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Book
x, 163 pages : illustrations (some color) ; 24 cm
To help students communicate their mathematical thinking, many teachers have created classrooms where math talk has become a successful and joyful instructional practice. Building on that success, the ideas in Why Write in Math Class? help students construct, explore, represent, refine, connect, and reflect on mathematical ideas. Writing also provides teachers with a window into each student's thinking and informs instructional decisions. Focusing on five types of writing in math (exploratory, explanatory, argumentative, creative, and reflective), Why Write in Math Class? offers a variety of ways to integrate writing into the math class. The ideas in this book will help you make connections to what you already know about the teaching of writing within literacy instruction and build on what you've learned about the development of classroom communities that support math talk. The authors offer practical advice about how to support writing in math, as well as many specific examples of writing prompts and tasks that require high-cognitive demand. Extensive stories and samples of student work from K-5 classrooms give a vision of how writing in math class can successfully unfold.
(source: Nielsen Book Data)9781625311603 20180611
Education Library (Cubberley)
Book
xi, 164 pages : illustrations ; 23 cm
Offering expertise in the teaching of writing (Kim Jaxon) and the teaching of science (Leslie Atkins Elliott and Irene Salter), this book will help instructors create classrooms in which students use writing to learn and think scientifically. The authors provide concrete approaches for engaging students in practices that mirror the work that writing plays in the development and dissemination of scientific ideas, as opposed to replicating the polished academic writing of research scientists. Addressing a range of genres that can help students deepen their scientific reasoning and inquiry, this text includes activities, guidelines, resources, and assessment suggestions. Composing Science is a valuable resource for university-level science faculty, science methods course instructors in teacher preparation programs, and secondary science teachers who have been asked to address the Common Core ELA Standards.
(source: Nielsen Book Data)9780807758069 20170117
Education Library (Cubberley)
Book
1 online resource (321 pages) : illustrations.
  • Chemical Information Literacy: A Brief History and Current Practices / Currano, Judith N. / <a href="http://dx.doi.org/10.1021/bk-2016-1232.ch001 --">http://dx.doi.org/10.1021/bk-2016-1232.ch001 --</a> Building Data and Information Literacy in the Undergraduate Chemistry Curriculum / Shorish, Yasmeen; Reisner, Barbara A. / <a href="http://dx.doi.org/10.1021/bk-2016-1232.ch002 --">http://dx.doi.org/10.1021/bk-2016-1232.ch002 --</a> Teaching Chemical Safety and Information Skills Using Risk Assessment / Sigmann, Samuella B., A. R. Smith Department of Chemistry, Appalachian State University, Boone, North Carolina 28608, United States; McEwen, Leah R., Physical Sciences Library, Cornell University, Ithaca, New York 14853, United States / <a href="http://dx.doi.org/10.1021/bk-2016-1232.ch003 --">http://dx.doi.org/10.1021/bk-2016-1232.ch003 --</a> Is It Scholarly?: A Lesson Plan for Collaborative Chemistry Information Literacy / Harvey, Barbara C. / <a href="http://dx.doi.org/10.1021/bk-2016-1232.ch004 --">http://dx.doi.org/10.1021/bk-2016-1232.ch004 --</a> Chemistry in Context: Integrating Chemical Information Literacy, Scientific Writing, and Contemporary Issues in the First-Year Undergraduate Curriculum / Brydges, Stacey / <a href="http://dx.doi.org/10.1021/bk-2016-1232.ch005 --">http://dx.doi.org/10.1021/bk-2016-1232.ch005 --</a> Incorporating Chemical Information Literacy into Large Organic Chemistry Classes through the Laboratory / Hess, Kathleen M., Department of Chemistry, Brown University, Box H, 324 Brook Street, Providence, Rhode Island 02912-9019, United States; Pedersen, Lee A., Duluth, Minnesota 55806, United States / <a href="http://dx.doi.org/10.1021/bk-2016-1232.ch006 --">http://dx.doi.org/10.1021/bk-2016-1232.ch006 --</a> Integrating Information Literacy and Research Strategies into a Sophomore Chemistry Course: A New Collaboration / Owens, Ruth M., F. Franklin Moon Library, SUNY College of Environmental