Author: Lucia Magnoli
Publisher: Lulu.com
ISBN: 1387000829
Category :
Languages : en
Pages : 34
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Book Description
This is a one-of-a-kind, interactive book which incorporates math and yoga. Discover the math needed to complete each yoga pose correctly, as Mrs. Moonflower takes her students on a journey exploring the geometry of yoga!
Author: Debbie Diller
Publisher: Taylor & Francis
ISBN: 1003841783
Category : Education
Languages : en
Pages : 597
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Book Description
If you' ve ever questioned how to make math stations work, you' ll find this photo-filled, idea-packed resource invaluable. This book extends Debbie Diller' s best-selling work on literacy work stations and classroom design to the field of mathematics. In Math Work Stations you' ll find ideas to help children develop conceptual understanding and skills, use math vocabulary as they talk about their mathematical thinking, and connect big ideas to meaningful independent exploration and practice. This book details how to set up, manage, and keep math stations going throughout the year. There' s even a chapter devoted solely to organizing and using math manipulatives. Each chapter includes: key concepts based on NCTM and state math standards; math vocabulary resources and literature links; suggested materials to include at each station for the corresponding math content strand; ideas for modeling, troubleshooting, differentiating, and assessment; and reflection questions for professional development.Throughout the book, Debbie has included hundreds of color photos showing math work stations in action from a variety of classrooms in which she has worked. Charts, reproducible forms, and math work stations icons are included to provide everything you' ll need to get started with stations in your classroom right away.
Author: Dhaval Bathia
Publisher: Jaico Publishing House
ISBN: 8179924076
Category : Self-Help
Languages : en
Pages : 187
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Book Description
A Simplified Approach For Beginners& Can you multiply 231072 by 110649 and get the answer in just a single line? Can you find the cube root of 262144 or 704969 in two seconds? Can you predict the birth-date of a person without him telling you? Can you predict how much money a person has without him telling you? Can you check the final answer without solving the question? Or, in a special case, get the final answer without looking at the question? Can you solve squares, square roots, cube-roots and other problems mentally?All this and a lot more is possible with the techniques of Vedic Mathematics described in this book. The techniques are useful for students, professionals and businessmen. The techniques of Vedic Mathematics have helped millions of students all over the world get rid of their fear of numbers and improve their scores in quantitative subjects. Primary and secondary school students have found the Vedic mathematics approach very exciting. Those giving competitive exams like MBA, MCA, CET, UPSC, GRE, GMAT etc. have asserted that Vedic Mathematics has helped them crack the entrance tests of these exams.
Author: Mary Baratta-Lorton
Publisher: Addison Wesley Publishing Company
ISBN: 9780201861532
Category :
Languages : en
Pages : 0
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Book Description
The most popular activity-centered math curriculum in use today. Contains over 200 innovative math experiments. Revised sourcebook also features an index keying the sourcebook and summary newsletter.
Author: Judith McVarish
Publisher: Routledge
ISBN: 1135908893
Category : Education
Languages : en
Pages : 198
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Book Description
This book argues that even in today's high-stakes testing environment, 'teaching to the test' need not be teachers’ only focus as they introduce young children to mathematics. Judith McVarish demonstrates how building a community of learners and using problem solving to engage students can help teachers encourage students’ disposition to creative thinking and reasoning—skills that can otherwise become lost due to the pressure of the many other expectations placed upon both teachers and students. This book offers strategies for infusing mathematics learning and reasoning into elementary school classrooms while meeting curriculum and testing mandates. The teacher researcher component of each chapter provides a vehicle for teachers to bring their own expertise and questions back into the teaching and learning equation.
Author: Patricio Felmer
Publisher: Springer Nature
ISBN: 3030292150
Category : Education
Languages : en
Pages : 418
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Book Description
Recent research in problem solving has shifted its focus to actual classroom implementation and what is really going on during problem solving when it is used regularly in classroom. This book seeks to stay on top of that trend by approaching diverse aspects of current problem solving research, covering three broad themes. Firstly, it explores the role of teachers in problem-solving classrooms and their professional development, moving onto—secondly—the role of students when solving problems, with particular consideration of factors like group work, discussion, role of students in discussions and the effect of students’ engagement on their self-perception and their view of mathematics. Finally, the book considers the question of problem solving in mathematics instruction as it overlaps with problem design, problem-solving situations, and actual classroom implementation. The volume brings together diverse contributors from a variety of countries and with wide and varied experiences, combining the voices of leading and developing researchers. The book will be of interest to any reader keeping on the frontiers of research in problem solving, more specifically researchers and graduate students in mathematics education, researchers in problem solving, as well as teachers and practitioners.
