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-------------------------------------------------------------------------------- -------------------------------------------------------------------------------- Mathematics Education -------------------------------------------------------------------------------- WELCOME TO JIM WILSON'S HOME PAGE/SERVER! > Home Files -------------------------------------------------------------------------------- > My e-mail is jwilson@uga.edu. - - - - - - - Last modified June 27, 2018 -------------------------------------------------------------------------------- > Courses I taught > > Papers > > A few GSP Lessons > Links > Personal Information and Interests > > Mathematics Education Program Page > > Class Rolls Intermath Project Web Site Interactive Dictionary for Middle School Level CONTEXTUAL TEACHING AND LEARNING -- EMAT CPTM -------------------------------------------------------------------------------- > HOOTEN AWARD 2017 > > > NCTM BOSTON > > Situations Project (password required) > > > LET US TEACH GUESSING -- 60 MINUTE VIDEO OF GEORGE POLYA -------------------------------------------------------------------------------- > > USING THE ARITHMETIC MEAN-GEOMETRIC MEAN INEQUALITY IN PROBLEM SOLVING > > > > > The Arithmetic Mean-Geometric Mean (AM-GM) inequality is a very useful > > > algebraic tool for reasoning about many maximization and minization > > > problems without calculus. Yet, this tool gets very little attention in > > > modern mathematics curriculum. I have presented basic information and > > > definitions about the Arithmetic Mean-Geometric Mean Inequality, showed a > > > range of proofs and demonstrations for the cases with 2 positive numbers > > > and a range of problem solving episodes where the AM-GM inequality is > > > used. > > > > > > > A presentation for the Annual Meeting of the School Science and > > > > Mathematics Association, Birmingham, November 8-10, 2012, was prepared > > > > using parts of this paper. -------------------------------------------------------------------------------- > COURSES I TAUGHT PRIOR TO MAY 2016, J. WILSON, INSTRUCTOR (LAST TIME TAUGHT > INDICATED). > > > EMAT 4600/6600 - EMAT 4600/6600 Problem Solving in Mathematics (2015) > > EMAT 4680/6680 - Technology and Secondary School Mathematics (2016) > > EMAT 4650/6450 - Mathematics in Context (2013) > > EMAT 7050 - Mathematics Instruction (2014) > > EMAT 6690 - Technology Enhanced Instruction in School Mathematics (2014) > > EMAT 4500/6500 - Connections in Secondary Mathematics (2014) > > EMAT 4000/6000 - Special Problem in Mathematics Education (2014) > > EMAT 8990 - Doctoral Seminars in Mathematics Education (2009) > > MATH 7200 - Foundations of Geometry I (2010) > > MATH 7210 - Foundations of Geometry II (2010) > > EMAT 6700 - Advanced Explorations with Technology in Mathematics Instruction > > (2009) -------------------------------------------------------------------------------- > NCTM Lifetime Achievement Award, 2001 -------------------------------------------------------------------------------- > RESEARCH COUNCIL ON MATHEMATICS LEARNING -- 2009 KEYNOTE > > > 2008 NCTM ILLUMINATIONS INSTITUTE > > 2009 STEM Academy Presentation -------------------------------------------------------------------------------- > PAPERS. > > > > TAXI CAB GEOMETRY INVESTIGATIONS WITH TECHNOLOGY > > > > > This is a set of materials exploring the use of technology to visualize > > > and understand the geometric consequences of using a TCdistance metric. > > > Geometric constructions of the TCcircle, TCellipse, TChyperbola, > > > TCparabola, TClines, and TC distance are included. > > > > > > COMMENT ON TRIANGLE CENTER INVESTIGATIONS. > > > > > > THE FIBONACCI SEQUENCE AND THE GOLDEN RATIO IN STOCK MARKET THEORIES > > > > > This technical analysis introduces the use of the Fibonacci Sequence and > > > the Golden Ratio in Elliott Wave Theory. Elliott Wave Theory is a useful > > > technique for trading Forex -- foreign exchange. > > > > > > TAKING SOME MYSTERY OUT OF THE NINE POINT CIRCLE WITH GSP > > > > > > > THIS PAPER EXAMINES THE NINE POINT CIRCLE AS THE COMMON CIRCUMCIRCLE OF > > > THREE SPECIAL TRIANGLES OF ANY GIVEN TRIANGLE -- THE TRIANGLE FORMED BY > > > THE MIDPOINTS OF THE SEGMENTS FROM THE ORTHOCENTER TO THE VERTICES, THE > > > MEDIAL TRIANGLE, AND THE ORTHIC TRIANGLE. > > > > > > RESA AUGUST 23 PRESENTATION > > > > > > SMSG: A PERSONAL PERSPECTIVE > > > > > > MATHEMATICS EDUCATION WEB COURSE DEVELOPMENT ON A SHOESTRING > > > > > > MIDDLE SCHOOL MATHEMATICS AND TECHNOLOGY -- PROJECT INTERMATH > > > > MATHEMATICS PROBLEM SOLVING USING GEOMETER'S SKETCHPAD and GRAPHING > > TECHNOLOGY > > > > MULTIPLE SOLUTIONS > > > > Technology in Secondary School Mathematics. A presentation for the > > Department of Mathematics, University