Delivering the shape and space programme of study in the UK national mathematics curriculum using Zeno

The UK national curriculum in mathematics, through the shape and space programme of study, requires that all pupils engage in activities which lead to an understanding of transformation of the plane. This paper introduces Zeno, a package which offers vector operations and transformation primitives in addition to Logo turtle graphics‐like features. It runs on any IBM‐compatible (with CGA or better graphics) or Apple Macintosh personal computer. The paper demonstrates how the Zeno environment can enable pupils to ‘discover’ the central mathematical principles which underpin transformation of the plane.     

Including Curriculum Focus in Mathematics Professional Development for Middle‐School Mathematics Teachers

This paper examines professional development workshops focused on Connected Math, a particular curriculum utilized or being considered by the middle‐school mathematics teachers involved in the study. The hope was that as teachers better understood the curriculum used in their classrooms, i.e., Connected Math, they would simultaneously deepen their own understanding of the corresponding mathematics content. By focusing on the curriculum materials and the student thought process, teachers would be better able to recognize and examine common student misunderstandings of mathematical content and develop pedagogically sound practices, thus improving their own pedagogical content knowledge. Pre‐ and post‐mathematics content knowledge assessments indicated that engaging middle‐school teachers in the curriculum materials using pedagogy that can be used with their middle‐school students not only solidified teachers' familiarity with such strategies, but also contributed to their understanding of the mathematics content.     

Developing mathematical modelling skills: The role of CAS

Mathematical modelling as one component of problem solving is an important part of the mathematics curriculum and problem solving skills are often the most quoted generic skills that should be developed as an outcome of a programme of mathematics in school, college and university. Often there is a tension between mathematics seen at all levels as ‘a body of knowledge’ to be delivered at all costs and mathematics seen as a set of critical thinking and questioning skills. In this era of powerful software on hand-held and computer technologies there is an opportunity to review the procedures and rules that form the ‘body of knowledge’ that have been the central focus of the mathematics curriculum for over one hundred years. With technology we can spend less time on the traditional skills and create time for problem solving skills. We propose that mathematics software in general and CAS in particular provides opportunities for students to focus on the formulation and interpretation phases of the mathematical modelling process. Exploring the effect of parameters in a mathematical model is an important skill in mathematics and students often have difficulties in identifying the different role of variables and parameters This is an important part of validating a mathematical model formulated to describe, a real world situation. We illustrate how learning these skills can be enhanced by presenting and analysing the solution of two optimisation problems.     

The Milne problem for the linear Fokker–Planck operator with a force term

This paper deals with the mathematical analysis of the linear stationary Fokker–Planck equation in a half‐space (also called ‘Milne’ problem), in presence of an external electrostatic force field. We prove existence, uniqueness and asymptotic properties of the solution. Copyright © 2003 John Wiley & Sons, Ltd.     

Applying Mathematical Concepts with Hands‐On,Food‐Based Science Curriculum

This article addresses the current state of the mathematics education system in the United States and provides a possible solution to the contributing issues. As a result of lower performance in primary mathematics, American students are not acquiring the necessary quantitative literacy skills to become successful adults. This study analyzed the impact of the Food, Math, and Science Teaching Enhancement Resource (FoodMASTER) Intermediate curriculum on fourth‐grade students' mathematics knowledge. The curriculum is a part of the FoodMASTER Initiative, which is a compilation of programs utilizing food, a familiar and necessary part of everyday life, as a tool to teach mathematics and science. Students exposed to the curriculum completed a 20‐item researcher‐developed mathematics knowledge exam (intervention n = 288; control n = 194). Overall, the results showed a significant increase in mathematics knowledge from pretest to posttest. These findings suggest that the food‐based science activities provided the students with the context in which to apply mathematical concepts to an everyday experience. Therefore, the FoodMASTER approach was successful at improving students' mathematics knowledge while building a foundation for becoming quantitatively literate adults.     

Emergence of tables as first-graders cope with modelling tasks

In this action research, first-graders were challenged to cope with a sequence of modelling tasks involving an analysis of given situations and choices of mathematical tools. In the course of the sequence, they underwent a change in the nature of their problem-solving processes and developed modelling competencies. Moreover, during the task sequence, the first-graders spontaneously discovered the power of organizing problem data in a table. They did not merely use their existing mathematical knowledge, but also ‘reinvented’ tables as a new mathematical tool. This paper describes the gradual development of this tool as the children moved along the task sequence. Notably, the first-graders exhibited this progress in spite of having relatively little mathematical knowledge.     

