Mathematics in Plain English? – What is a one-on-one active


actions are extremely important in mathematics as they serve as a window to all higher-dimensional in this discipline as well as models that most of applied mathematics available. Understanding this concept is essential to progress to higher levels. Here we discuss the specific characteristics of the active, to be one-on-one.

A function two parameters x and Y is correspondence colleagues every x unique Y . In high school algebra classes, students learn to apply vertical line test to determine whether a particular communication is operative or not. When the plot points of action, we obtain the graph. If the graph is such that no point along the curve vertical line can be drawn that the cuts dig in more than one place, then graph representative function. If the line does intersect the graph in more than one place, then the graph simply Relations between x and Y and not function.

For example, the relationship y = 3x , which represents a straight line, is a function. Naturally line is loop over him, so goes the vertical line test. Moreover, this action belongs other special category called one-on-one work . The formal definition for a one-on-one work is such that for each x value corresponds to at most one unique Y value. That is, it can not be a situation where the value x is churned into two Y value, as the relationship y = x ^ 2 . In this action, both negative and positive x values ​​are sent to the same positive Y value, as the number of squares is this. Specifically, both x value 1 and -1 sent 1 .

It is enough for this to happen for one set x values ​​to categories of work that not one-on-one. Another way to test for one-on-one ness using h orizontal line test. In line with the vertical test, this test tells us immediately whether the graph represents one-on-one work or not. If the horizontal line can be drawn at any point on the curve so that more than one group graph is cut twice , the graph makes not represent a one-on -Man function, as the parabolic y = x ^ 2 .

The concept of one-to-one function plays an important role in determining inverse function of a particular function. The inverse function really can be thought of as a function of undoes what the original function did. For example, if a function takes effect 3 and sent it to 6 , the inverse operation takes effect 6 and sent it back to 3 . Name action can only be obtained from one-on-one action

The concept of one-to-one and inverse function plays an important role in all sectors of higher mathematics and indeed analysis. but before you can run, you have to learn to walk, and these concepts clear the road so as to make smooth.


Tips for teaching math and reading to add / ADHD child


Children with ADD / ADHD will have more fun if parents try to incorporate fun when teaching math and reading. This will keep your child positive and motivated during these meetings. Songs, interesting trivia and use physical activity in the English time, all strategies will work well in helping to get the child to understand these articles. The session will be fun and might even help to minimize the symptoms of this condition.

These children tend to be what is referred to as concrete students. They prefer to take part in the lesson and to hold or touch what it is that they are learning about. Games and things are extremely useful to get the message over to the mathematics of these children. Last but not least will bring an element of fun in the session. Affiliate fun with learning is a good strategy to adopt when trying to teach all children.

Dice, cards and dominoes can be used effectively for this purpose. Otherwise hide or tucking fingers and toes away will also do the trick. Parents need to become more creative ways to deliver the message.

In terms of reading, parents can draw pictures to identify words that are problematic. Photos can also be used for the specific problems of mathematics. Children can learn a lot by drawing things to be considered.

When dealing with reading part of teaching mathematics and reading it is wise to play the story with your child. Get your child to try to guess what might happen next. This strategy will get your imagination going child and this can be a very stimulating experience.

Another strategy to adopt with regard to reading the costumes related story for a child to be in the English term. This helps to bring a sense of reality about the child. Strategies like these will help your child to keep what he or she has learned.


Philadelphia Schools working Reform


Research for Action (RFA), an independent research firm, is now a leading programs called Learning from Philadelphia Public Schools Reform. This is a comprehensive, multi-year study of Philadelphia schools and the complex and radical reform efforts. The schools system has been taken over by the state, hoping to drastically improve services and learning students receive. RFA is to investigate the influence of the state takeover, with specific areas of focus, such as:

Data Usage: This study is an in-depth study of data use in low-performing Philadelphia Schools. And asks how schools and communities within those schools are using data to inform instructional decision making. The ways that outsiders (including district and providers), the effect of those practices is also taken into account

Teacher Quality :. Over the past four years has been significant progress in improving the quality of teacher recruitment and retention for all Philadelphia Schools. In fact, since 2002, Philadelphia Schools have drastically cut the number of teachers with emergency certifications have reduced classroom work, and raised the certification rate, especially among new teachers. This has been achieved by providing more curricular and coaching support, by improving school-based hiring process and by training principals in new teacher induction

Governance :. Current reforms in Philadelphia schools is like no other. It has seen the state take over, replacing the School Reform Commission to school, and agreements with educational management companies

students Outcomes :. The bottom line is to be student achievement and performance in all Philadelphia Schools. RFA is collaborating with Johns Hopkins University and the RAND Corporation to study student test scores

Small High Schools :. Philadelphia Schools now the major reform secondary schools which includes the creation of as many as 30 new small high schools aimed at creating more choice for children and families

Action Research and Youth :. Where are the student voices in school reform? Scientists are working with groups of young people in the Philadelphia schools they react and respond to this school reform

alternate route teacher certification :. RFA is assisting researchers at the University of Pennsylvania in the assessment of the position of Pennsylvania is a pilot program in Philadelphia schools. For those who want another way to teacher certification, experts have access to Accelerated Certification for Teachers program. This assessment is supported by the Pennsylvania Department of Education

Middle Grades Math and Science Achievement :. RFA wants to answer the question: What does success in mathematics and science for middle grades students in Philadelphia Schools? The study, which focuses on schools serving high poverty neighborhoods, examines the effect of variables such as grade structure (middle school or K-8), provider (EMO or district school), curriculum and teacher participation in professional development on student achievement.

