Bobby Maddex talks with Frederica Mathewes-Green, the keynote speaker at the upcoming Ancient Faith Writing and Podcasting Conference..

Joseph, in taking responsibility for burying Jesus, could no longer keep it secret. His assumption of that responsibility represented the resolve to make the commitment public.

Cameron Bell was seen wearing her work uniform as a group walked through Tamworth town centre.

(Belga) La reine Mathilde et la princesse Élisabeth effectueront une visite de travail en Égypte du 14 au 16 mars, a indiqué le Palais royal dans un communiqué lundi soir.

"Cette visite marquera l'intérêt historique de la famille royale pour l'Égypte antique et rendra hommage à la reine Élisabeth, dont l'intérêt et la passion sont à l'origine de l'épanouissement de l'égyptologie en Belgique. La Reine et la Princesse visiteront plusieurs sites que la reine Élisabeth a elle-même visités lors de ses voyages en Égypte, notamment le tombeau de Toutankhamon. Au Caire, elles assisteront également au vernissage d'une exposition consacrée à la reine Élisabeth et à l'égyptologie belge", peut-on lire dans le communiqué. La Reine et la Princesse visiteront aussi différents sites archéologiques à Louxor et ses environs, où des institutions et des universités belges effectuent des fouilles. Cette visite de travail commémore par ailleurs plusieurs anniversaires célébrés en 2022 et 2023: le 200e anniversaire du déchiffrement des hiéroglyphes par Jean-François Champollion, les centenaires de la découverte du tombeau de Toutankhamon et de sa visite par la reine Élisabeth, le 125e anniversaire de l'émergence de l'égyptologie belge et le 75e anniversaire de la mort de l'égyptologue belge Jean Capart. (Belga)

Many parents, educators, and policy makers see great potential for leveraging tools like laptop computers, tablets, and smartphones in the classrooms of the world. Although increasing students’ technology access may be associated with increased student achievement, there is little research directly investigating objective measures of student achievement. This study addresses the short-term and long-term quantitative impacts of one of the world’s first school efforts to provide Kindergarten through 3rd grade classrooms with 1:1 iPad access and a range of English Language Arts (ELA) and math Apps. This report summarizes two investigations conducted during this iPad implementation. First, a 9-week pre/post randomized control trial was conducted in which 8 Kindergarten classes used literacy and numeracy apps while another 8 Kindergarten classes used their traditional (non-iPad) resources. At the end of this short implementation period, slightly stronger literacy performance gains were observed in the iPad settings. In a second longitudinal study, three years of assessment data were explored before and after the 1:1 iPad implementation in grades K to 2. Results from the longitudinal study provide emerging evidence of potential increases in ELA achievement, but no consistent results in math achievement. This paper adds to the sparse literature in this area and provides a springboard for further research.

The pilot research presented here explores the classroom use of Emerging Literacy in Mathematics (ELM) software, a research-based bilingual interactive multimedia instructional tool, and its potential to develop emerging numeracy skills. At the time of the study, a central theme of early mathematics curricula, Number Concept, was fully developed. It was broken down into five mathematical concepts including counting, comparing, adding, subtracting and decomposing. Each of these was further subdivided yielding 22 online activities, each building in a level of complexity and abstraction. In total, 234 grade one students from 12 classes participated in the two-group post-test study that lasted about seven weeks and for which students in the experimental group used ELM for about 30 minutes weekly. The results for the final sample of 186 students showed that ELM students scored higher on the standardized math test (Canadian Achievement Test, 2008) and reported less boredom and lower anxiety as measured on the Academic Emotions Questionnaire than their peers in the control group. This short duration pilot study of one ELM theme holds great promise for ELM’s continued development.