Modelling recruitment training in mathematical human resource planning

This paper deals with mathematical human resource planning; more specifically, it suggests a new model for a manpower‐planning system. In general, we study a k‐classed hierarchical system where the workforce demand at each time period is satisfied through internal mobility and recruitment. The motivation for this work is based on various European Union incentives, which promote regional or local government assistance programs that could be exploited by firms not only for hiring and training newcomers, but also to improve the skills and knowledge of their existing personnel. In this respect, in our augmented mobility model we establish a new ‘training/standby’ class, which serves as a manpower inventory position for potential recruits. This class, which may very well be internal or external to the system, is incorporated into the framework of a non‐homogeneous Markov chain model. Furthermore, cost objectives are employed using the goal‐programming approach, under different operating assumptions, in order to minimize the operational cost in the presence of system's constraints and regulations. Copyright © 2002 John Wiley & Sons, Ltd.     

Applying NAEP to Improve Mathematics Content and Methods Courses for Preservice Elementary and Middle School Teachers

This study explored how mathematics content and methods courses for preservice elementary and middle school teachers could be improved through the integration of a set of instructional materials based on the National Assessment of Educational Progress (NAEP). A set of eight instructional modules was developed and tested. The study involved 7 university instructors and 542 preservice teachers (PSTs) from three different universities. A quasi‐experimental nonequivalent groups design was used for this study in which the following data sources were collected and analyzed. Three versions of a Learning Mathematics for Teaching test were given to assess PSTs‘ mathematical content knowledge for teaching: (a) Elementary Number Concepts and Operations—Content Knowledge; (b) Elementary Geometry—Content Knowledge; and (c) Middle School Number Concepts and Operations—Content Knowledge. In addition, the Mathematics Teacher Efficacy Beliefs Instrument was given to assess PSTs’ teacher efficacy beliefs. Test results were analyzed using paired samples t‐tests. Findings suggest that use of instructional materials, based on NAEP, with PSTs results in increases in their mathematical content knowledge for teaching and in their teaching efficacy beliefs.     

Changed views on mathematical knowledge in the course of didactical theory development—independent corpus of scientific knowledge or result of social constructions?

The study tries to show one line of how the German didactical tradition has evolved in response to new theoretical ideas and new—empirical—research approaches in mathematics education. First, the classical mathematical didactics, notably ‘stoffdidaktik’ as one (besides other) specific German tradition are described. The critiques raised against ‘stoffdidaktik’ concepts [for example, forms of ‘progressive mathematisation’, ‘actively discovering learning processes’ and ‘guided reinvention’ (cf. Freudenthal, Wittmann)] changed the basic views on the roles that ‘mathematical knowledge’, ‘teacher’ and ‘student’ have to play in teaching–learning processes; this conceptual change was supported by empirical studies on the professional knowledge and activities of mathematics teachers [for example, empirical studies of teacher thinking (cf. Bromme)] and of students’ conceptions and misconceptions (for example, psychological research on students’ mathematical thinking). With the interpretative empirical research on everyday mathematical teaching–learning situations (for example, the work of the research group around Bauersfeld) a new research paradigm for mathematics education was constituted: the cultural system of mathematical interaction (for instance, in the classroom) between teacher and students.     

Mathematics in Children's Thinking

The human mind inevitably comprehends the world in mathematical terms (among others). Children's informal and invented mathematics contains on an implicit level many of the mathematical ideas that teachers want to promote on a formal and explicit level. These ideas may be innate, constructed for the purpose of adaptation, or picked up from an environment that is rich in mathematical structure, regardless of culture. Teachers should attempt to uncover the mathematical ideas contained in their students' thinking because much, but not all, of the mathematics curriculum is immanent in children's informal and invented knowledge. This mathematical perspective requires a focus not only on the child's constructive process but also on the mathematical content underlying the child's thinking. Teachers then can use these crude ideas as a foundation on which to construct a significant portion of classroom pedagogy. In doing this, teachers should recognize that children's invented strategies are not an end in themselves. Instead, the ultimate goal is to facilitate children's progressive mathematization of their immanent ideas. Children need to understand mathematics in deep, formal, and conventional ways.     

