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OnlineVolumes
1, Elements of Reason.
-with foreword for all volumes
1A. Pattern Based Reason
- striving for objectivity, etc
1B. Math Curriculum
Notes
inductive principles etc
2. Three Skills for
Algebra
- unifying themes + study skills
3. Why
Slopes & More Math - previews & starter lessons for
elementary & advanced calculus.
See Volume 2 and 3 if you are preparing kids for calculus.
More Site Areas
1. Help Your Child or Teen
Learn.
2. Linear Equations
& Fraction Skills - Sec I to V level
3. Fractions Ratios
Rates Proportions Units - Sec I & II
4. Euclidean
Geometry - Sec IV
5. Analytic Geometry -Sec
IV & V
6. Number Theory. Sec V
&VI
7. More Calculus Sec V
& VI
8. Complex Numbers Sec
II to VI
9. Qc Maths Education
10. Secondary IV(?) math
11.Real
Analysis College level
12. LaTeX2HotEqn College level
13. Electric Circuits Etc
Sec IV+
14 Français - Sec III +
15. www.whyslopes.com Entrance
Level Pages:
This Calculus Preview and Chapters 2 to 6 in Volume 3 offer lessons to make the hard easier at the start of calculus, or to provide a context for the study of slopes and factored polynomials before calculus.
Your IP
Address &
how to use it
Three Links for Teachers:
(i) First
Year High School Math - Lesson Plans with Fraction Focus
(ii) Second
Year High School Math - Lesson Plans with an algebra focus
(iii) Algebra Lesson
Plans
Parents: Site Area Helping Your Child or Teen Learn covers 1. Speaking Skills, 2. Reading & Writing, 3. Preparing for Science, 4. Math Work Books, 5.Books for Parents, 6. Mathematics for ages 6 to 14, 7. Having Patience -you'll need it. Chaperone your sons and daughters through jumpMath workbooks for grades 3 to 8 along side site lessons for grades 7 to college and material elsewhere. Parents and teachers need to say no for small things of little consequence to build and maintain authority to say no for larger matters. Parental authority: use it or lose it, but do not abuse it.
Lesson Plans and lessons
Secondary I - fractions
& allied concepts (decimals, percentages)
Secondary II - Algebra (arithmetic versus algebraic methods, backward
use of formulas and proportionality equations)
Secondary III - to come(?)
Secondary IV - Functions to Trig & Statistics
Algebra Lesson Notes & Ideas for All levels
On the Education of Mathematics Education Professors
Postscript: May 14th, 2006
Are calculus phobic Mathematics Education Professors to blame for several hundred or a thousand hours of mathematics instruction in pirimary and secondary schools which fail to prepare students for college mathematics, which fail to give students an efficient fraction skills and sense? Just as we specify the minimal mathematics background of future secondary school teachers, should we specify the minimal subject skill and knowledge of Mathematics Education Professors.
In the present dark ages of mathematics instruction, Professors of Mathematics Education have not emphasized the needs of college mathematics or calculus in the training of primary school and high school teachers, and in the design and exposition of high school mathematics textbooks. Thus many students graduate from primary school and even high school without efficient fraction sense and skills, and several hundred to a thousand hours of mathematics instruction time come to naught, less than expected, and may be written off as a contribution to the education of many students. Site books and further site areas point to remedies for self-application by students, teachers and Professors of Mathematics Education. Professors of mathematics education should teach first courses in differential and integral calculus fully in order to know what calculus-driven standards need to be emphasized in the mathematical formation of primary and secondary school teachers, and of students in general.
Professors of Mathematics Education should take note of earlier difficulties in mathematics, the introduction and development of the shorthand algebraic way of writing and reasoning in mathematics, and the inclusion of too many topics and directions in course design which continue today. Professors of Mathematics education need to read and correct textbooks in the student catch basins of their universities, or they need to ask mathematics professors in their college or university to perform this task for the sake of quality and perhaps a leaner exposition of mathematics based on the needs of calculus and before the elementary application of numbers with measures and masses - two focuses for mathematics learning and teaching. Here again mathematicians should be included so that key skills and topics are emphasized and the logical need for some topics questioned. Many college calculus instructors limit or disallow the use of calculators because its ease of use and ill-use sabotages the intellectual component of mathematics.
Professors of mathematics education who are calculus phobic should be extremely rare or non-existence in Education Colleges and Faculties. How common are they?
1B, Mathematics Curriculum Notes, Chapters 1 to 12
Chapter 11: Primary School Mathematics
-Inductive principles for course design & delivery require a clear description of where and how skills and concepts may rest on earlier ones, so that difficulties may be explained and remedied by looking for what was missed or forgotten in earlier studies.
Mathematics is a demanding subject. All errors in notation and comprehension need to be identified and corrected. In reading, spelling and writing, students have to learn all the letters in the alphabet, not just some. and memorize spelling. Anything less implies difficulty.
Likewise in mathematics, students have to master key skills and concepts, one at a time and one after another. Anything less implies difficulty.
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