Author: Knut A. Jacobsen
Publisher: Routledge
ISBN: 1351624741
Category : Social Science
Languages : en
Pages : 247
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Book Description
The Sāṃkhyayoga institution of Kāpil Maṭh is a religious organisation with a small tradition of followers which emerged in the last decade of the nineteenth century and the first decades of the twentieth century in Bengal in India around the renunciant and yogin Hariharānanda Āraṇya. This tradition developed during the same period in which modern yoga was born and forms a chapter in the expansion of yoga traditions in modern Hinduism. The book analyses the yoga teaching of Hariharānanda Āraṇya (1869-1947) and the Kāpil Maṭh tradition, its origin, history and contemporary manifestations, and this tradition’s connection to the expansion of yoga and the Yogasūtra in modern Hinduism. The Sāṃkhyayoga of the Kāpil Maṭh tradition is based on the Pātañjalayogaśāstra, on a number of texts in Sanskrit and Bengali written by their gurus, and on the lifestyle of the renunciant yogin living isolated in a cave. The book investigates Hariharānanda Āraṇya’s connection to pre-modern yoga traditions and the impact of modern production and transmission of knowledge on his interpretations of yoga. The book connects the Kāpil Maṭh tradition to the nineteenth century transformations of Bengali religious culture of the educated upper class that led to the production of a new type of yogin. The book analyses Sāṃkhyayoga as a living tradition, its current teachings and practices, and looks at what Sāṃkhyayogins do and what Sāṃkhyayoga is as a yoga practice. A valuable contribution to recent and ongoing debates, this book will be of interest to academics in the fields of Religious Studies, Anthropology, Asian Studies, Indology, Indian philosophy, Hindu Studies and Yoga Studies.
Author: Swami Vivekananda
Publisher: Advaita Ashrama (A publication branch of Ramakrishna Math, Belur Math)
ISBN: 8175058684
Category : Religion
Languages : en
Pages : 436
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Book Description
Published by Advaita Ashrama, a publication house of Ramakrishna Math, Belur Math, this is Volume 7 of the nine volume series constituting 'The Complete Works of Swami Vivekananda'. In these volumes we have not only a gospel to the world at large, but also, to its own children, the Charter of the Hindu faith. For the first time in history, Hinduism itself forms here the subject of generalization of a Hindu mind of the highest order. What Hinduism had needed was the organizing and consolidating of its own idea, a rock where she could lie at anchor, and an authoritative utterance in which she might recognise herself. What the world had needed was a faith that had no fear of truth. Both are found in the words and writings of Swami Vivekananda. It is the latest gospel of a modern Prophet of religion and spirituality to the mankind.
Author: Kyle Ferguson
Publisher: North Atlantic Books
ISBN: 162317595X
Category : Health & Fitness
Languages : en
Pages : 352
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Book Description
A holistic method for practicing hot yoga--a new 40-pose series of postures based on modern understandings of anatomy and movement. Bringing hot yoga beyond Bikram and into the 21st century, Beyond Hot Yoga offers a bold new science-backed 40-pose sequence. Built on up-to-date insights on bodily movement--and the understanding that all bodies are different--author, practitioner, and teacher Kyle Ferguson challenges the long-held belief that all yoga poses are right for all people. He also opens up a vital conversation regarding the principles of embodiment and interconnectedness in yoga, doing so with humor, erudition, and tongue-in-cheek wit. More than just a practice guide, Beyond Hot Yoga is a shake-it-up investigation of ideas: it encourages a new exploration of the social nature of human beings, emphasizes the harmony between physical design and mental process, and explores the philosophy of embodiment and the spiritual value of practice. Included are quarantine-tailored adjustments for reaping the benefits of the hot yoga sequence for when you can't get to a class, as well as tips on alignment, postures, and learning to read and listen to your body as you practice yoga.