As Philadelphia Schools continue their search for more reform, Research for Action organization is going right along with it, to study the changes as they come.


Healing Fractals – The mathematical nature


When is the last time you looked at the clouds, or looked in amazement at the forest or supposedly amazing symmetry snow flake? If your childhood was lived before the computer age, looked likely nature often.

Think patterns in nature that you have performed. Veins in the back of a leaf, the randomness of the growth in the forest, even conch shell you can keep your ear to listen to the “sea.” Simply keep these images in your mind helps relaxation.

Nature is filled with a repeating pattern. Symmetry snowflake results from repeated patterns one part of snowflakes. With expensive optical store you could follow these repeating patterns in the atomic level. If you were a gambler you would be able to construct mathematical formula for that ever-repeating pattern called fractals. If you’re not a gambler, you can buy a program to develop its own fractal lightning your design.

Some fraction would call a state of relaxation in the viewer. Most people find walking in the garden or the forest relaxing. Being surrounded by nature has this effect. Photographs and paintings of nature can also cause a relaxation response. Relaxation in a personal memory that being in nature is like, or is it because of the repetitive design, fractals in nature?

I’m going to tell both true.

The fractals can now be designed using a computer program, some patterns will be found in nature and some will not be. Using computer generated fractals, let’s consider the possibility that some fractals have a quality that encourages relaxation.

Here’s a little experiment you can try. (Complete reading the instructions before you make your search.) Use the keywords “fractals, images” in your favorite search engine. The one I used was more than 3 million photos. Click on one of the links that have multiple images. You need to look at one picture at a time, not a single image of images.

Select a picture and just look at it. Notice how your body feels when you’re watching the movie. Are you more excited, or do you relax? If you find yourself relaxing, Fractal has produced a relaxation response. The relaxation response causes changes in the body, boost the immune system, which helps the body in healing.

Pat attention to what you look at it produces relaxation. There are patterns in the very design, whether by nature or human engineered, which assist in the formation of the relaxation response.

People who work in addition to the health sector are now incorporating doctors fractals in the design of their products and architecture. Examine the pictures and objects in your home or office. How does your body feel when you look at them? Relax excited? If the slack, the relaxation supports healing is induced. Observing this effect can help you decide if you want that piece of art or decoration in space.


How to prepare for the GRE math games


As we get to the time of year when college and graduate school applications are due (November and January – Forgot?), Many people’s attention turns reluctantly towards a necessary evil on standardized tests. For adults hoping to go to graduate school, it is particularly nerve-wracking time. I tried to help my students to relieve some of the angst and make work a little more fun to make for the use of vocabulary and math games to build those skills.

There are three major obstacles that must be faced when taking standardized tests (SAT, GRE and GMAT) is a step toward collecting admission to universities and most graduate and MBA programs

– problem solving skills: the ability to look take the information and use it in the most efficient way to answer the specific question;

– game play skills: Understanding the rules and situational structure and use them to your advantage rather than a limitation; and

– basic math and language skills -. The calculation, arithmetic, geometry, algebra, vocabulary, grammar and reading for general understanding

Although most test-takers focused on math and language skills as the main challenge they will face in taking the test, the first two challenges can really be difficult to overcome. School earlier in 1990 not teach interdisciplinary problem solving skills and few people think of strategy game play unless they have timed play chess or other strategy games. Interestingly enough, sports games generally encompass these two latter challenges and sometimes all three when you take into account the statistical analysis, but makes conceptual cross over from football GRE is not an easy one for most people.

Most math and language skills needed to excel in the exams were, at some point, studied the test-takers academic or business process. By the time an adult has been through four years of college and then spent some unspecified time in the workplace, are these “basic” skills rusty. Many students confuse the rustiness with an inability to perform or lack of knowledge. Generally, a little spice and exercise is enough to lubricate the joints.

I have found that one good way to simultaneously hone all these skills and to prepare students for these tests include a vocabulary building and math games.

This includes:

or card game,

or board games,

, or video games,

o mobile application for

o iPhone,

o blackberry

Well, gamers can emulate and they are fun, so that students are able to practice without the pressure of performance challenges faced in these test conditions. This is important to help reduce “test anxiety” which can also be a huge factor in poor test performance.

So, proceed with the preparation of books, classes, and teaching. These are all effective way to prepare for exams. But, for a little fun and learn in the mix, go out and find a pair of vocabulary and math games you enjoy, especially those online and iPhone game application that you can play anywhere. All work and no play does not end up getting Jane or John to college choice.


Three Tips On Ordering and comparing fractions


comparing and ordering fractions

All fractions are not joint in value. One fractionally may be smaller than the other fractions and it may be larger than some other fractions. Hence, kids need to know comparing fractions. Comparing Can be subdivided Into three sections. So kids need to know three tricks to Learn this skill.

Trick Number 1:

First trick to Compare fractions is to see if They have got the joint numerators. If the numerators are co then the fractionally with the Largest denominator is smallest. For example; Consider the Following fractions

3/5, 3/4, 3/8 and 3/7

As all of the above fractions have the co numerator (3), so to Compare Them we need to Compare Their denominators. The Largest denominator makes the fractionally smallest, therefore 3/8 is smallest of all and 3/4 is the large. Let’s rewrite all of the fractions in an order from smallest to Largest as shown below:

3/8, 3/7, 3/5 and 3/4

The above order (smallest to Large) is also known as ascending order.

Trick Number 2:

The second trick is co easy as the first one. This trick is about comparing fractions, When They have co denominators. When the denominators are joint, then the fractionally with the smallest numerator is smallest and one with large numerator is the large. For example,

Consider we want to Compare 3/9, 1/9, 7/9 and 2/9; write themself in ascending order.