Linear system solution by null‐space approximation and projection (SNAP)

Solutions of large sparse linear systems of equations are usually obtained iteratively by constructing a smaller dimensional subspace such as a Krylov subspace. The convergence of these methods is sometimes hampered by the presence of small eigenvalues, in which case, some form of deflation can help improve convergence. The method presented in this paper enables the solution to be approximated by focusing the attention directly on the ‘small’ eigenspace (‘singular vector’ space). It is based on embedding the solution of the linear system within the eigenvalue problem (singular value problem) in order to facilitate the direct use of methods such as implicitly restarted Arnoldi or Jacobi–Davidson for the linear system solution. The proposed method, called ‘solution by null‐space approximation and projection’ (SNAP), differs from other similar approaches in that it converts the non‐homogeneous system into a homogeneous one by constructing an annihilator of the right‐hand side. The solution then lies in the null space of the resulting matrix. We examine the construction of a sequence of approximate null spaces using a Jacobi–Davidson style singular value decomposition method, called restarted SNAP‐JD, from which an approximate solution can be obtained. Relevant theory is discussed and the method is illustrated by numerical examples where SNAP is compared with both GMRES and GMRES‐IR. Copyright © 2006 John Wiley & Sons, Ltd.     

Estimates of the horizon in mathematical models of marketing

The economical concept of an horizon is redefined in stricter mathematical terms. This implies an approximation procedure, formulated in a semidefinite function space, which may be applied to many time-dependent social processes, resembling a real expontential-like growth ‘on the horizon’.     

Special Issue Article: Preparing for the 21st Century: The Status of Quantitative Literacy in the United States

This article articulates and operationalizes a framework for investigating the level of quantitative literacy in the United States. Quantitative literacy is defined in terms of mathematical content knowledge, mathematical reasoning, understanding of the social impact and utility of mathematics, understanding the nature and historical development of mathematics, and mathematical disposition‐Data from the Third International Mathematics and Science Study are used to document the level of quantitative literacy in the US. Results suggest that, although students in the US seem to possess an awareness of the usefulness of mathematics and have positive dispositions toward mathematics, they fall short in their understanding of the nature of mathematics and an ability to apply their content knowledge to everyday situations. Suggestions for curriculum and instruction that align with the framework for promoting quantitative literacy are offered.     

A new generation of mathematics textbook research and development

This paper adopts a multimodal approach to the latest generation of digital mathematics textbooks (print and online) to investigate how the design, content, and features facilitate the construction of mathematical knowledge for teaching and learning purposes. The sequential organization of the print version is compared to the interactive format of the online version which foregrounds explanations and important mathematical content while simultaneously ensuring a high level of connectivity and coherence across hierarchical layers of mathematical knowledge. For example, mathematical content in the online version is linked to definitions, theorems, examples and exercises that can be viewed in the original context in which the material was presented, and the content can also be linked to mathematics software. Significantly, the development process for the new generation of mathematics textbooks involves using a ‘design neutral’ markup language so that the books are simultaneously published as both print books and online books. In this development process, the structure of the chapters, sections, and subsections with their various elements are explicitly marked-up in the master document and preserved in the output format, giving rise to new methodologies for large-scale analysis of mathematics textbooks and student use of these books. For example, tracking methodologies and interactive visualizations of student viewings of online mathematical textbooks are identified as new research directions for investigating how students engage with mathematics textbooks within and across different educational contexts.     

Multiscale Considerations for Sound Generation in Low Mach Number Flows

Classical approaches in aeroacoustics are mainly based on analytical solutions of the linear wave equations which are valid in the far field. The sound generation is approximated by source terms obtained from a flow simulation. This procedure designated as the ‘acoustic analogy’ was initiated in the classical work of Lighthill. In order to tackle the sound generation problem at low Mach numbers, we consider a multiple scale asymptotic analysis. As we deal with a fluid flow generating the sound itself, the asymptotic ansatz uses one time scale given by the flow convection, but two space scales due to the difference in fluid and sound velocity. The insight given by this analysis is used to obtain source terms describing the sound generation and perturbation equations for the sound propagation. Numerical results are shown for the example of a co‐rotating vortex pair.     

