The document discusses using computers and multimedia in mathematics classrooms for assessment, content delivery, exploration, and as programmable tools. It provides examples of using computers to turn worksheets into interactive activities, study symmetry and the golden ratio, collect data, create student tutorials, solve word problems in videos, explore beautiful mathematics, build models, use math in programming, and solve real problems. Images are included showing examples related to code, symmetry, fractals, data collection, and more.
Discrete Mathematics - Sets. ... He had defined a set as a collection of definite and distinguishable objects selected by the means of certain rules or description. Set theory forms the basis of several other fields of study like counting theory, relations, graph theory and finite state machines.
Discrete Mathematics - Sets. ... He had defined a set as a collection of definite and distinguishable objects selected by the means of certain rules or description. Set theory forms the basis of several other fields of study like counting theory, relations, graph theory and finite state machines.
To understand algorithm and flowchart, it is better to refer this Slideshare that I have created. I have thoroughly presented the key points that make easy in remembering what algorithm and flowchart is. The slide is really simple and wonderful to use it for a quick reference.
Algorithm and its Properties
Computational Complexity
TIME COMPLEXITY
SPACE COMPLEXITY
Complexity Analysis and Asymptotic notations.
Big-oh-notation (O)
Omega-notation (Ω)
Theta-notation (Θ)
The Best, Average, and Worst Case Analyses.
COMPLEXITY Analyses EXAMPLES.
Comparing GROWTH RATES
Computer graphics are pictures and movies created using computers - usually referring to image data created by a computer specifically with help from specialized graphical hardware and software. It is a vast and recent area in computer science.The phrase was coined by computer graphics researchers Verne Hudson and William Fetter of Boeing in 1960. Another name for the field is computer-generated imagery, or simply CGI.
Important topics in computer graphics include user interface design, sprite graphics, vector graphics, 3D modeling, shaders, GPU design, and computer vision, among others. The overall methodology depends heavily on the underlying sciences of geometry, optics, and physics. Computer graphics is responsible for displaying art and image data effectively and beautifully to the user, and processing image data received from the physical world. The interaction and understanding of computers and interpretation of data has been made easier because of computer graphics. Computer graphic development has had a significant impact on many types of media and has revolutionized animation, movies, advertising, video games, and graphic design generally.
Overview of computer math and numbers targeted at middle and high school. Covers computer use of numbers including binary numbers, a flip-flop, exponents. A few binary number games and projects are included.
To understand algorithm and flowchart, it is better to refer this Slideshare that I have created. I have thoroughly presented the key points that make easy in remembering what algorithm and flowchart is. The slide is really simple and wonderful to use it for a quick reference.
Algorithm and its Properties
Computational Complexity
TIME COMPLEXITY
SPACE COMPLEXITY
Complexity Analysis and Asymptotic notations.
Big-oh-notation (O)
Omega-notation (Ω)
Theta-notation (Θ)
The Best, Average, and Worst Case Analyses.
COMPLEXITY Analyses EXAMPLES.
Comparing GROWTH RATES
Computer graphics are pictures and movies created using computers - usually referring to image data created by a computer specifically with help from specialized graphical hardware and software. It is a vast and recent area in computer science.The phrase was coined by computer graphics researchers Verne Hudson and William Fetter of Boeing in 1960. Another name for the field is computer-generated imagery, or simply CGI.
Important topics in computer graphics include user interface design, sprite graphics, vector graphics, 3D modeling, shaders, GPU design, and computer vision, among others. The overall methodology depends heavily on the underlying sciences of geometry, optics, and physics. Computer graphics is responsible for displaying art and image data effectively and beautifully to the user, and processing image data received from the physical world. The interaction and understanding of computers and interpretation of data has been made easier because of computer graphics. Computer graphic development has had a significant impact on many types of media and has revolutionized animation, movies, advertising, video games, and graphic design generally.
Overview of computer math and numbers targeted at middle and high school. Covers computer use of numbers including binary numbers, a flip-flop, exponents. A few binary number games and projects are included.
Fundamentals of Database Systems questions and answers with explanation for fresher's and experienced for interview, competitive examination and entrance test.
