Mathematical Biology
These are my lecture notes for a course I teach on mathematical biology at the Hong Kong University of Science & Technology. My main emphasis is on mathematical modeling, with biology the sole application area.
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Mathematical Aspects/Derivation of Histogram Equalization
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Children Play - The Foundation for Mathematical Learning
Children acquire mathematical concepts from games such as rope, dice and cards. This book identifies the games as a foundation for mathematical learning in Grades 1 to 3.
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Mathematical Methods 4
Mathematical Methods 4 - UNSPECIFIED Keywords:mathbank
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Mathematical Methods 2
Mathematical Methods 2 - UNSPECIFIED Keywords:mathbank
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Mathematical Programming
Mathematical Programming - UNSPECIFIED Keywords:mathbank
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Mathematical Population Biology
Mathematical Population Biology - Professor Tim Sluckin Keywords:mathematical population biology
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Mathematical analysis
"This module introduces mathematical analysis building upon the experience of limits of sequences and properties of real numbers and on calculus. It includes limits and continuity of functions between Euclidean spaces, differentiation and integration." It is part of the University of Nottingham open courseware initiative (U-NOW) and was written by Dr Joel Feinstein from the School of Mathematical Sciences at the University of Nottingham. The resource is available under a Creative Commons England
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What teachers learn from children's mathematical arguments in discussion: moving to a new pedagogica
This resource is a paper presented at the British Educational Research Association Annual Conference, Heriot-Watt University, Edinburgh, September 2003. It reports part of a research study of teachers’ reflection on and development of mathematical discussion in the classroom.
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Learning Through Play - Mathematical Development
This resource is a 15 minute Teachers TV programme which reports on one example from a 2004 project involving over 40 schools in Wales that piloted a play based curriculum for 3 – 7 year olds. The programme gives examples of the practices in mathematics of one school’s work with a Nursery and Foundation Stage unit.
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Developing Children’s Skills in Mathematical Explanation
This is an article, written in 2001, which explores the extent to which it may be possible to teach, explicitly, the skills of explanation to primary pupils. It considers the impact of direct teaching on the pupils’ written mathematical work.
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The impact of a thinking skills approach (CAME) on students’ mathematical ability
This is a research digest from the DCSF Research Informed Practice Site (TRIPS). The article is a précis of the paper entitled ‘Fostering cognitive development through the context of mathematics: Results of the CAME project’ published in Educational Studies in Mathematics (2007). It reports the findings of an intervention project, Cognitive Acceleration in Mathematics (CAME), initiated in 1993. The aim of the project was to investigate whether the CAME approach would accelerate the cognitiv
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TDA Standards case study: Identifying and supporting individual training needs in primary mathematic
A case study charting the experiences of a trainee on a primary PGCE programme, including the ways in which the provider tailored provision to identify and support individual training needs in primary mathematical subject knowledge.
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Promoting number and mathematical development in nursery through staff development
This PRE-Online article is an example of a project awarded a SCRE Practitioner Award in 2002, featured by NFER PRE, in which educational research has been used by a school to inform or develop their practice. The article provides the reader with a good example of a school engaging in research evidence in a constructive way in order to develop their own action research to improve mathematics development in a nursery setting. Thus, in effect it is about the process of continuing professional devel
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Institute of Mathematical Sciences Lecture - Uses and Abuses of Mathematics in Biology
The aim of the Institute is to bring together mathematicians and researchers in our Faculties of Natural Sciences, Engineering and Medicine and our Business School to tackle fundamental problems.
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2.1 Reflecting on your mathematical history
Your course might not include any maths or technical content but, at some point during your course, it’s likely that you’ll come across information represented in charts, graphs and tables. You’ll be expected to know how to interpret this information. This unit will help you to develop the skills you need to do this. This unit can be used in conjunction with the ‘More working with charts, graphs and tables’ unit, which looks into more ways to present statistical information and shows y
Author(s): The Open University

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Except for third party materials and otherwise stated (see http://www.open.ac.uk/conditions terms and conditions), this content is made available under a http://creativecommons.org/licenses/by-nc-sa/2

3 Reading articles for mathematical information
Your course might not include any maths or technical content but, at some point during your course, it’s likely that you’ll come across information represented in charts, graphs and tables. You’ll be expected to know how to interpret this information. This unit will help you to develop the skills you need to do this. This unit can be used in conjunction with the ‘More working with charts, graphs and tables’ unit, which looks into more ways to present statistical information and shows y
Author(s): The Open University

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Except for third party materials and otherwise stated (see http://www.open.ac.uk/conditions terms and conditions), this content is made available under a http://creativecommons.org/licenses/by-nc-sa/2

2.6 Mathematical communication
There is increasing recognition that the reductionist mindset that is currently dominating society, rooted in unlimited economic growth unperceptive to its social and environmental impact, cannot resolve the converging environmental, social and economic crises we now face. The primary aim of this unit is to encourage the shift away from reductionist and human centred thinking towards a holistic and ecological worldview.
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Except for third party materials and otherwise stated (see http://www.open.ac.uk/conditions terms and conditions), this content is made available under a http://creativecommons.org/licenses/by-nc-sa/2

Mathematical Modeling in Biology - Mary Lou Zeeman

Professor Mary Lou Zeeman “Mathematical Modeling in Biology: What Is It? And How Is It Useful?”

Inaugural Lecture -R. Wells Johnson Professorship of Mathematics - November 28, 2007


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Mathematical Modeling Using Real Radioactivity Data
In this lab, you can explore how radioactive radiation changes as a function of distance. This curriculum sets the Radioactivity iLab in the context of mathematics curriculum, asking you to consider: What type of mathematical function governs the intensity of radiation over distance?
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