Open Access. Powered by Scholars. Published by Universities.®
Physical Sciences and Mathematics Commons™
Open Access. Powered by Scholars. Published by Universities.®
- Institution
-
- University of Nebraska - Lincoln (3443)
- University of Northern Iowa (939)
- Virginia Commonwealth University (378)
- Taylor University (340)
- Claremont Colleges (311)
-
- University of Nevada, Las Vegas (154)
- University of South Florida (109)
- Selected Works (100)
- Ursinus College (55)
- Old Dominion University (44)
- Nova Southeastern University (37)
- Portland State University (32)
- City University of New York (CUNY) (27)
- Kennesaw State University (27)
- Ateneo de Manila University (25)
- Western Michigan University (25)
- Central Washington University (24)
- San Jose State University (24)
- The University of Maine (23)
- William & Mary (22)
- Illinois Math and Science Academy (19)
- Loyola University Chicago (19)
- New Jersey Institute of Technology (18)
- California Polytechnic State University, San Luis Obispo (17)
- Purdue University (17)
- Illinois State University (16)
- Sacred Heart University (15)
- University of Minnesota Morris Digital Well (15)
- Utah State University (15)
- Georgia Southern University (14)
- Keyword
-
- Mathematics (104)
- Education (87)
- Iowa Academy of Science--Periodicals; Science--Iowa--Periodicals; (60)
- STEM (58)
- Assessment (47)
-
- Iowa Academy of Science--Congresses; Science--Iowa--Congresses; (42)
- Iowa (41)
- Physics (40)
- Quantitative literacy (38)
- Science (33)
- Statistics (33)
- Iowa Academy of Science--Periodicals; Iowa Academy of Science--Directories; (31)
- 1957 (29)
- Chemistry (28)
- Mathematics education (27)
- Technology (26)
- Classroom practice (24)
- Computer science education (24)
- Science education (24)
- Teaching (24)
- "Iowa Academy of Science--Congresses; Science--Iowa--Congresses;" (23)
- Calculus (22)
- Educational resource (21)
- VA SEA Lesson Plans (21)
- Computer science (20)
- Lesson Plans (20)
- Secondary Education (20)
- Curriculum (19)
- Numeracy (19)
- Publication Year
- Publication
-
- Nebraska Tractor Tests (3348)
- Journal of the Iowa Academy of Science: JIAS (693)
- Journal of Mathematics and Science: Collaborative Explorations (375)
- Humanistic Mathematics Network Journal (170)
- Iowa Academy of Science Documents (168)
-
- Numeracy (100)
- Journal of Humanistic Mathematics (61)
- CODEE Journal (53)
- New Bulletin (35)
- Department of Mathematics: Dissertations, Theses, and Student Research (32)
- ACMS Conference Proceedings 2013 (30)
- Faculty Publications (29)
- Reports (PLI Education) (29)
- Scientific Communication News (28)
- Mathematics Faculty Publications (27)
- ACMS Conference Proceedings 2011 (26)
- ACMS Conference Proceedings 2019 (26)
- Fred and Harriet Cox Senior Design Competition Projects (26)
- IAS Bulletin (25)
- ACMS Conference Proceedings 2015 (23)
- Electronic Theses and Dissertations (23)
- Oliver Ranch Project (23)
- ACMS Conference Proceedings 2017 (22)
- Faculty Articles (22)
- Publications and Research (22)
- Reports (22)
- Physics Faculty Publications (21)
- ACMS Conference Proceedings 2005 (20)
- ACMS Conference Proceedings 2009 (20)
- Reports (RRLC) (19)
- Publication Type
Articles 1921 - 1950 of 6761
Full-Text Articles in Physical Sciences and Mathematics
Which Accelerates Faster A Falling Ball Or A Porsche?, James D. Rall, Wathiq Abdul-Razzaq
Which Accelerates Faster A Falling Ball Or A Porsche?, James D. Rall, Wathiq Abdul-Razzaq
Faculty & Staff Scholarship
An introductory physics experiment has been developed to address the issues seen in conventional physics lab classes including assumption verification, technological dependencies, and real world motivation for the experiment. The experiment has little technology dependence and compares the acceleration due to gravity by using position versus time graphs and the kinematic equation. The students are then asked to compare the acceleration they found to the one of a Porsche car which they seem surprised when they learn about it. This experiment may contribute significantly to the understanding of the concept of acceleration and the appreciation for the force of gravity.