Look at the given fractions, all of Them have the joint denominator (9). So, 1/9 is the smallest Because it has the smallest numerator and 7/9 is the Largest with large numerator. Below They are written in ascending order.

1/9, 2/9, 3/9 and 7/9

Trick Number 3:

Above two tips explain the comparing fractions with numerators Either joint or co denominators. But most ofter the kids are asked to Compare and order fractions with numerators and denominators differentially.

In Such a case They need to make denominator of all the fractions joint. To do this They need to know the least common factor (LCM) of all the denominators also known as least common denominator (LCD).

Consider the Following example on comparing fractions

Write the Following fractions in descending order (Largest to smallest)

2/3, 1/4, 5/6, 3/4 and 1/2

Solution: Look, most of fractions got differentially denominators. Write all the denominators as shown below and write first six multiples of all of themes.

2 = 2, 4, 6, 8, 10, 12 3 = 3, 6, 9, 12, 15, 18 4 = 4, 8, 12, 16, 20, 24 6 = 6, 12, 18, 24, 30, 36

Now, look at the factors of all the numbers and find the smallest and common in all, Which is 12 in this case. Hence the lcm or lcd is 12. The next step is to rewrite all of the fractions Into equivalent fractions with denominator as 12. This step is shown below:

2/3, we need to multiply its denominator (3 ) with 4 to change it to 12. But to keep the value of the joint fractionally, do not Forget to multiply the numerator (2) with the joint number 4. Let’s do it,

(2 x 4 ) / (3 x 4) = 8/12

Similarly write all the fractions with denominator equal to 12 as shown below:

= 1/4 (1 x 3) / (4 x 3) = 3/12 = 5/6 (5 x 2) / (6 x 2) = 10/12 = 3/4 (3 x 3) / (4 x 3) = 9/12 = 1/2 (1 x 6) / (2 x 6) = 6/12

Now all the fractions have been written Into equivalent fractions with joint denominator 12 and it’s easy to Compare These. Write all the equivalent fractions in descending order (Largest to smallest)

10/12, 9/12, 8/12, 6/12 and 3/12

But these are not the fractions asked to be compared. So, this is not our answer, but now it’s very easy to write the original fractions in the required order by looking at above order. We know 10/12 is equal to 5/6 and 3/12 is equal to 1/4 Hence write the original fractions in order

5/6, 3/4, 2/3, 1/2 and 1/4

Finally, it Can Be Said That to Compare and order fractions, kids need to keep above three tips in mind. Of course, the knowledge of least common multiple (LCM) is the key to Compare two or more fractions with denominators differentially.


Do you get enough vegetables ketones forming Diets?


common question I get about low carbohydrate diet and ketogenesis has to do with whether they are healthy, if they provide enough vegetables and fiber, and will eat more fiber rich carbohydrates prevent ketosis.

Lets break down these questions. The normal timeline of ketogenesis diet is two weeks ‘induction’ by stages (of the Council of the length) with increased carbohydrate levels. At the beginning of treatment you would only take less than 20 g / d of carbs. This is really the only time you would have to worry about monitoring whether you’re in ketosis. You can follow ketotic your position (I do not ketotic is a real word, but you know what I mean) with Ketostix. During this period, you really have to be careful about your carbohydrate intake and ketostix are useful to track ketone production.

After two weeks you can increase carbohydrates up to 50 g / d. These carbohydrates should come primarily in the form of vegetables so you should not feel like you have to limit your vegetable intake too much because 50 grams of carbohydrates give you …

* 12, 5 cups broccoli florets or

* 7 cups of cooked spinach or

* 1 head of cabbage or

* 7 medium red peppers or

* 8 cups of cherry

So as you can see … No, you do not have to limit your intake of fibrous carb because as you can see from the list that would require a lot of fibrous carbohydrates top 50 grams / today. You do not have to worry about monitoring urinary ketosis beyond the induction period, however, just watch your fat loss.

Now that the transition to the other part a matter of getting vegetables. 1 serving of broccoli is acutally only 1/2 cup so if you just ate broccoli you would get 25 servings of vegetables per day (not that I recommend to eat only broccoli – math is just easy for example). Current recommendations regarding intake of vegetables is only 5 servings (2.5 cups) per day!

my clients and other people who use the Naked Nutrition always eat way more fruits and vegetables than is currently recommended, even when the lower carb diet. Also Dr. Jeff Volek anecdotally once told me that people who engage in small studies carb diet he runs the University of Connecticut always find themselves eating more vegetables on a low carb diet compared to normal eating habits.

As you transition from weight loss to diet maintenance you will increase your carbohydrate intake even more. I recommend that you do this by adding more fruits and vegetables as well as fiber rich cereals.


Cancer, Ancient Atomic Mathematics and Science-Art Quantum Biology


As is known, the pursuit of happiness ideal was fused in the basic design of the US Constitution. Surprisingly, no one seems to know why and how it came. Scholars knew it had something to do with a message from ancient Egypt ‘Eye of Horus’, shown at the top of pyramid as part of the Great Seal of America. They also knew that this all-seeing eye of the message had been linked work Greek mathematician, Pythagoras, who had studied political ethics in ancient Egypt.

Some thought the message could connect to congratulate gaining wealth in mechanical industrialization. However, the discovery of quantum biology in the 21st century that the greater the potential wealth within new technologies able to activate a previously unknown natural properties of carbon belong to human life forms. Old acquisition of wealth, the mechanical mindset, is now well known as a cause of future unsustainable carcinogenic existence on planet earth. Within the Science-Art Research, humanity has an innate no mechanical connection to the protege of Einstein, holographic universe David Bohm’s.

