Animation for Visualization of Some Algebraic Concepts

Presenting the sciences and teaching the courses in an interactive way is one of the most attractive aspects of the web and educational technology. Many mathematical softwares demonstrate how these technologies make advance topics more accessible and complex mathematical concepts more understandable. The common problems in mathematics teaching process; is the difficulties, undergraduate students encounter in understanding math concepts, theories and problem solving. These problems can be overcome through using creativity in developing math teaching tools and styles. The objective of this project is to use macromedia Flash to make many confusing and complex math concepts simple, visualized and interesting and also to develop a part of a package of animated and visualized mathematical courses. Flash ability and flexibility are the features of this tool which help the designer to develop demonstrating of algebra concepts in a virtual environment. This research will use Macromedia Flash for developing a visualized package of algebra course (Introduction to Algebra (MTK 3001)

Summary of the functions and capabilities of the structural analysis and matrix interpretive system computer program

Functions and capabilities of large capacity structural analysis and matrix interpretive system digital computer program to analyze frame and shell structure

PLANIFICACIÓN DE MATERIALES MANIPULADORES EN EL CONTEXTO DEL ESTUDIO DE LECCIONES EN LA FORMACIÓN CONTINUA DE PROFESORES PARA LA ALFABETIZACIÓN MATEMÁTICA INCLUSIVA

With the goal of exploring aspects of planning based on Lesson Study methodology to fit into the stages of developing, aligning, or adapting, and applying manipulative materials for inclusive mathematical literacy, we offer a continuous training for teachers. We propose a workflow that provides, at each stage of planning, theoretical foundations related to the curricula and the specific subjects of mathematics, as well as practical guidelines for the moments of planning and adaptation of manipulative materials with the help of a specialist in special education. From the results, we report on the work developed by two groups, respectively dealing with the concepts of fractions and number construction, targeting Early Years and Early Childhood Education students. We understand that the workflow provided participating teachers with autonomy and confidence, culminating in the elaboration, alignment, and adaptation of potentially inclusive manipulative materials that were used by the entire class, a characteristic we consider essential in materials with this focus. Teachers were provided with new knowledge about mathematical content, curriculum, and ways of approaching the classroom that can lead to improvements in teaching and learning in their future professional practice.With the goal of exploring aspects of planning based on Lesson Study methodology to fit into the stages of developing, aligning, or adapting, and applying manipulative materials for inclusive mathematical literacy, we offered a continuing education training for teachers. Guided by the research question: what aspects of teacher training on manipulative materials in the context of inclusive mathematical literacy did [or did not] contribute to teacher learning? We proposed a workflow that, at each stage of planning, provides theoretical foundations related to the curricula and specific topics of mathematics, as well as practical guidelines for the moments of planning and adaptation of manipulative materials with the help of a specialist in special education. These steps comprised our data production for the research. From the results, we report on the work developed by two teacher groups, respectively dealing with the concepts of fractions and number construction, targeting Early Years and Early Childhood Education students. We understand that the workflow provided participating teachers with autonomy and confidence, culminating in the elaboration, alignment, and adaptation of potentially inclusive manipulative materials that were used by the entire class, a characteristic we consider essential for materials with this focus. The participating teachers were provided with new knowledge about mathematical content, curriculum, and ways of approaching the classroom that can improve teaching and learning in their future professional practice.Con el objetivo de investigar aspectos de planificación, basados ​​en la metodología Lesson Study, para su inserción en las etapas de desarrollo, dirección o adaptación y aplicación de materiales manipulativos para la Alfabetización Matemática Inclusiva, ofrecemos formación docente continua. Proponemos un flujo de trabajo que prevé, en cada etapa de la planificación, producir fundamentos teóricos en relación con los planes de estudio, materias específicas de Matemáticas, y también, con pautas prácticas para la planificación y adaptación de materiales manipulables con la ayuda de un profesional de Educación Especial. A partir de los resultados, se reporta el trabajo desarrollado por dos grupos que abordaron, respectivamente, los conceptos de fracciones y construcción de números, dirigidos a estudiantes de Educación Infantil y Educación Infantil. Entendemos que el flujo de trabajo generó autonomía y confianza en los docentes participantes, culminando en la elaboración, dirección y adaptación de materiales manipulativos potencialmente inclusivos, los cuales fueron utilizados por toda la clase, característica que consideramos esencial en materiales con este enfoque. Se brindaron nuevos conocimientos a los docentes sobre contenidos matemáticos, planes de estudio y posibles enfoques en el aula, que pueden, a través de sus futuras prácticas profesionales, conducir a mejoras en el proceso de enseñanza y aprendizaje

Summary of the functions and capabilities of the structural analysis system computer program

Functions and operations of structural analysis system computer progra

Using The Internet In Teaching Algebra To Middle School Students: A Study Of Teacher Perspectives And Attitudes

During the past decades, technological resources have been improved to support the teaching of mathematics. While the improvement of technological resources, the World Wide Web provides teachers and students many resources that engage students in rich mathematics experiences. There are a vast number of educational resources available through the Internet for students and teachers, which should be implemented in the classroom to support and improve algebra instructions. This study seeks to identify the extent of the middle school teacher’s awareness of using the Internet to teach and develop students’ learning of algebra. The participant’s teachers in this study are teaching in schools located in a rural Appalachian region of a Midwestern state in the United States.  The study found that the Internet’s function in the algebra classroom within this particular group of middle childhood teachers are used for purposes that do not contribute to algebra instruction.