Science and Forestry, 1 Forestry Drive, Syracuse, New York 13210, United States; Stipanovic, Arthur J., Department of Chemistry, SUNY College of Environmental Science and Forestry, 1 Forestry Drive, Syracuse, New York 13210, United States; Teece, Mark A., Department of Chemistry, SUNY College of Environmental Science and Forestry, 1 Forestry Drive, Syracuse, New York 13210, United States / <a href="http://dx.doi.org/10.1021/bk-2016-1232.ch007 --">http://dx.doi.org/10.1021/bk-2016-1232.ch007 --</a> Reading, Writing, and Peer Review: Engaging With Chemical Literature in a 200-Level Analytical Chemistry Course / Ricker, Alison S., Science Library, Oberlin College, Oberlin, Ohio 44074, United States; Whelan, Rebecca J., Chemistry and Biochemistry Department, Oberlin College, Oberlin, Ohio 44074, United States / <a href="http://dx.doi.org/10.1021/bk-2016-1232.ch008 --">http://dx.doi.org/10.1021/bk-2016-1232.ch008 --</a> Research Strategy for Searching the Literature More Effectively / Miller, Thurston, Hesburgh Libraries, University of Notre Dame, Notre Dame, Indiana 46556, United States; Fleming, Kathleen, Edwardsburg, Michigan 49112, United States / <a href="http://dx.doi.org/10.1021/bk-2016-1232.ch009 --">http://dx.doi.org/10.1021/bk-2016-1232.ch009 --</a> Learning through Two Lenses: An Analysis of Chemistry Students’ Information Literacy Skills / Trogden, Bridget G., Chemistry Department, Mercer University, 1501 Mercer University Drive, Macon, Georgia 31207, United States; Gratz, Amy E., Jack Tarver Library, Mercer University, 1501 Mercer University Drive, Macon, Georgia 31207, United States; Timms, Geoffrey P., Marine Resources Library, College of Charleston, P.O. Box 12559, Charleston, South Carolina 29422, United States / <a href="http://dx.doi.org/10.1021/bk-2016-1232.ch010 --">http://dx.doi.org/10.1021/bk-2016-1232.ch010 --</a> Chemistry and Information Literacy for Informed Citizens: Creating and Implementing a Chemistry Research Assignment Using News Media / Waddell, Myra / <a href="http://dx.doi.org/10.1021/bk-2016-1232.ch011 --">http://dx.doi.org/10.1021/bk-2016-1232.ch011 --</a> Teaching Climate Change Concepts and the Nature of Science: A Library Activity To Identify Sources of Climate Change Misconceptions / Lovitt, Charity Flener, School of Science, Technology, Engineering, and Mathematics, University of Washington Bothell, Bothell, Washington 98011, United States; Shuyler, Kristen, James Madison University Libraries and Educational Technologies, James Madison University, Harrisonburg, Virginia 22807, United States / <a href="http://dx.doi.org/10.1021/bk-2016-1232.ch012 --">http://dx.doi.org/10.1021/bk-2016-1232.ch012 --</a> Improving Information Literacy through Wikipedia Editing in the Chemistry Classroom: Lessons Learned / Li, Ye, Shapiro Science Library, University of Michigan, Ann Arbor, Michigan 48109, United States; Lovitt, Charity Flener, School of Science, Technology, Engineering, and Mathematics, University of Washington Bothell, Bothell, Washington 98011, United States; McNeil, Anne, Department of Chemistry and Macromolecular Science and Engineering Program, University of Michigan, Ann Arbor, Michigan 48109, United States; Shuyler, Kristen, James Madison University Libraries and Educational Technologies, James Madison University, Harrisonburg, Virginia 22807, United States / <a href="http://dx.doi.org/10.1021/bk-2016-1232.ch013 --">http://dx.doi.org/10.1021/bk-2016-1232.ch013 --</a> Debunking Pseudoscience: A Video Project To Promote Critical Thinking About Scientific Information in a General Chemistry Course / Kabrhel, James E. / <a href="http://dx.doi.org/10.1021/bk-2016-1232.ch014 --">http://dx.doi.org/10.1021/bk-2016-1232.ch014 --</a> Student Engagement Through Writing: An Undergraduate e-Journal Project / Thomas, Daniel F., Department of Chemistry, University of Guelph, Guelph, Ontario N1G 2W1, Canada; Pritchard, Peggy A., University Library, University of Guelph, Guelph, Ontario N1G 2W1, Canada / <a href="http://dx.doi.org/10.1021/bk-2016-1232.ch015 --">http://dx.doi.org/10.1021/bk-2016-1232.ch015 --</a> Editors’ Biographies / <a href="http://dx.doi.org/10.1021/bk-2016-1232.ot001">http://dx.doi.org/10.1021/bk-2016-1232.ot001</a>
Reviews the current state of information literacy in chemistry and provide concrete examples of assignments and interventions aimed at teaching information literacy skills in chemistry curricula.