Aim/Purpose: The present study investigated and compared students’ attention in terms of time-on-task and number of distractors between using a touchscreen and a pen tablet in mathematical problem-solving activities with virtual manipulatives. Background: Although there is an increasing use of these input devices in educational practice, little research has focused on assessing student attention while using touchscreens or pen tablets in a mathematics classroom. Methodology: A qualitative exploration was conducted in a public elementary school in New Taipei, Taiwan. Six fifth-grade students participated in the activities. Video recordings of the activities and the students’ actions were analyzed. Findings: The results showed that students in the activity using touchscreens maintained greater attention and, thus, had more time-on-task and fewer distractors than those in the activity using pen tablets. Recommendations for Practitioners: School teachers could employ touchscreens in mathematics classrooms to support activities that focus on students’ manipulations in relation to the attention paid to the learning content. Recommendation for Researchers: The findings enhance our understanding of the input devices used in educational practice and provide a basis for further research. Impact on Society: The findings may also shed light on the human-technology interaction process involved in using pen and touch technology conditions. Future Research: Activities similar to those reported here should be conducted using more participants. In addition, it is important to understand how students with different levels of mathematics achievement use the devices in the activities.

Aim/Purpose: To identify positive and negative aspects for learning of interactive tablet technology learning activities that promote student engagement and learning. Background: Engaging students in mathematics classes is an on-going challenge for teachers. In 2008 we were offered the opportunity to run interactive activities with a class set of tablet PCs that had just been released on to the market. Since then, we have run these interactive activities continuously with mathematics classes for computing students, albeit with two changes in hardware. Methodology: In the interactive activities, students submit full worked solutions to various problem types (classified as table, text, open or multi-choice) which can then be displayed to the class anonymously, discussed and annotated by the teacher. We surveyed student and staff perceptions and monitored academic performance. Contribution: We have over 10 years of results, observations, and experience from 2008, when tablet technologies were new and expensive, to the current time, when modern tablets with styli are now affordable. Findings: There was a significant increase in higher grades although pass rates did not increase significantly. Over the ten year period of the study, perceptions of students and staff about how this technology impacted on student learning were consistently positive. The majority of students found all problem types useful for learning even those they rated “too hard” or “too easy”. Benefits included increased feedback, peer learning and engagement. Recommendations for Practitioners: We recommend using tablet learning activities to engage students and teachers and to contribute to learning. Impact on Society: This study shows how using tablet technologies for interactive classroom activities can enable and enhance known pedagogies of feedback, peer instruction, and student engagement for mathematics classes. Future Research: We recommend extending this study to include larger classes, and other technical subjects that use symbols and diagrams. In addition, we suggest considering control groups.

Aim/Purpose: This study seeks to present a learning model of discrete mathematics elements, elucidate the content of teaching, and validate the effectiveness of this learning in a digital education context. Background: Teaching discrete mathematics in the realm of digital education poses challenges, particularly in crafting the optimal model, content, tools, and methods tailored for aspiring computer science teachers. The study draws from both a comprehensive review of relevant literature and the synthesis of the authors’ pedagogical experiences. Methodology: The research utilized a system-activity approach and aligned with the State Educational Standard. It further integrated the theory of continuous education as its psychological and pedagogical foundation. Contribution: A unique model for instructing discrete mathematics elements to future computer science educators has been proposed. This model is underpinned by informative, technological, and personal competencies, intertwined with the mathematical bedrock of computer science. Findings: The study revealed the importance of holistic teaching of discrete mathematics elements for computer science teacher aspirants in line with the Informatics educational programs. An elective course, “Elements of Discrete Mathematics in Computer Science”, comprising three modules, was outlined. Practical examples spotlighting elements of mathematical logic and graph theory of discrete mathematics in programming and computer science were showcased. Recommendations for Practitioners: Future computer science educators should deeply integrate discrete mathematics elements in their teaching methodologies, especially when aligning with professional disciplines of the Informatics educational program. Recommendation for Researchers: Further exploration is recommended on the seamless integration of discrete mathematics elements in diverse computer science curricula, optimizing for varied learning outcomes and student profiles. Impact on Society: Enhancing the quality of teaching discrete mathematics to future computer science teachers can lead to better-educated professionals, driving advancements in the tech industry and contributing to societal progress. Future Research: There is scope to explore the wider applications of the discrete mathematics elements model in varied computer science sub-disciplines, and its adaptability across different educational frameworks.

