her early failures convinced her she was dumb. At first, she struggled, but when she still failed, she adopted an avoidance strategy that served her well until junior high. An experience in the seventh grade flipped a switch and started her on a journey to becoming an outstanding student and, later, to applying the lessons she learned as a child to her own teaching What makes The Conscious Teacher unique are the inspirational lessons that are unlike what most teachers get in their teacher-education courses or student teaching. Ms. Nichols Poulos points out, for example, that from the very first day, it is important that students learn they will be treated with dignity and respect no matter what. And especially helpful are the steps Ms. Nichols Poulos employs to set up a behavior management plan that works. She explains the strategic steps she takes before school starts—how essential it is to get to know each student before they walk into class on that first day. She also illustrates how setting up classroom routines helps students know what to expect and how to make the best use of every minute. And she emphasizes the importance of the parent-student-teacher team and includes many examples of how to communicate with—and involve—parents, even those who may be difficult. Foundational to her program are reading and writing. Among other things, she lays out the steps for students—even as early as fourth grade—to write five paragraph essays and their own student-authored books, and to research and write reports that include bibliographies. When she differentiated curriculum to support all students’ needs, she found their learning accelerated. All teachers will appreciate her ideas about how to teach the basics of math, as well as advanced math concepts. And her ideas for teaching the arts are inspirational, as she describes in detail how her fourth graders performed Shakespeare’s Hamlet, Macbeth, King Lear, Julius Caesar, and A Midsummer Night’s Dream. She also shows how to integrate social studies with literature and writing. Her experiences taught her that young students are much more capable than many people realize. The Conscious Teacher is an indispensable guide for all new teachers. Many of the ideas Ms. Nichols Poulos provides will also be an eye-opener for parents and experienced teachers as well. The Conscious Teacher is simply a must have for anyone truly interested in giving young children a positive and solid foundation for their later schooling.
Hypothetical and Mathematical Description of Mind and Consciousness Emerging from the Nervous System and Body
Author: Robert G. Howard Ph. D.
Good news at last; here are new and exact descriptions of the mind, consciousness, body, reality, time, nervous system taxonomy. Feel the stimulation of your curiosity into the ancient questions about the mind-body duality as you plan your research and publication program. How reality and three time dimensions emerge from the mind and consciousness. Easy to understand mathematical definitions of otherwise ambiguous terms. Each of fifty hypotheses will inspire you to publish more than your peers. Introducing all the recommendations you will need to design an experiment or a research project which will propel you to the credible and prestigious forefront of your field. Exact scientific answers to the problem of mind-consciousness-body are easily worth 4 hours of reading. These solutions will kick off your numerous insightful publications. The price of this book will yield massive funding for years of your research. The math is reduced to the bare minimum and is explained in detail so the reader can use it is his own publications. The mathematics is treated as an abbreviated language which is translated into natural language.
Science is about the mundane, visible world. Religion is about the transcendent, invisible world. Atheists believe that science is the only way to explain the world. Agnostics think it’s the best way. But is science actually a system of explanation at all, or merely a good problem-solving tool and method that achieves practical success in the observable world? Isn’t science, like God, in need of an explanation? What is its ontological and epistemological basis? What limitations does it have? How does it define “Truth”? Immanuel Kant, via his philosophy of transcendental idealism, attempted to explain science within a philosophical and even religious context. This attempt ultimately failed, but the project itself need not be abandoned. This book shows, via a detailed investigation of Kant’s philosophy, that the only way to make sense of science is via transcendental mathematics.
There are very few brief and comprehensive expositions of the universal tenets of Hinduism available today, this book “The Primer of Hinduism” is to be welcomed as ably fulfilling the need in this respect. Both the modern Hindu who is brought up in an un-Hindu environment, and the followers of other faiths who want an authentic exposition of Hinduism is a short compass, would find this to be the book most helpful to satisfy their need. While the author calls the book a Primer, it is much more than that. It touches briefly on all the fundamental doctrines of Hindu religion and philosophy, and can very well form the basis of a detailed exposition of it suited to the needs of students at different levels of understanding.
