Profil penulis
Mathematics
12 karya publik ditemukan.
2018: 42017: 8
Mathematics education, by the Yearbook Committee and associated contributors
Mathematics Education
Emerging practices in mathematics education
Computational Modeling and Mathematics Applied to the Physical Sciences
On Polya Frequency Functions Iv: the Fundamental Spline Functions and Their Limits
The theory of spline functions is developed to a point which allows us to establish the properties of spline interpolation for the case of multiple nodes. The genesis of Polya frequency functions from spline functions is developed. (Author).
On the Spans of Polynomials and the Spans of a Laguerre-Polya-Schur Sequence of Polynomials
This document proves a conjecture of Meir and Sharma from 1969 determining the least value of the span of a certain derivative P'(x) for> or = 3, if x sub 1 and x sub n are kept fixed. Tools used are the Descartes rule of signs and the inequality> or = H between the arithmetic and harmonic mean. The author also applies his results to the infinite sequences of polynomials introduced by G. Polya and I. Schur in a famous paper from 1914.
Improving Teacher Preparation and Credentialing Consistent with the National Science Education Standards:
In February, 1996, representatives of departments of education and major teacher education colleges in 39 states, the District of Columbia, the U.S. Virgin Islands, and the U.S. Department of Defense met at the National Academy of Sciences in Washington, D.C. to identify and discuss issues surrounding the preparation and credentialing of science teachers. Central to this symposium were the criteria identified by the National Science Education Standards for effective science teaching and effective professional development for science teachers. This synopsis is intended to encourage reflection by participants and their colleagues at the state level on the issues identified, reactions to those issues from a variety of perspectives, and strategies for addressing those issues as outlined by others. Responses include: (1) "The Need for Scientifically Literate Teachers" (Bruce Alberts); (2) "The Need for Reform in State Policy" (William Randall); (3) "The Need for Reform in Teacher Preparation Programs" (Robert Watson); (4) "Implications of the Standards for Teacher Preparation and Certification" (Pascal Forgione); (4) "Response to Dr. Forgione" (Angelo Collins); (5) "The Standards: A Guide for Systemic Reform" (Rodger Bybee); (6) "The Standards: A Guide for Professional Development" (Susan Loucks-Horsley); (7) "The Montana Systemic Teacher Education Preparation Project" (Robert Briggs and Elizabeth Charron); (8) "The Louisiana Collaborative for Excellence in the Preparation of Teachers" (Kerry Davidson, William Deese, Linda Ramsey, and Carolyn Talton); (9) "The Connecticut Science Education Assessment Program" (Michal Lomask and Raymond Pecheone); (10) "Reflections on Pre-service Education and Teachers' Needs" (William Badders and Celeste Pea); (11) "Response to the Teachers' Comments" (Arthur Wise); (12) "A Science Educator's Perspective on Teacher Education" (Paul Kuerbis); (13) "The Role of Undergraduate Science Courses in Teacher Preparation" (Patricia Simpson); (14) "A Principal's Perspective on the K-12 School's Role in Preparing Teachers" (Mary Ann Chung); (15) "A Perspective on the State's Role: Motivation and Policy" (William Randall); (16) "Concern, Collaboration, Coordination, and Communication" (Jane Butler Kahle); (17) "Response to Dr. Butler Kahle from the State Perspective" (Terry Janicki); and (18) "Closing Remarks and Challenge for Next Steps" (Virginia Pilato). (ASK)