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美国人又赢了国际数学奥林匹克竞赛(International Mathematical Olympiad),下面是对教练 Po-Shen Loh的专访:
When Math And Creativity Combine: U.S. Wins Math ...
www.huffingtonpost.com/.../when-math-and-creativit...
News Reality - When Math And Creativity Combine: ...
www.newsreality.com/post/when-math-and-creativity<...
When Math And Creativity Combine: U.S. Wins Math ...
newsvader.com/id/16338594499
第一个问题:数学等同于创造力吗?或数学与创造力有多大相关?
第二个问题:“数学无处不在”是否为夸大之词?
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Mathematicians Are Overselling the Idea That "Math is Everywhere"
Most people never become mathematicians, but everyone has a stake in mathematics. Almost since the dawn of human civilization, societies have vested special authority in mathematical experts. The question of how and why the public should support elite mathematics remains as pertinent as ever, and in the last five centuries (especially the last two) it has been joined by the related question of what mathematics most members of the public should know. Why does mathematics matter to society at large? Listen to mathematicians, policymakers, and educators and the answer seems unanimous: mathematics is everywhere, therefore everyone should care about it. Books and articles abound with examples of the
Scientific American Blog Network
第三个问题:女生数学能力弱吗?女生对数学的恐惧使他们远离科学方面的职业吗?
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Calculus apprehensions may steer women away from science careers
The gender gap is closing, but not closed - according to the U.S. Bureau of Labor Statistics, women make up 47 percent of the nation's workforce but just 39 percent of chemists and material scientists, 28 percent of environmental scientists and geoscientists, 16 percent of chemical engineers and 12 percent of civil engineers. Lead researcher Jess Ellis, an assistant professor of mathematics at Colorado State University, says she didn't set out to study the gender gap: Her work, funded by the National Science Foundation and conducted under the auspices of the Mathematical Association of America, was focused on understanding the national landscape of calculus as a whole. Fourteen thousand students across the country were surveyed before and after taking Calculus I (just 5,000 provided complete enough data to be included in the analysis, but that still makes the study the broadest of its kind). Ellis wanted to see whether students who planned to "persist" and study Calc II actually followed through on that after taking Calc I, and whether she could find any pattern in their experience that explained why.
Washington Post
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