(source: Nielsen Book Data)9780841231757 20180213
Book
1 online resource : text file, PDF.
  • AN INTRODUCTION AND OVERVIEW IN PROJECT MANAGEMENT FOR RESEARCHDefining project management for researchIntroductionTypes of researchPM definedPM knowledge areas applied to researchApplicability of PM to graduate research managementProject closeout and lessons learnedConclusionReferencesPersonal aspects of graduate educationWhat is graduate education?Grad school is just undergrad version 2.0, right?So, the thesis/dissertation is just a big paper, right?Is graduate education the right fit for you?Career goalsCurrent job marketLevel of experienceWhat should I look for in a graduate program?Create variety in your educationIndustry pathAcademic pathWhich school/program do I choose?PREPLANNING AND EXPLORATION: WHAT DO YOU PLAN TO DO?Choosing your research topicHow do I find a research topic?How do I identify a research gap?Additional considerations when selecting a research topicDefining your research question: What is the right scope?How can I make the most of my coursework?Choosing your advisor and committeeHow do I select a research advisor?How do I select the committee members?Research questionWhat is a research question?Operationalizing variablesWhat are investigative questions?What are pseudo-investigative questions?Using investigative questions and pseudo-investigative questions to create a research planPLANNING: MAKING A SCHEDULE AND GETTING ORGANIZED!SchedulingWhy schedule?But, before you beginTwo types of scheduling: Forward or backward?Consider scaleMilestone schedules and the work breakdown structureMilestone schedulingWork breakdown structureGraphically charting your scheduleGantt chartThe critical pathNetwork diagrammingOrganizationOrganize what and organize how?The research itselfLiterature search articlesCitations: Organizing information about informationOrganizing your spaces: Virtual space and physical spacePhysical spaceVirtual spacePROJECT EXECUTION AND CONTROLTime managementHow is time management different for a graduate student?If everything is important, then nothing is importantKeep your focus on Quadrant II: Important, but not urgent tasksA strategy for your time managementEvaluate your current time managementDevelop a comprehensive calendar/personal organizational systemMake time to manage your time: The 30/10 ruleIdentify and eliminate your major time wastersNeed to spend time at meetings?First things firstOdds and ends to contribute to your time management strategyReferenceOn the personal aspects of researchStudent typologyAn orientation toward classwork: The classwork typesAn orientation toward research: The research typesClasswork types versus research types: Leveraging strengths and avoiding pitfallsLeveraging strengthsThe pitfalls and how to avoid themPersonal skills and qualitiesDealing with the stress of researchDealing with failureManaging your research advisorEffective student-advisor consultationResolving conflictsMy advisor's instructions are too vague. How do I deal with this?How do I manage my advisor's expectations of me?What should I expect from my advisor? How do I communicate my expectations?My advisor is really busy. What do I do if my advisor doesn't have enough time for me?What do I do if I am not getting timely feedbacks?What do I do if the feedback I am getting is not sufficient?Is my research topic growing? How do I fend off new requirements?What do I do if my advisor keeps changing my topic?How do I tell my advisor that I can't finish my work on the current schedule?What do I do if my advisor is causing delays in my schedule?How do I ask for resources?How do I manage conflicts between committee members and/or my advisor?When do I need to find a new advisor?ConclusionPROJECT PHASE-OUT: WHEN IS RESEARCH COMPLETE?Communicating your workOrdinary report versus technical paperGuidelines for technical reportsSuggested report formatStages of the reportProgress reportUse of figures and tablesUse of appendicesUse of computer materialsMiscellaneous report attributesWriting diagnosticsGuidelines for technical reviewSelling your research (figuratively)Participative approachEffective use of timeMajor components of technical communicationPresentation stylePresentation managementManagement of group presentationsCommunication through publishingManaging poster presentationsImportance of publishing your workConclusionReferenceAppendices50 ways to improve your research projectHow to get topic approvalResearch proposal evaluation checklistBenefits of industry-sponsored researchSample three-semester master's thesis scheduleSample work breakdown structureSample thesis outlineTips for literature reviewResearch methodologies and strategiesSample methodology phasingSample methodology section of research proposal presentationGuidelines for creating an academic posterProject-relevant quotesConversion factors and expressionsGlossary of project management terms.