First Science-Art Detection of holographic live power came in the late 20th century, and came after merging science with artistic feelings. This merger led to the discovery of new laws of physics apply best shell growth and development through space-time. This physics songs seem to belong to ancient mathematics governing political morality embedded in the ‘pursuit of happiness’ concept. The biggest tech world organization, IEEE in Washington, reprinted this scientific breakthrough as one of the most important optical discoveries of the 20th century, placing it alongside such names as Louis Pasteur and Sir Francis Crick.

This historic event was fused in quantum biology research theory, by recipients in 2010 Gorgio Napolitano Medal, awarded for the Republic of Italy quantum biological physics and chemistry of their discoveries. Another discovery was that some artists throughout history have unconsciously described hidden three-dimensional, holographic images in his paintings. However, new technologies have evolved infinitely Fractal logic technology to produce such images, the dominant science still completely oblivious to the fact that the human mind can create them. This is one an example of a mathematician, Cantor observation is that the mind of modern science is based unnatural fear of infinity, deny the principles of Newton creative gravity by ship of fools fall apple myth in place.

In order to provide a brief overview of this interesting, but very controversial history, historical explanation seems to be needed. Research Pythagoras’ preceded Platonic tradition of ancient Greek mathematics culture. This tradition fused further ethical concepts in Egyptian moral atomic mathematics, in order to find a moral science in the 3rd century f.Kr .. The Egyptian mathematics was the purpose of sacred geometry within invisible atoms, to make a little seed that forms of life throughout the universe emerged . The second Egyptian Kingdom, sacred geometrical logic, of justice, compassion and mercy, had been years in the political law, and later copied by other civilizations, to legalize the construction of hospitals and elderly care policy.

founders flawed American democratic politics tried to establish a more ethical, scientific, political system of ancient Greek science. However, the Christian Church, in the 4th century AD, had declared pagan mathematics to be the devil’s work. Saint Augustine was wrong mean property unformed chaos within the atom, as being evil female sexuality. He connects mathematics to mechanical worship Ishtar, Babylonian Goddess prostitution and war. However, this was not mathematics Great Library of Alexandria was developing at the time. Nevertheless Science-art scrolls were destroyed by rioting Christian fanatics.

The link in the Egyptian happiness idea that quantum cancer biological, in the 21st century, was clearly predicted by mathematician Georg Cantor. Born in 1845, Cantor developed infinite mathematical his teachings from the ancient Greek moral science, won the first Egyptian atomic math. His work is now the foundation of modern scientific research. However, the ability to Cantor Intuit future discovery infinite fractal Mandelbrot logic is, take the ideas that dominant Christian oriented science, finds it incomprehensible.

Cantor knew that Aristotle was a central figure in the Platonic tradition of philosophy and studied mathematical theory to do their research in the pursuit of happiness concept. Aristotle had linked happiness to the future science to guide ennobling government health universe. This idea was clearly on the future of medical science, a sacred geometrical logical ideas, beyond the limitations prevalent our science, which believes that a comprehensive energy existence flows from hot to cold. Cantor saw the living process extended to infinity, in contrast to this universal heat death concept, which condemns all life possible extinction. This universal heat death sentence became irrevocable scientifically by Charles Darwin used it as the basis for the development of his theory. Later, Einstein said that this entropic law goes all aspects of science, including political, economic and medical.

When the framers of the American Constitution tried to bring political vision of Aristotle, in fact, they defined the ethical concept of freedom wrong. Liberty embrace the pursuit of happiness in medical science for universal health was expected to obey emotionless law Sir Isaac Newton is applicable to the activities of his mechanical universe. Founding members, unaware of the more natural, deeper Newtonian theory of gravitation, wrongly based on the concept of freedom only in his description of the mechanical universe. Newton published his theory a little-known threatened to burn alive with a series of church. He argued that the gravitational force was not mechanical spiritual force develop emotional awareness within the infinite universe. As a result of the publication of this opinion was held by the Church to be criminally insane, and suffered mental breakdown he was hospitalized.

Newton was probably aware of his contemporary, the philosopher of science, Giordano Bruno had been imprisoned by the Church of Rome, tortured, then burned alive the teaching of moral Greek science at Oxford University. Published heretical gravitational theory of Newton was featured in 28 Query Discussions his second version of the famous diary, Opticks, as anyone can easily verify. Also, unpublished heresy papers and copies of his public his letters, written at the height of his genius, show that Newton was not insane when he published a spiritual theory of gravity. Newton certainly did not believe in reality controlled by the activity A Clockwork Universe, which had incorrectly expected modern quantum science.

The Romantic period, from about 1800 until 1850, consisted of artistic, literary and philosophical movement, which wrongly sentenced Newton to promote lifeless theories of science. The movement was unaware that the first principles of his physics actually linked gravity evolving process, from the ancient Greek Platonic science. William Blake, poet and artist, along with other principle figures romantic era, Newton held in contempt. They had not realized that Immanuel Kant, 1724-1804, one of the most influential philosophers of science in the history of Western philosophy, had given electrical characteristics of the concept of Newton’s emotional gravity. They were also unaware of the scientific insights of the poet, Alexander Pope, who had been highly praised by Kant for his knowledge of ancient Greek philosophy.