of Kansas, December 7, 2000. > > > > An Elementary Application of Similar Triangles. This note derives from a > > comment in Workbench on how a logger estimates the height of a tree. > > > > Prospective Elementary Teachers' Conceptions of Rational Numbers. A paper by > > Dina Tirosh and Efraim Fischbein, Tel Aviv University, Anna O. Graeber, > > University of Maryland, and James W. Wilson, University of Georgia, from a > > project supported by the US-Israel BSF. > > > > The Teaching Module on Rational Numbers for Prospective Elementary Teachers. > > A Teaching module by Dina Tirosh and Efraim Fischbein, Tel Aviv University, > > Anna O. Graeber, University of Maryland, and James W. Wilson, University of > > Georgia, from a project supported by the US-Israel BSF. > > > > Implementing Mathematics Reform: The Challenges Within. A paper by Azita > > Manouchehri of Maryville University and Terry Goodman of Northwest Missouri > > State University. > > > > Technology in Mathematics Teaching and Learning. Paper by J. Wilson, > > University of Georgia. This draft reflects some of the considerations I have > > implemented in the courses tied to this web site. > > > > Technology Experiences for Prospective Secondary Teachers, a paper in > > progress by Azita Manouchehri, Maryville University. > > > > Problem-Solving Using Graphing Calculators, a paper in progress by June > > Jones, University of Georgia. This study reports on the problem solving > > performance of 56 college freshman in a college algebra course. > > > > Toward a Theory of Teaching-In-Context, a paper by Alan H. Schoenfeld, > > University of California at Berkeley. The Mathematics Education Student > > Association invited Dr. Schoenfeld to visit the University of Georgia on May > > 14 and May15, 1997. Preliminary versions of this paper and supporting > > documents were read in preparation for his visit. > > -------------------------------------------------------------------------------- Return -------------------------------------------------------------------------------- > > Envelopes of Lines and Circles. This paper was constructed for a > > presentation/demonstration to Elbert County High School Mu Alpha Theta club. > > The paper examines the curves formed by sets of lines or circles that move > > along some defined paths. > > > > Trisecting the Area of a Triangle. This is an investigation of the > > constructions required to divide the area of a triangle into three regions > > of equal area, under different initial conditions. > > Squares. What is the ratio of areas of the two squares? This is a > > discussion of some exploration and extensions of this problem. > > > > Capturing Area and a Solution. This paper by Pagnucco and Hirstein also > > explores the Squares problem with a somewhat different route. > > > > Curve Building. When two relations are multiplied, points (x,y) on either > > will appear on the product graph. Characteristics of the graph are described > > to tell whether a relation is factorable. > > > > Roots 2 and 5. This paper examines familes of curves that pass through 2 and > > 5 on the x-axis. > > > > Orthotravels. What is the locus of the orthocenter when one side of a > > triangle is fixed and the third vertex is moved along some path? > > > > Tangents Problem. Find two linear functions f(x) and g(x) such that the > > product h(x) = f(x).g(x) is tangent to each of the original lines. > > > > Alternative Approach to Tangents Problem > > > > Explorations with Heron's Formula. Heron's formula for finding the area of a > > triangle given the lengths of its three sides is a nice tool for problem > > solving explorations. > > > > Exploration of a Triangle Ratios Problem. Given a triangle ABC and an > > interior point M. Extend a segment from each vertex through M to its > > intersecion with the opposite side creating segments AD, BE, and CF. The > > exploration will evaluate some ratios of segments within the triangle. > > > > Multiple-Application Medium for the Study of Polygonal Numbers > > This article is an expanded version of the paper presented at the 1994 > > International Symposium on Mathematics/Science Education and Technology, San > > Diego, CA, and published as: Abramovich, S., Fujii, T., & Wilson, J. (1994). > > Exploring and Visualizing Properties of Polygonal Numbers in a > > Multiple-Application Computer-Enhanced Environment. In G.H. Marks (Ed.), > > Proceedings of the 1994 International Symposium on Mathematics/Science > > Education and Technology. Charlottesville, VA: AACE. > > > > Witch of Agnesi. This is an essay by two students in my 1995 EMT669 class. > > > > Some Comments on the GLaD construction. > > > > The SaRD Construction: An Elegant Solution for Euclid's Partitioning Problem > > by SriRanga S. Dattatreya (with help from Ravi