This document proposes redefining geometry and algebra education for secondary students using contemporary approaches. It suggests incorporating hands-on experiences with 3D shapes, interdisciplinary applications, and technology like graphing software. Formal proofs could be redefined through synthetic, analytic, and transformational perspectives. Contemporary geometry could introduce inductive and deductive reasoning visually. Algebra education should emphasize relationships between quantities through multiple representations like numeric, symbolic, and graphical forms. Technology can help students generalize relationships and solve various equation types, supporting 21st century workforce skills.
Hi
we are student of Daffodil International University .
My teammate was Fatema Akter , Rashedul Islam And the respected teacher was Hasin rehana
Lecturer
Faculty of Science and Information Technology
Hi
we are student of Daffodil International University .
My teammate was Fatema Akter , Rashedul Islam And the respected teacher was Hasin rehana
Lecturer
Faculty of Science and Information Technology
Introduction to Machine Learning, Supervised Learning, Unsupervised Learning, Algorithms, K-Means, K-Nearest Neighbor, Support Vector Machine, DBSCAN, and Use Cases for each sectors in industries such as finance, e-commerce.
Building Pre-algebra Skills through Project Based Learningccpc
Khanh Bui
Associate for Curriculum Development
ConnectEd: The California Center for College and Career
Berkeley, CA
Pier Sun Ho
Senior Associate for Curriculum Development
ConnectEd: The California Center for College and Career
Berkeley, CA
This highly interactive session introduces participants to a set of engineering- and technology-related, project-based pre-algebra units. They are suitable for a summer school program, after-school supplementary instruction, or a middle-school pre-algebra class. Participants complete a modified activity that illustrates actual classroom instruction.
Deep learning has renewed interest in computational creativity. Can machines be creative? In which sense? And why this would be useful? We argue current creative AI systems are stuck: they explore combination, analogy or random, but the value of the objects are provided by the system designer.
The only way to creative AI is to develop agents building their own value.
We also argue: the generative potential of deep learning is understudied.
Current focus is on likelihood - whereas creativity is unlikely.
We present an implementation of these ideas on the MNIST handwritten digits dataset - to create symbols that could have been digits (e.g. in an imaginary culture) but that are not.
Introduction to Machine Learning, Supervised Learning, Unsupervised Learning, Algorithms, K-Means, K-Nearest Neighbor, Support Vector Machine, DBSCAN, and Use Cases for each sectors in industries such as finance, e-commerce.
Building Pre-algebra Skills through Project Based Learningccpc
Khanh Bui
Associate for Curriculum Development
ConnectEd: The California Center for College and Career
Berkeley, CA
Pier Sun Ho
Senior Associate for Curriculum Development
ConnectEd: The California Center for College and Career
Berkeley, CA
This highly interactive session introduces participants to a set of engineering- and technology-related, project-based pre-algebra units. They are suitable for a summer school program, after-school supplementary instruction, or a middle-school pre-algebra class. Participants complete a modified activity that illustrates actual classroom instruction.
Deep learning has renewed interest in computational creativity. Can machines be creative? In which sense? And why this would be useful? We argue current creative AI systems are stuck: they explore combination, analogy or random, but the value of the objects are provided by the system designer.
The only way to creative AI is to develop agents building their own value.
We also argue: the generative potential of deep learning is understudied.
Current focus is on likelihood - whereas creativity is unlikely.
We present an implementation of these ideas on the MNIST handwritten digits dataset - to create symbols that could have been digits (e.g. in an imaginary culture) but that are not.