Alexander Pope is considered one of the greatest English poet of the eighteenth century. His famous “Essay on Man” consisted of four parts. The first letter was about the place of man in the universe; Epistle II, was concerned about the person; Epistle III related to man in human society is governed by political institutions; and the Epistle IV to the political ideal of conduct Congratulations.

concept Alexander Pope of moral infinite universal purpose must be consistent with the Newtonian theory of gravity, the development of ethical emotional awareness within the infinite universe. Einstein modified Newtonian theory of light and later changed it to give more credence to original concept of Newton. Some scholars have thought to connect Alexander Pope Newtonian theory of light infinite moral purpose, from the perspective of Kantian pure logic explains why Immanuel Kant believed Alexander Pope to be a great genius. Ideas pope was well known to the leaders of electromagnetic golden age of Danish Science.

In 2002, Harvard University and Massachusetts University held an international seminar to tell the world about the social importance of the message of electromagnetic Danish Golden Age of Science. They noted the importance of the message had been written mostly in Danish and not translated, making it invisible to the English-speaking scholarship. However, Immanuel Kant, the leading personalities of the golden age, had written to the English poet, Alexander Pope, had given the ancient Greek theory of artistic expression. Discovered by electromagnetic fields, Hans Christian Oersted and his colleague, Friedrich Schelling, was also the principle figures Golden Age. Own Science-Art theory gave credence to the first principles of Newton, necessary for a healthy and moral development of mankind. Their teachings have been associated with the development of Alexander Pope of a similar nature.

mathematical logic Georg Cantor condemning the idea that all life in the universe will be destroyed by its heat was radiated away in a cold bed. This universal heat death law contradiction simply his discovery of mathematical infinity, which he associated with the development of life. His work, undertaken by many of the leading mathematicians in the world, led to the conclusion that the scientific mind was inhabited by primitive, myopic fear infinity. The solution to this emotional trauma, carcinogenic situation can be easily obtained in the light of advanced quantum biology cancer. But it requires a deeper understanding of the concept of Aristotle about medical science needed to guide ennobling government.

The first step is to produce evidence that this irrational fear of scientific infinity exists. Modern science knows very well that infinite fractal logic, but it is not expected fractals to be part of the living process as it is obsessed wrongly assumed thermodynamic threatened her. This is completely illogical because the results of the molecule feeling has been identified, beyond doubt, that obey infinite fractal logic.

The next step is to refer to trust Sir Isaac Newton that the universe is infinite. The first principles of his gravity was not mechanical but had to ancient Geek emotional atomistic science, as mentioned above. Whether this was criminally insane reasoning, as required by the Church, is not important. Isaac Newton certainly not advocating mechanical clockwork-like universe. The Einstein is that mechanical heat death law, the first law of all sciences, in particular political, economic and medical economics, were based on false premises. Isaac Newton wrote that such pretentious scientific principle of logic would contaminate scientific philosophy, just as a mathematician, Cantor, discovered when he studied the origin of the concept of the pursuit of happiness.

In advanced cancer biology quantum mechanical energy Einstein quantum chaos are entangled with one universal energy, known as the Shannon-Weiner information power, which does not flow from hot to cold. 1937 Nobel laureate, Szent-Gyorgyi, noted that failure to visualize that consciousness evolved through such energy complexity described primitive mentality linked to cancer growth and development.

book “Phantoms in the brain”, by VS Ramachandran MD, Ph.D., and Sandra Blakeslee, about how the brain works, was highly acclaimed by Mosfellsdalur, Francis Crick PhD.,. In the book, mentions mental affliction known as anosognosia, about which almost nothing is known. The question is raised why this misery should when it seems harmful to our survival. Anosognosis can be considered to present a model of the denial of the mathematician Georg Cantor, described as existing within the scientific mind, the blind fear of infinity.

human survival message which is “the ghost in the brain” is so advanced that it can be considered to easily take to resolve the current eliminating obsession inhabiting modern scientific mind. Funding to implement this goal will come from a new understanding of the first cause cancer research principles and this will be made possible by merging art culture with the culture of science. The project has been officially classified by the leading quantum biologists in Europe as a rebirth of the lost original Greek science -. 21st Century Renaissance

Quantum Biology Cancer Research not only addresses this problem but people live can be seen to be the foundation upon which human survival Omni technology can be constructed. This technique was apparently named after a champion American freedom, Ralph Waldo Emerson, the lifetime Georg Cantor’s. Emerson echoed concerns Cantor’s organizations infinite mathematical logic of human development was not passed within the American scientific mind. Logic argued that infinite Sanskrit mathematics, leading to a truly democratic technological culture, had been banned, the industrial mechanical greed had enslaved the minds of the American people to deny its existence. He blamed this phenomenon on America have inherited a false mechanical, mathematical world view of ancient Babylonian culture.

The 1957 New York University Library of Science published a book entitled “Babylonian Myth and Modern Science” which stated that Einstein had developed his theory of relativity from leading mythological Babylonian mathematics. Unintentionally, the great genius of Einstein was only the mechanical activity of the universe, which can now be successfully converted to the complexity of the information energy quantum biology. Reference to the ancient Mesopotamian culture leads to a storybook tale of how and why mental illness anosognosis led to modern science worship the concept of human extinction. Worship Einstein heat death law, sentencing humanity to extinction, was the one who mathematician Lord Bertrand Russell, advocated in a famous essay, “A Freeman worship”. Both Russell and Einstein were awarded the Nobel prize for mechanical, entropic their worldview teachings.

pyramid texts Discovered Gaston Maspero in 1881 was the almost sacred geometrical purposes within the invisible atoms, shown in the Egyptian god Atum. God declared, from the dark abyss of the first chaos “Let there be light”, centuries before the Hebrew and Christian religion came into being. Atum decided that all created life would eventually back to the original state of chaos, that modern science now accepts as being inevitable.

