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Traditionally, vocational mathematics and precollege mathematics have been separate in schools. But the technological world in which today's students will work and live calls for increasing connection between mathematics and its applications. Workplace-based mathematics may be good mathematics for everyone.
High School Mathematics at Work illuminates the interplay between technical and academic mathematics. This collection of thought-provoking essays—by mathematicians, educators, and other experts—is enhanced with illustrative tasks from workplace and everyday contexts that suggest ways to strengthen high school mathematical education.
This important book addresses how to make mathematical education of all students meaningful—how to meet the practical needs of students entering the work force after high school as well as the needs of students going on to postsecondary education.
The short readable essays frame basic issues, provide background, and suggest alternatives to the traditional separation between technical and academic mathematics. They are accompanied by intriguing multipart problems that illustrate how deep mathematics functions in everyday settings—from analysis of ambulance response times to energy utilization, from buying a used car to "rounding off" to simplify problems.
The book addresses the role of standards in mathematics education, discussing issues such as finding common ground between science and mathematics education standards, improving the articulation from school to work, and comparing SAT results across settings.
Experts discuss how to develop curricula so that students learn to solve problems they are likely to encounter in life—while also providing them with approaches to unfamiliar problems. The book also addresses how teachers can help prepare students for postsecondary education.
For teacher education the book explores the changing nature of pedagogy and new approaches to teacher development. What kind of teaching will allow mathematics to be a guide rather than a gatekeeper to many career paths? Essays discuss pedagogical implication in problem-centered teaching, the role of complex mathematical tasks in teacher education, and the idea of making open-ended tasks—and the student work they elicit—central to professional discourse.
High School Mathematics at Work presents thoughtful views from experts. It identifies rich possibilities for teaching mathematics and preparing students for the technological challenges of the future. This book will inform and inspire teachers, teacher educators, curriculum developers, and others involved in improving mathematics education and the capabilities of tomorrow's work force.
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The beginning of mathematics starts with numbers and counting which at one time humans did not know anything about. One of the age-old question actually is did we invent numbers or are they already there? There's no reason we could not have nine digits which mean after eight to the next number would be one zero because you'd be out of digits and you would need to reset the ones place to zero and then add 1. This would represent what we know of as 9 if there were nine digits. We believe that the 10 digits comes from the fact that we have 10 fingers simple as that. It's known as binary. The mathematicians actually say had we pick 12 digits that arithmetic would be much easier considering 12 is divisible by more numbers than 10. Logic, although a lot of advancements in this field were done in the 19th and 20th century it started around 2,500 years ago in a logic class nowadays. Let's say that it is definitely a true statement. Now, is this next statement also true If the ground is not wet then it is not raining. Then later just over 2,000 years ago, the mathematician Euclid published a series of 13 books known as elements.