Download presentation

Presentation is loading. Please wait.

Published byKeely Ramirez Modified over 4 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

Presentation is loading. Please wait....

OK

Chapter 2: Euclid’s Proof of the Pythagorean Theorem

Chapter 2: Euclid’s Proof of the Pythagorean Theorem

© 2018 SlidePlayer.com Inc.

All rights reserved.

To ensure the functioning of the site, we use **cookies**. We share information about your activities on the site with our partners and Google partners: social networks and companies engaged in advertising and web analytics. For more information, see the Privacy Policy and Google Privacy & Terms.
Your consent to our cookies if you continue to use this website.

Ads by Google

Ppt on forward rate agreement legs Ppt on wireless networking technology Doc to ppt online converter free Ppt on bluetooth based smart sensor networks security Ppt on obesity diet and exercise Viewer ppt online maker Ppt on fractions for class 4 Creation story for kids ppt on batteries Free ppt on development of face Ppt on centring ig