Mathematics and logic have been central topics of concern since the dawn of philosophy. Since logic is the study of correct reasoning, it is a fundamental branch of epistemology and a priority in any philosophical system. Philosophers have focused on mathematics as a case study for general philosophical issues and for its role in overall knowledge- gathering. Today, philosophy of mathematics and logic remain central disciplines in contemporary philosophy, as evidenced by the regular appearance of articles on these topics in the best mainstream philosophical journals; in fact, the last decade has seen an explosion of scholarly work in these areas. This volume covers these disciplines in a comprehensive and accessible manner, giving the reader an overview of the major problems, positions, and battle lines. The 26 contributed chapters are by established experts in the field, and their articles contain both exposition and criticism as well as substantial development of their own positions. The essays, which are substantially self-contained, serve both to introduce the reader to the subject and to engage in it at its frontiers. Certain major positions are represented by two chapters--one supportive and one critical. The Oxford Handbook of Philosophy of Math and Logic is a ground-breaking reference like no other in its field. It is a central resource to those wishing to learn about the philosophy of mathematics and the philosophy of logic, or some aspect thereof, and to those who actively engage in the discipline, from advanced undergraduates to professional philosophers, mathematicians, and historians.
A discussion of the implications for philosophy of recent experimental results that confirm some counterintuitive aspects of the way matter behaves. The authors show that a generalised principle of complementarity is pervasive not only in physical theories such as cosmological models of the universe, but also in the construction of all human realities. They discuss in detail Bells inequalities for quantum mechanical measurements as well as recent experiments which imply that even remote parts of the universe are "entangled." They go on to suggest that consciousness can no longer be divorced from the way science operates, and conclude by claiming that this entails a new way of understanding the universe - one that could obviate much of the current conflict between science and religion while providing at the same time a basis for valuation that is better suited for co-ordinating all human experience. This second edition has been completely rewritten and brought up to date.
The beauty of mathematics eludes all but a small, select handful of people. This monumental classic will illuminate the aesthetic delights of mathematics for all to behold. Why should only a tiny aristocracy hold the key to appreciating the elegance of mathematics? Why should intelligent, cultured people, who can easily articulate the brilliance of Shakespeare's imagery, quake at the prospect of deciphering a simple algebraic formula? Jerry King, a mathematics professor and a poet, razes the barriers between a world of two cultures and hands us the tools for appreciating the art and treasures of this elegant discipline. In his fluid, poetic voice, he initiates us into the splendid wonders of the Mathworld. He provides us with an original framework for contemplating mathematics as art. He deepens our ultimate comprehension of art by comparing the beauty of a Rembrandt as well as a Jackson Pollock with the riches to be mined in an elegant proof. Like the great philosophers of the past, Dr. King searches for pure Truth--a quest possible today only in the realm of mathematics. With his infectious enthusiasm, he explains with utmost clarity the intellectually stimulating underpinnings of both pure and applied mathematics. He goes on to decry how our educational system has failed by perfunctorily teaching us mathematics, depriving us of the pillars of beauty upon which mathematics rests. Never before has a book spoken so eloquently to our soul in instilling an appreciation for the grandeur of mathematics. Through Dr. King, the muses of mathematics will no longer sing for others and not for us. The elegant world of mathematics awaits us all to savor.
This book is of interest to mathematics educators, researchers in mathematics education, gender, social justice, equity and democracy in education; and practitioners/teachers interested in the use of project work in mathematics teaching and learning. The book builds theoretical ideas from a careful substantial description of practice, in the attempt to improve both theory and practice in mathematics education. It thus interrogates and develops theoretical research tools for mathematics education and provides ideas for practice in mathematics classrooms.
Notes on Cognitive Aspects of Mathematical Practice
Author: Alexandre Borovik
Publisher: American Mathematical Soc.