Aim/Purpose: This study presents some activities that integrate computational thinking (CT) into mathematics lessons utilizing GeoGebra to promote constructionist learning. Background: CT activities in the Indonesian curriculum are dominated by worked examples with less plugged-mode activities that might hinder students from acquiring CT skills. Therefore, we developed mathematics and CT (math+CT) lessons to promote students’ constructionist key behaviors while learning. Methodology: The researchers utilized an educational design research (EDR) to guide the lesson’s development. The lesson featured 11 applets and 22 short questions developed in GeoGebra. To improve the lesson, it was sent to eight mathematics teachers and an expert in educational technology for feedback, and the lesson was improved accordingly. The improved lessons were then piloted with 17 students, during which the collaborating mathematics teachers taught the lessons. Data were collected through the students’ work on GeoGebra, screen recording when they approached the activities, and interviews. We used content analysis to analyze the qualitative data and presented descriptive statistics to quantitative data. Contribution: This study provided an example and insight into how CT can be enhanced in mathematics lessons in a constructionist manner. Findings: Students were active in learning mathematics and CT, especially when they were engaged in programming and debugging tasks. Recommendations for Practitioners: Educators are recommended to use familiar mathematics software such as GeoGebra to support students’ CT skills while learning mathematics. Additionally, our applets are better run on big-screen devices to optimize students’ CT programming and debugging skills. Moreover, it is recommended that students work collaboratively to benefit from peer feedback and discussion. Recommendation for Researchers: Collaboration with teachers will help researchers better understand the situation in the classroom and how the students will respond to the activities. Additionally, it is important to provide more time for students to get familiar with GeoGebra and start with fewer errors to debug. Future Research: Further research can explore more mathematics topics when integrating CT utilizing GeoGebra or other mathematics software or implement the lessons with a larger classroom size to provide a more generalizable result and deeper understanding.

Aim/Purpose: Assess the affordances and constraints of SimReal+ in teacher education Background There is a huge interest in visualizations in mathematics education, but there is little empirical support for their use in educational settings Methodology: Single case study with 22 participants from one class in teacher education. Quantitative and qualitative methods to collect students’ responses to a survey questionnaire and open-ended questions Contribution: The paper contributes to the understanding of affordances and constraints of visualization tools in mathematics education Findings: The visualization tool SimReal+ has potential for learning mathematics in teacher education, but the user interface should be improved to make it more usable for different users. Teachers need to consider technological and pedagogical affordances of SimReal+ at the student, classroom, and mathematics subject level Recommendations for Practitioners: Address technological and pedagogical affordances of SimReal+ Recommendation for Researchers: Improve the design of SimReal+ to make it technologically and pedagogically more usable Impact on Society: Understand the affordances and constraints of visualization tools in education Future Research: Implement a next cycle of experimentation with SimReal+ in teacher education to ensure more validity and reliability

Aim/Purpose: The primary objective of this research is to build an enhanced framework for Applied and Computational Math. This framework allows a variety of applied math concepts to be organized into a meaningful whole. Background: The framework can help students grasp new mathematical applications by comparing them to a common reference model. Methodology: In this research, we measure the most frequent words used in a sample of Math and Computer Science books. We combine these words with those obtained in an earlier study, from which we constructed our original Computational Math scale. Contribution: The enhanced framework improves the Computational Math scale by integrating selected concepts from the field of Data Science. Findings: The resulting enhanced framework better explains how abstract mathematical models and algorithms are tied to real world applications and computer implementations. Future Research: We want to empirically test our enhanced Applied and Computational Math framework in a classroom setting. Our goal is to measure how effective the use of this framework is in improving students’ understanding of newly introduced Math concepts.

