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50 Years of ERIC
50 Years of ERIC
The Education Resources Information Center (ERIC) is celebrating its 50th Birthday! First opened on May 15th, 1964 ERIC continues the long tradition of ongoing innovation and enhancement.

Learn more about the history of ERIC here. PDF icon

Showing 1 to 15 of 136 results
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Fan, Xingya; Zhu, Yixin – College Mathematics Journal, 2012
A visual proof that the sine is subadditive on [0, pi].
Descriptors: Trigonometry, College Mathematics, Mathematical Logic, Mathematics Instruction
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Barger, Rita H.; Jarrah, Adeeb M. – Mathematics Teaching in the Middle School, 2012
March 14 is special because it is Pi Day. Mathematics is celebrated on that day because the date, 3-14, replicates the first three digits of pi. Pi-related songs, websites, trivia facts, and more are at the fingertips of interested teachers and students. Less celebrated, but still fairly well known, is National Metric Day, which falls on October…
Descriptors: Mathematics Instruction, Secondary School Mathematics, Middle Schools, Metric System
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Li, Xiaoxue H. – College Mathematics Journal, 2013
A visual proof that sin x/x is monotonically increasing on (0, pi/2). For tan x/x, see p. 420 (EJ1017686).
Descriptors: College Mathematics, Mathematical Logic, Validity, Mathematical Concepts
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Li, Xiaoxue H. – College Mathematics Journal, 2013
A visual proof that tan x/x is monotonically increasing on (0, pi/2). For sin x/x, see p. 408 (EJ1017684).
Descriptors: College Mathematics, Mathematical Logic, Validity, Mathematical Concepts
DeCiccio, Albert; Kenny, Tammy; Lippacher, Linda; Flanary, Barry – New England Journal of Higher Education, 2011
At Southern Vermont College (SVC) and at the nation's other colleges and universities, Anatomy and Physiology I (A&PI) is the gateway course into healthcare careers. Disturbingly, at SVC and elsewhere, many first-year students interested in healthcare careers do not succeed in this course. They withdraw from the course or the institution, or their…
Descriptors: First Generation College Students, College Freshmen, Physiology, Anatomy
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Jones, Timothy W. – College Mathematics Journal, 2012
Using techniques that show that e and pi are transcendental, we give a short, elementary proof that pi is irrational based on Euler's identity. The proof involves evaluations of a polynomial using repeated applications of Leibniz formula as organized in a Leibniz table.
Descriptors: Mathematics Instruction, College Mathematics, Validity, Mathematical Logic
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Santucci, Lora C. – Mathematics Teacher, 2011
Using modern technology to examine classical mathematics problems at the high school level can reduce difficult computations and encourage generalizations. When teachers combine historical context with access to technology, they challenge advanced students to think deeply, spark interest in students whose primary interest is not mathematics, and…
Descriptors: Advanced Students, Geometry, Mathematics Instruction, High School Students
Scott, Paul – Australian Mathematics Teacher, 2008
The number Pi (approximately 3.14159) is defined to be the ratio C/d of the circumference (C) to the diameter (d) of any given circle. In particular, Pi measures the circumference of a circle of diameter d = 1. Historically, the Greek mathematician Archimedes found good approximations for Pi by inscribing and circumscribing many-sided polygons…
Descriptors: Arithmetic, Numbers, Mathematics Instruction, Equations (Mathematics)
Scott, Paul – Australian Mathematics Teacher, 2008
This article traces the history of the number [Pi] from 3000 BC (the construction of the Egyptian pyramids) to 2005 (the calculation of the first 200 million digits of Pi).
Descriptors: Mathematical Concepts, Mathematics, History, Computation
Scott, Paul – Australian Mathematics Teacher, 2008
One of the best known numbers in mathematics is the number denoted by the symbol [pi]. This column describes activities that teachers can utilize to encourage students to explore the use of [pi] in one of the simplest of geometric figures: the circle.
Descriptors: Number Concepts, Mathematical Concepts, Teaching Methods, Mathematics Instruction
Dion, Peter; Ho, Anthony – Australian Senior Mathematics Journal, 2012
For at least 2000 years people have been trying to calculate the value of [pi], the ratio of the circumference to the diameter of a circle. People know that [pi] is an irrational number; its decimal representation goes on forever. Early methods were geometric, involving the use of inscribed and circumscribed polygons of a circle. However, real…
Descriptors: Computers, Teaching Methods, Geometric Concepts, Programming
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Daire, Sandra Arguelles – Mathematics Teacher, 2010
Celebrating mathematics should be a yearlong event in which students in mathematics classes of all levels engage in mathematics activities and competitions that will encourage growth in mathematical knowledge, enthusiasm for the subject, and collaboration among students of different abilities and backgrounds. Pi Day and Pi Week festivities--a good…
Descriptors: Mathematics Education, Mathematics Activities, Mathematics Instruction, Creative Teaching
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Watkins, Jessica; Mazur, Eric – Journal of College Science Teaching, 2013
In this paper we present results relating undergraduate student retention in science, technology, engineering, and mathematics (STEM) majors to the use of Peer Instruction (PI) in an introductory physics course at a highly selective research institution. We compare the percentages of students who switch out of a STEM major after taking a physics…
Descriptors: Undergraduate Students, STEM Education, Academic Persistence, Majors (Students)
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Osler, Thomas J. – International Journal of Mathematical Education in Science and Technology, 2010
"Lord Brouncker's continued fraction for pi" is a well-known result. In this article, we show that Brouncker found not only this one continued fraction, but an entire infinite sequence of related continued fractions for pi. These were recorded in the "Arithmetica Infinitorum" by John Wallis, but appear to have been ignored and forgotten by modern…
Descriptors: Mathematics Instruction, Mathematical Concepts, Equations (Mathematics), Mathematical Formulas
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Lucas, Adam – PRIMUS, 2009
In my Calculus classes I encourage my students to actively reflect on course material, to work collaboratively, and to generate diverse solutions to questions. To facilitate this I use peer instruction (PI), a structured questioning process, and i-clickers, a radio frequency classroom response system enabling students to vote anonymously. This…
Descriptors: Student Participation, Calculus, Educational Technology, Teaching Methods
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