Mathematical Laboratory Research Articles

The mathematics laboratory: what? why? when? how?

After fifteen years in the British Army, William Ewbank began to teach, first in England and since 1964 at Taylor University, Upland, Indiana. There he is responsible for the elementary teacher preparation in mathematics content and methods. The mathematics-laboratory approach is used both in the university mathematics laboratory and in a regular weekly program with grades K-7 of the local public schools.

Using research in teaching: Laboratory settings in mathematics: What does research say to the teacher?

In a recent issue of the Arithmetic Teacher, J. Fred Weaver (1971) warns that haphazard or faddish use of the notions of “experience” and “activity” in mathematics may be undermining the achievement of the essential cognitive goals of the mathematics program. Thus, any conscientious teacher should ask, “What can I expect as o utcomes of a mathematics laboratory?” In trying to answer this question, one might turn to reported research and evaluation concerning mathematics laboratories and the activity type of programs. In doing so, one must realize that there are real limitations on the answers one will find. The limitations are both quantitative and qualitative in nature. While there seem to be ever-increasing amounts of manipulative and mathematics-laboratory materials available, there are a relatively small number of good research or evaluation efforts. Furthermore, because these studies took place in real classrooms with real children, pecial limit ation come with any conclu ions d rawn from them.

Evaluation scale for a teaching aid in modern mathematics

Currcnt literature in mathematics frequently refers to the use of teaching aids and the development of mathematics laboratories. This trend can be helpful, but professional personnel must be careful when selecting aids to learning. The questions most often brought up by administrator and boards of education center around the justification of the purchase and the use of the aids. The “Evaluation Scale for a Teaching Aid in Modern Mathematics” shown on the opposite page has been developed to assist teachers responsible for initiating purchases of such material.

Book Review: Triad Mathematics Laboratory Level I

Book Review: Triad Mathematics Laboratory Level I

Madison's Mathematics Laboratory for Preservice Elementary School Teachers

Madison's Mathematics Laboratory for Preservice Elementary School Teachers

Lower Columbia College Mathematics Laboratory

0 WSHIG Ideally, teaching mathematics involves identifying the skill level of the individual pupil and then designing a program to carry him as far as he desires to advance. This type of instruction is carried on between teacher and pupil and is much like instruction in how to play a musical instrument. But this arrangement is not economically feasible under the present quarter or semester system in colleges. It is most economical to schedule various-sized groups of students to one instructor. Traditionally these students have been taught with the lecture-discussion method. Even though much learning does take place with this mode of teaching, it is not ideal for teaching mathematics to the individual for the following reasons: (1) The instructor does not have control over each student's learning. (2) It is impersonal. (3) The slower student becomes discouraged because of the pace. (4) The faster student is held back. (5) The lecture method does not allow for true remedial work. (6) Evaluation tests are generally given whether the students are ready or not. (7) Outside of placement tests, little can be accomplished in the way of recognizing weaknesses nor in helping to overcome them. (8) The teacher can only hope that the presentation of knowledge is being caught by all (it is not). This, of course, is not a complete list. The writer is not advocating the elimination of lecture-discussion teaching. However, he believes it needs modification. There follows a description of one method of teaching the individual which is being tried within the present college structure. A very important aspect of learning is the recycling of students when it is clear that some do not grasp certain concepts after the first presentation. Even though recycling is possible under the lecture system, it is done at the expense of the brighter student. Generally, it is left up to

Kindergarten mathematics laboratory–nineteenth-century fashion

A small boy of five came into the kindergarten one morning with radiant face and sparkling eyes, crying out in joyful tones: “I have something for you l It's hard and long and has four edges and two ends!” The precious object was held behind him, while he danced around in fond anticipation of the pleasure he was about to give his teacher, of whom he was very food.

A programming system for the on-line analysis of biomedical images

A preliminary description of the software for a computer-display system is given with special emphasis on the man-machine interaction. This system is intended for a wide variety of biomedical applications. As an example, the methods are applied to the karyotyping of chromosomes. The system is separated into four programming tasks: picture transformations, file maintenance, picture structuring, and display management. Picture structuring is considered as the vehicle for man-machine communication. A prototype data format for pictures, called a picture-form, is developed. Structure operators are defined which manipulate picture-forms to produce new picture-forms. Many of the ideas are taken from the symbolic mathematical laboratory at MIT conceived by Marvin Minsky.