The idea of projectour project is about creating a intell.docxcherry686017
The idea of project:
our project is about creating a intelligent system that will help the user to make decision in faster and easy way
we have an idea that is to create a new system for our college for course register
our system is not that good as the students wants
we want the courses to be in the same sequence as the study plan for registration - for the main courses and for the elective also
we also want to show the courses dependence
for example you cannot take 103 course without completing 102 course
and when the course is register , we want to show the course schedule as the picture provided.
and when the student complete his registration he can print and save the schedule - the final out put schedule
If the student faces a class clashes it will show the clash time and the course that have clash with
and provide them better solution such as changing the section or report this problem to the responsible employee- provide the student with suggestions to solve her problem
You can use the pictures below as an example .. And the logo to put in in the interface
TASKS:
1. Read about Creativity below.
2. Do literatures review from Google or from given list of Bibliography.
3. Design your invention into Interface Design and using any solution models
4. Goto http://www.scoop.it/t/kaymarlyn and select ‘Tools’ tags under ‘Search in topic’ menu. Study
and learn about “60 User Interface Design Tools A Web Designer Must Have” and other prototyping
and mockup tools from the page.
5. Illustrate your idea into interface design using the selected best tool for your Design Category and
provide the explanation. You might search from the Internet using keywords to view other example of
process or models.
6. Disseminate your idea and how your system works into proper formatted report.
7. Presentation will determined the winners ranking and will contribute max 35/50 marks from the
total marks.
8. Shows all the workload distribution among your group members in the given table.
9. Lastly, provide all the references and websites that you visited and used in the report.
DESIGN CATEGORIES:
Academic System
Students Manager
University DSS
Mobile Apps
Student Work/ Activities Application
Project Requirement :
Creativity Creativity involves the generation of new ideas or the recombination of known elements into something new, providing valuable solutions to a problem. It also involves motivation and emotion. Creativity “is a fundamental feature of human intelligence in general. It is grounded in everyday capacities such as the association of ideas, reminding, perception, analogical thinking, searching a structured problem-space, and reflecting self-criticism. It involves not only a cognitive dimension (the generation of new ideas) but also motivation and emotion, and is closely linked to cultural context and personality factors.” (Boden 1998).
Fundamental concepts for all creative techniques are:
The suspension of premature ...
2. Why Redefine? Technological Advances:- Graphing Software- Geometer’s Sketchpad (GSP) Future Workforce Skills Multiple Means of Representation Deeper Understanding of Mathematics
3. Contemporary Geometry Secondary students need more hands-on experiences with 3-D shapes. Interdisciplinary by NatureEx. Biology and Art Develop an appreciation in building and exploring models. Technology is a must!
4. Prove It Redefine the formal proofs of Euclidean geometry in the perspectives of synthetic, analytical, and transformational. Synthetic Geometry: prove geometric relationships based on the use of a rational sequence of definitions, postulates and theorems. Analytic Geometry: given a fundamental problem, one can find an equation to solve it (usually done through graphing technologies and computer software). Transformational Geometry: explore geometric concepts through the use of transformational techniques (i.e. altering the parent graphs of y = x2 to be reflected and shifted).
5. Inductive and Deductive Reasoning Inductive Reasoning: based on observations and collected data, generalizations are made. Deductive Reasoning: based on accepted statements and a logical structure to reach a conclusion. Contemporary Geometry can help introduce visuals for inductive and deductive reasoning and prepare students for formal proofs, with techniques such as mathematical induction.Ex. Linear Programming
6. Contemporary Algebra Emphasizes relationships among quantities, including functions, ways of representing mathematics relationships, and the analysis of change. Technological Representations:- Numeric- Symbolic- Tabular- Graphical 3 types of Algebra today:- Generative Activities (solving equations)- Transformational (finding equivalent expressions)- Problem Solving, Modeling, Proving Theorems, and Predicting New Relationships Multiple Representations other than symbols to generalize quantitative relationships (graphical, tabular, etc.)
7. 21st Century Skills The integration of a non-discrete algebra and geometry. Technology can greatly assist students in a contemporary algebra where it is used today. Technology can be: computers, software, probeware, graphing calculators, scientific calculators, or manipulatives.
8. Technology and Algebra Solve systems of equations and inequalities, along with different types of equations such as linear, quadratic, etc. Describe behaviors of multiple functions at once. A need to model problems and demonstrate problem-solving skills through the use of technology for the current workforce, either after high school or college. The goal is to present algebra to more students and can be approached in many different ways.