A Tale of Four Departments: Interdisciplinary Faculty Learning Communities Informing Mathematics Education

As a result of the Curriculum Foundations Project and the SUMMIT-P consortium, faculty from four different departments at Lee University created a Faculty Learning Community (FLC) with the goal of improving students’ attitudes toward undergraduate mathematics courses, including students’ perception of the utility of mathematics in their lives and the feelings of anxiety that they experience in these courses. The interdisciplinary collaborations resulted in introducing novel activities and manipulatives in various mathematics courses (Introduction to Statistics, Concepts of Mathematics I and II, and Algebra for Calculus). This paper first describes the efforts of creating the inter-departmental FLC. Second, it discusses the interventions that were introduced in the mathematics courses. Finally, it reflects on the lessons learned while participating in the learning community. The goal is to guide and challenge readers to consider how similar collaborative opportunities can be initiated at their own institutions

Using Manipulatives to Investigate ESOL Students\u27 Achievement and Dispositions in Algebra

The purpose of this embedded quasi-experimental mixed methods research was to investigate the effectiveness of concrete and virtual manipulatives on the achievement of English Speakers of Other Languages (ESOL) as they employ them to explore linear and exponential functions in high school Sheltered Common Core Coordinate Algebra. Also of interest were the effects concrete and virtual manipulatives have on their disposition towards mathematics and math class. Another goal was to investigate the benefits and disadvantages of using concrete and virtual manipulatives versus traditional instructional practices. This was a 5-week study. The control group (N=20) was instructed through the use of mathematics textbooks and Power Points (traditional) and compared to the treatment group (N=19), which was instructed using concrete and virtual manipulatives. One ESOL mathematics teacher implemented this study, teaching both groups by utilizing the sheltered instruction observation protocol (SIOP) (2012) model to integrate content and language. Qualitative research methods, teacher interviews, recorded field notes, students’ work samples and artifacts were utilized. Quantitative data analysis techniques were used to analyze departmentalized Linear and Exponential Functions Summative Assessments (pretest and posttest) to measure mathematics achievement. The one-way ANOVA uncovered no statistically significant difference between the control group and treatment group as they explored linear and exponential functions. The Quantitative Understanding: Amplifying Student Achievement and Reasoning Students Disposition instrument (pre-questionnaire and post- questionnaire) measured dispositions about mathematics and math class. The one-way ANOVA indicated no statistically significant difference between the control and the treatment group’s dispositions about mathematics and math class

The Effects of Hands-on Equations on Math Achievement of Ninth Grade Students

Each year, ninth-grade students across the United States of America fail to meet the national standards in mathematics. Students struggle to grasp the concepts needed to produce correct answers to math problems. Ninth grade students with disabilities, especially in the southeastern region of the United States, consistently fail the math portion of the Georgia Milestones Test. As a response to this problem in Georgia, Hands-On Equations by Henry Borenson represents a possible solution for many students failing to meet the standard in ninth grade mathematics. The purpose of this quantitative causal-comparative study was to examine the difference between the mathematics achievement of ninth-grade students with and without disabilities in a high school in Southeastern Georgia who received instruction with Hands-On Equations versus those who received instruction without the use of Hands-On Equations. The data used were historical data from the 2016 school year. One group of students participated in instruction using Hands-On Equations while another group received traditional teaching methods without the use of the Hands-On Equations. The participating schools were urban schools located in the Southeastern part of Georgia. Most of the students were African American, and the schools were 100% free lunch. An analysis of covariance (ANCOVA) generated comparative data. The results related to Hypothesis H01 and H03 indicated that there was a significant difference in the mathematics achievement scores for ninth-grade students with or without disabilities who received instruction with Hands-on Equations. However, results related to hypothesis H02 indicated that there was no statistically significant difference in mathematics achievement scores for ninth-grade students who did or did not receive instruction using Hands-on Equations

Virtual Manipulative Materials in Secondary Mathematics: A Theoretical Discussion

With the increased use of computer manipulatives in teaching there is need for theoretical discussions on the role of manipulatives. This article reviews theoretical rationales for using manipulatives and illustrates how earlier distinctions of manipulative materials must be broadened to include new forms of materials such as virtual manipulatives which are also useful tools in a larger collection of learning tools. applying a theoretical lens to a specific material—polynomial tiles—this article demonstrates the following: (a) a complementary relationships between virtual and concrete manipulatives, (b) two or more theories can appropriately justify the same material, and (c) exploration of a specific manipulative may generate novel theoretical rationales. This exploration has proven to be helpful in the process of designing, selecting, categorizing and evaluating learning tool