Aim/Purpose: The purpose of this study is to identify how Advanced level Mathematics and Mathematics course units offered at university level do impact on the academic performance of theoretical Computer Science course units. Background: In Sri Lankan state universities, students have been enrolled only from the Physical Science stream to do a degree program in Computer Science. In addition to that, universities have been offering some course units in Mathematics to provide the required mathematical maturity to Computer Science undergraduates. Despite of this it is observed that the failure rates in fundamental theoretical Computer Science course units are much higher than other course units offered in the general degree program every year. Methodology : Academic records comprised of all 459 undergraduates from three consecutive batches admitted to the degree program in Computer Science from a university were considered for this study. Contribution: This study helps academics in identifying suitable curricula for Mathematics course units to improve students’ performance in theoretical Computer Science courses. Findings: Advanced level Mathematics does not have any significant effect on the academic performance of theoretical Computer Science course units. Even though all Mathematics course units offered were significantly correlated with academic performance of every theoretical Computer Science course unit, only the Discrete Mathematics course unit highly impacted on the academic performance of all three theoretical Computer Science course units. Further this study indicates that the academic performance of female undergraduates is better than males in all theoretical Computer Science and Mathematics course units. Future Research: Identifying other critical success factors contributing to the students’ academic performance of the theoretical Computer Science through empirical studies

Aim/Purpose: The increasingly growing number of virtual high schools around the world has engendered new modes for teaching and learning and a promising area of re-search. While research in this emerging field has mostly taken a comparative lens that highlights differences between traditional modes of teaching and online teaching, research on high school students’ and teachers’ perspectives has remained dearth. Background: This study identifies students’ and teachers’ perceptions of their learning and teaching advanced level mathematics and/or physics in the first Israeli virtual high school (VHS), which was launched five years ago. Methodology: A survey of 41 questions was disseminated to the first graduating cohort of 86 Grade-12 students as well as to 22 VHS teachers. Additional data sources include students’ essays on what it means to be a student in a VHS and field notes from a pedagogical development day. Contribution: The purpose of this study is to highlight the workings of the Israeli VHS and in particular its important building blocks that include a teacher-tutor model, an ongoing gauging of students’ work through a Learning Management System (LMS), and a continual teacher-developer interaction for the purpose of developing cutting-edge, technology-based course content. Findings: Given the unique features of the Israeli VHS, both teachers and students report on feelings of unit pride, motivation, and investment in teaching and learning in the VHS. Recommendations for Practitioners: The Israeli VHS uses a combination of a teacher-tutor format, together with tools for gauging students’ work and ongoing interaction between the teachers and the course content designers. Such a context creates new, fertile ground for technology-based, fully online teaching and learning of school mathematics and physics that may contribute to alleviating the problem of decreasing numbers of learners who are interested in taking advanced-level courses. Recommendation for Researchers: Further exploration of aspects for improvement in the teaching model of the VHS, its design, and its support system and for finding out factors that impact attrition lay down important research trajectories that have not yet been trodden. Impact on Society: Issues of equity and the democratization of learning of advanced STEM subjects are now possible to be seriously considered in a principled manner within the context of the VHS. Future Research: Future research may focus on the affordances, possibilities, and limitations of learning within a VHS to ensure a more robust process that will allow more students to learn advanced mathematics and physics.

An optimisation-based decision-making support is proposed in this study in the form of fuzzy-probabilistic programming, which can be used to solve integrated order allocation, production planning, and inventory management problems in fuzzy and probabilistic uncertain environments. The problem was modelled in an uncertain mathematical optimisation model with two objectives: maximising the expectation of production volume and minimising the expectation of total operational cost subject to demand and other constraints. The model belongs to fuzzy-probabilistic bi-objective integer linear programming, and the generalised reduced gradient method combined with the branch-and-bound algorithm was utilised to solve the derived model. Numerical simulations were performed to illustrate how the optimal decision was formulated. The results showed that the proposed decision-making support was successful in providing the optimal decision with the maximum expectation of the production volume and minimum expectation of the total operational cost. Therefore, the approach can be implemented by decision-makers in manufacturing companies.

