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The subject matter of computer vision and pattern recognition can play a useful role in the education of mathematics for students in middle school. New standards in education call for new content relevant to students' lives, and new pedagogical methods involving construction, group work, discovery, and the use of new technology. The project "Mathematics Experiences Through Image Processing" at the University of Washington has developed software and learning activities that enable middle school and high school students to use mathematical tools and concepts to explore some exciting ideas of image processing. This paper describes these materials and discusses how the ideas of computer vision and pattern recognition can be integrated into the curriculum. Not only do we use 2D topics such as digital geometry and edge detection, but also 3D topics such as surface construction and stereogram generation.

Relativistic length contraction is revisited and a simple but new thought experiment is proposed in which an apparent asymmetric situation is developed between two different inertial frames regarding detection of light that comes from a chamber to an adjacent chamber through a movable slit. The proposed experiment does not involve gravity, rigidity or any other dynamical aspect apart from the kinematics of relative motion; neither does it involve any kind of nonuniformity in motion. The resolution of the seemingly paradoxical situation has finally been discussed.

Quantum field theory has formed the conceptual framework of most of physics for more than sixty years. It incorporates a complete revision of our conception of the nature of matter and existence itself. Yet it is rarely taught, or even mentioned, in introductory physics — from high school, college, and university survey courses through upper-division “modern physics” courses. This omission is not necessary: This paper describes an approach through which the fundamental concepts and consequent insights of quantum field theory can be grasped, building upon familiar notions from classical and quantum mechanics.

Universities across the world are adopting entrepreneurial programs to meet the needs and challenges of the global economy. However, by accident or design, the entrepreneurial programs tend to focus almost exclusively on start-ups and do not necessarily encourage or enable corporate entrepreneurship (CE). Therefore, much of the content is not applicable in a corporate scenario, yet business students typically start working for established companies for initial positions or as continuation of graduate training. With the lack of corporate entrepreneurship modules in the entrepreneurial curriculum, business students are less prepared to enter the job market and incumbent organizations and miss out on opportunities to recruits with corporate entrepreneurship knowledge, skills, and abilities. This is unfortunate, as companies are also affected by the absence of next-generation leaders oriented to CE, which may contribute to the vulnerability of existing organizations facing increasingly dynamic environments. To address this knowledge deficiency and encourage future research on this important topic, we conducted 20 in-depth interviews with CE scholars, educators, and administrators. In this chapter, we synthesize a Corporate Entrepreneurship Education Framework and propose high-potential directions for future research.

By school years, mathematics in the classroom becomes separated from real life. However, if teachers can bring context back into mathematics, like the kids experience outside of school, math becomes real. Beginning class by teaching students a bit about what it’s like to live in another part of the world brings class alive. Global Math Stories (GlobalMathStories.org) is a resource that helps educators make cultural and global connections in the classroom. In this presentation, participants learned about the resource and explored the value of making global connections in the classroom.

This session article unpacks mathematics teaching and learning focused on racial equity and social justice. Specifically, the session will explore the intersection of mathematics teaching and learning with racial equity and social justice across four critical reasons: a) Building an informed society; b) Connecting mathematics to cultural and community histories as valuable resources; c) Confronting and solving real-world mathematics as a tool to confront inequitable and unjust contexts; d) Use mathematics as a tool for democracy and creating a more just society.

There are several ways in which mathematics in school classrooms misses elements that are vital to mathematicians' practice. Here, we wish to emphasize processes such as selecting between or devising new representations, looking for invariances, observing extreme cases and typical ones to come up with conjectures, looking actively for counterexamples, estimating quantities, approximating terms, simplifying or generalizing problems to make them easier to address, building on answers to generate new questions for exploration, and so on. In terms of content area and the methodology of content creation, it may be hard to mirror the discipline of mathematics in the school classroom, but we suggest that bringing these processes into school classrooms is both feasible and desirable. This not only enriches school mathematics but can also help solve problems that are currently endemic to mathematics education: perceptions of fear and failure, and low participation. By way of illustration, we offer examples of classroom interactions that show such processes making for lively mathematical exploration.

In engineering and computing education, assessment and feedback has always been an important element for effective learning and teaching. However, it remains a challenge to provide individualised, richer and immediate formative feedback, especially in a large cohort of students. In addition, the pervasiveness of mobile technologies and students' usage of mobile devices lead to the digital gap between educators and students. Rethinking the use of mobile devices in classroom for personal assessment and feedback, this project aims to enhance the quality of the in-class assessment and feedback by designing and piloting an innovative mobile. With the analysis of ten current mobile apps that related to the research agenda, a web system integrated with Android mobile system is designed. Both pedagogical and technical aspects are considered to deliver classroom innovation.