Download presentation

Presentation is loading. Please wait.

Published byKeely Ramirez Modified over 3 years ago

1
Maria Zack Point Loma Nazarene University

2
My education PLNU as an institution Department of Mathematical, Information and Computer Sciences New Mexico State University Project and David Pengelley

3
Parker Palmers To Know as We are Known How well do our students read the mathematics texts that we give them? How do we teach them to read?

4
Linear Algebra Number Theory with Proofs History of Mathematics Special Topics: Mathematics, Art and Architecture Study Abroad Trip

5
Sophomore year encounter with texts Read a short biography of Cramer (http://www-history.mcs.st-and.ac.uk/history/index.html)http://www-history.mcs.st-and.ac.uk/history/index.html Read a contemporary definition of Cramers Rule Work through exercises in groups to apply the rule Write up their findings

6
Have students learn about determinants from original sources Hunting for the right sources Any good ideas?

7
Proposition I Two unequal numbers being set out, and the less being continually subtracted in turn from the greater, if the number which is left never measures the one before it until a unit is left, the original numbers will be prime to one another.

8
Euclids Algorithm for the Greatest Common Divisor Desh Ranjan (NMSU project team) Background and context Preliminary warm up exercises to provide scaffolding and motivation

11
Theorem: If any number of magnitudes be given, which exceed one another by an equal amount equal to the least, and also other magnitudes, equal in number to the former, but each equal in quantity to the greatest, all the magnitudes each of which is equal to the greatest, plus the greatest will be the duplicate of those exceeding one another by an equal amount.

13
Sums of Numerical Powers in Discrete Mathematics: Archimedes Sums Squares in the Sand David Pengelley (NMSU PI)

15
I inscribe a quadrangle of right angles, as large as I wish, which is considered to be an open window through which I see what I want to paint…..Then within the quadrangle, where it seems best to me, I make a point which occupies the place where the central ray strikes. This point is properly placed when it is no higher from the base line of the quadrangle than the height of the man that I have to paint there……..

17
Book One and Book Two: On Painting Leo Battista Alberti Vanishing points and perspective

21
Give the students the text in advance Have them work in groups Provide hooks and scaffolding Have them process the information kinesthetically

Similar presentations

OK

Michelle Huchette Block 2. * Greek * From Alexandria, taught mathematics there * Worked with prepositions and proofs * Created the basis for teachings.

Michelle Huchette Block 2. * Greek * From Alexandria, taught mathematics there * Worked with prepositions and proofs * Created the basis for teachings.

© 2017 SlidePlayer.com Inc.

All rights reserved.

Ads by Google