Response To Griffiths, Matthew S. Leifer
Response To Griffiths, Matthew S. Leifer
Mathematics, Physics, and Computer Science Faculty Articles and Research
"First of all, I would like to thank Prof. Griffith for his comments. The exchange has reminded me of the series of letters that appeared in Physics Today following the publication of an article by Chandralekha Singh, Mario Belloni, and Wolfgang Christian on improving the teaching of undergraduate quantum mechanics (see http://ptonline.aip.org/ journals/doc/PHTOAD-ft/vol_60/iss_3/8_1.shtml). In those responses, both Griffiths and Travis Norsen argued that students’ understanding of quantum mechanics would be vastly improved if they were taught more about the foundations of quantum theory, and I wholeheartedly agree with that sentiment. The thing is, Griffiths argued vociferously that this should be …
Sustainability Education As A Framework For Enhancing Environmental Stewardship In Young Leaders: An Intervention At Tryon Creek Nature Day Camp, Andrea Nicole Lawrence
Sustainability Education As A Framework For Enhancing Environmental Stewardship In Young Leaders: An Intervention At Tryon Creek Nature Day Camp, Andrea Nicole Lawrence
Dissertations and Theses
UNESCO established Sustainability Education as a top priority when it declared 2005 - 2014 to be the global decade for sustainability. Sustainability education can be implemented in outdoor programs such as nature summer camps in order to build environmental stewardship and ecological literacy in counselors and campers. This study sought to determine the extent to which an ecology and leadership training given to assistant counselors at Tryon Creek State Natural Area day camp achieved the goals of sustainability education--for the assistant counselors to learn about ecology, develop stewardship attitudes and behaviors toward the environment, and become positive role models for …
Enhancing The Cs Curriculum With With Aspect-Oriented Software Development (Aosd) And Early Experience, Konstantin Läufer, George K. Thiruvathukal, Tzilla Elrad
Enhancing The Cs Curriculum With With Aspect-Oriented Software Development (Aosd) And Early Experience, Konstantin Läufer, George K. Thiruvathukal, Tzilla Elrad
George K. Thiruvathukal
Aspect-oriented software development (AOSD) is evolving as an important step beyond existing software development approaches such as object-oriented development. An aspect is a module that captures a crosscutting concern, behavior that cuts across different units of abstraction in a software application; expressed as a module, such behavior can be enabled and disabled transparently and non-invasively, without changing the application code itself. Increasing industry demand for expertise in AOSD gives rise to the pedagogical challenge of covering this methodology and its foundations in the computer science curriculum. We present our curricular initiative to incorporate a novel course in AOSD in the …
The Extreme Software Development Series: An Open Curricular Framework For Applied Capstone Courses, Konstantin Läufer, George K. Thiruvathukal
The Extreme Software Development Series: An Open Curricular Framework For Applied Capstone Courses, Konstantin Läufer, George K. Thiruvathukal
George K. Thiruvathukal
We describe an open, flexible curricular framework for offering a collection of advanced undergraduate and graduate courses in software development. The courses offered within this framework are further unified by combining solid foundations with current technology and play the role of capstone courses in a modern software development track. Our initiative has been very successful with all stakeholders involved.
Education In The Environment: A Strategy For Continued Interagency Outdoor Education Programming: Round 6 Project Compendium, Margaret N. Rees
Education In The Environment: A Strategy For Continued Interagency Outdoor Education Programming: Round 6 Project Compendium, Margaret N. Rees
Reports (PLI Education)
The essence of public land stewardship lies far beyond the words, numbers, and pictures compiled in this project compendium. During the past seven years, many people have gained greater appreciation of the discovered and yetto‐ be discovered treasures held within the Southern Nevada public lands. People have had the opportunity to learn about and make a first‐time connection with nature and the community within which they live. Some participants realized dynamic and everlasting changes in their lives as a result of their new experiences and insights.