A mathematics laboratory—from dream to reality

Just a year ago last September, the mathematics laboratory program at the Oak Hill Elementary School was still a dream. A few plans had been made during the previous spring for an initial purchase of materials, and the first job in the fall was to find “the place.” It was decided to convert a small storage room on the basement floor into a mathematics laboratory. By the end of the year, the dream had become a reality—the laboratory approach to learning mathematics had become a vital part of the mathematics program in the whole school.

Problem solving with enthusiasm—the mathematics laboratory

A promising approach to the teaching of problem solving is the use of the mathematics laboratory. The purpose of the laboratory is to provide children with opportunities to discover mathematical concepts through their active involvement in solving problems. The emphasis is on learning by doing.

Editorial comment: As we read

As you read this month's issue of the journal, note the fine representation that we have from classroom teachers. The key to quality mathematics education is the teacher and the approaches he uses to reach his children. One of these approaches is the use of the mathematics laboratory. Sometimes referred to as an activitycentered approach, the mathematics laboratory has taken on increased importance in the curriculum. This theme in our first month's issue of the Golden Jubilee Year of the National Council will be welcomed by all whose interest is the teaching of mathematics to children.

Forum on teacher preparation: A mathematics laboratory for prospective teachers

The Report of the Cambridge Conference on the Correlation of Science and Mathematics in the Schools recommends that schools of education plan programs of “apprentice teaching in the schools, including work with materials of the sort being developed in new curriculum projects.”1 A group of mathematics educators in England has urged the use of courses emphasizing problem solving: “It is the exploration of these more open problems which we feel to be the essential characteristic of real mathematical activity.”2 A loud chorus of opinion suggests that courses in methodology should be jointly planned and executed by both mathematicians and educators and that they should involve practical work with children. When the opportunity to design an experimental elementary mathematics methods course was offered the writer, he decided to emphasize the mathematics laboratory approach which gives an important role to problem solving. Conferences with members of the mathematics and education departments, as well as with school officials, paved the way for the experiment; the sympathetic support of the chairman of the division of education at the college made it possible financially.

Diversity of Sonneratia alba in coastal area of Central Java based on isozymic patterns of esterase and peroxidase

Abstract. Setyawan AD. 2009. Diversity of Sonneratia alba in coastal area of Central Java based on isozymic patterns of esterase and peroxidase. Nusantara Bioscience 1: 92-103. The study was intended to observe the diversity and the relationship of Sonneratia alba in southern and northern coast of Central Java Province based on isozymic patterns of esterase and peroxidase. This research was conducted in July until December 2003, at six sites, i.e. Wulan (WUL), Juwana (JUW), Pasar Bangi (PAS), in the northern coast, and Bogowonto (BOG), Motean (MOT), and Muara Dua (MUA) in the southern coast. The laboratory assay was conducted in Central Laboratory of Mathematics and Natural Sciences, Sebelas Maret University (UNS) Surakarta. The seedling plant samples that were collected from six mangrove habitats transplanted in greenhouse in the laboratory. There were 20 individual samples each site. The result indicated that the individual of S. alba of the same or near location has the same genetic diversity in common, because the genetic exchange on the same population was higher than on a different population. Therefore, the populations of S. alba from northern coast had higher similarity each other than southern coast one, on the other way the populations from southern coast had higher similarity each other than northern coast one.

Mangrove plants in coastal area of Central Java: 2. Floristic composition and vegetation structure

The study was intended to observe the vegetation composition and structure of mangrove plants on southern and northern coast of Central Java Province. This research was conducted in July till December 2003, at 20 sites. Laboratory assay was done in Laboratory of Biology Department, Faculty of Mathematics and Natural Sciences, and Central Laboratory of Mathematics and Natural Sciences, Sebelas Maret University (UNS) Surakarta. Data was collected by using belt transect method, from coast line into landward. The result indicated that in common, the trees strata which also have shoots strata and strata of germs (seedlings); and bushes strata which also have strata of germs(seedlings), if they were compared to the same species then their important value tend to be stable. So it was predictable that in the disturbance condition, the preservation of mangrove was guaranteed, as long as there was no great change on a broad scale.© 2005 Jurusan Biologi FMIPA UNS SurakartaKey words: mangrove plants, Central Java Province, composition and vegetation structure