  • (source: Nielsen Book Data)9781482299120 20171218
Graduate research is a complicated process, which many undergraduate students aspire to undertake. The complexity of the process can lead to failures for even the most brilliant students. Success at the graduate research level requires not only a high level of intellectual ability but also a high level of project management skills. Unfortunately, many graduate students have trouble planning and implementing their research. Project Management for Research: A Guide for Graduate Students reflects the needs of today's graduate students. All graduate students need mentoring and management guidance that has little to do with their actual classroom performance. Graduate students do a better job with their research programs if a self-paced guide is available to them. This book provides such a guide. It covers topics ranging from how to select an appropriate research problem to how to schedule and execute research tasks. The authors take a project management approach to planning and implementing graduate research in any discipline. They use a conversational tone to address the individual graduate student. This book helps graduate students and advisors answer most of the basic questions of conducting and presenting graduate research, thereby alleviating frustration on the part of both student and advisor. It presents specific guidelines and examples throughout the text along with more detailed examples in reader-friendly appendices at the end. By being more organized and prepared to handle basic research management functions, graduate students, along with their advisors, will have more time for actual intellectual mentoring and knowledge transfer, resulting in a more rewarding research experience.
(source: Nielsen Book Data)9781482299120 20171218
Book
viii, 212 pages : illustrations ; 25 cm.
  • 1. Acknowledgments-- 2. Introduction, aims and scope-- 3. Lexical bundles in native and non-native scientific writing-- 4. Theory and applications of phraseology and lexical bundles-- 5. Investigating lexical bundles in biomedical research writing-- 6. Target bundles: Frequency, structure and functions-- 7. Target bundles in non-native expert scientific writing-- 8. Part 2-- 9. Pedagogical applications of the study-- 10. Pedagogical utility of the list of target bundles-- 11. Specific activities for the teaching of lexical bundles in scientific discourse-- 12. Conclusions and recommendations-- 13. References-- 14. Index.
  • (source: Nielsen Book Data)9789027203731 20160617
This book presents an investigation of lexical bundles in native and non-native scientific writing in English, whose aim is to produce a frequency-derived, statistically- and qualitatively-refined list of the most pedagogically useful lexical bundles in scientific prose: one that can be sorted and filtered by frequency, key word, structure and function, and includes contextual information such as variations, authentic examples and usage notes. The first part of the volumediscusses the creation of this list based on a multimillion-word corpus of biomedical research writing and reveals the structure and functions of lexical bundles and their role in effective scientific communication. A comparative analysis of a non-native corpus highlights non-native scientists' difficulties in employing lexical bundles. The second part of the volume explores pedagogical applications and provides a series of teaching activities that illustrate how EAP teachers or materials designers can use the list of lexical bundles in their practice.
(source: Nielsen Book Data)9789027203731 20160617
Green Library
Book
1 online resource (222 pages) : illustrations.
  • 1. Acknowledgments-- 2. Introduction, aims and scope-- 3. Lexical bundles in native and non-native scientific writing-- 4. Theory and applications of phraseology and lexical bundles-- 5. Investigating lexical bundles in biomedical research writing-- 6. Target bundles: Frequency, structure and functions-- 7. Target bundles in non-native expert scientific writing-- 8. Part 2-- 9. Pedagogical applications of the study-- 10. Pedagogical utility of the list of target bundles-- 11. Specific activities for the teaching of lexical bundles in scientific discourse-- 12. Conclusions and recommendations-- 13. References-- 14. Index.
  • (source: Nielsen Book Data)9789027269522 20180530
This book presents an investigation of lexical bundles in native and non-native scientific writing in English, whose aim is to produce a frequency-derived, statistically- and qualitatively-refined list of the most pedagogically useful lexical bundles in scientific prose: one that can be sorted and filtered by frequency, key word, structure and function, and includes contextual information such as variations, authentic examples and usage notes. The first part of the volumediscusses the creation of this list based on a multimillion-word corpus of biomedical research writing and reveals the structure and functions of lexical bundles and their role in effective scientific communication. A comparative analysis of a non-native corpus highlights non-native scientists' difficulties in employing lexical bundles. The second part of the volume explores pedagogical applications and provides a series of teaching activities that illustrate how EAP teachers or materials designers can use the list of lexical bundles in their practice.
