The Klein Project/How to Contribute - Versionsgeschichte

Karl Kirst: hat „How to Contribute“ nach „The Klein Project/How to Contribute“ verschoben: Unterseite

2012-02-27T22:45:21Z

hat „How to Contribute“ nach „The Klein Project/How to Contribute“ verschoben: Unterseite

Hans-Georg Weigand am 10. November 2011 um 22:54 Uhr

2011-11-10T22:54:19Z

Hans-Georg Weigand am 10. November 2011 um 22:53 Uhr

2011-11-10T22:53:43Z

Hans-Georg Weigand am 10. November 2011 um 22:52 Uhr

2011-11-10T22:52:52Z

Hans-Georg Weigand am 28. Februar 2011 um 12:37 Uhr

2011-02-28T12:37:31Z

Graeme Cohen am 25. Februar 2011 um 04:20 Uhr

2011-02-25T04:20:20Z

Bill Barton am 5. Juni 2010 um 13:32 Uhr

2010-06-05T13:32:19Z

Bill Barton am 5. Juni 2010 um 13:25 Uhr

2010-06-05T13:25:46Z

Michael Schuster: Die Seite wurde neu angelegt: Contributions of all kinds are welcomed by the Design Group. You are welcome to send material by email to [mailto://b.barton@auckland.ac.nz Bill Barton] or to any other...

2010-04-19T11:00:37Z

Die Seite wurde neu angelegt: Contributions of all kinds are welcomed by the Design Group. You are welcome to send material by email to [mailto://b.barton@auckland.ac.nz Bill Barton] or to any other...

Neue Seite

Contributions of all kinds are welcomed by the Design Group. You are welcome to send material by email to [mailto://b.barton@auckland.ac.nz Bill Barton] or to any other member of the Group.

At this time we are soliciting in particular '''Klein Articles''' and comments on the '''Book Structure'''.

'''Klein Article Criteria'''

'''Type 1''': Trajectories connecting school mathematics with advanced and recent aspects of the field of mathematics.

'''Type 2''': Explanations of modern significant applications

Both types should start with an Inspiring Example or Problem that connects to the culture of the school teacher (either the mathematics they know or teach, or some familiar aspect of the world).

The material from the field of mathematics should show teachers something beyond what they know, (even if it may not be at the boundary of mathematics).

Type 1 will need to have “transitional objects” or a “chain of linkages” that take the teachers to the edge of the ocean so they can see the horizon—or sail a little way towards it.

Both types need to have in mind the reader listening and asking “Why is this important?”, and the answer should be scientifically deep. It must tell something about mathematics, or about the role of mathematics inside science and technology, or about how mathematics develops in general terms. It should have a mathematical moral (which needs to be explicitly stated). It should go inside the mathematics and not just tell us that there is mathematics hidden inside that topic.

The articles need to be written in the awareness of the role of technology without allowing it to dictate the content.

All articles should be short and focused, most of them having 2-4 pages. Articles should be written in a self-contained way, even if hierarchies of papers pushing the topic further are also encouraged. Attention should be put on providing references, especially those that take the topic further, and related websites would either give more information on the topic or provide teacher resources.

@@ Zeile 15: / Zeile 15: @@
 <BR><BR>
 '''Both types''' need to have in mind the reader listening and asking “Why is this important?”, and the answer should be scientifically deep. It must tell something about mathematics, or about the role of mathematics inside science and technology, or about how mathematics develops in general terms. It should have a mathematical moral (which needs to be explicitly stated). It should go inside the mathematics and not just tell us that there is mathematics hidden inside that topic.
-<BR>
+<BR><BR>
-The vignettes need to be written in the awareness of the role of technology without allowing it to dictate the content.
+The vignettes need to be written in the awareness of the role of technology without allowing it to dictate the content. All vignettes should be short and focused, most of them having 5-6 pages, at the maximum 10 pages. Vignettes should be written in a self-contained way, even if hierarchies of papers pushing the topic further are also encouraged. Attention should be put on providing references, especially those that take the topic further, and related websites would either give more information on the topic or provide teacher resources.
-<BR>
 All vignettes should be short and focused, most of them having 5-6 pages, at the maximum 10 pages. Vignettes should be written in a self-contained way, even if hierarchies of papers pushing the topic further are also encouraged. Attention should be put on providing references, especially those that take the topic further, and related websites would either give more information on the topic or provide teacher resources.