Mangrove plants in coastal area of Central Java: 1. Species diversity

The study was intended to observe the diversity and the distribution of mangrove plants species on southern and northern coast of Central Java Province. This research was conducted in July till December 2003, at 20 sites. Laboratory assay was conducted in Laboratory of Biology Department, Faculty of Mathematics and Natural Sciences, and Central Laboratory of Mathematics and Natural Sciences, SebelasMaret University (UNS) Surakarta. Plant specimens were collected by using survey method, than it was identified and preserved as herbaria. The result indicated that there was 55 species (27 families) of mangrove plants in Central Java, composed by major (17), minor (12), and association (26) plants, with habits i.e. trees (32), bushes (13), and herbs (10). The species of major mangrove plant with the broadest range of site distribution were R. mucronata (16), followed by S. alba (15), N. fruticans (12), A. alba and A. marina (each was 11).The species of minor mangrove plant with the broadest range of site distribution was A. aureum (11). The associative plant of mangrove with the broadest range of site distribution was A. ilicifolius (16), D. trifoliata (15), C. gigantea (13), H. tiliaceus (11), T. catappa (11), and I. pes-caprae (10). The other species were distributed in less than 10 sites. The location with the most varied species diversity was Wulan (35), the next was Motean and Muara Dua (each was 29), Bogowonto (19), Pasar Banggi (18), Tritih (17), Sigrogol (15), Juwana and Ijo (each was 14), Cakrayasan (12), Lasem and Serang (each was 11), Bulak, Telukawur, Cingcingguling and Bengawan (each was 9),Pecangakan (8), Serang (6), and the last was Tayu (5).© 2005 Jurusan Biologi FMIPA UNS SurakartaKey words: mangrove plants, species diversity, Central Java Province.

Source of contaminant microorganisms in in vitro culture at Sub lab. Biology, Central Laboratory of Mathematics and Sciences, Sebelas Maret University

The objectives of the research were to know the species and the most dominant microorganisms that become a source of contamination in in vitro culture at Sub lab Biology, central laboratory of Sebelas Maret University. As in many general laboratory, there were many microorganisms that able to contaminate in vitro culture coming from air, dusts, or from the contaminated experimental materials such as plants or fruits. A qualitative descriptive method was used in the research, involving many steps of making pure culture and identification of microorganisms macroscopically or microscopically. In the research found six microorganisms potentially contaminate in vitro culture, that are generally from groups of fungi (mold), such as Mucor, Rhizopus, Cladosporium, Aspergillus, Dictyostelium and Saccharomyces. Mucor and Rhizopus were the most contaminants present in all contaminated in vitro culture.© 2001 Jurusan Biologi FMIPA UNS SurakartaKey Words: in vitro culture, contamination, fungi

Attitude Changes in a Mathematics Laboratory Utilizing a Mathematics-Through-Science Approach

Most mathematics educators agree on the importance of using physical materials to approach mathematical abstractions in the early elementary grades. Whether or not such an approach should be continued in the middle and upper grades is currently an open question. In the summer of 1963, the School Mathematics Study Group brought together a group of mathematicians, scientists, and teachers to prepare sample ma terials for grades 7, 8, and 9 which would utilize such an approach.

Attitude Changes in a Mathematics Laboratory Utilizing a Mathematics-Through-Science Approach

Attitude Changes in a Mathematics Laboratory Utilizing a Mathematics-Through-Science Approach

Remedial or Developmental? Confusion over Terms

Donald Ross is Coordinator of the Mathematics Laboratory at Washtenaw Community College. He has also been an instructor in mathematics at Oakland Community College and in public schools. Many institutions of higher learning have recognized the need to offer courses of instruction that normally are associated with the elementary, junior, or senior high school level. In the catalogs that describe these courses you will find a variety of course titles. Many are now using the word in an apparent attempt to avoid the stigma that has come to be associated with the word remedial. Of particular concern to me is the difference of opinion about, and use of, the phrases remediation, instruction, developmental instruction, and developmental courses. Many educators do not see the need to distinguish between remedial and developmental, and the two words are often used interchangeably. The purpose of this article is to attempt to point out that there exists a difference between the two, and that it is important to make the distinction. After a word or phrase has been used for a period of time, it may take on a derogatory connotation. This has definitely happened to remedial. When used in regard to a student, it immediately brings to mind an image of the student as some kind of dummy, or slow learner, or disadvantaged, or as someone with a learning disability. Sometimes, we try to change the adjective without accepting the situation, defining it, and determining what we want to do to effect a meaningful change. By changing the words or phrases we never effect any change in the situation itself. Some even propose that by ignoring the use of the words, in some glorious way the situation will possibly improve, or go away. My approach to this dilemma is different, and if you bear with me in the paragraphs that follow, I will attempt to give a meaning, as clearly as possible, to the two terms remedial and

Mathematical and Practical Laboratory Experiments. An Exercise with Rotating Electrical Machines, Differential Equations and Computers

Mathematical and Practical Laboratory Experiments. An Exercise with Rotating Electrical Machines, Differential Equations and Computers