E. Dattatreya). > > > > An Interesting Ratio Result for Triangles. This paper by SriRanga S. > > Dattratreya and Ravi E. Dattratreya shows a construction and general ratio > > result for triangles that can be used to segment a line segment into parts. > > > > Some Explorations with Lemniscates. This paper suggests some investigations > > with the Lemniscate of Bernoulli and the Lemniscate of Gerone. > > > > Discussion of an Equal Segments Problem. Given three points A, B, and C. > > Construct a line intersecting AC in the point X and BC in the point Y such > > that AX = XY = YB. The problem is from Polya's Mathematical Discovery, Vol. > > 1, pp. 7-8. -------------------------------------------------------------------------------- Return -------------------------------------------------------------------------------- > GEOMETER'S SKETCHPAD MATERIAL > > > GSP Lessons. > > > > Jim's GSP Library > > > > See also many of the papers, course materials, and problems throughtout the > > Site. -------------------------------------------------------------------------------- Return -------------------------------------------------------------------------------- > LINKS > > > Some Mathematics Links. > > Other Mathematics Resources > > Megan Davenport's Mathematics and Mathematics Teaching Resources > > > > > LOCAL LINKS > > > Mathematics Education Program Page > > University of Georgia Home Page > > UGa College of Education Home Page > > LPSL Home Page > > Graduate School -------------------------------------------------------------------------------- Return -------------------------------------------------------------------------------- > PERSONAL INFORMATION > > > > POST TENURE REVIEW > > > > > > BACK > > > > > > APPLICATION FOR REAPPOINTMENT TO GRADUATE FACULTY > > > > My Brief Resume. > > For Very Short Resume click here. > > For the longer, more boring, version click here. > > First Version, NSF Proposal Format Biographical Sketch > > Second version, NSF Proposal Format Biographical Sketch. > > Third Version, NSF Proposal Format Biographical Sketch 2015 > > Professional Bio I > > Professional Bio II > > Professional Bio III > > Professional Bio IV > > My current and former doctoral students -------------------------------------------------------------------------------- Return -------------------------------------------------------------------------------- > > Hooten Award 2015 -------------------------------------------------------------------------------- > > St. Louis NCTM Meeting, October 26-29, 2011 > > > > > Problems my Students and I have found Challenging > > -------------------------------------------------------------------------------- > The Brain on Music -- A Roundtable Discussion > > > On Wednesday, November 17, at 4 p.m. in 148 Miller Learning Center, the > > Willson Center sponsored a roundtable discussion on “The Brain on Music.” > > The lecture and discussion focused on the relationship of early music > > training to intellectual achievement in other areas. Roy Martin (Professor > > Emeritus of Educational Psychology and a violinist) gave the opening > > lecture. Panelists for the roundtable discussion included Jean > > Martin-Williams (Hugh Hodgson School of Music), Jed Rasula (English) and > > James W. Wilson (Mathematics Education). Martha Thomas (Hugh Hodgson School > > of Music) moderated the discussion. Following the Panel discussion, > > questions and comments were contributed by the audience. > > > > Professor Martin's paper is provided here since many people who could not > > attend the discussion have expressed interest in the paper. -------------------------------------------------------------------------------- > Workshop on Mathematics Problem Solving > > > Mastery Project, Mathematics and Science Teacher Education in Yemen > > > > May 16-21 2009 -------------------------------------------------------------------------------- > NATIONAL PINGTUNG UNIVERSITY OF EDUCATION > > > > VISIT DECEMBER 5 - 19, 2006 > > > > > > > CONTEMPORARY ISSUES IN THE USE OF COMPUTER TECHNOLOGY TO IMPROVE > > > MATHEMATICS TEACHING AND LEARNING > > > > > > PICTURES FROM OUR VISIT. > > > > > Taiwan Welcome > > > > > > Taiwan Visit Part 1 > > > > > > Taiwan Visit, Part 2 > > > > > > Taiwan, Pictures from class > > > > > > Pictures from Talk > > > > > > Pictures fron Tainan University Visit > > > > > > Taiwan Farewell Party > -------------------------------------------------------------------------------- -------------------------------------------------------------------------------- > Disclaimer > > > The content and opinions expressed on this Web page do not necessarily > > reflect the views or nor they endorsed by the University of Georgia or the > > University System of Georgia. --------------------------------------------------------------------------------