Mathematical theory of finite elements is a comprehensive and rigorous exploration of the mathematical foundations of finite element methods (FEMs). The book focuses on two central topics: the concept of discrete stability, and the theory of conforming elements that

The mathematics requirements for computer science (CS) students have been debated for decades. I began teaching in a CS program in 1983, and I recall similar discussions at that time. The debate has continued in one form or another

ALLIES and supporters of the United States who praise it as the champion of democracy, freedom and human rights will now be rushing to join the media queue to congratulate the incoming president.

In their public messaging, they are likely to extol the outcome as yet another example of American exceptionalism and a role model for the countries of the world they regard as autocratic and necessary to bring down to uphold their definition of democracy and the Western rule of law.

Privately though, they will be feeling and reacting differently. They are also likely to be afraid of what will now follow.

The explanation is not far to find. Though portrayed in Western media as offering vastly different visions of the US for the next four years as well as being diametrically opposed in their foreign policy objectives, Kamala Harris and Donald Trump concur in adherence to the slogan made famous by Trump: that is to “Make America Great Again” (Maga).

It is a slogan that Democrat party leaders embrace just as strongly but would rather not
let the rest of the world be aware of or knowledgeable about.

How will Maga impact US foreign policy?

Post-election, the Maga agenda will be pushed hard and at the expense of the interests and concerns of the rest of the world. Maga foreign policy impact will be felt not only by countries that the US sees as rivals and enemies – China, Russia, North Korea, Iran, Cuba, Afghanistan, Pakistan, Serbia, Venezuela, Belarus and others.

It will also inflict costs on allies including Canada, European Union nations, Ukraine, United Kingdom, Australia, New Zealand, Japan, South Korea, and a few others such as the Philippines, previously provided with generous financial and military support by a moneyed and powerful benefactor, which is now relatively impoverished and less influential.

Countries not hitched to the American ideological bandwagon that see themselves as independent such as Mexico, India and Vietnam will find that sitting on the fence in the next four years will be much less comfortable as the new US president will not shield or spare them from the looming policy changes in trade, immigration, security, climate change and wherever else he or she sees as important and necessary to uplift the US and stem its decline.

Earlier in July, The Economist drew up a table ranking the vulnerability of various countries likely to be impacted by a new Trump presidency’s core policies. The table, The Trump Risk Index, assessed the exposure and vulnerability of America’s 70 largest trading partners to potential policy changes.

Although no similar table was drawn up for a Harris presidency, if one were to be drawn up, it is likely that there will be little or no difference in the index finding and ranking.

Increasingly, we find that liberal and conservative American analysts – both now recognising that the US is in an existential crisis – are converging in support of Maga to be the focus of US foreign policy.

The crisis, a long-developing one, exposes not only the deep divisions within American society with equal numbers on Republican and Democrat sides of the political fence in disagreement on the domestic policy reforms that the country badly needs.

It also brings to attention the current status of the US described by Trump as “a failing country”. It is a description that some Americans have taken umbrage with but which many Democrat supporters agree on while denouncing the Republican and Trumpian rhetoric and record on failing to improve the state of the nation.

What is perhaps most unsettling is that the disorder and instability in the US may see the new president become more reliant on US military superiority to ensure American dominance in global geopolitics.

The US military may again be called upon to underpin the foreign policy actions needed to make America great again.

Is a last hurrah coming to ensure that the US continues its defence of the unipolar world that it has shaped and is fixated on preserving?