Education in the Environment was a four‐year collaborative effort of the Southern Nevada Agency …
Excellent Adventures In Global Collaboration, Glenn W. "Max" Mcgee, Aracelys Rios
Excellent Adventures In Global Collaboration, Glenn W. "Max" Mcgee, Aracelys Rios
Publications & Research
No abstract provided.
Iowa Academy Of Science: The New Bulletin, V07n3, Fall 2011, Iowa Academy Of Science
Iowa Academy Of Science: The New Bulletin, V07n3, Fall 2011, Iowa Academy Of Science
New Bulletin
Inside This Issue:
--Message from the Executive Director
--Welcome Corporate Members
--IAS Corporate Memberships
-- 124th Annual Meeting of the Iowa Academy of Science
--Academy seeking Tech Savy students/teachers for service project
--Iowa Math & Science Coalition Funds pass to ISTS
--REAP-CEP Grant Awards value Natural Resources and Science
--Academy receives GLOBE Grant to pilot Webinar GLOBE Workshop
--Wanted: Saylorville Gift Shop Coordinator
--Announcements, Events & Deadlines
Astr 403: Galactic And Extragalactic Astronomy, Edward Schmidt
Astr 403: Galactic And Extragalactic Astronomy, Edward Schmidt
Department of Physics and Astronomy: Syllabi
Syllabus for ASTR 403 Galactic and Extragalactic Astronomy for Fall 2011 semester.
Education In The Environment: A Strategy For Continued Interagency Outdoor Education Programming: Quarterly Progress Report: Period Ending August 31, 2010, Margaret N. Rees
Education In The Environment: A Strategy For Continued Interagency Outdoor Education Programming: Quarterly Progress Report: Period Ending August 31, 2010, Margaret N. Rees
Reports (PLI Education)
Highlights of the university’s focused efforts during the past three months include the following:
- One Families in Nature event was held, benefitting approximately 40 people.
- A media campaign has been developed for the Nevada Children’s Outdoor Bill of Rights.
- A total of18 people are participating in the fourth cohort of the Nevada State Certification in Environmental Education and Interpretation.
- An RV has been purchased for the SNAP Mobile Exhibit and is in process of being retrofitted.
- Forever Earth was scheduled for 16 days and benefited 425 individuals.
- The National Park Service used Forever Earth as a mobile visitor center on …
Collaborative Research: Centers For Ocean Science Education Excellence - Oceans In The Earth-Sun System, Annette Decharon
Collaborative Research: Centers For Ocean Science Education Excellence - Oceans In The Earth-Sun System, Annette Decharon
University of Maine Office of Research Administration: Grant Reports
This award establishes a new Center for Ocean Science Education Excellence (COSEE) via awards to the Bigelow Laboratory for Ocean Sciences (0528706), the University of Maine (0528702), and the University of New Hampshire (0528686). The main goals of this thematic Center are to broaden understanding of the oceans in the context of the earth and solar systems and to help the COSEE network reach rural and inland audiences. The PIs will pioneer a system of interfaces, tools, and resources to reach underserved and underrepresented groups, and to bring ocean sciences to inland audiences by presenting it in the context of …
A Mathematician Weighs In On The Evolution Debate, Kris H. Green
A Mathematician Weighs In On The Evolution Debate, Kris H. Green
Journal of Humanistic Mathematics
There are a variety of reasons underlying the lack of public acceptance for the theory of evolution in the United States. An overlooked cause is related to problems with the mathematics curriculum in the K-12 setting. In this essay, we examine this relationship and propose changes to the mathematics curriculum that could improve mathematical thinking while also providing a basis for understanding theories, like evolution, that are poorly understood.