During the reign of Pharaoh Akhenaten various Egyptian Gods were dismissed and the worship of one god, the sun god, Ra, was established. The period was short-lived and the city of Akhenaten’s, built to honor Ra, quickly fell into ruin. During the reign of Ramses the Great, Egyptian religion apply political law followed the teachings of the Goddess, Maat, where humans could become immortal in the infinite universe. Geometrical logic of infinite Egyptian mathematics was developed by Greek scholars such as Thales in the 6th century BC and Pythagoras in the 5th century f.Kr .. The Platonic tradition of Greek philosophy used ethical atomic math to find a moral science in the 3rd century f.Kr .. Greeks defined gravity emotional whirling acts of primitive particles in space, to make home to spin and generate harmonic knowledge to guide the development of ethical, emotional thinking.

In 2008, The Times Literary Supplement included ‘The Two Cultures and the Scientific Revolution “of CP Snow in the list of 100 books that most influence Western public debate since the Second World War. It is important that we pass the warning with molecular biologist, Sir CP Snow, during 1959 Reid His lecture at Cambridge University, the study of science and art are again united, despite the primitive religion of modern science is universal heat death Endangered Species Act, the culture will be destroyed.


Can we can improve learning in math?


There is, I think, sufficient data to indicate that, for both students and teachers, math is the least popular subject in schools, and this has been true since before I went math education over 40 years ago.

After a life time in math that I have come to the conclusion that despite the improvements in our understanding of how children learn and new methods of teaching mathematics, students even after school with low math. To be clear, mathematics is the ability to reason with numbers and other mathematical concepts and includes number sense, business sense, computation, measurement, geometry, probability and statistics. Mathematics also requires that students have an intuitive or emotional sense of mathematics gives them the confidence to predict or calculate answers.

Many would argue that there is no emotional component to math, just obey the rules, get the right answer and move on. However, most adults have a strong emotional reaction to everything related to school mathematics; Unfortunately, these reactions are usually negative!

intellectually students meet the daily calculation (after all, they are rarely without a calculator), but many lack the emotional understanding that gives confidence predict and calculate the answers.

The problem does not lie directly with teachers, but more with how we recruit and train potential teachers. We have self-maintaining circuit; students do not enjoy math in school, graduate and go to college where they tend to avoid math courses. They recorded the teacher where they may or may not take a course on how to teach mathematics. Even if they take a course on teaching math missing value if participants have serious gaps in knowledge and understanding of mathematical concepts. It’s like a course on how to train basketball if you have no knowledge of the game and the skills involved.

student, totally unprepared to teach math, now leaves the teaching profession and the cycle continues.

The problems facing educational leaders, politicians and society in general is figuring where and how to break.

One possible solution that could deal with the problem fairly quickly, would be to have a series of seminars addressing both mathematical understanding and methods for specific topics or threads curriculum. After each course, participants were given a certificate to say they had been trained in the subject and were qualified to teach that topic. Over time, teachers would be fully qualified to teach mathematics.

This, as most of the solutions to the problems in education, would require the financial commitment of the government, education authorities, departments of education and time commitment from teachers.

At the same time math requirements for entry to teacher training could be made more stringent to ensure that students entering these programs will have a greater understanding of mathematics so as to ensure that the methods courses in mathematics will be more relevant and useful .

Until we improve the entrance qualifications of potential mathematics, mathematics will be badly taught, too many students will not reach the math skills needed to function in today’s society, and the work of teachers will not be given the respect it deserves.


Math fluency Dos and Don’ts – Measuring the Corn


The farmer’s wife had her hands full. Besides working on the farm in the mornings and Evenings, she taught school to fourth graders –which was more than a full-time job! Her Biggest problem was that some of the army of students could not Memorize Their Multiplication facts – and not for lack of Trying, on Their part or military. But she was determined with thatthey would Succeed. So the every day she gave military students timed tests on Multiplication, Because she knew They needed lots of practice. And Every Day certainties students failed to finish on time – so They did not get to practice some of What They needed the most. And Every Day certainties students missed the joint problems thatthey had missed the day beforehand. It seemed thatthey were practicing the wrong answers over and over. And Every Day certainties students left the joint problems blank thatthey had left blank the Day Before. They still did not know the answers. The teacher appreciated the fact That the timed tests Provided an accurate assessment of the students’ progress – or lack of it. But why were not all of the students making the progress she expected?

One evening she went out to the army Cornfield and noticed That the corn was not Growing very well – but she did not have time to do anything about it right then. On Saturday she went out to the field again for a quick look, and the corn was still not doing well. It Looked about the joint a couple of mornings later. That evening while correcting math papers, she was stopped to think about the army cornfield, and Determined That she would have to get out there and do something about it the next weekend – Perhaps start irrigation, or apply a differentially fertilizer, or …. It suddenly struck army That army corn was a lot like some of the army of fourth grade math students. They Both had stunted growth. And the mere act of noticing Their lack of growth did nothing to stimulate it. Giving daily speed tests to military students was about as productive and sensible as measuring corn every-day and Expecting it to grow as a result of being Measured! Tests measure growth – They do not stimulate it! Tests are assessment tools, not learning development tools!