@@ Zeile 10: / Zeile 10: @@
 <BR>
-Both types should start with an Inspiring Example or Problem that connects to the culture of the school teacher (either the mathematics they know or teach, or some familiar aspect of the world). The material from the field of mathematics should show teachers something beyond what they know (even if it may not be at the boundary of mathematics).
+Both types should start with an '''Inspiring Example''' or Problem that connects to the culture of the school teacher (either the mathematics they know or teach, or some familiar aspect of the world). The material from the field of mathematics should show teachers something beyond what they know (even if it may not be at the boundary of mathematics).
-<BR>
+<BR><BR>
-Type 1 will need to have “transitional objects” or a “chain of linkages” that take the teachers to the edge of the ocean so they can see the horizon-—or sail a little way towards it.
+'''Type 1''' will need to have “transitional objects” or a “chain of linkages” that take the teachers to the edge of the ocean so they can see the horizon-—or sail a little way towards it.
-<BR>
+<BR><BR>
-Both types need to have in mind the reader listening and asking “Why is this important?”, and the answer should be scientifically deep. It must tell something about mathematics, or about the role of mathematics inside science and technology, or about how mathematics develops in general terms. It should have a mathematical moral (which needs to be explicitly stated). It should go inside the mathematics and not just tell us that there is mathematics hidden inside that topic.
+'''Both types''' need to have in mind the reader listening and asking “Why is this important?”, and the answer should be scientifically deep. It must tell something about mathematics, or about the role of mathematics inside science and technology, or about how mathematics develops in general terms. It should have a mathematical moral (which needs to be explicitly stated). It should go inside the mathematics and not just tell us that there is mathematics hidden inside that topic.
 <BR>
 The vignettes need to be written in the awareness of the role of technology without allowing it to dictate the content.
 <BR>
 All vignettes should be short and focused, most of them having 5-6 pages, at the maximum 10 pages. Vignettes should be written in a self-contained way, even if hierarchies of papers pushing the topic further are also encouraged. Attention should be put on providing references, especially those that take the topic further, and related websites would either give more information on the topic or provide teacher resources.

@@ Zeile 5: / Zeile 5: @@
 '''Klein Vignette Criteria'''
-'''Type 1''':  Trajectories connecting school mathematics with advanced and recent aspects of the field of mathematics.
+* '''Type 1''':  Trajectories connecting school mathematics with advanced and recent aspects of the field of mathematics.
-'''Type 2''':  Explanations of modern significant applications
+* '''Type 2''':  Explanations of modern significant applications
-−
-Both types should start with an Inspiring Example or Problem that connects to the culture of the school teacher (either the mathematics they know or teach, or some familiar aspect of the world).
-−
-The material from the field of mathematics should show teachers something beyond what they know (even if it may not be at the boundary of mathematics).
 Type 1 will need to have “transitional objects” or a “chain of linkages” that take the teachers to the edge of the ocean so they can see the horizon-—or sail a little way towards it.
+<BR>
 Both types need to have in mind the reader listening and asking “Why is this important?”, and the answer should be scientifically deep. It must tell something about mathematics, or about the role of mathematics inside science and technology, or about how mathematics develops in general terms. It should have a mathematical moral (which needs to be explicitly stated). It should go inside the mathematics and not just tell us that there is mathematics hidden inside that topic.
+<BR>
 The vignettes need to be written in the awareness of the role of technology without allowing it to dictate the content.
+<BR>
 All vignettes should be short and focused, most of them having 5-6 pages, at the maximum 10 pages. Vignettes should be written in a self-contained way, even if hierarchies of papers pushing the topic further are also encouraged. Attention should be put on providing references, especially those that take the topic further, and related websites would either give more information on the topic or provide teacher resources.

← Nächstältere Version		Version vom 28. Februar 2011, 12:37 Uhr
Zeile 19:		Zeile 19:
	The vignettes need to be written in the awareness of the role of technology without allowing it to dictate the content.		The vignettes need to be written in the awareness of the role of technology without allowing it to dictate the content.

−	All vignettes should be short and focused, most of them having 2-4 pages. Vignettes should be written in a self-contained way, even if hierarchies of papers pushing the topic further are also encouraged. Attention should be put on providing references, especially those that take the topic further, and related websites would either give more information on the topic or provide teacher resources.	+	All vignettes should be short and focused, most of them having 5-6 pages, at the maximum 10 pages. Vignettes should be written in a self-contained way, even if hierarchies of papers pushing the topic further are also encouraged. Attention should be put on providing references, especially those that take the topic further, and related websites would either give more information on the topic or provide teacher resources.

@@ Zeile 1: / Zeile 1: @@
 Contributions of all kinds are welcomed by the Design Group. You are welcome to send material by email to [mailto://b.barton@auckland.ac.nz Bill Barton] or to any other member of the Group.
-At this time we are soliciting in particular '''Klein Vignettes''' and comments on the '''Book Structure'''.
+At this time we are soliciting in particular '''Klein Vignettes''' and comments on the '''Book Structure'''. We expect to have four '''Model Vignettes''' mounted on this site by the end of July at the latest.
 '''Klein Vignette Criteria'''