On Doing Mathematics, Sue Vanhattum
On Doing Mathematics, Sue Vanhattum
Journal of Humanistic Mathematics
Who is a mathematician? What does it mean to do mathematics? I discuss my process in solving a math problem, and what it meant to me.
Covariant Representations Of C*-Dynamical Systems Involving Compact Groups, Firuz Kamalov
Covariant Representations Of C*-Dynamical Systems Involving Compact Groups, Firuz Kamalov
Department of Mathematics: Dissertations, Theses, and Student Research
Given a C*-dynamical system (A, G, σ) the crossed product C*-algebra A x σG encodes the action of G on A. By the universal property of A x σG there exists a one to one correspondence between the set all covariant representations of the system (A, G, σ) and the set of all *-representations of A x σG. Therefore, the study of representations of A x σG is equivalent to that of covariant representations of (A, G, σ).
We study induced covariant representations of systems involving compact groups. We prove that every irreducible (resp. factor) covariant …
Computational Insight With Monte Carlo Simulations, Boyan Kostadinov
Computational Insight With Monte Carlo Simulations, Boyan Kostadinov
Publications and Research
We introduce Monte Carlo simulations for estimating areas by playing a game of "darts". We also introduce simulations of random walks. We use compact, vectorized programming, based on the R language, for all computer simulations and visualizations, aimed at high school students. This presentation is based on the Invited, prime time lecture given at the summer camp for gifted high school students at City College of New York, July 13, 2011.
Parts Of The Whole: An Algebra Lesson, Dorothy Wallace
Parts Of The Whole: An Algebra Lesson, Dorothy Wallace
Numeracy
This column draws on research of Eon Harper to demonstrate how an understanding of his proposed stages of algebra acquisition would inform a systemic overhaul of algebra education. Harper's stages also explain why students may pass a series of algebra courses yet still be unable to make sense of calculus, as well as offering insight on what aspects of algebra support quantitative literacy.
Reducing Math Anxiety: Findings From Incorporating Service Learning Into A Quantitative Reasoning Course At Seattle University, Allison Henrich, Kristi Lee
Reducing Math Anxiety: Findings From Incorporating Service Learning Into A Quantitative Reasoning Course At Seattle University, Allison Henrich, Kristi Lee
Numeracy
How might one teach mathematics to math-anxious students and at the same time reduce their math anxiety? This paper describes what we found when we incorporated a service learning component into a quantitative reasoning course at Seattle University in Fall 2010 (20 students) and Spring 2011 (28 students). The course is taken primarily by humanities majors, many of whom would not take a course in math if they didn’t need to satisfy the university’s core requirement. For the service learning component, each student met with and tutored children at local schools for 1-2 hours per week (total about 15 service …
Quantitative Reasoning In The Contemporary World, 3: Assessing Student Learning, Stuart Boersma, Caren Diefenderfer, Shannon W. Dingman, Bernard L. Madison
Quantitative Reasoning In The Contemporary World, 3: Assessing Student Learning, Stuart Boersma, Caren Diefenderfer, Shannon W. Dingman, Bernard L. Madison
Numeracy
In this third paper in a series describing the Quantitative Reasoning in the Contemporary World course, the authors provide an adaptation of the Association of American Colleges and Universities quantitative literacy VALUE rubric. Describing achievement levels in six core competencies (interpretation, representation, calculation, analysis/synthesis, and communication), the resulting Quantitative Literacy Assessment Rubric (QLAR) is applicable to grading student work and has exhibited a high degree of reliability in two separate scoring tests (97% and 88% respectively). The distribution of the six core competencies across the 24 case studies in the authors’ quantitative reasoning casebook shows that interpretation, calculation, and analysis/synthesis …
Constructivist And Behaviorist Approaches: Development And Initial Evaluation Of A Teaching Practice Scale For Introductory Statistics At The College Level, Rossi A. Hassad
Numeracy
This study examined the teaching practices of 227 college instructors of introductory statistics from the health and behavioral sciences. Using primarily multidimensional scaling (MDS) techniques, a two-dimensional, 10-item teaching-practice scale, TISS (Teaching of Introductory Statistics Scale), was developed. The two dimensions (subscales) are characterized as constructivist and behaviorist; they are orthogonal. Criterion validity of the TISS was established in relation to instructors’ attitude toward teaching, and acceptable levels of reliability were obtained. A significantly higher level of behaviorist practice (less reform-oriented) was reported by instructors from the U.S., as well as instructors with academic degrees in mathematics and engineering, whereas …