She realized That she needed some kind of Mathematical fertilizer That would bring out an army of students’ natural portability to think remember , and performaces mathematically. She felt That giving up on daily measurement would not Improve the situation for Those children, but continuing it would not Improve Either it. Something more was needed. She had Already Presented Many lessons aimed at developing the concepts of Multiplication and division, and most of the students had responded pretty well. She realized That the students’ understanding of Those concepts Provided a meaningful basis for the acquisition of Fluent recall of the facts-but That understanding Itself did not Actually developable Fluent memory for Many of the army of lower-achieving students.

One day as she Walked down the hall, the teacher passed her own first-grade daughter’s classroom and Heard the class enthusiastically singing Frere Jacques . She loved the sound of Their sweet little voices. But she was suddenly struck by a singular thought: Those children probably had no idea what They were singing about. And Even if the music teacher had translated the song for themself, the children certainly would not know-which French words corresponded with the words Enska They knew. They had Fluent recall of the words, but could not use Them to developping Their understanding of the French language. Come to think of it, the army had little daughter Fluent recall of most of the words to the Pledge to the Flag -which is in Enska-but she did not know what most of Those words mean, Either. And When She proudly recited, “… and to the republic for Richard stands,” she never thought to ask anyone WHO this guy Richard was. She also never asked WHO Round John Virgin was singing When Silent Night , or WHO gladly the cross-eyed bear was, When singing in church; she just sang the words. Apparently the prodigious talent for linguistic mimicry and memorization does not always connect with the mental realm of Curiosity and understanding. Reflecting on this made the teacher think of a couple of army math students, the WHO were quite successfulness on the timed memory tests, but did not Seem to connect Their memorized facts to the concepts thatthey Understood, or to the story problems They perpetually struggled with.

Then she recalled something strange the music teacher had told the army some months beforehand. He had announced one day to the kindergarten class That he was going to Teach Them a new song, and instructed Them to Listen quietly while he sang the song for the theme. Much to his surprise, They Started singing the new song right along with Him-eventhough he knew They had never Heard it beforehand in Their Lives. They were somehow Able to instantaneously imitate Both the words and the tune of the new song! The farmer’s wife began to sense a relation between the Kindergarteners’ incredible feat of mimicry and the behavior of a fourth-Grader in her own class WHO was apparently making use of That very co talent. He could never say the multiples of seven out loud by himselfVideo; but he had no trouble in saying Them When the whole class chanted Them Aloud together. In fact, she mused, if all the students possessed this capacity (and she suspected thatthey did), then it would take only one student in the class WHO could say the sevens Aloud correctly, and she would automatically have a whole class WHO could say themself together-and she would not be Able to tell by looking WHO really knew what They were doing, and WHO did not!

She Looked down and noticed That army shoe was missing out . As she pointed down to tie it, a fellow teacher came down the hall. As They exchanged pleasantries, she continued tying her shoes without being conscious of what her own fingers were doing. When she Stood up, she realized in the midst of military conversation what she had just done. It was like When She Played music on the piano from memory; sometimes When military mind wandered, military fingers just carried on with the music all by Themselves. It was as if military muscles had a mind and memory of Their own, and They could do things without military conscious participation. Just then an army colleague asked the army for the phone number of a mutual friend. The farmer’s wife Oftel Dialed That number Several times a week, but she just could not think of it Now that she was asked. It was odd, but sometimes military fingers remembered phone numbers better than military conscious mind did. So she took out the host cell phone and went through the Motions of Dialing the number. She watched what army fingers did, and told the army colleague the phone number.

Later in the day, she spent some time thinking about memory and how it works. A few times in her life, she had smelled Aromas That reminded host of other places and times in her past. Olfactory memories like Those did not have words connected to the theme. Nor did military shoe-lace / piano / phone muscle-memories consciously connect with verbalization. And Whenever she was done shopping at the mall, she usually remembered where she had parked army car without stopping to think about it-and That was not a verbal memory, Either. It was more of a spatial-kinesthetic experiencing-and-Remembering-similar to the experience she had in learning the new locations of army kitchen utensils, When her husband had remodeled the kitchen and put everything in new places. She certainly did not use flash cards to Memorize Their new places, nor did she pressure herself with stern reprimands (“Come on, concentrate! You just did this yesterday!”) When she did not relocate something on the first try; she just opened drawers until she found what she was looking for. After a few days, she knew where everything was; there was nothing verbal about it.

And this army reminded of how she had learned military way around St. Louis on her first time there for an extended two week visit. As she becamean more familiar with the buildings and parks and streets That she saw as she Drove around the city, she referred to military map less and less until she rarely used the map at all-Because she had Developed an internal map in her mind. After Several days, she could drive to locations without severalfold Even thinking about where she was going. She thought about the difference between learning the Pledge to the Flag and learning your way around a new city. One Involves memorization , and the other Involves Remembering -and eventhough They Both have to do with memory, They are Clearly not the samething. Memorization is purely verbal, sometimes has no connection with experience or conceptual understanding, and is much more stressful.Remembering, on the other hand, is largely non-verbal, is derived from multi-sensory kinesthetic experiences with a spatial / conceptual context, and generate relatively little stress. What army of low-achieving fourth graders needed, she realized, was a Mathematical way of Remembering The Multiplication facts, rather than a linguistic way of memorizing theme.

So she set to work examining military resources and thinking about how to use Them in more Mathematical getaways. First, she made some changes in the way she used the timed tests. She organized the class so That Every child had a partner, and gave Each partner an answer key for the timed test. While one partner wrote the answers to the Multiplication problems, the other partner compared Those answers to the answer key, and gave immediate feedback by pointing to the written error and saying, “Try again on That one,” or “Fix That one.” And then the student would have to erase the wrong answer and write in the right one. Then the partners exchanged roles. She figured That immediate self-correction would Eliminate the problem of students Remembering and replica ting wrong responses. It is not true, she reasoned That practice Makes perfect; only perfect Practice Makes Perfect!