1) I am Dr Md Anisur Rahman Anjum passed MBBS from Dhaka Medical College in 1987. Diploma in Ophthalmology (DO) from the then IPGM&R (now it is Bangabandhu Sheikh Mujib Medical University BSMMU) in 1993. Felllowship in Ophthalmology FCPS from Bangladesh College of Physician and surgeon in 1997. I am now working as associate professor in General Ophthalmology in National Institute of Ophthalmology Dhaka Bangladesh which is the tertiary centre in eye care in Bangladesh.
These OSPE are dedicated to the postgraduate student who are decided to builds their carrier in ophthalmology. I hope that they will be benefitted if they solve these OSPE
This presentation includes links to award winning student videos that explain topics as outlined in the 2012 Horizon Report and how they relate to education.
Jean-Claude Bradley presents on "Open Education in Chemistry Research and Classroom" at the Philadelphia University of Sciences on January 11, 2011. The talk covers screencasting, wikis, chemical information validation, Open Notebook Science and smartphones.
Jean-Claude Bradley presents on the use of smartphones, wikis and games for educational applications at a Drexel University Faculty Showcase on November 12, 2010.
Jean-Claude Bradley presents on "Technology and Students - Mix, Match or Miss?" at the Villanova Teaching and Learning Strategies Symposium on May 13, 2010. Topics covered include screencasting, wikis, games and Second Life, with a particular focus on student response to these technologies.
PSTA13 - iPads to Create Innovative ScientistsBen Smith
Got iPad? We will show you the best apps and how to work with students using this device. Whether you have one device or a classroom set, you will leave with ideas on how to leverage these tools for finding information, collecting and analyzing data, and communicating learning.
This presentation was prepared for the Catholic Education Commission,Congregational Schools Targeted Programs Workshop, held at Mary MacKillop Place, Mount Street North Sydney.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
31. Image 2 credit: NASA/JPL-Caltech/ESA/Harvard-Smithsonian CfA image 1 credit: joiseyshowaa Image 3 credit: http://en.wikipedia.org/wiki/Mandelbrot_set Image 4 credit: Dan Meyer Images 5 – 8 : David Wees
32. Interactivity & Multimedia in the Mathematics Classroom David Wees Twitter: @davidwees Blog: http:// davidwees.com
Editor's Notes
Hi, my name is David Wees. When I graduated from UBC there were almost no full-time jobs available, so I started my career in Brooklyn, NY in an inner city school. After three years I moved on to London, England, where I had my first experience of the private school system, and then Bangkok, Thailand, where I had my first experience of Asia. I now teach at Stratford Hall which is a small private school on Commercial Drive. I want to talk today about the use of multimedia in the mathematics classroom. After 8 years using various forms of multimedia in my own classroom I've come to the conclusion that every math teacher should be using multimedia in some form. Here's my reasoning.
The problem, I see, with most mathematics instruction, is that we start by choosing the mathematics curriculum we want covered, and then find problems to suit this curriculum. The flaw with this plan is that choosing a compelling problem to fit a particular area of mathematics is really difficult, and many math teachers don't even try. As a result, much of mathematics instruction is lacks motivation in the eyes of the learner.
What I suggest instead is that we look at the world, and we find problems kids find compelling, and then we tease out the mathematics which is relevant to those problems. No kid will ever ask, "why do we need to know this."
Trees for example have a fractal structure which is worth investigating. It is not hard to see that there is a mathematical formula of some kind which helps determine tree growth, but we can also see the idea of replication errors, and environmental factors that play a role as well.
Something to note: Anyone here know what the Khan Academy is? Here’s a synopsis. Salmir Khan was unemployed and decided that he would start creating these video tutorials online and post them to Youtube. Now his work is watched by students all over the world as they try and understand mathematics and science concepts. He recently received funding from Google to start his non-profit organization which is organizing his videos. They’ve also started creating a way for students to try out exercises associated with his videos and practice the concepts right away. I think the Khan Academy is pretty neat, and I use it as an additional resource with my students. However this isn’t what I would consider to be an example of using multimedia in your classroom. Let’s be clear, multimedia to me means students are engaged and interested in the activity and my students agree with me on this one, the Khan academy is useful, but not interesting.
