$pdx edu math department$

Pdx edu math department full#

To explore Mathematics and Computer Science courses at JHS, click HERE.Īll JHS students are required to have a Texas Instruments TI-89 calculator for use in their math and science classes. See our Arrupe Center for Justice Education & Advocacy page for more information about how Jesuit engages in this mission-driven work. You will likely find that one of the most valuable aspects of your math education is an engaging community ready to accompany you as far as you choose to progress in your study of advanced mathematics.Īs a Jesuit work sponsored by the Society of Jesus, we align our curriculum and programs with the seven themes of Catholic Social Teaching and the four Universal Apostolic Preferences that guide all Jesuit works. Over 850 students chose to enroll in Honors, AP, or dual-college credit math courses this year, including 250 AP Calculus students and over 70 post-calculus students. These courses add up to a total of 48 college credits (12 calculus credits, 28 post-calculus credits, and 8 statistics credits).

Pdx edu math department full#

In addition to Advanced Placement Calculus AB, AP Calculus BC, and Statistics (dual-credit with Portland State University), JHS offers five full years of post-calculus mathematics courses, all dual-credit: Multivariable Calculus, Linear Algebra, Number Theory, Discrete Mathematics, and Analysis & Topology. The department prides itself on offering every student an appropriate placement in the 9 th grade, opportunities for advancement each year, and a level of challenge to meet the individual’s time and interest. Please include a title, author names, affiliation, and contact information with your submission, and indicate in your abstract whether your submission is intended as a full paper, brief report, or commentary.Mathematics offers students an appreciation and understanding of the world of numbers and space, and skill in working with them. Manuscripts submitted to JMB: November 1, 2021Įxtended abstracts of no more than 2 pages (excluding references) should be submitted by May 15 th to the SI editors at and.Ami Mamolo, Ontario Tech University, Faculty of Education, Eva Thanheiser, Portland State University, Department of Mathematics and Statistics, Extended abstracts to guest editors: May 15, 2021 are necessary for advancing social or societal objectives? Which objectives? How? Why? What might need to change in schools in order to meet these objectives?ĭr. What classroom experiences, tasks, technologies, support mathematical knowledge that underpins social issues?

$pdx edu math department$

How can we conceptualize and articulate learning / sense-making trajectories of key mathematical understandings as they relate to social and societal issues? What mathematical knowledge and disciplinary values underpin social issues, structures and systems, and how can we model/represent/teach these? How can research in mathematics education support a more robust and critical mathematical understanding of the world? In general, we are interested in studies that explore, but need not be limited to, questions such as: We seek original research, including theoretical and empirical studies, as well as brief reports and commentaries. In particular, we are interested in research about how individuals’ personal mathematical knowledge manifests in their consideration and negotiation of social and societal issues, as well as how this knowledge can be characterized, communicated, fostered, or re-presented. The focus of this Special Issue is on education research that explores the multifaceted ways in which the ability to derive and interpret information presented mathematically are necessary and useful in and for society. We invite submissions for a Special Issue of The Journal of Mathematical Behavior on the topic of Mathematics in Society: Exploring the mathematics that underpins social issues.