The author's goal is to start a dialogue between mathematicians and cognitive scientists. He discusses, from a working mathematician's point of view, the mystery of mathematical intuition: why are certain mathematical concepts more intuitive than others? To what extent does the ``small scale'' structure of mathematical concepts and algorithms reflect the workings of the human brain? What are the ``elementary particles'' of mathematics that build up the mathematical universe? The book is saturated with amusing examples from a wide range of disciplines--from turbulence to error-correcting codes to logic--as well as with just puzzles and brainteasers. Despite the very serious subject matter, the author's approach is lighthearted and entertaining. This is an unusual and unusually fascinating book. Readers who never thought about mathematics after their school years will be amazed to discover how many habits of mind, ideas, and even material objects that are inherently mathematical serve as building blocks of our civilization and everyday life. A professional mathematician, reluctantly breaking the daily routine, or pondering on some resisting problem, will open this book and enjoy a sudden return to his or her young days when mathematics was fresh, exciting, and holding all promises. And do not take the word ``microscope'' in the title too literally: in fact, the author looks around, in time and space, focusing in turn on a tremendous variety of motives, from mathematical ``memes'' (genes of culture) to an unusual life of a Hollywood star. --Yuri I. Manin, Max-Planck Institute of Mathematics, Bonn, and Northwestern University
This study provides a historical analysis of Freudenthal’s didactic ideas and his didactic career. It is partly biographical, but also contributes to the historiography of mathematics education and addresses closely related questions such as: what is mathematics and where does it start? Which role does mathematics play in society and what influence does it have on the prevailing views concerning its accompanying didactics?. Hans Freudenthal (1905–1990), professor in mathematics, scientist, literator, but above all mathematics-educator, was inextricably linked to the changes which took place in mathematics education and didactics during the second half of the last century. His diversity as a scientist and his inexhaustible efforts to establish the didactics of mathematics as a seriously pursued science, made Freudenthal's influence in this area considerable. He foresaw an essential, practical role for mathematics in everyone’s life, encouraging students to discover and create mathematics themselves, instead of imposing a ready-made mathematical system. The theory of mathematics education thus developed in the Netherlands would gain world fame in the following decades. Today, in the light of the discussions about mathematics education, in which the call for `genuine’ mathematics instead of the so-called 'kindergarten'-mathematics can be heard, Freudenthal's approach seems to be passé. However, the outcome of this study (which is mainly based on documents from Freudenthal’s vast personal archive) shows a more refined picture. The direct identification of 'kindergarten'-mathematics with Freudenthal’s view on mathematics education is not justified. 'Realistic mathematics' as advocated by Freudenthal includes more than just a practical introductory and should, among other things, always aim at teaching 'genuine' mathematics in the end.
Moritz's 'Memorabilia Mathematica' inspired this work, but this one differs in that sources are limited to mathematicians of the 20th century. Useful to researchers to facilitate a literature search, to writers who want to emphasize or substantiate a point, and to teachers, students, and other readeres who will have their appetite for the subject whetted by the 83 quotes. -- Book News, Inc.
The Handbook of Research Design in Mathematics and Science Education is based on results from an NSF-supported project (REC 9450510) aimed at clarifying the nature of principles that govern the effective use of emerging new research designs in mathematics and science education. A primary goal is to describe several of the most important types of research designs that: * have been pioneered recently by mathematics and science educators; * have distinctive characteristics when they are used in projects that focus on mathematics and science education; and * have proven to be especially productive for investigating the kinds of complex, interacting, and adapting systems that underlie the development of mathematics or science students and teachers, or for the development, dissemination, and implementation of innovative programs of mathematics or science instruction. The volume emphasizes research designs that are intended to radically increase the relevance of research to practice, often by involving practitioners in the identification and formulation of the problems to be addressed or in other key roles in the research process. Examples of such research designs include teaching experiments, clinical interviews, analyses of videotapes, action research studies, ethnographic observations, software development studies (or curricula development studies, more generally), and computer modeling studies. This book's second goal is to begin discussions about the nature of appropriate and productive criteria for assessing (and increasing) the quality of research proposals, projects, or publications that are based on the preceding kind of research designs. A final objective is to describe such guidelines in forms that will be useful to graduate students and others who are novices to the fields of mathematics or science education research. The NSF-supported project from which this book developed involved a series of mini conferences in which leading researchers in mathematics and science education developed detailed specifications for the book, and planned and revised chapters to be included. Chapters were also field tested and revised during a series of doctoral research seminars that were sponsored by the University of Wisconsin's OERI-supported National Center for Improving Student Learning and Achievement in Mathematics and Science. In these seminars, computer-based videoconferencing and www-based discussion groups were used to create interactions in which authors of potential chapters served as "guest discussion leaders" responding to questions and comments from doctoral students and faculty members representing more than a dozen leading research universities throughout the USA and abroad. A Web site with additional resource materials related to this book can be found at http://www.soe.purdue.edu/smsc/lesh/ This internet site includes directions for enrolling in seminars, participating in ongoing discussion groups, and submitting or downloading resources which range from videotapes and transcripts, to assessment instruments or theory-based software, to publications or data samples related to the research designs being discussed.