Author: Claude Alvares
Publisher: Penerbit USM
ISBN: 9838617539
Category : Education
Languages : en
Pages : 399
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Book Description
This book of essays is a sequel to the ‘International Conference on Decolonising Our Universities’ held in Penang, Malaysia from June 27 to 29, 2011. The Conference was jointly organised by the Universiti Sains Malaysia and Citizens International in cooperation with the Higher Education Leadership Academy of the Malaysian Ministry of Higher Education. At the Conference, speaker after speaker pointed out that education in Asia and Africa is too Westcentric. It blindly apes European universities, European curricula and European paradigms. The papers in this volume examine possible ways of overcoming this problem of intellectual enslavement in Asian and African citadels of learning. It must be pointed out at the very outset that this book is not meant to be a tirade against the West. Its aim is not to ask Asian and African universities to shut out Europe and North America or to be insular or to wear blinds. Its aim is positive – to make Asian and African tertiary education truly global and at the same time socially relevant. This cannot be done unless the intellectual monopoly of the West is broken and European knowledge is made to make way for the review, teaching and expansion of the vast knowledge of other societies and cultures. European knowledge may supplement, but never replace, other valid knowledge systems and traditions. The book is divided into eight parts. Part I creates the setting, provides an overview of the state of our universities, reflects on decolonisation of our intellectual heritage and explains how colonial education was used to assault our cultures. Part II contains a wish-list of the decolonised university. There are essays on the philosophical basis of an African university and about how the sacred and the secular can be integrated and how the community can be brought back into the university. Part III critically examines the promise and performance of UNESCO in decolonisation of Asian and African institutions of higher learning. Part IV discusses eurocentrism in social sciences, in mathematics and in science curricula. Part V highlights the state of social sciences and the law today and provides an alternative discourse in social theory, history, psychotherapy, psychology, law and language education. Part VI discusses regional decolonising initiatives in the Philippines, Taiwan, Turkey and Iran. Part VII provides insights into some experiments in transforming academic pedagogy. Finally, Part VIII contains some personal journeys in decolonisation of the self. This book of essays is meant to coincide with Malaysia’s Independence Day on August 31, 1957. The hope is that the timing will underline the point that the stains of cultural and intellectual imperialism do not end with the attainment of political freedom. Freedom is a state of the mind and, regrettably, throughout Asia and Africa, the enslavement of the mind has continued long after the coloniser has gone back home. This humiliating state of affairs must end, not only to give meaning to political independence but also to improve the quality of our education by giving to our students a better panorama of world knowledge and thereby to increase their choices. Decolonisation of our universities is not an exercise in flag-waving nationalism. Its aim is ameliorative. Diversity and pluralism of knowledge systems are vital for meeting many of the moral, social and economic challenges of the times and for avoiding the frightening economic, educational and cultural consequences of Europe’s near-total intellectual and educational monopoly over Asia, Africa and Latin America. For example, Western models of development have proved to be a nightmare and have not served Asia and Africa well. Economic theories from the West have brought the whole world to the brink of an environmental catastrophe. Asian universities should offer a critique of the ethnocentrism of Western scholarship by pointing out that a middle class Western lifestyle and what that entails in terms of the nuclear family, the consumer society, living in suburbia and extensive private space may neither be workable nor desirable on a fragile planet. The humiliating story of intellectual enslavement in each field and in each region is best told in the words of the authors. What must be noted is the ways in which this subservience manifests itself. Our university courses reflect the false belief that Western knowledge is the sum total of all human knowledge. The books prescribed and the icons and godfathers of knowledge are overwhelmingly from the North Atlantic countries. Titles written by scholars and thinkers from Asia and Africa are rarely included in the book list. This may indicate a pervasive inferiority complex or ignorance of the contribution of the East to world civilisation. Any evaluation of right and wrong, of justice and fairness, of poverty and development, and of what is wholesome and worthy of celebration tends to be based on Western perceptions. Eastern ideas and institutions are viewed through Western prisms and invariably regarded as primitive and in need of change. Despite decades of political independence, the framework assumptions of our law, politics, economics, education, history, science, art and culture remain dictated by our former colonial masters. Our concept of the good life and our views on human rights have very tenuous links to our indigenous traditions. Our cultural values, domestic relations, music, food