Commuting projections on graphs

Motivated by the increasing importance of large‐scale networks typically modeled by graphs, this paper is concerned with the development of mathematical tools for solving problems associated with the popular graph Laplacian. We exploit its mixed formulation based on its natural factorization as product of two operators. The goal is to construct a coarse version of the mixed graph Laplacian operator with the purpose to construct two‐level, and by recursion, a multilevel hierarchy of graphs and associated operators. In many situations in practice, having a coarse (i.e., reduced dimension) model that maintains some inherent features of the original large‐scale graph and respective graph Laplacian offers potential to develop efficient algorithms to analyze the underlined network modeled by this large‐scale graph. One possible application of such a hierarchy is to develop multilevel methods that have the potential to be of optimal complexity. In this paper, we consider general (connected) graphs and function spaces defined on its edges and its vertices. These two spaces are related by a discrete gradient operator, ‘Grad’ and its adjoint, ‘ ? Div’, referred to as (negative) discrete divergence. We also consider a coarse graph obtained by aggregation of vertices of the original one. Then, a coarse vertex space is identified with the subspace of piecewise constant functions over the aggregates. We consider the ?₂‐projection Q_H onto the space of these piecewise constants. In the present paper, our main result is the construction of a projection π_H from the original edge‐space onto a properly constructed coarse edge‐space associated with the edges of the coarse graph. The projections π_H and Q_H commute with the discrete divergence operator, that is, we have Div π_H = Q_H div. The respective pair of coarse edge‐space and coarse vertex‐space offer the potential to construct two‐level, and by recursion, multilevel methods for the mixed formulation of the graph Laplacian, which utilizes the discrete divergence operator. The performance of one two‐level method with overlapping Schwarz smoothing and correction based on the constructed coarse spaces for solving such mixed graph Laplacian systems is illustrated on a number of graph examples. Copyright © 2013 John Wiley & Sons, Ltd.     

Studying the role of human agency in school mathematics

Mathematical discourse is often described as abstract and devoid of human presence, yet many school curricula espouse an aim to develop active, creative mathematical problem posers and solvers. The project The Evolution of the Discourse of School Mathematics(EDSM) developed an analytic scheme to investigate the nature of school mathematics discourse through the lens of high-stakes examinations in England. Following an overview of the scheme, this article ‘zooms in’ on the development of the sub-component addressing the question of how the origin of mathematical knowledge is construed, allowing investigation of the potential for students to see a role for themselves as active, creative agents in mathematical practices. Analytical tools operationalising this component are presented and their application illustrated. Results of analysis of examinations over a period of three decades suggest some increase in human agency, though some other aspects characteristic of higher-level mathematics may have reduced.     

New challenges in the 2011 revised middle school curriculum of South Korea: mathematical process and mathematical attitude

The ‘future-oriented middle school mathematics curriculum focused on creativity and personality’ was revised in August of 2011 with the aim of nurturing students’ mathematical creativity and sound personalities. The curriculum emphasizes: contextual learning from which students can grasp mathematical concepts and make connections with their everyday lives; manipulation activities through which students may attain an intuitive idea of what they are learning and enhance their creativity; and reasoning to justify mathematical results based on their knowledge and experience. Since students will not be able to engage in the intended mathematical process with the study-load imposed by the current curriculum, the newly revised curriculum modifies or deletes some parts of the contents that have been traditionally taught mechanically. This paper provides a detailed overview of the main points of the revised curriculum.     

Teacher listening: The role of knowledge of content and students

In this research report we consider the kinds of knowledge needed by a mathematician as she implemented an inquiry-oriented abstract algebra curriculum. Specifically, we will explore instances in which the teacher was unable to make sense of students’ mathematical struggles in the moment. After describing each episode we will examine the instructor's efforts to listen to the students and the way that these efforts were supported or constrained by her mathematical knowledge for teaching. In particular, we will argue that in each case the instructor was ultimately constrained by her knowledge of how students were thinking about the mathematics.     

The range inter‐event process in a symmetric birth–death random walk

This paper provides new results for the range inter‐events process of a birth–death random walk. Motivations for determining and using the inter‐range event distribution have two sources. First, the analytical results we obtain are simpler than the range process and make it easier, therefore, to use statistics based on the inter‐range event process. Further, most of the results for the range process are based on long‐run statistical properties which limits their practical usefulness while inter‐range events are by their nature ‘short‐term’ statistics. Second, in many cases, data on amplitude change are easier to obtain and calculate than range and standard deviation processes. As a results, the predicted statistical properties of the inter‐range event process can provide an analytical foundation for the development of statistical tests that may be used practically. Application to outlier detection, volatility and time‐series analysis is discussed. Copyright © 2001 John Wiley & Sons, Ltd.