(source: Nielsen Book Data)9789027269522 20180530
Book
xiii, 376 p.
dx.doi.org SpringerLink
Book
vi, 122 p. : ill. ; 25 cm.
  • Thinking about your writing -- Writing about your thinking -- Thinking and writing beyond the scientific article.
  • (source: Nielsen Book Data)9780643100466 20160605
Telling people about research is just as important as doing it. But many researchers, who, in all other respects, are competent scientists, are afraid of writing. They are wary of the unwritten rules, the unspoken dogma and the inexplicably complex style, all of which seem to pervade conventional thinking about scientific writing. This book has been written to expose these phantoms as largely smoke and mirrors, and replace them with principles that make communicating research easier and encourage researchers to write confidently. As one senior scientist observed, 'This book not only made me a better writer; it made me a better scientist'.
(source: Nielsen Book Data)9780643100466 20160605
Marine Biology Library (Miller), SAL3 (off-campus storage)
Book
vii, 288 p. : ill.
  • Teaching approaches: introducing intercultural communication to classroom situations : an integrated framework for teaching international communication / Yvonne Cleary
  • Seeing difference: teaching intercultural communication through visual rhetoric / Charles Kostelnick
  • Technical communication in india: through the lens of intercultural rhetoric / Poornima Padmanabhan
  • Globalizing the technical communications classroom: killing two birds with one stone / Emily A. Thrush and Angela Thevenot
  • Curricular perspectives: designing and developing courses and programs in intercultural communication : incorporating "shock and aha!" into curriculum design: internationalizing technical communication courses / Shelley L. Smith and Victoria M. Mikelonis
  • Teaching technical communication to american students in a study-abroad program / Deborah C. Andrews and Brent Henze
  • Global revisions: (re)thinking the future of technical and professional communication competencies / James Melton
  • Teaching technical communication in france: challenges and prospects / Dacia Dressen-Hammouda
  • Teaching technical communication in india / Makarand (Mak) Pandit
  • Connecting instruction to professional practices: merging the workplace with the classroom : between the lines: reading contextually in the international internship / Lyn F. Gattis
  • Iso standards and cross-cultural communication: materials for teachers / Thomas L. Warren
  • Technical communication in israel: training for the bleeding edge / Leah Guren
  • An overview of technical communication education in new zealand / Richard Draper.
Book
xv, 241 p. : ill. ; 24 cm.
This collection of essays focuses on both how and why assessment serves as a key element in the teaching and practice of technical and professional communication. The collection is organized to form a dual approach: on the one hand, it offers a landscape view of the activities involved in assessment - examining how it works at institutional, program, and classroom levels; on the other, it surveys the implications of using assessment for formulating, maintaining, and extending the teaching and practice of technical communication. The book offers teachers, students, scholars, and practitioners alike evidence of the increasingly valuable role of assessment in the field, as it supports and enriches our thinking and practice. No other volume has addressed the demands of and the expectations for assessment in technical communication. Consequently, the book has two key goals. The first is to be as inclusive as is feasible for its size, demonstrating the global operation of assessment in the field. For this reason, descriptions of assessment practice lead to examinations of some key feature of the landscape captured by the term 'technical communication'. The second goal is to retain the public and cooperative approach that has characterized technical communication from the beginning. To achieve this, the book represents a 'conversation', with contributors chosen from among practicing, highly active technical communication teachers and scholars; and the chapters set up pairs of opening statement and following response. The overriding purpose of the volume, therefore, is to invite the whole community into the conversation about assessment in technical communication.
(source: Nielsen Book Data)9780895033796 20160603
Engineering Library (Terman)
Book
xv, 241 p. : ill.
Book
1 online resource (339 pages) : illustrations.
Book
1 online resource (339 pages) : illustrations.
Book
viii, 231 p. : ill. ; 23 cm.
  • The secret origins of writing centers
  • Writing in the science laboratory: opportunities lost
  • The writing of school science
  • The two poles of writing lab history: Minnesota and Dartmouth
  • Project English and the quest for federal funding
  • Drawing to learn science: lessons of Agassiz
  • The laboratory in theory: from mental discipline to situated learning
  • The laboratory in practice: a study of a biological engineering class.
