George Boole was born in Lincoln, England on November 2, 1815 to a family struggling with finances. His mother worked as a maid and along with shoemaking, George’s tradesmen father also developed instruments and tinkered as an amateur scientist. His father would be George’s first teacher.
A child prodigy, George started school at the young age of one and a half. There is an amazing story about regarding his intelligence as a youngster. Only two and a half, George went missing one day. Although his parents searched all over for him, they couldn’t locate him. Finally, in downtown Lincoln, they noticed a very energetic crowd. It turned out that young George was right in the middle of the excitement. People in the crowd were throwing complex words at him like a spelling bee. Amazingly, George fluently and correctly spelled each one.
Whether this story is based on truth or George’s reputation, his unique intellect is undisputed. While other eleven year olds were playing, George was reading Euclid. A natural linguist, he mastered Greek and Latin and taught himself Italian, German along with French. Despite his family’s economic situation, George enrolled in secondary school by age thirteen. Three years later however, his father filed for bankruptcy and George reluctantly withdrew from schooling to support his family. All education after age sixteen was self-taught. Although George’s favorite subject growing up was classic literature, he took a special interest to mathematical science. His first lesson in mathematics was from his father. At age seventeen, he experienced a “mystic experience” where he was impressed by God to describe though processes through math (Reville). He then attempted to learn higher mathematics, but his progr...
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...involving any number of terms, to draw conclusions that are logically contained in the premises” (Brittanica). In addition, he also attempted a “method” in probabilities, in which it would be “possible from the given probabilities of any system of events to determine the consequent probability of any other event logically connected with the given events” (Brittanica).
Today, George Boole’s legacy lives on. The Boole window, installed in the Aula Maxima at the University of College Cork. The library and lecture theater are also named after him. In addition, Boole crater on the moon is named after him. In many programming languages, like Pascal and Java, the keyword “bool” represents a datatype and is an important command. Most of all George Boole will be remembered in the various mathematical fields he inspired and assisted with his simple and realistic theories.
Temple’s parents knew that she was smart. Certain subjects in school, such as math were very difficult for Temple, but others, such as art were rather simple. Algebra was nearly impossible for Temple to comprehend. Luckily, at the time, algebra was not a required class to complete in order to graduate high school. If it had been, the world would have never known Temple Grandin as we now know her today. The reason Temple had trouble in math is because she is a visual thinker....
Georgi Melitonovich Balnchivadze, George Balanchine, was born on January 22, 1904 in St. Petersburg. He was born into a highly musical family. His father, Meliton, was a singer and composer and his mother Marie, was a pianist. His mother encouraged her children to have musical education. He began to take piano lesson at age 5. He also received a classical education with his sister, Tamara and his younger brother, Andrei. Ironically, Balanchine had no desire to dance at all. His sister and brother were dancers. Music was young Balanchine's passion he hated anything to do with performing.
Hector evidently performs well in courses such as pre-calculus and economics that involve computation and concrete or black-and-white operations. Traditional theories of intelligence do not account for the ambiguity of classes such as philosophy or for the wide range of interests a child can have. For example, contemporary theories such as Sternberg’s Theory of Intelligence and Gardner’s Theory of Multiple Intelligences both account for more than the general intelligence accounted for in traditional intelligence theories.
"When I was just out of school I worked with a team of engineers in redesigning a nozzle for a nuclear steam turbine generator... It was an awesome machine... And when it ran... lighting up every home in New York, a feeling radiated through the pit of my stomach as if its nerve endings were connected to each of those ten million light bulbs. That was power. But the winds coming around the corners of that house was God" (251). George's experience in the hurricane is just one example of the contrasts between technology and spirituality. George ardently believes that every problem can be solved with rational thinking, planning and plenty of hard work. His obsession with fixing the bridge after the hurricane further illustrates this point; despite assurances from Mama Day and Dr. Buzzard that the bridge would be built in its own time, George diligently pushes the townsfolk beyond their capacity to work. His behavior surrounding the bridge--not to mention the boat he tries to mend--is based on his desire to save Ophelia from a strange illness. He ignores the advice and guidance of Mama Day and plunges into the crisis through rational means. Ultimately, he loses his own life when saving his beloved wife, though George never understands how or why. Dr. Buzzard had warned him that "A man would have grown enough to know that really believing in himself means that he ain't gotta be afraid to admit there's some things he can't do alone" (292).
3-4. The need for an omniscient narrator is enforced by one of the first lines in the story. “Hazel had a perfectly average intelligence[…]she couldn't think[...]except in short bursts.”(119) In today’s world, average intelligence means you’re not too smart, but not exactly dumb either. If only being able to think in short bursts is average, then most of the population is hopelessly, hopelessly dumb. The other stage of the unreliability of the first-person narrative comes from the example of George’s character. George is described as “way above normal”(119) in intelligence. As a result, the government handicaps him with headphones that scatter his thoughts every few seconds. Because of this constant torture, George can’t remember or think about much of anything. Worst of all, he is fully complicit in this to...
