In some traditional mathematics instruction, the goal is to have the student produce a correct numerical answer. However, in standards-based mathematics, the most important goal is to understand mathematics and have learners construct their own mathematical power.
NCTM Standards
According to the 1989 NCTM standards, which are the basis for most curriculum frameworks in the United States by the mid 2000s:
* The NCTM recommends "decreased attention" for "finding exact forms of answers". (5.8.O)
* "Although written tests structured around a single correct answer can be reliable measures of performance, they offer little evidence of the kinds of thinking and understanding advocated in the Curriculum Standards." (EVAL.2)
* "Students might like mathematics but not display the kinds of attitudes and thoughts identified by this standard. For example, students might like mathematics yet believe that problem solving is always finding one correct answer using the right way. These beliefs, in turn, influence their actions when they are faced with solving a problem. Although such students have a positive attitude toward mathematics, they are not exhibiting essential aspects of what we have termed mathematical disposition." (EVAL.2)
Utah Math Wars
At Cedar Ridge Elementary School in Utah, a student can get an incorrect answer on a math problem but not be graded as wrong. While the principal Steve Cherrington told the Deseret Morning News that a right answer was important, he stated "It is not our belief (it's) as important to get the right answer than to get the process."
Mathematically Correct
The title of Mathematically Correct was inspired by the traditional concept of valuing the correct answer to a mathematics problem.
NCTM Standards
According to the 1989 NCTM standards, which are the basis for most curriculum frameworks in the United States by the mid 2000s:
* The NCTM recommends "decreased attention" for "finding exact forms of answers". (5.8.O)
* "Although written tests structured around a single correct answer can be reliable measures of performance, they offer little evidence of the kinds of thinking and understanding advocated in the Curriculum Standards." (EVAL.2)
* "Students might like mathematics but not display the kinds of attitudes and thoughts identified by this standard. For example, students might like mathematics yet believe that problem solving is always finding one correct answer using the right way. These beliefs, in turn, influence their actions when they are faced with solving a problem. Although such students have a positive attitude toward mathematics, they are not exhibiting essential aspects of what we have termed mathematical disposition." (EVAL.2)
Utah Math Wars
At Cedar Ridge Elementary School in Utah, a student can get an incorrect answer on a math problem but not be graded as wrong. While the principal Steve Cherrington told the Deseret Morning News that a right answer was important, he stated "It is not our belief (it's) as important to get the right answer than to get the process."
Mathematically Correct
The title of Mathematically Correct was inspired by the traditional concept of valuing the correct answer to a mathematics problem.
leftThe Cell Cycle Ontology, or CCO, project aims to extend the existing ontologies for cell cycle knowledge, to build a resource that integrates and manages knowledge about the cell cycle components and regulatory aspects in OBO and OWL. This knowledge is assembled from a diverse set of already existing resources (GO, , , NCBI taxonomy, UniProt, and so forth): the combination of the knowledge will give an overall picture of the cell division process. Not only enriched by the combination of resources, Ontology Design Patterns will be appplied in the OWL version of CCO to provide a fine-grained and expressive knowledge model of the cell cycle. Users will be able to do expressive queries and hypotheses validation against the system.
Each element has a unique identifier of the form CCO:cnnnnnnn. CCO indicates that the concept belongs to the CCO ontology (CCO is also known as the ontology namespace), c denotes de sub-namespace: C (cellular component), P (biological process), F (molecular function), R (reference), T (taxon), I (interaction), B (bio-molecular entity), U (Upper ontology), N (instance). Finally, nnnnnnn consists of 7 numerical characters.
Among the languages used for representating the knowledge in CCO, OWL-DL (Description logics) has been chosen because of its expression power, a well developed theory and consistent semantics. Reasoning packages, such as RACER, KAON2, Pellet and/or are being used for classifying, checking consistencies and making implicit information explicit. In addition, such reasoning can reveal inconsistencies, hidden dependencies, redundancies and misclassifications. As a result, the CCO becomes more robust.
Availability
CCO is available (http://www.CellCycleOntology.org) in several different formats:
*OBO,
*OWL,
*XML,
*DOT, and
*GML.
Besides, this application ontology is available for four different model organisms:
*Arabidopsis thaliana,
*Saccharomyces cerevisiae,
*Schizosaccharomyces pombe, and
*Homo sapiens.
