Teaching and Learning Geometry 11-19 Report of a Royal Society / Joint Mathematical Council Working Group Teaching and Learning Geometry 11-19
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Music Learning and Mathematics Achievement: a Real-World Study in English Primary Schools
Music Learning and Mathematics Achievement: A Real-World Study in English Primary Schools Edel Marie Sanders Supervisor: Dr Linda Hargreaves This final thesis is submitted for the degree of Doctor of Philosophy. Faculty of Education University of Cambridge October 2018 Music Learning and Mathematics Achievement: A Real-World Study in English Primary Schools Edel Marie Sanders Abstract This study examines the potential for music education to enhance children’s mathematical achievement and understanding. Psychological and neuroscientific research on the relationship between music and mathematics has grown considerably in recent years. Much of this, however, has been laboratory-based, short-term or small-scale research. The present study contributes to the literature by focusing on specific musical and mathematical elements, working principally through the medium of singing and setting the study in five primary schools over a full school year. Nearly 200 children aged seven to eight years, in six school classes, experienced structured weekly music lessons, congruent with English National Curriculum objectives for music but with specific foci. The quasi-experimental design employed two independent variable categories: musical focus (form, pitch relationships or rhythm) and mathematical teaching emphasis (implicit or explicit). In all other respects, lesson content was kept as constant as possible. Pretests and posttests in standardised behavioural measures of musical, spatial and mathematical thinking were administered to all children. Statistical analyses (two-way mixed ANOVAs) of student scores in these tests reveal positive significant gains in most comparisons over normative progress in mathematics for all musical emphases and both pedagogical conditions with slightly greater effects in the mathematically explicit lessons. -
WINTER 2015 the Brick Architecture
B B R R I I C C K K B B U U L L L L E E T T I I N N The brick architecture of Kirkland Fraser Moor | First person: Alex Gordon of Jestico & Whiles Masonry masterpieces: 2015 Brick Awards | Satish Jassal Architects in London; SO-IL in New York WINTER 2015 Sutherland Hussey Harris in St Andrews | Acme’s prefabricated ‘pleated’ brick panels in Leeds 2 • BB WINTER 2015 BriCk Bulletin winter 2015 Contents 4 NEWS/FIRST PERSON New brick projects by Sergison Bates and Herzog &deMeurOn; First Person –Alex Gordon of Jestico &Whiles on brick’s ability to harmonise modern interventions with traditional contexts. 6 BRICK AWARDS 2015 Showcase of all 15 category winners. 12 PROJECTS Diego Arraigada Arquitectos, Alma-nac, Feilden Fowles, PollardThomas Edwards, Sutherland Hussey Harris, SO-IL,Make, Satish Jassal Architects, and TDO Architecture. 20 PROFILE David Kirkland discusses Kirkland Fraser Moor’s fascination with clay building products and vernacular design. 26 PRECEDENT Geraint Franklin on HKPA’sHouses for Visiting Mathematicians at the University of Warwick. 28 TECHNICAL The wave-likefacade of Marlies Rohmer’s Sportblok in Groningen, Holland, is constructed from brick-slips. 30 TECHNICAL Prefabricated ‘pleated’ brick panels articulate the exterior of amajor retail-led development in Leeds by Acme. extraordinary from the ordinary The ubiquity of brick means that it is all too easy to overlook its aesthetic qualities, performance benefits and historic importance. Not so David Kirkland of Kirkland Fraser Moor (p20-25), who marvels at the cleverness of being able to takeclay from the ground and, by way of making bricks, produce architecture. -
Vol 21, No 3, July
THE LINNEAN N e wsletter and Pr oceedings of THE LINNEAN SOCIETY OF LONDON Bur lington House , Piccadill y, London W1J 0BF VOLUME 21 • NUMBER 3 • JULY 2005 THE LINNEAN SOCIETY OF LONDON Burlington House, Piccadilly, London W1J 0BF Tel. (+44) (0)20 7434 4479; Fax: (+44) (0)20 7287 9364 e-mail: [email protected]; internet: www.linnean.org President Secretaries Council Professor Gordon McG Reid BOTANICAL The Officers and Dr John R Edmondson Dr Louise Allcock President-elect Prof John R Barnett Professor David F Cutler ZOOLOGICAL Prof Janet Browne Dr Vaughan R Southgate Dr J Sara Churchfield Vice-Presidents Dr John C David Professor Richard M Bateman EDITORIAL Prof Peter S Davis Dr Jenny M Edmonds Professor David F Cutler Dr Aljos Farjon Dr Vaughan R Southgate Dr Michael F Fay COLLECTIONS Dr D J Nicholas Hind Treasurer Mrs Susan Gove Dr Sandra D Knapp Professor Gren Ll Lucas OBE Dr D Tim J Littlewood Dr Keith N Maybury Executive Secretary Librarian & Archivist Dr Brian R Rosen Mr Adrian Thomas OBE Miss Gina Douglas Dr Roger A Sweeting Office/Facilities Manager Deputy Librarian Mr Dominic Clark Mrs Lynda Brooks Finance Library Assistant Conservator Mr Priya Nithianandan Mr Matthew Derrick Ms Janet Ashdown THE LINNEAN Newsletter and Proceedings of the Linnean Society of London Edited by B G Gardiner Editorial .................................................................................................................... 1 Society News ........................................................................................................... -
