- Gibsonburg, Ohio, United States
David Meel
Bowling Green State University, Mathematics and Statistics, Faculty Member
The main purpose of this paper is the development of several algorithms which could be adapted to computer programs in order to develop all the closure systems or topology defining closure systems on n points, as well as have the... more
The main purpose of this paper is the development of several algorithms which could be adapted to computer programs in order to develop all the closure systems or topology defining closure systems on n points, as well as have the capability to store such systems for further analysis. In addition to the algorithms, other related original results were found
Research Interests:
Research Interests:
Research Interests: Box Office and Black Box
The idea of “Sumgo” was suggested by the game of bingo and the need to illustrate the utility of educational games, help students practice skills, and introduce new concepts. This game was designed to investigate an interesting... more
The idea of “Sumgo” was suggested by the game of bingo and the need to illustrate the utility of educational games, help students practice skills, and introduce new concepts. This game was designed to investigate an interesting distribution while practicing a computational skill. As a result, the activity described in this article focuses on the concepts of sample spaces and exact probabilities while providing practice in addition. In designing “sumgo,” I envisioned a mathematics class actively engaged with the game while practicing addition and learning about data interpretation, experimental and theoretical probability, and the consequences of randomness.
Research Interests:
This paper seeks to provide further evidence of the problems graduate students face as they are teaching. In order to accomplish this, this study presents a singular case study of the graduate teaching instructor of Mr. M culled from an... more
This paper seeks to provide further evidence of the problems graduate students face as they are teaching. In order to accomplish this, this study presents a singular case study of the graduate teaching instructor of Mr. M culled from an on-going investigation of the struggles graduate teaching assistants face when front-line instructors. Drawing upon a multitude of data sources such as daily journal entries, a hour-long interview, quizzes, tests, and copies of student work and reactions, the data revealed that Mr. M. experienced conflict in reference to: (1) constructing a non-threatening classroom versus loosing control; (2) Wanting students to ask questions versus answering “dumb ” questions; (3) Wanting an open classroom versus students talking out of turn; (4) Teaching toward the bottom of the class versus boring the top; (5) Ensuring students do homework versus not enough time to grade; (6) The responsibilities of teaching versus the requirements of being a student; (7) The lec...
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The current mathematics education reform efforts regarding teacher preparation empha-size the development of content and pedagogical knowledge. In particular, the adequacy of teachers ’ mathematical knowledge receives considerable... more
The current mathematics education reform efforts regarding teacher preparation empha-size the development of content and pedagogical knowledge. In particular, the adequacy of teachers ’ mathematical knowledge receives considerable attention along with the effects of content knowledge on pedagogical practices. This paper illustrates how reading a particular research article designed to draw personal relevance for the investigation into the division of fractions can have both empowering and debilitating effects. The responses of 23 prospective elementary teachers specializing in mathematics portray the variegated efficacy of using the reading of the Borko et al. (1992) article to pique the prospective teachers ’ interests and draw relevancy for the content under discussion. Additionally, the study indicates the need for attention to emotional upheavals which result from such an instructional intervention. Teachers ’ subject matter and pedagogical content knowledge have received greate...
Research Interests:
Research Interests:
The search for a meaningful cognitive description of understanding has ensued for the past half a century. Within the past three decades, new and integrative perspectives have grown out of Richard Skemp's distinctions between... more
The search for a meaningful cognitive description of understanding has ensued for the past half a century. Within the past three decades, new and integrative perspectives have grown out of Richard Skemp's distinctions between instrumental and relational understanding. The growth of these perspectives, up until 1987, was documented by Tom Schroeder in his PME synthesis of the work on understanding resulting from Richard Skemp's instrumental/relational contrasts. Since 1987, the work on understanding has progressed and this paper examines the new, more recent theoretical frameworks of understanding which have arisen from these roots. This paper focuses on two theoretical frameworks, Pirie and Kieren's model of the growth of mathematical understanding and Dubinsky's APOS theory, and discusses other contemporary theoretical frameworks such as the work by Cornu and Sierpinska on cognitive or epistemological obstacles, the investigations into concept definition and concept...