Each element has a unique identifier of the form CCO:cnnnnnnn. CCO indicates that the concept belongs to the CCO ontology (CCO is also known as the ontology namespace), c denotes de sub-namespace: C (cellular component), P (biological process), F (molecular function), R (reference), T (taxon), I (interaction), B (bio-molecular entity), U (Upper ontology), N (instance). Finally, nnnnnnn consists of 7 numerical characters.
Among the languages used for representating the knowledge in CCO, OWL-DL (Description logics) has been chosen because of its expression power, a well developed theory and consistent semantics. Reasoning packages, such as RACER, KAON2, Pellet and/or are being used for classifying, checking consistencies and making implicit information explicit. In addition, such reasoning can reveal inconsistencies, hidden dependencies, redundancies and misclassifications. As a result, the CCO becomes more robust.
Availability
CCO is available (http://www.CellCycleOntology.org) in several different formats:
*OBO,
*OWL,
*XML,
*DOT, and
*GML.
Besides, this application ontology is available for four different model organisms:
*Arabidopsis thaliana,
*Saccharomyces cerevisiae,
*Schizosaccharomyces pombe, and
*Homo sapiens.
FreeIQ is a video sharing website based in Atlanta. Unlike other video sharing sites, FreeIQ specializes itself as a Marketplace for Ideas, focusing on presentations, seminars, and e-books of varying subjects created by users. Content can be ranked by members on a 1-10 scale.
Technical notes
Search Algorithms
FreeIQ's search results are sorted and ranked using many different factors and statistics to ensure that content that is determined to be more helpful is given higher placement on search results. Some of these factors include traditional means such as tags, descriptions, and view count, but also include review scores (which are weighted based off reputation and the helpfulness of the review), and how much of the presentation that viewers have watched.
Video Format
In a similar method to other recent video sites, FreeIQ utilizes the Flash Video format and an Adobe Flash based player to view the videos. Videos can also be embedded on external websites using provided HTML code.
Paid Content
Although FreeIQ encourages and supports free content, the site can also be used to sell content. Paid content that is related to search terms appear alongside the free content (which is given better treatment in the display of results) and can be reviewed in a similar method to free content.
Technical notes
Search Algorithms
FreeIQ's search results are sorted and ranked using many different factors and statistics to ensure that content that is determined to be more helpful is given higher placement on search results. Some of these factors include traditional means such as tags, descriptions, and view count, but also include review scores (which are weighted based off reputation and the helpfulness of the review), and how much of the presentation that viewers have watched.
Video Format
In a similar method to other recent video sites, FreeIQ utilizes the Flash Video format and an Adobe Flash based player to view the videos. Videos can also be embedded on external websites using provided HTML code.
Paid Content
Although FreeIQ encourages and supports free content, the site can also be used to sell content. Paid content that is related to search terms appear alongside the free content (which is given better treatment in the display of results) and can be reviewed in a similar method to free content.
*Sustainability Alliance
*world seed project
*sustainable agriculture (sustainable farming)
*sustainable business
*sustainable community
*Sustainable Communities Plan
*sustainable design
*sustainable development (sustainable management)
*(sustainable energy) renewable energy
*(sustainable energy) soft energy path
*(sustainable fisheries: see) overfishing
*Sustainable forest management
*sustainable forestry
*(sustainable housing: see) autonomous building
*sustainable industries
*sustainable living
*sustainable municipal infrastructure
*(sustainable trades: see) green syndicalism
*sustainable transport
*sustainable urban infrastructure
*sustainable use
*(Sustainable Transport Energy for Perth: see) Fuel Cell Bus Club
*sustainable yield
*world seed project
*sustainable agriculture (sustainable farming)
*sustainable business
*sustainable community
*Sustainable Communities Plan
*sustainable design
*sustainable development (sustainable management)
*(sustainable energy) renewable energy
*(sustainable energy) soft energy path
*(sustainable fisheries: see) overfishing
*Sustainable forest management
*sustainable forestry
*(sustainable housing: see) autonomous building
*sustainable industries
*sustainable living
*sustainable municipal infrastructure
*(sustainable trades: see) green syndicalism
*sustainable transport
*sustainable urban infrastructure
*sustainable use
*(Sustainable Transport Energy for Perth: see) Fuel Cell Bus Club
*sustainable yield