This title offers ideas of reform to educators in writing studies and science. "The Idea of a Writing Laboratory" is a book about possibilities, about teaching and learning to write in ways that can transform both teachers and students. Author Neal Lerner explores higher education's rich history of writing instruction in classrooms, writing centers, and science laboratories. By tracing the roots of writing and science educators' recognition that the method of the lab - hands-on student activity - is essential to learning, Lerner offers the hope that the idea of a writing laboratory will be fully realized more than a century after both fields began the experiment. Beginning in the late nineteenth century, writing instructors and science teachers recognized that mass instruction was inadequate for a burgeoning, 'nontraditional' student population, and that experimental or laboratory methods could prove to be more effective. Lerner traces the history of writing instruction via laboratory methods and examines its successes and failures through case studies of individual programs and larger reform initiatives. Contrasting the University of Minnesota General College Writing Laboratory with the Dartmouth College Writing Clinic, for example, Lerner offers a cautionary tale of the fine line between experimenting with teaching students to write and 'curing' the students of the disease of bad writing. The history of writing within science education also wends its way through Lerner's engaging work, presenting the pedagogical origins of laboratory methods to offer educators in science, in addition to those in writing studies, possibilities for long-sought after reform. "The Idea of a Writing Laboratory" compels readers and writers to 'don those white coats and safety glasses and discover what works' and asserts that 'teaching writing as an experiment in what is possible, as a way of offering meaning-making opportunities for students no matter the subject matter, is an endeavor worth the struggle'.
(source: Nielsen Book Data)9780809329144 20160605
Education Library (Cubberley)
Book
viii, 231 p. : ill.
  • The secret origins of writing centers
  • Writing in the science laboratory: opportunities lost
  • The writing of school science
  • The two poles of writing lab history: the cases of Minnesota and Dartmouth
  • Project English and the quest for federal funding
  • Drawing to learn science: lessons of Agassiz
  • The laboratory in theory: from mental discipline to situated learning
  • The laboratory in practice: a study of a biological engineering class.
Book
x, 182 p. : ill ; 28 cm.
Education Library (Cubberley)
Book
1 online resource (415 pages)
  • Preface 1 The How, When, and Why of Mathematics Spotlight: George Polya Tips on Doing Homework 2 Logically Speaking 3 Introducing the Contrapositive and Converse 4 Set Notation and Quantifiers Tips on Quantification 5 Proof Techniques Tips on Definitions 6 Sets Spotlight: Paradoxes 7 Operations on Sets 8 More on Operations on Sets 9 The Power Set and the Cartesian Product Tips on Writing Mathematics 10 Relations Tips on Reading Mathematics 11 Partitions Tips on Putting It All Together 12 Order in the Reals Tips: You Solved it. Now What? 13 Functions, Domain, and Range Spotlight: The Definition of Function 14 Functions, One-to-one, and Onto 15 Inverses 16 Images and Inverse Images Spotlight: Minimum or Infimum 17 Mathematical Induction 18 Sequences 19 Convergence of Sequences of Real Numbers 20 Equivalent Sets 21 Finite Sets and an Infinite Set 22 Countable and Uncountable Sets 23 Metric Spaces 24 Getting to Know Open and Closed Sets 25 Modular Arithmetic 26 Fermat's Little Theorem Spotlight: Public and Secret Research 27 Projects Tips on Talking about Mathematics 27.1 Picture Proofs 27.2 The Best Number of All 27.3 Set Constructions 27.4 Rational and Irrational Numbers 27.5 Irrationality of $e$ and $\pi $ 27.6 When does $f^{-1} = 1/f$? 27.7 Pascal's Triangle 27.8 The Cantor Set 27.9 The Cauchy-Bunyakovsky-Schwarz Inequality 27.10 Algebraic Numbers 27.11 The RSA Code Spotlight: Hilbert's Seventh Problem 28 Appendix 28.1 Algebraic Properties of $\@mathbb {R}$ 28.2 Order Properties of $\@mathbb {R}$ 28.3 Polya's List References Index.