Chapter 1: Teaching Mathematics
TEACHING MATHEMATICS IN THE SECONDARY SCHOOL 00_CHAMBERS_FM.indd 1 23/01/2019 5:17:30 PM DEVELOPING AS A REFLECTIVE SECONDARY TEACHER SERIES The core textbooks in this series provide practical guidance and support to student teachers through their training and beyond. These comprehensive guides help trainee teachers develop a more reflective and critical approach to their own practice. The series offers students: • An introduction to national subject frameworks • Support on all aspects of subject teaching, including planning creative lessons, how to improve classroom performance, classroom management, differentiation and teaching strategies • Examples of good practice and teacher commentaries • A research-based section demonstrating M-level work • Critical and analytical reflection on practice They are essential reading for student teachers following school-based or university- based routes into teaching. Reflective Teaching and Learning in the Secondary School, second edition Edited by Sue Dymoke Teaching English Carol Evans, Alyson Midgley, Phil Rigby, Lynne Warham and Peter Woolnough Teaching Computing, second edition Carl Simmons and Claire Hawkins Teaching History Ian Phillips Teaching Science Tony Liversidge, Matt Cochrane, Bernie Kerfoot and Judith Thomas 00_CHAMBERS_FM.indd 2 23/01/2019 5:17:31 PM THIRD EDITION TEACHING MATHEMATICS IN THE SECONDARY SCHOOL PAUL CHAMBERS AND ROBERT TIMLIN 00_CHAMBERS_FM.indd 3 23/01/2019 5:17:31 PM SAGE Publications Ltd © Paul Chambers and Robert Timlin 2019 1 Oliver’s Yard 55 City Road First edition -
What Is Specific About Research in Adult Numeracy and Mathematics Education?
What is specific about research in adult numeracy and mathematics education? Diana Coben King’s College London, UK <[email protected]> Abstract After decades of neglect, adult numeracy and mathematics education are coming to be recognised as worthy of serious research but the area is beset by conceptual difficulties. Adult numeracy and mathematics may at last be ‘on the educational research map’, but where exactly are they on the map? This article explores the question of what is specific about research in adult numeracy and mathematics education. It reviews ways of conceptualising adult numeracy and mathematics education for research purposes and considers the implications of these conceptualisations for research and for the development of the field. Key words: conceptualisations, adult numeracy, mathematics education, policy, research, development frameworks Introduction In the latest International Handbook of Research on Mathematics Education, it is suggested that: • ….adult mathematics teaching and learning deserve attention in their own right; • practice and research in adult mathematics education demand a broad conception of mathematics that is not limited to specialized mathematics…; • there is a coalition of interests in the field across a wide spectrum of related or contributing disciplines; • there is a recognition that research must be closely linked with practice in a field where development and improvement in practice have priority status; and • the community of researchers is truly international... (FitzSimons, Coben, & O'Donoghue, 2003, p.117) The inclusion of an adult-focussed chapter in the International Handbook attests to the growing international recognition of the importance of research and development in this area. While most research about mathematics education focuses on children (Dossey, 1992), adult mathematics teaching and learning both deserve, and are beginning to receive attention in their own right. -
Individual Differences in Arithmetic: Implications for Psychology, Neuroscience, and Education/Ann Dowker
