Smart Math Pro Mbk

[Rosita Westhouse]

Letme elaborate. In schools, the most valued kind of mathematical competence is typically quick and accurate calculation. There is nothing wrong with being a fast and accurate calculator: a facility with numbers and algorithms no doubt reflects important mathematical proclivities. But if our goal is to address status issues and broaden classroom participation in an authentically mathematical way, we need to broaden our notions of what mathematical competence looks like.

These are all vital mathematical competencies. Surprisingly, students have few opportunities to recognize these competencies in themselves or their peers while in school. Our system highlights the competence of calculating quickly and accurately, sometimes at the expense of other competencies that require a different pace of problem solving.

A multiple-ability classroom represents a dramatic shift in the topography of mathematical ability. Instead of lining students up in a row in order of smartness, a multiple-ability classroom has students standing on different peaks and valleys of a hilly multidimensional terrain. No one student is always clearly above another. This structure may unsettle students who are used to being on top, as well as those whose vantage points and contributions have been presumed less valuable. In other words, challenging the status hierarchy by developing a multiple-ability view can provoke strong emotions from students, positive and negative. Teachers should not be surprised to see this response in their classrooms.

Great question, Matthew. If you use activities that require different kinds of smartness, you can catch them showing these smartnesses and name it and praise it. It becomes a lot more convincing once you have shown them in action. What grade level/topic are you teaching? I can think of a few good examples of tasks, but I may be off base with your students.

Hi Ilana, I am a student and I hope that you can answer my question here. Basically, it is about a longstanding problem I have with mathematics. I consider myself quite good at it so far though never quite as good as my brother and my friend, and that crushes me because I value mathematical ability above all other academic skills. So, the idea that you present in this post really encourages me, though I still have some doubts, and I hope you can clear them up for me.

I have some problem viewing mathematical ability as multidimensional, because well, in my class those who are good in math are generally better in all areas of math tested. I am quite good in math as compared to my peers but I still lose out to my brother and my friend, who are both boys. Generally, I value problem solving ability much more than computational ability, because the numbers can always be crunched by the calculator. Anyway, both my brother and my friend are better than me in all those other mathematical strengths you mentioned above in this post. So, that got me to thinking that mathematical ability is innate, and if you have it, you are generally better in math overall. I can never be as creative as them in coming up with solutions to novel problems, nor can I think as logically or as rigorously as they do. My brother also grasps mathematical concepts quicker, and has a deeper understanding in them.

The camp will provide an intensive learning environment inmathematics, where high school students will learn not only usefulmathematical facts,but also how to approach mathematical problems, prove mathematicalstatements, and write the results.

The main topics to be considered for the new class will revolve, as in the previous years, around number theory, combinatorics, and algebra. Some important applications will also be addressed, e.g. coding and logical circuits. Varying more advanced topics are offered to the returning students.

Each morning, except Sunday, a lecture will be given for the new class, which will introduce students to a variety of interrelated topics of number theory, algebra, combinatorics, and their applications. The lectures will only provide introductions and pointers, while most of technical work will be done by students, under counselors' guidance, when solving the daily sets of problems. Group meetings, guided by counselors and junior counselors will be held in each student group during the day and in the evening. Guest lectures by the TAMU faculty might be given on some afternoons. These lectures will be of expository nature and will address a variety of topics from mathematics and its applications.

There are no fees. The camp will offer free room, board, instructions, and supplies to accepted participants. Travel expenses are not covered. Students should bring some money for private expenses, laundry, etc.

This Summer I began reading Smarter Together! Collaboration and Equity in the Elementary Math Classroom, but to be honest when I bought the book I really was more interested in the collaboration part of the book than the equity part. As with most things the part of the book that I was interested in was not the part that I needed.

I have to admit before the implementation of the Common Core Standards I focused primarily on teaching computation 1 way. The Common Core Standards encourages me to use different strategies to solve problems which in turn creates opportunities for more students and for other to see them as smart in math.

The welcoming environment will provide students a caring, supportive and encouraging academic presence while tackling the development of math and science skills. The open work area gives students the ability to drop-in and work on math assignments, receive peer tutoring, and study for exams. This can be completed independently or in small groups.

While tutors are a great academic resource, they are not able to act as a replacement to lecture or to complete the work for the tutees. Please do not expect the center to provide quick answers for the purpose of completing homework assignments, or help you cram all of the material the night before the exam. This expectation does you a disservice.

An algorithm that can speed up by years the ability to identify from among thousands of possibilities, two or more drugs that work synergistically against a problem like cancer or a viral infection has been developed by bioinformatics experts.

The new algorithm enables investigators to use large existing databases with information about how one cancer drug changed the gene expression of a particular breast cancer cell line, and how well it killed the cell, then mathematically combine those results with the impact of another drug to see if they could work better together, says Dr. Richard McIndoe, director of the MCG Center for Biotechnology and Genomic Medicine.

And, not all combinations are beneficial, in fact one drug can actually work as an antagonist against the other, effectively blocking or at least reducing its therapeutic impact. The right combination will, by contrast, enhance the impact of the treatment, McIndoe says, which means together they are better at killing cancer cells.

The algorithm also enables synergy between scientists by enabling easily sharing findings which enables even more drugs and cell lines to be evaluated and the database of effective combinations against specific cancers to grow more rapidly.

There are huge existing databases of cell lines which have been treated with one drug to look at the impact on gene expression, before and after treatment, including the Library of Integrated Network-based Cellular Signatures project, to help streamline the large-scale studies like the MCG investigators wanted to do.

They focused on 57 randomly selected chemotherapy drugs used in the database, looking in detail at the molecular changes each drug produced and tying that to growth rate, meaning how much cancer cell killing the drug produced, then devised a mathematical representation of the molecular changes and the amount of killing for each.

All told there were 1,596 combinations of the 57 cancer drugs they studied. Their algorithm picked 30 top drug combinations and eight were confirmed using a standard statistical model called ZIP, a result far better than chance and far less costly and time consuming than testing the large number of potential drug combinations.

It has definitely been a whirlwind first 10 months as dean of your medical school. As we talked in these pages last time, we have initiated a national search for a director of our Georgia Cancer Center. As I write now...

For nearly 200 years, Augusta University and its legacy institutions have been centers of learning and drivers of discovery and innovation in Augusta, the state of Georgia and beyond. Our community of alumni, students, faculty and friends are amazing people living incredible lives and making invaluable contributions to our world.

Ready to embark on a homeschool adventure like no other? With this innovative program, you'll take the first step in transforming your homeschool environment into an exciting hub of creativity and exploration. While art inspires creative wonder, math becomes a source of understanding. Join us as we redefine math education for homeschooling families and ignite a passion for learning that will last a lifetime!

I've found that integrating art into our daily studies sparked my kids' curiosity like nothing else. The Art and Math Connection, the latest solution from Art Makes Me Smart, blends math and art to suit all learning styles. Use this program to enhance your core subjects and inspire exploration and curiosity. Whether your child finds math challenging or enjoys its structure, and finds art a challenge, this approach works wonders!

With interactive lessons and hands-on projects, The Math and Art Connection will help your child build lasting connections to math and art concepts in an unforgettable way. After all, art makes us smart!

Get ready for an exciting journey of creativity in the three-part project! Older kids will have a blast exploring geometry as they draw and shade three 3D shapes. Meanwhile, younger kids will enjoy an engaging activity that introduces them to the basics of shading and value study.

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