A Literature Review of Science and Mathematics Integration

Integrated curricula has gained a great deal of acceptance among educators. Many educators provide testimonials about the effectiveness of units they teach, and many professional organizations stress integration across the curriculum. However, few empirical studies exist to support the notion that an integrated curriculum is any better than a well-designed traditional curriculum. Some educators question integration across the curriculum, because in the effort to integrate topics, science and mathematics content becomes superficial and trivial. This paper presents a review of the literature on integrated curricula. It concludes with a call to action for members of School Science and Mathematics Association.     

Children's Ideas About Weather: A Review of the Literature

It is generally accepted that children have their own understanding of how the world works prior to receiving formal science instruction. A great deal of research has been done to determine students' misconceptions related to the physical sciences; less has been done to understand children's ideas in the Earth sciences. This paper reports a synthesis of the existing research about children's misconceptions relating to weather, climate and the atmosphere. The scientifically accepted interpretations are presented in tandem with the children's naïve ideas. When possible, a source of the misconception is also presented. In many cases, students' misconceptions are not addressed in the curriculum, allowing them to exist unchallenged.     

A Review of the Integration of Science and Mathematics: Implications for Further Research

Building on the earlier analysis by Berlin (1991) , this paper reviews various studies on integrating mathematics and science in the 1990s and provides some implications for further research. The areas identified for further exploration include comparison of the nature of mathematics and science, epistemological debates in mathematics and in science education, the bases used to emphasize science over mathematics or vice versa, empirical evidence of effectiveness of integration, connections between teacher education programs for integration and teachers' subsequent classroom teaching practices, perceptions of integration on the part of teacher educators, contextual difficulties in implementing integrated approaches and possible solutions, and rationales of integrating mathematics and science through technology. In order to help all students become scientifically literate, which most reform documents call for, more focused attention on integration of curriculum and instruction is necessary.     

可抢占条件下的项目调度研究综述

可抢占条件下的项目调度通过暂时中断某些活动的执行,释放资源给更重要的活动,从而优化项目的工期、成本等绩效指标。可抢占项目调度问题以其重要的理论价值和应用背景,受到了学界和业界的广泛关注。对国内外可抢占项目调度的研究成果进行了系统性总结与梳理,综述了可抢占项目调度问题的数学模型及其求解算法,总结了可抢占项目调度问题的一些扩展问题和应用情况,最后指出了未来进一步的研究方向。     

机场选择研究综述

随着机场群都市区的形成,分析旅客对登机机场的选择就成为航空运输规划一个重要环节.近年来,对它的研究已经成为西方发达国家航空运输领域的前沿热点问题之一。鉴于我国在这方面的研究还未展开,因此有必要对国外已有的研究进行系统阐述。首先阐明了机场群都市区形成所引发的机场选择问题,接着回顾了国外对这一问题的研究历史,归纳已取得的重要研究成果和基础数据描述,并对"参数化随机选择集多项Logit"模型这一新进展作了重点介绍,最后提出一些需要深入研究的建议。     

基因表达数据横向荟萃分析方法综述

大数据时代为科学研究带来了总量巨大、来源多样、特征多样的实验数据。随着高通量基因组技术的发展,基因表达数据成爆炸性增长,如何对这些数据进行有效快速地荟萃分析成为数据分析面临的重要问题。为了解决这一问题学者们提出了很多方法,本文就一些主要的数据荟萃分析方法和评价标准进行总结综述,为这一问题的研究提供一些参考,并对今后一些可能的研究方向进行初步展望。     

数学机械化进展综述（迎接ICM2002特约文章）

本文介绍数学机械化理论,构造性代数几何,构造性微分代数几何,构造性实代数几何,方程求解,与几何自动推理的主要进展及其若干领域的应用,我们还提出了一些待解决的问题。     

Mathematics and Her Sisters in Medieval Islam: A Selective Review of Work Done from 1985 to 1995

This paper surveys work done over the past decade, largely in Western Europe and North America, in the history of the mathematical sciences as practiced in medieval Islam from central Asia to Spain. Among the major topics covered, in addition to the usual branches of mathematics, are mathematical geography, astronomy, and optics. We have also given accounts of some current debates on the interpretation of important texts and, in addition, we have surveyed some of the literature dealing with the interrelation of mathematics and society in medieval Islam.Copyright 1997 Academic Press.Cet exposé présente un rapport de recherche fait au cours de la dernière décennie en histoire des sciences mathématiques durant le Moyen Âge. Il évalue l'influence islamique de cette période dans le territoire qui s'étend de l'Asie centrale jusqu'en Espagne. Parmi les sujets traités, on y trouve la géographie, l'astronomie, et l'optique en plus des branches habituelles des mathématiques. Nous donnons un compte rendu des débats actuels en ce qui concerne l'interprétation de publications islamiques de cette époque. De plus à partir des textes littéraires, on a examiné la relation entre les mathématiques et la société islamique du Moyen Âge.Copyright 1997 Academic Press.[FORMULA]     