Quantitative Literacy At Michigan State University, 2: Connection To Financial Literacy, Dennis Gilliland, Vince Melfi, Alla Sikorskii, Edward Corcoran, Eleanor Melfi
Quantitative Literacy At Michigan State University, 2: Connection To Financial Literacy, Dennis Gilliland, Vince Melfi, Alla Sikorskii, Edward Corcoran, Eleanor Melfi
Numeracy
The lack of capability of making financial decisions has been recently described for the adult United States population. A concerted effort to increase awareness of this crisis, to improve education in quantitative and financial literacy, and to simplify financial decision-making processes is critical to the solution. This paper describes a study that was undertaken to explore the relationship between quantitative literacy and financial literacy for entering college freshmen. In summer 2010, incoming freshmen to Michigan State University were assessed. Well-tested financial literacy items and validated quantitative literacy assessment instruments were administered to 531 subjects. Logistic regression models were used to …
Quantitative Literacy At Michigan State University, 1: Development And Initial Evaluation Of The Assessment, Alla Sikorskii, Vince Melfi, Dennis Gilliland, Jennifer Kaplan, Suzie Ahn
Quantitative Literacy At Michigan State University, 1: Development And Initial Evaluation Of The Assessment, Alla Sikorskii, Vince Melfi, Dennis Gilliland, Jennifer Kaplan, Suzie Ahn
Numeracy
Development, psychometric testing, and the results of the administration of a quantitative literacy (QL) assessment to undergraduate students are described. Three forms were developed covering a wide range of skills, contexts, and quantitative information presentation formats. Following item generation and revision based on preliminary testing and cognitive interviewing, a total of 3,701 consented undergraduate students at Michigan State University completed one of the three forms. Two of the forms contained 14 multiple-choice items, and one form contained 17 multiple-choice items. All forms were completed by students in less than 30 minutes. Evidence of validity and reliability were obtained for the …
Development Of An Assessment Of Quantitative Literacy For Miami University, Rose Marie Ward, Monica C. Schneider, James D. Kiper
Development Of An Assessment Of Quantitative Literacy For Miami University, Rose Marie Ward, Monica C. Schneider, James D. Kiper
Numeracy
Quantitative Literacy is a competence as important as general literacy; yet, while writing requirements are seemingly ubiquitous across the college curriculum, quantitative literacy requirements are not. The current project provides preliminary evidence of the reliability and validity of a quantitative literacy measure suitable for delivery online. A sample of 188 undergraduate students from Miami University, a midsize university in the midwestern U.S., participated in the current study. Scores on the measure, were inversely related to statistical/mathematical anxiety measures, directly related to subjective assessment of numeracy, and did not differ across gender or year in school. The resulting measure provides a …
Communicating Quantitative Literacy: An Examination Of Open-Ended Assessment Items In Timss, Nals, Ials, And Pisa, Karl W. Kosko, Jesse L. M. Wilkins
Communicating Quantitative Literacy: An Examination Of Open-Ended Assessment Items In Timss, Nals, Ials, And Pisa, Karl W. Kosko, Jesse L. M. Wilkins
Numeracy
Quantitative Literacy (QL) has been described as the skill set an individual uses when interacting with the world in a quantitative manner. A necessary component of this interaction is communication. To this end, assessments of QL have included open-ended items as a means of including communicative aspects of QL. The present study sought to examine whether such open-ended items typically measured aspects of quantitative communication, as compared to mathematical communication, or mathematical skills. We focused on public-released items and rubrics from four of the most widely referenced assessments: the Third International Mathematics and Science Study (TIMSS-95): the National Adult Literacy …
A Quantitative Literacy View Of Natural Disasters And Nuclear Facilities, C. B. Connor
A Quantitative Literacy View Of Natural Disasters And Nuclear Facilities, C. B. Connor
Numeracy
The March 11, 2011 earthquake, tsunami, and nuclear disaster in Tohoku, Japan, highlights the need to improve quantitative literacy (QL) in natural hazard assessment. A critical understanding of natural hazard assessments requires a sophisticated perspective on the mathematical and statistical tools used to estimate the odds of disaster, and the roles of data quality, model development, and subjective probability in estimation of uncertainty. Thus, improved QL is a basic requirement for improved decision-making about the safety of critical infrastructure, such as nuclear facilities.