‘This original book shows the crucial importance of personal philosophies of mathematics. Using current research it guides us to reflect on our attitudes and beliefs. Essential reading for anybody interested in mathematics and its teaching.’ Paul Ernest, Emeritus Professor of Mathematics Education, University of Exeter Teaching mathematics can be challenging, and returning to a mathematics classroom yourself may not inspire you with confidence. This book can help you to become an assured teacher who can give young learners the high quality mathematics education that they deserve, by exploring the philosophy that lies behind good mathematics teaching and its application in the classroom. Throughout the book you are encouraged to put your own thoughts on mathematics learning and teaching under the microscope and examine your perceptions and understanding in order to develop as a critically reflective teacher, aware of potential challenges and what underpins effective mathematics teaching in primary schools. Coverage includes: · developing your own philosophy towards mathematics teaching · understanding links between confidence and learning · the importance of subject knowledge · common beliefs and attitudes among mathematics learners · how to develop your relationship with the subject. This is essential reading for all students studying primary mathematics on initial teacher education courses, including undergraduate (BEd, BA with QTS), postgraduate (PGCE, School Direct, SCITT, Teach First) and NQTs. Elizabeth Jackson has over thirty years’ experience of mathematics education through primary and secondary school teaching, lecturing in initial teacher education and supervising mathematics Master’s dissertations, as well as conducting research into mathematics and writing.
This book aims to offer an account of conscious experience and of concepts that help us understand empirical reasoning and empirical dialectic. The account offered possesses, it is claimed, two virtues. First, it provides great theoretical freedom. It allows the theoretician freedom to radically reconceive the world. The theoretician may, for example, begin with the conception that colors are genuine qualities of physical bodies and may, in light of empirical findings, shift to the conception that colors are not genuine qualities at all. Second, the account grants empirical reason a great power to constrain: empirical reason can force a particular conception of the self and the world on the rational inquirer. These seemingly contrary virtues are reconciled through a novel treatment of presentation and appearances in the account offered of conscious experience and a novel treatment of ostensive definitions in the account offered of concepts. The argument of the book is buttressed by a critical study of the principal approaches to experience and reason found in the philosophical literature.--
A Study Beyond Art, Art Therapy and Art in Psychotherapy
Author: Kilola Maishya (Sheenonway)
Publisher: Page Publishing Inc
This book is about symbols, as a concept; hence, the reference “symbol.” The author researches, “symbol,” its various definitions, meanings and purpose; and expounds upon, “symbol,” in terms of language, information, communication, decoding, meaning, interpretation, message and representation. This investigative study describes, all of this through the lens of the related fields of art, art therapy and art in psychotherapy. She offers poignant insights, innovative perspectives; she provides valuable information, and offers unique conclusions. Her rich insights into the topics derive from personal, professional research and experience. Her discourse is inclusive of topics such as the visible and tangible, as well as the phenomena of the invisible, less tangible and the intangible. This book is intended to reach broad audiences in a wide range of fields, including but not limited to science, psychology and the paranormal. Authors included in the studies include Rudolph Arnheim, Joseph Cambell, Carl Jung, Sigmund Freud, Victor Lowenfeld, Margaret Naumburg, Judith Aaron Rubin, Arnold Whittick, Ernst Kris, and Mardi J. Horowitz.
The Psyche as Interaction begins as a journey to explain one person's paranormal experiences. Manya Long looks closely at the fields of mathematics, physics, psychology, music, religion, neurophysiology and parapsychology. Along the way she finds many things connecting each of these fields together. Her intention when she began was merely to answer questions about her own unique experiences. However, she quickly realized what she was looking at had the potential to change the way we all view the world. This book explains her journey, findings, and the conclusions she came to.
This volume emerges from a partnership between the American Federation of Teachers and the Learning Research and Development Center at the University of Pittsburgh. The partnership brought together researchers and expert teachers for intensive dialogue sessions focusing on what each community knows about effective mathematical learning and instruction. The chapters deal with the research on, and conceptual analysis of, specific arithmetic topics (addition, subtraction, multiplication, division, decimals, and fractions) or with overarching themes that pervade the early curriculum and constitute the links with the more advanced topics of mathematics (intuition, number sense, and estimation). Serving as a link between the communities of cognitive researchers and mathematics educators, the book capitalizes on the recent research successes of cognitive science and reviews the literature of the math education community as well.