Individual Differences in Arithmetic Standards in numeracy are a constant concern to educational policy makers. However, why are differences in arithmetical performance so marked? In Individual Differences in Arithmetic, Ann Dowker seeks to provide a better understanding of why these differences in ability exist, encouraging a more informed approach to tackling numeracy difficulties. This book reviews existing research by the author and by others on the subject of arithmetical ability and presents strong evidence to support a componential view of arithmetic. Focusing primarily on children, but including discussion of arithmetical cognition in healthy adult and neuro-psychological patients, each of the central components of arithmetic is covered. Within this volume, findings from developmental, educational, cognitive and neuropsychological studies are integrated in a unique approach. This book covers subjects such as: • Counting and the importance of individual differences. • Arithmetic facts, procedures and different forms of memory. • Causes of, and interventions with, mathematical difficulties. • The effects of culture, language and experience. The educational implications of these findings are discussed in detail, revealing original insights that will be of great interest to those studying or researching in the areas of education, neuroscience and developmental and cognitive psychology. Ann Dowker is a University Research Lecturer in the Department of Experimental Psychology, University of Oxford. Individual Differences in Arithmetic -
Newsletter and Proceedings of the LINNEAN SOCIETY of LONDON Burlington House, Piccadilly, London W1J 0BF
THE LINNEAN Newsletter and Proceedings of THE LINNEAN SOCIETY OF LONDON Burlington House, Piccadilly, London W1J 0BF VOLUME 19 • NUMBER 2 • APRIL 2003 THE LINNEAN SOCIETY OF LONDON Burlington House, Piccadilly, London W1J 0BF Tel. (+44) (0)20 7434 4479; Fax: (+44) (0)20 7287 9364 e-mail: [email protected]; internet: www.linnean.org President Secretaries Council Sir David Smith FRS FRSE BOTANICAL The Officers and Dr J R Edmondson Dr R M Bateman President-Elect Prof. S Blackmore Professor G McG Reid ZOOLOGICAL Dr H E Gee Dr V R Southgate Mr M D Griffiths Vice Presidents Dr P Kenrick Professor D F Cutler EDITORIAL Dr S D Knapp Dr D T J Littlewood Professor D F Cutler Mr T E Langford Dr V R Southgate Dr A M Lister Dr J M Edmonds Librarian & Archivist Dr D T J Littlewood Miss Gina Douglas Dr E C Nelson Treasurer Mr L A Patrick Professor G Ll Lucas OBE Assistant Librarian Dr A D Rogers Ms Cathy Broad Dr E Sheffield Executive Secretary Dr D A Simpson Dr John Marsden Catalogue Coordinator Ms Lynn Crothall (2002) Assistant Secretary Ms Janet Ashdown (2002) Membership & House Manager Mr David Pescod Finance Mr Priya Nithianandan Information Technology Mr D. Thomas THE LINNEAN Newsletter and Proceedings of the Linnean Society of London Edited by B. G. Gardiner Editorial ................................................................................................................ 4 Society News ............................................................................................................... 5 Library ............................................................................................................... -
Mathematics: Shaping Australia Proceedings of the Eighteenth Biennial Conference of the Australian Association of Mathematics Teachers Inc
Proceedings of the Eighteenth Biennial Conference of The Australian Association of Mathematics Teachers Inc. 15–19 January 2001 Australian National University, Canberra ACT Mathematics: Shaping Australia Proceedings of the Eighteenth Biennial Conference of The Australian Association of Mathematics Teachers Inc. © The Australian Association of Mathematics Teachers Inc. 2001 ISBN 1 875900 47 0 Published by The Australian Association of Mathematics Teachers Inc. GPO Box 1729 Adelaide South Australia 5001 Telephone (08) 8363 0288 Facsimile (08) 8362 9288 Email [email protected] Internet http://www.aamt.edu.au All papers in these proceedings were subject to a blind review process. Mathematics: Shaping Australia Contents PAPERS No More (Red-Pen) Marking!............................................................................................ 8 Tony Allan Learning about Learning in Mathematics ...................................................................... 15 Anna Austin Mathematics Education in Thailand: From Kindergarten to Graphics Calculators .................................................................. 29 Nittayaporn Bunyasiri and Peter Jones Unsolved Problems and the Mathematics Challenge for Young Australians............. 38 John Dowsey and Mike Newman I Can Do Maths Too — Count Me In! ............................................................................. 45 Rhonda Faragher Reading the World with Math: Goals for a Criticalmathematical Literacy Curriculum....................................................................................................................... -
Vote for Quantile Plots!