She also eliminated the time limit. What was the point in Preventing the Slower students from dealing with the facts thatthey obviously needed to practice? She Replaced the time limit with a progress chart-which she Copied onto every-timed test, sem Looked like this:

— — Progress chart

4:00 3:30 3 : 00 2:45 2:30 2:15 2:00 1:50 1:40 1:30 1:20 1:10 1:00

She used an overhead timer (or the clock on the wall with a second hand). When the students finished the last problem, They Looked up to see what Their individual time was. Then They circled all the times thatthey passed. The faster They were, the more times They got to circle. The children were quite enthusiastic about circling the times, and Started asking if They could do more timed tests so They could try to beat the century times. Some children liked to competetion with eachother for the fastest time, and That Made Them want to practice more beforehand the test. Other children just liked to try to beat Their own Previously best time. The teacher liked to include some very slow times on the progress chart, so That Even the slowest students could pass Several speed-levels-which made themself want to get faster, too. She noticed aspects of the enthusiasm for the challenge Increased, and their anxiety included decreased.

But she was still Concerned about one thing with the timed tests. When some students made mistakes and were directed by their partners to “Try again,” They did not really know the correct answer and tended to just guess. And their guesser did not Seem to Make Any Sense. One day she took the place of one student WHO was absent and underserved as the partner during a timed test. The student wrote a wrong answer for 7 x 7. The teacher told the child to “try again” (Which is a positive way of saying, “You missed it, but You Can fix it now”). The child guessed “102?” Apparently the teacher’s face must have displayed a look of disbelief, Because the child Immediately guessed again: “77?”

The teacher pointed to the student’s paper and said, “Look at this other problem you Already did. It says “6 x 7,” and you answered “42,” and you were right! So if six times seven is forty-two, then seven times seven must be … “” Eighty-nine? ” guessed the child. The teacher hoped That the army coordinates would cause Him to add seven more to 42, using what he knew (six groups of seven) to figure out what he did not know (seven groups of seven). Apparently, though, the pupil did not understand Actually the fact That he supposedly “knew.” It seemed That he knew 6 x 7 the Same way a first-Grader knows the Pledge to the Flag , or Frere Jacques -divorced from Any meaning, devoid of understanding, and not susceptible of intelligent use in changing contexts. He was thinking in terms of “what is the right word for this answer?” as opposed to “what Amount would make sense here?” In short, he was dealing with a Mathematical situation in a linguistic way, rather than in a Mathematical way.

The teacher suddenly remembered a technique she had learned at a math workshop That was designed to mold students’ thinking about Multiplication in a more Mathematical way. She did not know where the Handout pages from the workshop were, so she drew a picture That she could use to Organize the student’s sense of counting by sevens. First, she drew a row of seven boxes, Putting a little space between Each box. Then she drew another row just like it Underneath, and another, and so on until she had seven rows of boxes, with seven in Each row.

Then she guided the student like this: “Touch and count the first row of boxes. ” The pupil touched Each box and counted “1, 2, 3, 4, 5, 6, 7.” “Now swipe your finger across the whole row of boxes and say” seven. “The boy did so.” Now touch and count the next row, eight, nine … “The student touched themself and counted” 8, 9, 10 , 11, 12, 13, 14. “” Now let’s review: swipe the first row and say … “The boy swiped the first row and said” seven. “” Swipe the next row and say … “He traced his finger across the next row and said, “Fourteen.”

The student continued touching and counting: “15, 16, 17, 18, 19, 20, 21” and swiping “7, 14, 21. “The teacher asked,” How many boxes are in Each row? “” Seven. “How many rows have you counted and swiped so far?” “Three rows.” “Three rows of seven Makes how many boxes?” “Twenty-one.” “So three times seven is …?” “Twenty-one!” “I wonder how you could find out what seven times seven is ?,” mused the teacher Aloud. “I know what to do!” And the pupil continued touching-and-counting the next row, then swiping to review the accumulated rows-slowly developing his memory of the multiples of seven in a tactile / kinesthetic, spatial, context-derived way-until he finally got to 7 x 7. Then he absolutely knew That 7 x 7 = 49-no more guessing. Then the teacher wondered Aloud, “I wonder if you could use this technique to co figure out 4 x 6?” She took a piece of paper and covered the bottom three rows of boxes, so That only four rows remained Visible. The she SLID another piece of paper over the last vertical column of boxes on the right end, so That Each row appeared to containments only six boxes. She then watched with approval as the boy demonstrated how to touch-and-count and swipe four groups of six.

The teacher realized That this system of organized counting was very differentially from filling in the blank boxes in a standard Multiplication chart-sem she henceforth thought of as “A Table of Someone Else’s Answers.” Filling out the chart does not requires students to count or think in terms of groups. It assumes That the learners have mastered Already ship-counting; it is merely Creating an occasion to recall what is already know. But if That mastery has not Already Taken place, assigning a student to fill in the chart is just another way of asking, “What is the word for That answer?” And That query is more Likely to stimulate a purely verbally-based response (rote memory) than a statement of fact That is backed up by Mathematical reasoning and supported by a context-derived flow of memory.

After Several days of Implementing These new approaches to helping military students, the teacher was very pleased to see the progress They were making. They seemed to be feeling less stress and anxiety, too. That evening at the dinner table she shared an army of good news with her husband, the WHO said, “That’s great, honey. And whatever you did with the corn last weekend is sure working well. It’s looking a lot better now.”