Ira Gerwhin saved a great deal of George’s work and shared it with younger people,
First and most importantly Mike Rose writes the book in the first person. This provides an invaluable view to the actual thoughts and perceptions of a student who considered himself to be underprepared. Mike Rose begins his accounts in grammar school when he felt lost in the material. The teacher did not hold his attention and therefore he began to “daydream to avoid inadequacy” (Rose 19).
Growing up, George had a wild childhood. His parents owned a tavern, which they lived above, and they were rarely around to give George the guidance a small child needs. George felt little love from his parents. He came from a poor family and sometimes didn't even know where his next meal was coming from.
Fast forward to the year 1813 in Hartford, Connecticut; a young man by the name of Thomas Gallaudet notices a young deaf girl, Alice Cogswell, having difficulty communicating with her siblings during outdoor play. Sympathetic to her disability, he takes the initiative to try to communicate with her by writing a word in the dirt with a stick, then pointing to the object that correlated to the written word. After patient encouragement the words were soon understood by the young girl, and “In that one afternoon, Gallaudet was convinced that she had the capability to learn just like the hearing kids” (33).
“Thus in arithmetic, during the few months that he studied it, he made such progress that he frequently confounded his master by continually raising doubts and difficulties. He devoted some time to music … Yet though he studied so many different things, he never neglected design and working in relief, those being the things which appealed to his fancy more than any other.”
This book covers many different points of Schultz’s life. One, Philip Schultz takes a look back at his childhood school years and writes about his troubles and understands it was not because he was not intelligent but because he had a learning disability. Second, Schultz discusses a teacher who did not believe in him; the teacher laughed at him when he told his teacher he wanted to become a writer. The way
As I opened the doors to Lynn Gross Discovery School P.S. 17Q. I felt the butterflies in my stomach. It was the first day of school in America for me and had a bad feeling. My mom, my dad, my sister, Monica and I step inside the school. I looked inside the enormous hallway and the walls covered with artwork and pictures. My dad commanded my sister, Monica and I “I have to go to the office and do something. You two sit down on the benches and wait with your mom.” Monica and I agreed and said, “Okay.’’ I felt the clock ticking by and I wished for the world to stop turning. I waited and waited and waited. Finally, I decided to ask my mom something. “Mom, do you know how to say I don’t know how to speak English in English?” I asked her in Russian. She told me how and I tried to remember. I repeated the words over and over again like a singer trying to memorize the lyrics to a song, until my dad finally came out the office. My dad told us “You are now officially students of P.S.157. Now it time to go to your classrooms” in Russian.
...ett, S. (2008) . Young children’s access to powerful mathematical ideas, in English, Lyn D (ed), Handbook of international research in mathematics education, 2nd edn, New York, NY: Routledge, pp. 75-108.
Carl Friedrich Gauss was born April 30, 1777 in Brunswick, Germany to a stern father and a loving mother. At a young age, his mother sensed how intelligent her son was and insisted on sending him to school to develop even though his dad displayed much resistance to the idea. The first test of Gauss’ brilliance was at age ten in his arithmetic class when the teacher asked the students to find the sum of all whole numbers 1 to 100. In his mind, Gauss was able to connect that 1+100=101, 2+99=101, and so on, deducing that all 50 pairs of numbers would equal 101. By this logic all Gauss had to do was multiply 50 by 101 and get his answer of 5,050. Gauss was bound to the mathematics field when at the age of 14, Gauss met the Duke of Brunswick. The duke was so astounded by Gauss’ photographic memory that he financially supported him through his studies at Caroline College and other universities afterwards. A major feat that Gauss had while he was enrolled college helped him decide that he wanted to focus on studying mathematics as opposed to languages. Besides his life of math, Gauss also had six children, three with Johanna Osthoff and three with his first deceased wife’s best fri...
As a secondary subject, society often views mathematics a critical subject for students to learn in order to be successful. Often times, mathematics serves as a gatekeeper for higher learning and certain specific careers. Since the times of Plato, “mathematics was virtually the first thing everyone has to learn…common to all arts, science, and forms of thought” (Stinson, 2004). Plato argued that all students should learn arithmetic; the advanced mathematics was reserved for those that would serve as the “philosopher guardians” of the city (Stinson, 2004). By the 1900s in the United States, mathematics found itself as a cornerstone of curriculum for students. National reports throughout the 20th Century solidified the importance of mathematics in the success of our nation and its students (Stinson, 2004). As a mathematics teacher, my role to educate all students in mathematics is an important one. My personal philosophy of mathematics education – including the optimal learning environment and best practices teaching strategies – motivates my teaching strategies in my personal classroom.