高等数学教学方法的改革实践与回顾

高等数学在高校的课程体系中占有十分特殊的地位.高等数学的知识和方法,业已成为当代大学生知识、能力结构中不可或缺的重要组成部分.开展高等数学的教学改革,特别是开展教学内容、教学方法与学习方法的整合研究,是提高高等数学教学质量,实现高校人才培养战略目标的需要.     

数学通报启事

改革开放以来,我国的教育工作者走出国门,国外的老师和教育研究人员也不断地来我国访问,国际间的交往日趋频繁.     

Mathematics in the Metropolis: A Survey of Victorian London

This paper surveys the teaching of university-level mathematics in various London institutions during the reign of Queen Victoria. It highlights some of the famous mathematicians who were involved for many years as teachers of this mathematics, including Augustus De Morgan, James Joseph Sylvester, and Karl Pearson. The paper also investigates the wide variety of teaching establishments, including mainly academic institutions (University College, King's College), the military colleges (Royal Military Academy, Woolwich and Royal Naval College, Greenwich), the women's colleges (Bedford and Queen's), and the technical colleges and polytechnics (e.g., Central Technical Institute) which began to appear during the latter part of this period. A comparison of teaching styles and courses offered is a fruitful way of exploring the rich development of university-level mathematics in London between 1837 and 1901.Cet ouvrage examine dans son ensemble l'enseignement mathématique au niveau universitaire dans diverses institutions à Londres pendant la règne de la Reine Victoria. Nous soulignons quelques mathématiciens célèbres qui participèrent dans ce milieu, par exemple, Augustus De Morgan, James Joseph Sylvester, et Karl Pearson. En plus, nous analysons les diverses grandes écoles d'enseignement, y compris surtout des institutions académiques (University College, King's College), des écoles militaires (Royal Military Academy, Woolwich et Royal Naval College, Greenwich), des écoles de femmes (Bedford et Queen's), et des écoles techniques et polytechniques (par exemple, Central Technical Institute) qui commençaient à apparaître durant la dernière partie de cette période. Une comparaison des cours enseignés et des différents styles pédagogiques utilisés nous fournit un moyen pour étudier le développement riche des mathématiques au niveau universitaire à Londres entre 1837 et 1901.In dieser Arbeit wird die mathematische Lehre auf Universitätsniveau an verschiedenen Institutionen Londons während der Herrschaft von Queen Victoria untersucht. Einige der berühmten Mathematiker, einschließlich Augustus De Morgan, James Joseph Sylvester und Karl Pearson, die lange Jahre Mathematik lehrten, werden hervorgehoben. In der Arbeit wird auch die große Vielfalt an Lehrinstitutionen untersucht, darunter akademische Institutionen (University College, King's College), Militär-Colleges (Royal Military Academy, Wool_wich und Royal Naval College, Greenwich), Frauen-Colleges (Bedford und Queen's) sowie technische und polytechnische Hochschulen (z.B. Central Technical Institute), die während der zweiten Hälfte dieses Zeitabschnittes entstanden. Ein Vergleich der Lehrtechniken und der angebotenen Kurse bietet eine fruchtbare Methode, die reiche Entwicklung der Mathematik auf Universitätsniveau in London zwischen 1837 und 1901 zu erforschen.     

Mathematics Teaching in Italy: A Cross-Cultural Video Analysis

This study investigates the cultural nature of teaching. It compares a sample of 39 videotaped Italian mathematics lessons to German, Japanese, and U.S. lessons videotaped in TIMSS. This study expands on earlier work that was based on a smaller sample; analysis is also extended to the nature of the mathematical content presented. The results confirm the existence of an Italian cultural pattern for mathematics teaching, whose features we outline here. Italian teachers prefer whole-class instruction to individual seatwork; they engage in teacher talk/demonstration to transmit information; and they often call on students to solve problems at the board before the rest of the class. Italian lessons are characterized by the inclusion of a large number of mathematical principles and properties. These are explained 50% of the time, and simply stated the rest of the time. This study adds yet another perspective from which mathematics teaching can be studied, and, by acknowledging the difficulty to change cultural practices, it offers practical implications for teacher learning.