A Leap Forward For Quantitative Literacy, H. L. Vacher
A Leap Forward For Quantitative Literacy, H. L. Vacher
Numeracy
The Association of American College and Universities’ Learning Education and America’s Promise (LEAP) initiative has identified quantitative literacy (QL) as one of its Essential Learning Outcomes and classified it amongst five other Intellectual and Practical Skills such as inquiry and analysis, critical and creative thinking, and written and oral communication. This brings to mind a spreadsheet in which these transdisciplinary intellectual and practical skills are rows and academic disciplines are columns. With the view that the learning outcome QL is a row crossing mathematics and other disciplinary columns, this editorial considers how the papers in this and previous issues of …
Iowa Academy Of Science: The New Bulletin, V07n2, Summer 2011, Iowa Academy Of Science
Iowa Academy Of Science: The New Bulletin, V07n2, Summer 2011, Iowa Academy Of Science
New Bulletin
Inside This Issue:
--Message from the Executive Director
--2011 Friends of Science & Outstanding Service Award Winners
--IAS Corporate Memberships
--2011 Distinguished Science Awards
--IAS—Iowa DNR Pilot Workshop bucks national trends
--Wanted: Saylorville Gift Shop Coordinator
--Announcements, Events & Deadlines
The Search For Hamilton, Eric Gossett
The Search For Hamilton, Eric Gossett
ACMS Conference Proceedings 2011
In July and August of 2009 my wife and I went on a four-week trip to Scotland and Ireland. We would be visiting Dublin, so I decided that we should visit the famous bridge where William Rowan Hamilton carved the equations for the quaternions. The task was not as simple as I had assumed. This paper gives some details of the search.
Thinking Philosophically About Mathematics, Robert L. Brabenec
Thinking Philosophically About Mathematics, Robert L. Brabenec
ACMS Conference Proceedings 2011
In my early years as a teacher of mathematics, the history of mathematics was seldom mentioned in the classroom. It was viewed as an unworthy topic that would detract from the presentation of mathematics itself. This opinion has dramatically changed over the years, and the history of mathematics is now embraced and used by many mathematicians in their teaching and even research. We might choose to ask a related question. How much philosophy is necessary or helpful for a mathematics teacher to know, and to use in his or her teaching? We see a growing interest in the philosophy of …
Bringing Undergraduate Research Into The Classroom, Stephen Lovett
Bringing Undergraduate Research Into The Classroom, Stephen Lovett
ACMS Conference Proceedings 2011
Mathematics graduate programs and companies that employ math majors often want to ascertain an applicant’s potential for research. However, in many undergraduate courses, assessments consist only of regular exercise sets, quizzes, and in-class tests. Without doing a senior research thesis or landing an official REUs, students do not regularly gain experience in or an appreciation for research. Courses in the humanities regularly require students to write in the discipline, progressively preparing them methodologically for “writing in the field.” This begs the question: could math departments do a little more to prepare our students to use mathematics beyond college?
In this …
Calculus Communication Circle, Judith Palagallo
Calculus Communication Circle, Judith Palagallo
ACMS Conference Proceedings 2011
Calculus Communication Circle is a network for the professional development of Advanced Placement Calculus teachers. In Northeast Ohio the Circle provides a forum where teachers meet to share ideas about mathematics and the teaching of calculus. This article describes the creation of the Circle and the progress it has made over its three year existence.