Let's take a look at some actual uses of multimedia. You can take a boring worksheet and use multimedia to spice it up. So we’ll take a worksheet about finding the equations of lines for example, and we’ll turn it into an exercise where students take a photo, find the lines in the photo and trace over them in dark, cover their picture with graph paper so they can find coordinates, and then work out the coordinates on the lines themselves, then find the equations of the lines. You can do something like this with lots of different topics in mathematics besides equations of lines. Hint: Have students take pictures of things and find the mathematics themselves, or alternatively provide them all with the same image.
Take an ordinary mathematical construct, like a simple reflection, and turn it into a fun mini-project. Here I usually have students choose 3 celebrities and find photos of them on Google Images, download the images and create right and left reflections of their faces.
Take an ordinary mathematical construct, like a simple reflection, and turn it into a fun mini-project. Here I usually have students choose 3 celebrities and find photos of them on Google Images, download the images and create right and left reflections of their faces.
Reason 1: First, the use of multimedia allows our students to develop their creativity & divergent thinking skills. Both creativity and divergent thinking rely on student choice. Sir Ken Robinson, a world renowned expert on education, has this important statement to make about education, “My contention is that creativity now is as important in education as literacy, and we should treat it with the same status.” The reason why he considers this skill, and the ability to participate in divergent thinking, is so important is because of our inability to predict what the future will hold. We don’t know what will happen in 5 years except that it may be very different from what is happening now. Our best bet is that people who are innovative & critical thinkers will be able to manage the future better than people who are stuck in the status quo.
Reason 1: First, the use of multimedia allows our students to develop their creativity & divergent thinking skills. Both creativity and divergent thinking rely on student choice. Sir Ken Robinson, a world renowned expert on education, has this important statement to make about education, “My contention is that creativity now is as important in education as literacy, and we should treat it with the same status.” The reason why he considers this skill, and the ability to participate in divergent thinking, is so important is because of our inability to predict what the future will hold. We don’t know what will happen in 5 years except that it may be very different from what is happening now. Our best bet is that people who are innovative & critical thinkers will be able to manage the future better than people who are stuck in the status quo.
Reason 1: First, the use of multimedia allows our students to develop their creativity & divergent thinking skills. Both creativity and divergent thinking rely on student choice. Sir Ken Robinson, a world renowned expert on education, has this important statement to make about education, “My contention is that creativity now is as important in education as literacy, and we should treat it with the same status.” The reason why he considers this skill, and the ability to participate in divergent thinking, is so important is because of our inability to predict what the future will hold. We don’t know what will happen in 5 years except that it may be very different from what is happening now. Our best bet is that people who are innovative & critical thinkers will be able to manage the future better than people who are stuck in the status quo.
First we graph the initial cost to join a cell phone plan, and then we graph the cost of the cell phone plan. This gets us talking about graphs, equations of lines, horizontal lines, and slope.
Now we recognize the optimal solution is actually the green line. We should be ignoring the negative numbers, since they don't represent real values, and we should focus on the part of the graph which is actually our solution to the problem. We need to discuss domain and range, within the context of a problem the kids understand. Notice also that our solution isn't a single number.
Finally, we need to tidy up our solution so that we are only representing what is actually solving the problem. Clearly, without labels on the axis, the graph of our solution to the "what is the cheapest cell phone plan" doesn't make a lot of sense. I'd have the kids keep the first steps, so they can talk about their solution and communicate the reasoning they went to solve the problem.
Outside of our own world, the whole universe has a strong mathematical structure on a large scale. How often is this mathematical structure shared with students? What about the relationship between the previous picture of the ball flying through the air, and these stars in orbit around each other?
Hi, my name is David Wees. When I graduated from UBC there were almost no full-time jobs available, so I started my career in Brooklyn, NY in an inner city school. After three years I moved on to London, England, where I had my first experience of the private school system, and then Bangkok, Thailand, where I had my first experience of Asia. I now teach at Stratford Hall which is a small private school on Commercial Drive. I want to talk today about the use of multimedia in the mathematics classroom. After 8 years using various forms of multimedia in my own classroom I've come to the conclusion that every math teacher should be using multimedia in some form. Here's my reasoning.
