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Globalization and defense manufacturing
Published in Adedeji B. Badiru, Cassie B. Barlow, Defense Innovation Handbook, 2018
The Soviet launch of Sputnik ushered in new concerns for the US. The fear of the US losing its dominance in defense and scientific innovation prompted new legislation and programs. In 1958, Congress enacted the National Defense Education Act (NDEA).14 The purpose of the NDEA has to bolster science and mathematics education in the US.17 The Defense Advanced Research Projects Agency (DARPA) was established within the time frame.14 DARPA creates innovation advantages for defense.37 Other than declared wars, the “Space Race” was a period in American history when substantial effort was placed on national defense.
Application of Image Processing and Data Science in Advancing Education Innovation
Published in Ankur Dumka, Alaknanda Ashok, Parag Verma, Poonam Verma, Advanced Digital Image Processing and Its Applications in Big Data, 2020
Ankur Dumka, Alaknanda Ashok, Parag Verma, Poonam Verma
Image processing for education application explores the probability that computerized image processing may assume a significant role in science and mathematics education. The theory was that, because we as a whole are visual learners, image manipulation may give a more appealing entrée into science and mathematics than conventional language-based strategies. This probability is particularly huge for understudies from differing social foundations who are not aware of the phonetic code utilized in conventional directions. Moreover, we presumed that learning through image processing would praise and upgrade other learning procedures being used.
Teaching science to engineering students
Published in Ataur Rahman, Vojislav Ilic, Blended Learning in Engineering Education, 2018
S. Rahman, R. Bhathal, A. Rahman
Students entering into engineering courses must have a high level of competence in high-school-level mathematics and science. However, statistics show that Australia is facing an emerging crisis in the standards of science and mathematics education in its schools, e.g. approximately 40% of mathematic classes in years 7–10 are taught by a teachers unqualified in mathematics, and the number of students choosing “science” subjects in schools are the lowest they have been in 20 years, with physics being studied by only 14% of students in 2010 (Chief Scientist, 2014a). Compared to 1992, there were 30,800 more students in year 12, but 8000 fewer students in physics and 4000 fewer in chemistry (Chief Scientist, 2014b). Physics has been reported to be the least common subject in Australian high schools (Chief Scientist, 2012). From tertiary education data in Australia, it has been found that only 16% of university students graduate with a science, technology, engineering or mathematics (STEM) degree. Although there has been an increase in undergraduate science enrollments in Australian universities, a significant number of students discontinue with science subjects after their first year (Chief Scientist, 2014c). This trend is also true for engineering courses. The dropping standards of STEM occurring in primary and secondary schools in Australia directly flows into the quality of students entering into engineering courses. McDowell (1995) mentions the importance of a solid understanding of foundational knowledge in science and mathematics in order to achieve success in engineering courses. Therefore, it is imperative to acknowledge and address the impact of poor science and mathematics education on engineering and implement strategies to effectively deal with the issue.
Pre-service mathematics teachers’ semiotic transformation of similar triangles: Euclidean geometry
Published in International Journal of Mathematical Education in Science and Technology, 2022
In geometry problem solving, it is necessary to carry out transformation into another register, where some insight can be gained (through treatments) which can then be carried to the original register for conversion. Duval (2006) did not only develop a theoretical framework regarding the role of representations in mathematical activity, but he also analysed problems of comprehension in learning mathematics concepts from two perspectives of the framework. First, conversion comes in solely for choosing the register in which the necessary treatment can be carried out most economically. It is important to note that, conversion cannot be separated from treatment because it is the choice of treatment that makes the choice of conversion relevant. Secondly, ways of teaching geometry content are crucial research focus on mathematics education. Moving from one register to another is essential for the comprehension of such learning, but it depends on the coordination of the various registers. Even though the change of register is not easy to realize, one could think, the cognitive performance that must be achieved may sometimes create some elements of difficulty.
Comparing mathematics education lessons for primary school teachers: case studies from Japan, Finland and Sweden
Published in International Journal of Mathematical Education in Science and Technology, 2020
Yukiko Asami-Johansson, Iiris Attorps, Carl Winsløw
The course Elementary mathematics teaching methods aims to provide the PTs with knowledge of the contents of elementary school mathematics and its teaching methods. The 12 lessons consist of the goal of mathematics education and elements of mathematics lessons, arithmetic, quantity and measurement, geometry, functions, lesson design (including problem solving) and principles for the mathematical way of thinking. Mr. Matsui is the lecturer of the course at a national university located in the middle part of Japan. He has worked as a mathematics teacher in lower secondary school for 14 years and as TE at the university for 12 years. This is the sixth lesson of 12 in total and it concerns the chapter on ‘Quantity and Measurement’. Episode 1 represents the first half of the lesson and episode 2 represents the second half of the lesson.
App-based scaffolds for writing two-column proofs
Published in International Journal of Mathematical Education in Science and Technology, 2019
Debbie Marie B. Verzosa, Ma. Louise Antonette N. De Las Peñas, Maria Alva Q. Aberin, Len Patrick Dominic M. Garces
More recently, dynamic geometry software has become widespread in mathematics education. One such example is GeoGebra [12], which allows users to construct and manipulate mathematical representations through dragging objects on the screen. The interactive geometry proving tool GeoCoq that works alongside GeoGebra was developed by Pham and Bertot [13]. Within this environment, users can use GeoGebra to make observations and form conjectures. To prove these conjectures, users can identify statements that can be logically derived from the hypotheses and add these statements to their proof. Alternatively, users can work backward, starting from the goal and identify sufficient conditions for the conclusion to be reached.