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Leland S. Cogan

Bio: Leland S. Cogan is an academic researcher. The author has contributed to research in topics: Curriculum development. The author has an hindex of 1, co-authored 1 publications receiving 12 citations.


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Journal ArticleDOI
09 May 2015
TL;DR: The article describes and analyzes theoretical materials, textbooks about the aspects of thethematic choice in the acquisition of mathematics content using the thematic approach in primary school.
Abstract: The article describes and analyzes theoretical materials, textbooks about the aspects of the thematic choice in the acquisition of mathematics content using the thematic approach in primary school. Teaching mathematics thematically emphasises the use of applications of mathematics around a central theme whereas teaching in topics predominantly emphasises mathematical content. Mathematics content in the framework of the thematic approach is associated with the development of skills in practical activities the so called ‘hands on’ as well as the correlation of the acquired knowledge based on the theme or a concept; also, skills that can be applied in lifetime actions as well as the development of a personal sound attitude, values and goals. In the thematic approach mathematics content involve objects, information, topics and themes. The topicality should be linked with happenings in their personal lives as well as the latest developments in community life, socio-economic processes or a scientific context as well.

2 citations

Journal ArticleDOI
TL;DR: In the early 20th century, Iceland was under Danish rule as mentioned in this paper and a strong tradition of literacy and nurturing of literature flourished there, while knowledge in mathematics, natural sciences and technical matters was mainly confined to the few who attended the high school to become officials.
Abstract: At the beginning of the twentieth century, Iceland was under Danish rule. It was isolated in the middle of the North Atlantic, enjoying only little cultural exchange with other countries. A strong tradition of literacy and nurturing of literature flourished there, while knowledge in mathematics, natural sciences and technical matters was mainly confined to the few who attended the high school to become officials. Compulsory lower secondary education was formally established by a legislative act in 1946 and the high school was opened up with a centrally organized entrance examination. A number of new mathematics teachers were needed at the lower secondary level to meet these new education opportunities, while the teacher training programme provided only for primary education. A programme for secondary school teachers was established in 1951 but it produced too few teachers. A State Textbook Publishing House for the compulsory school level was kept with minimal funding and consequent lack of innovations in ...

2 citations

Journal ArticleDOI
TL;DR: This article discusses how a popular application software, Asymetrix COMPEL, can be used to design a few slides for presentation with a large group lecture, based on the second‐year engineering mathematics core subject in the School of Engineering, Nanyang Technological University.
Abstract: This article discusses how a popular application software, Asymetrix COMPEL, can be used to design a few slides for presentation with a large group lecture; the discussion is based on the second-year engineering mathematics core subject in the School of Engineering, Nanyang Technological University. The current practice in mathematics lecture is reviewed first, followed by personal reflections on the teaching procedure. The ASSURE model is mentioned; its application enables the product to match the students' learning style and helps in accomplishing instructional objectives. Elements considered to be important to enhance motivation, such as exemplary moving pictures, are included in the presentation. This computer-based approach will allow the student to gain valuable computer experience, which has become indispensable in engineering and other jobs. Also, it may give the student additional help, motivation, and insight into theory and applications, in classes, laboratories, tutorials, homework, and projects. © 1997 John Wiley & Sons, Inc. Comput Appl Eng Educ 5: 61–70, 1997

1 citations