Essay on relation of mathematics with other subjects

With that premise, the remaining themes emphasize implications for various components of the educational system. The Roles of Standards and Assessments highlights the roles of standards and assessments in maintaining and also changing a vision of mathematics education. Curricular Considerations explores ways of designing curricula that attend to the needs of a diverse citizenry. Finally, Implications for Teaching and Teacher Education underscores the background and support teachers must have to respond to the needs of today's students.

Many of the issues raised by these essays are quite complex; no single essay provides a definitive resolution for any of these issues, and in fact, on some matters, some of the essayists disagree. Collectively, these essays point toward a vision of mathematics education that simultaneously considers the needs of all students.

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High School Mathematics at Work , however, unlike many documents produced by the National Research Council, is not a consensus document. The intent of this document is to point out some mathematical possibilities that are provided by today's world and to discuss some of the issues involved—not to resolve the issues, but to put forward some individual and personal perspectives that may contribute to the discussion. Under each theme, the essays are accompanied by several tasks that illustrate some of the points raised in those essays, though many of the tasks could appropriately fit under several of the themes.

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The tasks serve as examples of where today's world can provide good contexts for good mathematics. They never were intended to represent, or even suggest, a full menu of high school mathematics. They provide possibilities for teaching. They exemplify central mathematical ideas and simultaneously convey the explanatory power of mathematics to help us make sense of the world around us. This book offers an existence proof: one can make connections between typical high school mathematics content and important problems from our everyday lives. And, it makes an important point: that the mathematics we learn in the classroom can and should help us to deal with the situations we encounter in our everyday lives.

But High School Mathematics at Work is not only about relevance and utility.

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The mathematics involved is often generalizable; it often has aesthetic value, too. Mathematics can be beautiful, powerful, and useful. We hope you will discover all three of these virtues in some of the examples. Rather, it suggests that tasks like these can provide meaningful contexts for important mathematics we already teach, including both well-established topics such as exponential growth and proportional reasoning, as well as more recent additions to the curriculum, such as data analysis and statistics. Collectively, these essays and tasks explore how mathematics supports careers that are both high in stature and widely in demand.

By suggesting ways that mathematics education can be structured to serve the needs of all students, the Mathematical Sciences Education Board MSEB hopes to initiate, inform, and invigorate discussions of how and what might be taught to whom.

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To this end, High School Mathematics at Work is appropriate for a broad audience, including teachers, teacher educators, college faculty, parents, mathematicians, curriculum designers, superintendents, school board members, and policy makers—in short, anyone interested in mathematics education. For those who teach mathematics, the essays might provide new ways of thinking about teaching and learning; the tasks might provide ideas for the classroom.

For parents, this book can give a sense of how mathematics can be powerful, useful, beautiful, meaningful, and relevant for students. And for those who influence educational policy, this book might motivate a search for curricula with these virtues. As with all of the recent published work of the MSEB, High School Mathematics at Work is meant to be shared by all who care about the future of mathematics education, to serve as a stimulus for further discussion, planning, and action. All those who contributed to this report would be delighted if teachers gave copies to school board members, college faculty gave copies to deans, curriculum developers gave copies to publishers, employers gave copies to policy makers, and so on.

Only through continued, broad-based discussion of curricular issues can we implement change and raise our expectations of what students know and are able to do.

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National Research Council. Mathematical preparation of the technical work force. Preparing for the 21st century: The education imperative. Schmidt, W. A splintered vision: An investigation of U. 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.

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  8. 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.

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    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.

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    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.

    Based on feedback from you, our users, we've made some improvements that make it easier than ever to read thousands of publications on our website. Jump up to the previous page or down to the next one. Also, you can type in a page number and press Enter to go directly to that page in the book. Switch between the Original Pages , where you can read the report as it appeared in print, and Text Pages for the web version, where you can highlight and search the text. To search the entire text of this book, type in your search term here and press Enter.

    Agriculture specialists are required to do these conversions quickly and accurately. The agriculture community uses numbers to describe and grade seeds. Weights of seeds are generally expressed in terms of bushels. Seeds are graded using numbers as well. For example, spring wheat can be given a grade of 1, 2, 3, 4, or feed.

    Durum can be given a grade of 1, 2, 3, 4, 5, or feed. Barley can only be given a grade of 1, 2, or feed. In order for peas to be edible, they need a grade of 2 or better. In the case of durum, an HVK hard vitreous kernels measurement is one of the determining factors of a grade. HVK is a percentage measurement of hardness, which is examined by natural translucency, in a 25g sample. Elevators have a special scale that gives a measurement of HVK percentage.

    All of these number systems are used to categorize seeds. Theses numbers are determinants for grain pricing and are extremely valuable or producers and consumers. Estimation is an important concept for farmers. Much of farming is unpredictable, due to weather reliance and grain markets. Farmers try to estimate the yield of a certain field of grain. To do this, farmers pick a plant and count how many seeds are on the head.

    By looking at the square footage of a field and estimating the number of heads, farmers can find an approximation of the yield. It can be very difficult to estimate crop yields and sometimes, professional estimates are very inaccurate. Farmers will also estimate elements of time. They know approximately how many hours they will need to seed and harvest and can plan accordingly. These estimates of time are based on crop types and machine availability, as well as human resources.

    Farmers consider past trends of weather and moisture conditions to decide when to start seeding. Furthermore, farmers can estimate the time remaining until harvest by calculating growing degree days. This is the measurement of heat units needed by the plant to reach its full maturity. It also accounts for the ripening of the crop.

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    An approximation is made of how many days remain until the crop is ready to be harvested. Some processes affect this calculation such as desiccating the crop, and can change the number of growing degree days. Farmers need to consider all aspects of their farming operation in order to make it successful.

    Farmers create mathematical systems of equations and inequalities to help them make decisions about which crops to plant in which fields. This system of organization is commonly referred to as linear programming. Livestock producers also use linear programming when making feed for cattle.