Search

The article discusses information about mathematical sketching in the U.S. Mathematical sketching is a pen-based, gestural interaction paradigm for mathematical problem solving and concept visualization. It derives from the pencil-and-paper process of drawing supporting diagrams to facilitate the formulation of mathematical expressions. A tablet personal computer-based application was created to let users create and explore mathematical sketches as well as graph functions, evaluate expressions, and solve equations. Several tables are also emphasized in the article.

The author discusses the importance of teaching drawing defined by the educational system as an adjunct to education for industry or as an introduction to fine arts in the U.S. The importance of teaching drawing is presented as a characteristic and democratic institutional effort to define a value scheme for an element of public education. In addition, the Industrial Drawing Act of 1879 was signed to identify the public and legislative priorities between picture making and geometrical drawing which existed during the nineteenth century in Massachusetts.

The article focuses on the study of logical reasoning in constructing line graphs by teachers in the U.S. Line graphs that are used in schools for instruction has three types: a straight line with a positive slope, a straight line with a negative slope and an exponentially increasing curve. Line graphs are used by the teacher as an aid for analyzing the relationship between variables and display data. The study found that teaching students about graphing must start in the grades below six. In teaching graphing, the teacher must present the logical reasoning so that students can understand their errors in graphs constructions and they can determine the importance of graph for class work.

Focuses on the study and teaching of ratio and proportion in middle-grades mathematics curriculum in Honolulu, Hawaii. Consideration of ratio and proportion as a foundation for first year algebra; Emphasis on procedural competence in textbooks; Use of geometric figures in solving ratio and proportion problems; Application of visual models in discussing proportional relationships.

This article focuses on the importance of teaching mathematics in schools in the U.S. The first requisite for good teaching in mathematics is the establishment of correct and clear quantitative concepts. These, of course, should be taught in a manner whereby the joy of learning is communicated from adult to child, to preserve and foster the child's curiosity about the world in which he lives. But best efforts to provide an educational climate of quality are wasted unless the child is helped to derive correct concepts. Fractional discs of wood and plastic, drawings of geometric forms on the blackboard, linear representation on board and on paper, and concrete experience in handling the common containers of liquid, dry, and linear measure are all useful. The teaching of mathematics would seem to comprise these three principal objectives. First, to guide the child to correct and clear quantitative concepts. Secondly, to show him how these concepts are represented by the symbols of the science. Thirdly, it is of particular importance in this day and age that children are taught to deal with the concepts and the language of mathematics with flexibility of approach.