and dressing – indeed our whole Weltanschauung is constructed on a Western edifice of knowledge. Our concept of beauty has been socially constructed by Hollywood media. In our professions, most of the icons we look up to are Western. In our universities, the syllabi we draft, the books we prescribe, the theories we blindly ape, the new abodes of the sacred we worship have very little connection with our own intellectual and moral heritage. It is fashionable in Asian universities to import expatriate lecturers, external examiners and guest speakers exclusively from North Atlantic countries. Asian scholars are generally not regarded as fit for such recognition. The underlying assumption is that Asians and Africans matter little and in all aspects of existence we need civilisational guidance from the overlords of humankind in Europe and America. How did we fall into such depths of enslavement and reverse racism? An essay in the volume points out that the colonisers conquered our mind by dismissing and deriding our cultures, alienating us from our roots and putting us in awe of the culture of the masters. They used the colonial education system for the production of a competent but submissive class. They replaced local languages with the English language extinguishing along with local languages, the cultural and moral nuances and perspectives that surround a language. The colonisers falsified and obliterated historical records of intellectual achievements by Asian and African scholars and inventors. They borrowed extensively from the East but shamelessly failed to acknowledge that debt. In many cases they Latinised Eastern names to make them sound European. The world does not know that during the European Dark Ages, scintillating educational developments were taking place in Asia and Africa. While Europe slept, China, India, Persia and Egypt practised science, invented algebra, furthered mathematics, metallurgy, law and logic. They conducted complex medical operations, invented rockets, wrote treatises in philosophy, sociology and astronomy. A more recent form of Western hegemony is the yearly university ranking lists. Western education, Western science and Western achievements are subjected to evaluation on criteria that are rigged in their favour. A host of Western consultants and experts unabashedly glorify American and European achievements and certify and celebrate the unique quality of their education system. A recent claim was made that American society symbolised ‘the end of history’ implying thereby that no further human progress was necessary anywhere else. The book’s ultimate aim is to discover what needs to be done to liberate our minds and our souls; to end this academic colonialism; to restore our dignity and independence. We must shed the slavish mentality of blindly aping Western paradigms. We must stop sucking up to the Western academic system. We need to send Columbus packing back home. Not only the Columbus outside but also the Columbus within. We need to rediscover the suppressed knowledge of our civilisations and to reconnect with our rich heritage. We must embark on a voyage of discovery of our ancestors’ intellectual wanderings and rediscover the wonders and heritage of China, India, Persia, Mesopotamia, Egypt and other Eastern and African civilisations. We must combat the many fabrications and plagiarisms of Western ‘innovators’ and we must give credit where credit is due to those in Asia and Africa who pioneered the ideas. It must be clarified that it is not part of our agenda to ask European and American universities to include the treasures of the East in their syllabi. Whether their world-views should be enriched by the insights and reflections of the East, or whether they should remain insular and wear blinds, is their own problem. Further, it is not our aim to shut out the West but to end blind and exclusive reliance on it. We need to root our education in our own soil; to tap our own intellectual resources first and to make our education relevant to our societal conditions. No amount of imported academics or theories can do this, only us. We are aware that our endeavour will be mocked by many in the West. We will also be opposed by many elites in the East who believe that ‘West is best’ and whose capitulation to Europe perpetuates Western intellectual hegemony. Such opposition to the basic thesis of this book will only serve to confirm the phenomenon of ‘legitimation and false consciousness’ whereby the oppressed are so brainwashed that they cooperate with their oppressors. ‘It is the final triumph of a system of domination when the dominated start singing its virtues.’ In preparing this volume, we received invaluable help from many individuals and institutions. Universiti Sains Malaysia and Citizens International provided the funds for publication. Ayesha Bilimoria helped with the editing of the bulk of the pieces. Jenessey Dias performed brisk transcription of the presentations from the DVDs. Shafeeq, Sameera and Noor Aini Masri gave secretarial assistance. Professor Dato’ Dr. Md Salleh Yaapar and his team from the USM Press did everything else with great courtesy, speed and professionalism. Citizens International’s S.M. Mohamed Idris and Uma Ramaswamy assisted with the printing. To all of them we owe a debt of gratitude. We hope that this book will highlight what is on any measure a shameful condition and that it will inspire at least some Asian educators to think afresh, to chart new directions, to search for the best in their indigenous traditions, yet to keep the windows of their mind open to the world.