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H ow many students would agree with the statement "My math teacher fails in the area of creativity" when asked if their teachers try to enliven their classroom? So, where is the fun in our teaching of mathematics? In Principks... more
H ow many students would agree with the statement "My math teacher fails in the area of creativity" when asked if their teachers try to enliven their classroom? So, where is the fun in our teaching of mathematics? In Principks and Standards for School Mathematics, the Na tional Council of Teachers of Mathematics clearly recognizes the need for lively classrooms by stat ing, "Teaching mathematics well involves creating, enriching, maintaining, and adapting instruction to move toward mathematical goals, capture and sus tain interest, and engage students in building math ematical understanding" (NCTM 2000, p. 18). We suggest incorporating storytelling as a means of introducing students to new concepts and working through the solution of several problems before the students even know they are investigating them. It is especially engaging to the class when the teacher, whether an artist or not, attempts to pro vide illustrations during storytelling. Whether it is stic...
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How many students would agree with the statement “My math teacher fails in the area of creativity” when asked if their teachers try to enliven their classroom? So, where is the fun in our teaching of mathematics? In Principles and... more
How many students would agree with the statement “My math teacher fails in the area of creativity” when asked if their teachers try to enliven their classroom? So, where is the fun in our teaching of mathematics? In Principles and Standards for School Mathematics, the National Council of Teachers of Mathematics clearly recognizes the need for lively classrooms by stating, “Teaching mathematics well involves creating, enriching, maintaining, and adapting instruction to move toward mathematical goals, capture and sustain interest, and engage students in building mathematical understanding” (NCTM 2000, p. 18). We suggest incorporating storytelling as a means of introducing students to new concepts and working through the solution of several problems before the students even know they are investigating them.
Research Interests:
The idea of “Sumgo” was suggested by the game of bingo and the need to illustrate the utility of educational games, help students practice skills, and introduce new concepts. This game was designed to investigate an interesting... more
The idea of “Sumgo” was suggested by the game of bingo and the need to illustrate the utility of educational games, help students practice skills, and introduce new concepts. This game was designed to investigate an interesting distribution while practicing a computational skill. As a result, the activity described in this article focuses on the concepts of sample spaces and exact probabilities while providing practice in addition. In designing “sumgo,” I envisioned a mathematics class actively engaged with the game while practicing addition and learning about data interpretation, experimental and theoretical probability, and the consequences of randomness.
Research Interests:
Research Interests:
Abstract A single case study approach was used to provide an in-depth examination of the special events that take place in the experiences of a graduate mathematics teaching assistant (MTA) during adaptation to a variety of physical,... more
Abstract A single case study approach was used to provide an in-depth examination of the special events that take place in the experiences of a graduate mathematics teaching assistant (MTA) during adaptation to a variety of physical, emotional, and psychological issues. Through intervention by a faculty member, professional counselor, and medical doctor, the MTA eventually achieved positive coping and adaptation away from suicidal ideations. In the context of attribution theory, we will look at the particular stressors and the how their concomitant effect led the MTA to consider suicide. The case study documents the interactions between the MTA and the faculty member as well as how the MTAs attributions impacted their tone and tenor. Drawing from this account and others encountered by other MTAs, the second half of the paper presents a case story to help MTAs consider how to navigate situations that contribute to stress.
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Research Interests:
Research Interests:
Research Interests:
... He wasn't a bad teacher by any means, just really tough. I hope that this gives a little insight into my math history. Don't get me wrong, I don't hate math; it's just not my subject 214 Page 12. Seto and Meel to... more
... He wasn't a bad teacher by any means, just really tough. I hope that this gives a little insight into my math history. Don't get me wrong, I don't hate math; it's just not my subject 214 Page 12. Seto and Meel to excel at. Writing in Mathematics: Making it Work ...