  • (source: Nielsen Book Data)9780387008349 20180521
This book, which is based on Polya's method of problem solving, aids students in their transition from calculus (or precalculus) to higher-level mathematics. The book begins by providing a great deal of guidance on how to approach definitions, examples, and theorems in mathematics. It ends by providing projects for independent study. Students will follow Polya's four step process: learn to understand the problem; devise a plan to solve the problem; carry out that plan; and look back and check what the results told them. Special emphasis is placed on reading carefully and writing well. The authors have included a wide variety of examples, exercises with solutions, problems, and over 40 illustrations, chosen to emphasize these goals. Historical connections are made throughout the text, and students are encouraged to use the rather extensive bibliography to begin making connections of their own. While standard texts in this area prepare students for future courses in algebra, this book also includes chapters on sequences, convergence, and metric spaces for those wanting to bridge the gap between the standard course in calculus and one in analysis.
(source: Nielsen Book Data)9780387008349 20180521
Book
xvi, 395 p. : ill. ; 24 cm.
  • Preface 1 The How, When, and Why of Mathematics Spotlight: George Polya Tips on Doing Homework 2 Logically Speaking 3 Introducing the Contrapositive and Converse 4 Set Notation and Quantifiers Tips on Quantification 5 Proof Techniques Tips on Definitions 6 Sets Spotlight: Paradoxes 7 Operations on Sets 8 More on Operations on Sets 9 The Power Set and the Cartesian Product Tips on Writing Mathematics 10 Relations Tips on Reading Mathematics 11 Partitions Tips on Putting It All Together 12 Order in the Reals Tips: You Solved it. Now What? 13 Functions, Domain, and Range Spotlight: The Definition of Function 14 Functions, One-to-one, and Onto 15 Inverses 16 Images and Inverse Images Spotlight: Minimum or Infimum 17 Mathematical Induction 18 Sequences 19 Convergence of Sequences of Real Numbers 20 Equivalent Sets 21 Finite Sets and an Infinite Set 22 Countable and Uncountable Sets 23 Metric Spaces 24 Getting to Know Open and Closed Sets 25 Modular Arithmetic 26 Fermat's Little Theorem Spotlight: Public and Secret Research 27 Projects Tips on Talking about Mathematics 27.1 Picture Proofs 27.2 The Best Number of All 27.3 Set Constructions 27.4 Rational and Irrational Numbers 27.5 Irrationality of $e$ and $\pi $ 27.6 When does $f^{-1} = 1/f$? 27.7 Pascal's Triangle 27.8 The Cantor Set 27.9 The Cauchy-Bunyakovsky-Schwarz Inequality 27.10 Algebraic Numbers 27.11 The RSA Code Spotlight: Hilbert's Seventh Problem 28 Appendix 28.1 Algebraic Properties of $\@mathbb {R}$ 28.2 Order Properties of $\@mathbb {R}$ 28.3 Polya's List References Index.
  • (source: Nielsen Book Data)9780387008349 20180521
This book, which is based on Polya's method of problem solving, aids students in their transition from calculus (or precalculus) to higher-level mathematics. The book begins by providing a great deal of guidance on how to approach definitions, examples, and theorems in mathematics. It ends by providing projects for independent study. Students will follow Polya's four step process: learn to understand the problem; devise a plan to solve the problem; carry out that plan; and look back and check what the results told them. Special emphasis is placed on reading carefully and writing well. The authors have included a wide variety of examples, exercises with solutions, problems, and over 40 illustrations, chosen to emphasize these goals. Historical connections are made throughout the text, and students are encouraged to use the rather extensive bibliography to begin making connections of their own. While standard texts in this area prepare students for future courses in algebra, this book also includes chapters on sequences, convergence, and metric spaces for those wanting to bridge the gap between the standard course in calculus and one in analysis.
(source: Nielsen Book Data)9780387008349 20180521
SAL3 (off-campus storage)
Book
vii, 152 p. : ill. ; 24 cm.
  • Acknowledgements Introduction the importance of language in science education Looking at the language of science Talk of the classroom language interactions between teachers and pupils Learning from reading Writing for learning in science Discussion in school science learning science through talking Writing text for learning science Practical ploys for the classroom Last thoughts... References Appendix Index.
  • (source: Nielsen Book Data)9780335205998 20160527
Science in secondary schools has tended to be viewed mainly as a 'practical subject', and language and literacy in science education have been neglected. But learning the language of science is a major part of science education: every science lesson is a language lesson, and language is a major barrier to most school students in learning science. This accessible book explores the main difficulties in the language of science and examines practical ways to aid students in retaining, understanding, reading, speaking and writing scientific language.
(source: Nielsen Book Data)9780335205998 20160527
Education Library (Cubberley)

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