On the shoulders of giants, or not reinventing the wheel Nicholas J. Cox Department of Geography 1 Stata users can stand on the shoulders of giants. Giants are powerful commands to reduce your coding work. This presentation is a collection of examples based on some commands that seem little known or otherwise neglected. Every user is a programmer. The range is from commands useable interactively to those underpinning long programs. 2 On the shoulders of giants Robert K. Merton (1910–2003) 1965/1985/1993. University of Chicago Press. 3 With gravitas If I have seen further it is by standing on the sholders of Giants. Isaac Newton (left) (1642–1727) writing to Robert Hooke (right) (1635–1703) in 1676 4 With topological wit to Christopher Zeeman at whose feet we sit on whose shoulders we stand Tim Poston and Ian Stewart. 1978. Catastrophe Theory and its Applications. London: Pitman, p.v Sir Christopher Zeeman (1925–2016) (right) Tim Poston (1945–2017) Ian Nicholas Stewart (1945– ) 5 Tabulation tribulations? 6 Tabulations and listings For tabulations and listings, the better-known commands sometimes seem to fall short of what you want. One strategy is to follow a preparation command such as generate, egen, collapse or contract with tabdisp or _tab or list. 7 Newer preparation commands tsegen and rangestat (SSC; Robert Picard and friends) are newer workhorses creating variables to tabulate. tsegen in effect extends egen to time series and produces (e.g.) summary statistics for moving windows. rangestat covers a range of problems, including irregular time intervals, look-up challenges, other members of a group. -
Vice-Chancellor's Oration 2016
WEDNESDAY 12 OCTOBER 2016 • SUPPLEMENT (1) TO NO 5144 • VOL 147 Gazette Supplement Vice-Chancellor’s Oration 2016 One Oxford four divisions, Humanities, Social Sciences, the Humanities. I have read the books sent MPLS and Medicine, whose research is me by academics like Diego Gambetta's Good morning. Colleagues and friends of responsible for this ranking. Engineers of Jihad and Senia Paseta's Irish Nationalist Women. I have met with the University, thank you for taking time My first nine months have been an remarkable young people such as our Moritz to attend the ceremony this morning, and extraordinary and exhilarating experience Heyman scholars, students participating to listen to my perspective and reflections as I have sought to learn as much as I can in the UNIQ summer school, on the LMH as I begin my first academic year as Vice- about the life and work of the University. Foundation year and in the IntoUniversity Chancellor. I have attended strategy meetings of programs, and so many others. I have also divisions, departments and colleges. I have Before we begin, I think we should sit back, on occasion tried to relax in our wonderful spoken to students in their colleges, clubs, take a deep breath, and contemplate the museums, gardens and parks. Not a day goes societies, in open office hours and over fact that we have just been named the by but I reflect on just how fortunate I am to tea. I have attended lectures on Race in the best university in the world, by the most be a part of this place. -
A Brief History of Gresham College 1597-1997, Richard Chartres and David Vermont
A Brief History of Gresbam College I5974997 Richard Chartres and David Vermont GRESHAM -COLLEGE- This edition first published in 1998 Copyright 01997 Gresham College British Library Cataloguing in Publication Data A Catalogue record for this title is available from the British Library ISBN 0 947822 16 X All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by means, electronic, mechanical, photocopying, recording or otherwise, without prior permission in writing of the publishers Typeset in 11/14pt Garamond Designed and Produced by Robin Ollington and Frank Lee Printed in England by St Edmundsbury Press Ltd. Bury St Edrnunds, Suffolk A Brief History of Gresham College 15974997 Thbomas Gresham 1544portraZt at Mercers' Hall Reproduced hy kind pcrmirrion of the Meners' Company FOREWORD is survey of the history of the College in its Tquatercentenary year not only discharges a debt of piety but also concentrates the mind on the prospects for Gresham College in its fifth century. Like some mythlcal island, the College has emerged from the engulfig waters and disappeared again on several occasions. Each time very similar questions have arisen. What were the Founder’s intentions and how can they be honoured in vastly changed circumstances? What kind of educational constituency should the Professors of the College seek to address? Would it be wise for the College to associate itself with complementary institutions? Who should in the last analysis make decisions about these matters and how can a consistent policy be developed? The following sketch is intended to be a small contribution to this debate while telling the story of the College in the past four hundred years. -
30388 OID RS Annual Review
Review of the Year 2005/06 >> President’s foreword In the period covered by this review*, the Royal Society has continued and extended its activities over a wide front. There has, in particular, been an expansion in our international contacts and our engagement with global scientific issues. The joint statements on climate change and science in Africa, published in June 2005 by the science academies of the G8 nations, made a significant impact on the discussion before and at the Gleneagles summit. Following the success of these unprecedented statements, both of which were initiated by the Society, representatives of the science academies met at our premises in September 2005 to discuss how they might provide further independent advice to the governments of the G8. A key outcome of the meeting was an We have devoted increasing effort to nurturing agreement to prepare joint statements on the development of science academies overseas, energy security and infectious diseases ahead particularly in sub-Saharan Africa, and are of the St Petersburg summit in July 2006. building initiatives with academies in African The production of these statements, led by the countries through the Network of African Russian science academy, was a further Science Academies (NASAC). This is indicative illustration of the value of science academies of the long-term commitment we have made to working together to tackle issues of help African nations build their capacity in international importance. science, technology, engineering and medicine, particularly in universities and colleges. In 2004, the Society published, jointly with the Royal Academy of Engineering, a widely Much of the progress we have has made in acclaimed report on the potential health, recent years on the international stage has been environmental and social impacts of achieved through the tireless work of Professor nanotechnologies.