In the course Discrete Deterministic Chaos, Dr. Mark Daniels introduces students to Chaos Theory and explores many topics within the field. Students prove many of the key results that are discussed in class and work through examples of each topic. Connections to the secondary mathematics curriculum are made throughout the course, and students discuss how the topics in the course could be implemented in the classroom. This paper will provide an overview of the topics covered in the course, Discrete Deterministic Chaos, and provide additional discussion on various related topics. / text

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Made available in DSpace on 2016-04-27T16:57:31Z (GMT). No. of bitstreams: 1 Luciane Santos Rosenbaum.pdf: 3608132 bytes, checksum: 65222331b4e5ccfee8bb815dd8dd1553 (MD5) Previous issue date: 2014-05-06 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This research aims to develop comparative analyses about organization and curriculum development in the area of mathematics education, between Brazil and Uruguay, considering the importance of seeking solutions to challenging problems related to curriculum design. This is a qualitative research. Using literature in the area, we are going to analyze in the prescribed and presented curricula, the evidence or not of the knowledge of research results in Mathematics Education in the official documents of these countries. From interviews with actors of the curriculum from the two countries, we identified common aspects and specific items of mathematics curricula and forms of organization. We raised data that show acceptance or rejection of teachers of mathematics to the curriculum guidelines in the official documents, looking for evidences about the effectiveness of such curricula in the classroom. The analyzes reveal many similarities concerning contents in the curricular requirements and evidence of the influence of research results in Mathematics Education in curriculum development of the countries surveyed. However, we found differences in implementation, organization of the curriculum and in the attitude of teachers concerning recommendations / A presente investigação tem como objetivo desenvolver análises comparativas sobre organização e desenvolvimento curricular, na área de Educação Matemática, entre Brasil e Uruguai, tendo em vista a importância de se buscarem soluções para problemas desafiadores relativos à elaboração curricular. Trata-se de pesquisa de natureza qualitativa, e, utilizando pesquisa bibliográfica, analisaremos nos currículos prescritos e nos apresentados evidências da apropriação ou não de resultados de pesquisa em Educação Matemática nos documentos oficiais desses países. A partir de entrevistas realizadas com atores do currículo dos dois países, identificamos aspectos comuns e especificidades dos currículos de Matemática e suas formas de organização e levantamos dados que evidenciam a adesão, ou a rejeição, dos professores de Matemática às orientações curriculares prescritas nos documentos oficiais, procurando indícios sobre a efetivação de tais currículos na sala de aula. As análises efetuadas revelam muitas similaridades no tocante aos conteúdos apresentados nas prescrições curriculares e indícios da influência de resultados da pesquisa em Educação Matemática no desenvolvimento dos currículos dos países pesquisados. No entanto, encontramos diferenças na implementação, na organização dos currículos e na postura dos professores diante das recomendações curriculares

The purpose of this paper is to compare curriculum documents for K-12 education from the state of North Carolina from two time periods, 1920s and 2003. The historical development of the mathematics curriculum in North Carolina provides a snapshot of the shifts in mathematics teaching and learning. North Carolina, a state in the southeast of the United States, has had a statewide standard course over a period spanning more than eighty years. A document analysis of printed curriculum standards from allows a description of the mathematics concepts and tasks that were expected of students in those years. The analysis revealed stark contrasts in the focus of mathematics from a very computational emphasis to one of problem solving. The analysis also highlighted the understanding of algebraic concepts and ideas as an essential outcome of current mathematics programs.

The purpose of this paper is to compare curriculum documents for K-12 education from the state of North Carolina from two time periods, 1920s and 2003. The historical development of the mathematics curriculum in North Carolina provides a snapshot of the shifts in mathematics teaching and learning. North Carolina, a state in the southeast of the United States, has had a statewide standard course over a period spanning more than eighty years. A document analysis of printed curriculum standards from allows a description of the mathematics concepts and tasks that were expected of students in those years. The analysis revealed stark contrasts in the focus of mathematics from a very computational emphasis to one of problem solving. The analysis also highlighted the understanding of algebraic concepts and ideas as an essential outcome of current mathematics programs.