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Investigations was developed between 1990 and 1998. It was just one of a number of reform mathematics curricula initially funded by a National Science Foundation grant. The goals of the project raised opposition to the curriculum from critics (both parents and mathematics teachers) who objected to the emphasis on conceptual learning instead of instruction in more recognized specific methods ...
The American high-school geometry curriculum was eventually codified in 1912 and developed a distinctive American style of geometric demonstration for such courses, known as "two-column" proofs. [49] This remains largely true today, with Geometry as a proof-based high-school math class.
For instance, Leonia High School, which incorporated grades 8–12 (since there was no middle school then), called the program "Math X" for experimental, with individual courses called Math 8X, Math 9X, etc. [13] Hunter College High School used it as the basis for its Extended Honors Program; the school's description stated that the program ...
Proof without words of the arithmetic progression formulas using a rotated copy of the blocks. An arithmetic progression or arithmetic sequence is a sequence of numbers such that the difference from any succeeding term to its preceding term remains constant throughout the sequence. The constant difference is called common difference of that ...
In mathematics, a harmonic progression (or harmonic sequence) is a progression formed by taking the reciprocals of an arithmetic progression, which is also known as an arithmetic sequence. Equivalently, a sequence is a harmonic progression when each term is the harmonic mean of the neighboring terms.
Designed in response to national reports pointing to the need for a major overhaul in mathematics education, [3] [4] [5] the IMP curriculum is markedly different in structure, content, and pedagogy from courses more typically found in the high school sequence. [6] Each book of the curriculum is divided into five- to eight-week units, each ...
The Principles and Standards for School Mathematics was developed by the NCTM. The NCTM's stated intent was to improve mathematics education. The contents were based on surveys of existing curriculum materials, curricula and policies from many countries, educational research publications, and government agencies such as the U.S. National Science Foundation. [3]
Recamán's sequence: 0, 1, 3, 6, 2, 7, 13, 20, 12, 21, 11, 22, 10, 23, 9, 24, 8, 25, 43, 62, ... "subtract if possible, otherwise add": a(0) = 0; for n > 0, a(n) = a(n − 1) − n if that number is positive and not already in the sequence, otherwise a(n) = a(n − 1) + n, whether or not that number is already in the sequence. A005132: Look-and ...
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