Lim Teck Ghee’s Another Take is aimed at demystifying social orthodoxy.
Comments: letters@thesundaily.com

On the 26th of may 2018, the "Bikestation Letmathe" BMX Contest in Iserlohn will take place again. The Contest will start at 11am and the practice will start one hour before at 10am.
Come and show your skills!



Start:
10am Practice
11am Contest


Adress:
Skatepark
In der Läger 17
58644 Iserlohn


More infos on Facebook.

The iEvoBio Meeting, 2013, will take place in Snowbird, Utah between June 25-26, in conjunction with Evolution 2013. It aims to bring together biologists working in evolution, systematics and biodiversity, with software developers, and mathematicians.
The keynote speakers for iEvoBio 2013 will be Dr. Heather Piwowar and Dr. Holly Bik.
Submissions for participation in the conference are now open. There are three ways to participate:
- Lightning Talk: present for 5 min on a method, idea, or software product about bioinformatics.
- Software Bazaar: Demo your open-source software product.
- Birds of a Feather: Suggest or participate in an informal group of folks with a common interest. Suggestions will be considered both before and during the meeting.

Find out the whole Program here.
More details about registration can be found here.

Robust math skills can help you keep workers safe, build solutions and demonstrate the effectiveness of safety efforts.

Gaithersburg, MD — Using an equation they derived while studying the “motion of a so-called torsional pendulum,” researchers from the National Institute of Standards and Technology have found a “surprising link” between the equation and the work of crane operators on construction sites.

In Episode 42, the S+H team examines the August issue’s feature story on math for safety professionals. Also, Kenna Carlsen, research associate for the National Safety Council Work to Zero initiative, joins the podcast to discuss wearable technologies in the “Five Questions With …” segment.

Children's Geographies; 08/01/2022
(AN 158427716); ISSN: 14733285
Academic Search Premier

Children's Geographies; 08/15/2024
(AN 179017053); ISSN: 14733285
Academic Search Premier

Ohio State is getting ready for its big matchup against Top 25 Oklahoma. A win on the road for the Buckeyes could equal big plans for the 2016 season.

American students progress toward proficiency in mathematics requires major changes in instruction, curricula, and assessment in the nations schools, says a new report from the National Research Council of the National Academies.

Stuart L. Mathison serves as the owner of Broadreach Associates

Mr. Kerry Stevenson has led a remarkable career in sports coaching and education for more than 29 years

Jennifer M. Mathieu, MHA, CEL, CCRC, recognized for her contributions to early-stage cancer research

Perspectives from Gardening and Plant Experts

Arun Mathew lends years of expertise to his work in quality.

An Arizona man who once struggled with math in high school, has solved one of the most notorious problems in history, (The Collatz Conjecture). Thought by many to be unsolvable for decades, his accomplishment has profound implications.

Barbara Jean Kenyon Pearson MacNeil Mathison earns prominent placement in Millennium Magazine's Twelfth Edition

Mathew J. Garver, BSEE, is the business development manager at Beckwith Electric

Chef Gaurav Mathur is a talented chef and director of operations at Moghul Caterers

Help is on the way!

Gavriel Dardashti works alongside Harvard-trained psychiatrist Dr. Ashok Bharucha to help promote a new strategy for mathematics education

Creta Class, the app that makes math fun and easy for kids, receives recognition from leading educational institutions in Asia

Empowering Young Minds: Innovative Strategies for Enhancing Early Math Skills

An innovative math teacher integrates psychology to enhance neurological pathways used for analytical reasoning.

Mathew E. Knowles, PhD, is a distinguished entrepreneur and renowned music executive of over 30 years

Large language model does better than human mathematicians trying to solve combinatorics problems inspired by the card game Set

The quest for the einstein tile—a shape never seen before in mathematics—turned up even more discoveries than mathematicians counted on

In 2013 a new user named Cleo took an online math forum by storm with unproved answers. Today she’s an urban legend. But who was she? A 2023 editor's pick. 

Squaring numbers can have surprising consequences