A look at some geometry results teachers should know and why it is useful

A look at some geometry results teachers should know and why this knowledge is useful (與香港科技大學、香港浸會大學、香港數理教育學會聯合舉辦)
日期:11.6.2010 (星期五)
地點:香港浸會大學林護國際會議中心NAB 211
講者:Professor Richard Askey, Professor Emeritus,
           University of Wisconsin-Madison, USA
內容摘要: Trigonometry started with Ptolemy’s theorem. A number of different proofs will be given of this result, each picked because it contains an idea which teachers should know and will be useful in other settings. Background material will be given first.

(Excerpted from www.ust.hk) Professor Richard Askey obtained his PhD from Princeton University in 1961. Amongst the many honours that Professor Askey received, he was a Guggenheim Fellow, honorary Fellow of Indian Academy of Sciences, a Fellow of American Academy of Arts and Science and National Academy of Sciences. A positivity sum result about Jacobi polynomials obtained by Askey and Gasper in 1976 was instrumental in deBranges’ celebrated proof of the long standing Bieberbach Conjecture in 1984. Professor Askey was an ICM speaker in 1983. Besides mathematical research, Professor Askey has great interest in history of mathematics and served on the Committee on Mathematics History of AMS from 1987 to 1991, and has been active in school mathematics education in the US. Professor Askey is visiting IAS at HKUST from 1.6.2010 to 12.6.2010. Two of his articles on mathematics education may be found at the following links: Knowing and Teaching Elementary Mathematics (http://mit.edu/6.969/www/readings/ma-review.pdf) Good Intentions are not enough (http://www.math.wisc.edu/~askey/ask-gian.pdf)


註: 當天早上Professor Askey會與本地的數學教育同工分享兩地數學教育的概要,詳情如下:
地點:同上(香港浸會大學林護國際會議中心NAB 211)
約10:00-11:00 由許為天先生及鄧國俊博士介紹香港教育制度及數學課程 約11:00-12:00 由Professor Askey分享美國數學教育現況
                      (Abstract by Professor Askey: A brief summary of
                      changes in mathematics education in the United
                      States will be given with most of the emphasis
                      on the last 30 years, ending with a description of
                      the current attempt to write an outline of 
                      common standards, but not national standards.)