Mathematical Time Capsules offers teachers historical modules for immediate use in the mathematics classroom. Readers will find articles and activities from mathematics history that enhance the learning of topics covered in the undergraduate or secondary mathematics curricula. Each capsule presents at least one topic or a historical thread that can be used throughout a course. The capsules were written by experienced practitioners to provide teachers with historical background and classroom activities designed for immediate use in the classroom, along with further references and resources on the chapter subject. --Publisher description.

A yearlong learning adventure designed to help you build a vibrant math community A powerful math community is an active group of educators, students, and families, alive with positive energy, efficacy, and a passion for mathematics. Students, teachers, and leaders see themselves and each other as mathematically capable and experience mathematics as a joyful activity. Power Up Your Math Community is a hands-on, 10-month guide designed to help you and your school maximize your students’ math learning and strengthen your mathematics teaching and learning community. Each chapter offers a month’s worth of practice-based professional learning focused on a desired math habit alongside parallel math problems and learning activities for teachers to use themselves and with students. This format allows educators to work together to improve math teaching and learning across a school year, building a strong foundation for students′ mathematical proficiency, identity, and agency. The book ignites solutions and advocates for rigorous and joyful mathematics instruction for everyone—including school leaders, teachers, students, and their families. Authors Holly Burwell and Sue Chapman provide educators with a detailed roadmap for creating a positive and effective math community that supports all students′ mathematical learning by Offering guidance on building a math community with chapter vignettes and prompts such as Mathematical Me, Let’s Do Some Math, Since We Met Last, Let’s Try It, Math Talks, Manipulatives and Models Matter, Game Time, and more Emphasizing an assets-based approach to teaching math that recognizes the unique strengths and experiences of each student Providing strategies for promoting growth mindset in math and equity and inclusion in math education Focusing on both classroom-level and building-level improvement as well as offering support for teachers, instructional coaches, principals, and district leaders Power Up Your Math Community will inspire you to reimagine the way you teach math and empower you with the tools to make a lasting impact on your students′ mathematical understanding. So, get ready to power up your math community and watch as your students thrive in their mathematical journey!

Time capsules have been used for thousands of years to store for posterity a selection of objects thought to be representative of life at a particular time. Such vessels have the dual purpose of causing participants to ponder their own cultural era and think about those to come. This work is a cultural history of five thousand years of time capsules and other related time-information transfer experiences. It examines both the formal and the popular culture aspects of the time capsule, from its roots in ancient Mesopotamian and Egyptian building foundation deposits to the present utilization of spacecraft probes and other extreme locations. The deposits of 3000 BCE deliberately had no definite date and time to be opened; in 1876 CE came the idea of target-dated deposits. Also discussed are how "real" time capsules work, notional and archaeological time capsules, the height of the time capsule's popularity from 1935 to 1982, the preservation of writings in time capsules, keeping time in a perpetual futurescape, and turn of the century hype surrounding millennium time capsules.

This book offers an alternative to current philosophy of mathematics: heuristic philosophy of mathematics. In accordance with the heuristic approach, the philosophy of mathematics must concern itself with the making of mathematics and in particular with mathematical discovery. In the past century, mainstream philosophy of mathematics has claimed that the philosophy of mathematics cannot concern itself with the making of mathematics but only with finished mathematics, namely mathematics as presented in published works. On this basis, mainstream philosophy of mathematics has maintained that mathematics is theorem proving by the axiomatic method. This view has turned out to be untenable because of Gödel’s incompleteness theorems, which have shown that the view that mathematics is theorem proving by the axiomatic method does not account for a large number of basic features of mathematics. By using the heuristic approach, this book argues that mathematics is not theorem proving by the axiomatic method, but is rather problem solving by the analytic method. The author argues that this view can account for the main items of the mathematical process, those being: mathematical objects, demonstrations, definitions, diagrams, notations, explanations, applicability, beauty, and the role of mathematical knowledge.

The most comprehensive math root dictionary ever published. Outstanding Academic Title, Choice Do you ever wonder about the origins of mathematical terms such as ergodic, biholomorphic, and strophoid? Here Anthony Lo Bello explains the roots of these and better-known words like asymmetric, gradient, and average. He provides Greek, Latin, and Arabic text in its original form to enhance each explanation. This sophisticated, one-of-a-kind reference for mathematicians and word lovers is based on decades of the author's painstaking research and work. Origins of Mathematical Words supplies definitions for words such as conchoid (a shell-shaped curve derived from the Greek noun for "mussel") and zenith (Arabic for "way overhead"), as well as approximation (from the Latin proximus, meaning "nearest"). These and hundreds of other terms wait to be discovered within the pages of this mathematical and etymological treasure chest.

This book includes 18 peer-reviewed papers from nine countries, originally presented in a shorter form at TSG 25 The Role of History of Mathematics in Mathematics Education, as part of ICME-13 during. It also features an introductory chapter, by its co-editors, on the structure and main points of the book with an outline of recent developments in exploring the role of history and epistemology in mathematics education. It serves as a valuable contribution in this domain, by making reports on recent developments in this field available to the international educational community, with a special focus on relevant research results since 2000. The 18 chapters of the book are divided into five interrelated parts that underlie the central issues of research in this domain: 1. Theoretical and conceptual frameworks for integrating history and epistemology in mathematics in mathematics education; 2. Courses and didactical material: Design, implementation and evaluation; 3. Empirical investigations on implementing history and epistemology in mathematics education; 4. Original historical sources in teaching and learning of and about mathematics; 5. History and epistemology of mathematics: Interdisciplinary teaching and sociocultural aspects. This book covers all levels of education, from primary school to tertiary education, with a particular focus on teacher education. Additionally, each chapter refers to and/or is based on empirical research, in order to support, illuminate, clarify and evaluate key issues, main questions, and conjectured theses raised by the authors or in the literature on the basis of historical-epistemological or didactical-cognitive arguments.

The Scholarship of Teaching and Learning (SoTL) movement encourages faculty to view teaching “problems” as invitations to conduct scholarly investigations. In this growing field of inquiry faculty bring their disciplinary knowledge and teaching experience to bear on questions of teaching and learning. They systematically gather evidence to develop and support their conclusions. The results are to be peer reviewed and made public for others to build on. This Notes volume is written expressly for collegiate mathematics faculty who want to know more about conducting scholarly investigations into their teaching and their students’ learning. Envisioned and edited by two mathematics faculty, the volume serves as a how-to guide for doing SoTL in mathematics.