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Architecture/Design Art/Sculpture Education Geometry Letters/Poetry Math/Logic Music Origami/Tessellation Pattern/Symmetry/Sets Perception/Culture Physics/Acoustics Full List
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Results: Category "education" (Page 1)
Mathematics in Three Dimensional Design: The Integration of Mathematical Thinking into the Design Core
Bridges 1998 Pages 203–208
Geometric Sculpture for K-12: Geos, Hyperseeing, and Hypersculptures
Bridges 1999 Pages 55–62
Barn-Raising an Endo-Pentakis-Icosi-Dodecahedron
Bridges 1999 Pages 131–136
Teaching Mathematical Thinking through Origami
Bridges 1999 Pages 191–204
Model Building - An Applied College Algebra Course Dealing with Observed Patterns - Abstract
Bridges 1999 Pages 297–297
Evolutionary Development of Mathematically Defined Forms
Bridges 2000 Pages 125–132
What Do you See?
Bridges 2000 Pages 315–322
Polyhedra, Learning by Building: Design and Use of a Math-Ed Tool
Bridges 2000 Pages 331–338
Humor and Music in the Mathematics Classroom - Abstract
Bridges 2000 Pages 395–395
The Development of Integrated Curricula: Connections between Mathematics and the Arts - Abstracts
Bridges 2000 Pages 396–396
Biological Applications of Symmetry for the Classroom - Abstract
Bridges 2000 Pages 399–399
Exploring Technology in the Classroom - Abstract
Bridges 2000 Pages 400–400
Humor and Music in the Mathematics Classroom
Bridges 2001 Pages 175–180
Finding Fibonacci: An Interdisciplinary Liberal Arts Course Based on Mathematical Patterns
Bridges 2001 Pages 193–200
Mathematics and the Liberal Arts Curriculum
Bridges 2001 Pages 255–260
Study and Application of African Designs for Use in Secondary Education
Bridges 2001 Pages 299–306
Zometool Geometry Workshop - Abstract
Bridges 2001 Pages 329–330
Rhyming Reason: The Incorporation of Mathematics into Nursery Rhymes - Abstract
Bridges 2001 Pages 333–333
Teaching a Course on Polyhedra - Abstract
Bridges 2001 Pages 345–345
A Mathematical Look at the 7 Liberal Arts as "Humanities" - Abstract
Bridges 2001 Pages 346–346
A Course: Mathematics and the Visual Arts - Abstract
Bridges 2002 Pages 150–150
Fractions in Art and Mathematics
Bridges 2002 Pages 181–188
Preliminary Field Explorations in K-6 Math-Ed: The Giant Triangles as Classroom Manipulatives
Bridges 2002 Pages 205–212
Exploring Algebra with Creative Designs - Abstract
Bridges 2002 Pages 234–234
The Rootsellers - Retelling the Galois Group of Quartic Polynomial
Bridges 2002 Pages 235–246
Mathematics for Those Who Hate Mathematics
Bridges 2002 Pages 247–255
Connecting Mathematics and the Arts in the Elementary Classroom through Movement - Abstract
Bridges 2002 Pages 262–262
How a Math Class Can Be Two Places at Once: A Proposed Mathematical/Philosophical Collaboration
Bridges 2002 Pages 263–268
On the Shapes of Water Fountains and Times Tables - Abstract
Bridges 2002 Pages 314–314
Mathematics & Esthetics - Science and Art in the Bay Area
Bridges 2003 Pages 307–314
Diversifying the Curriculum: The Tessellations Case
Bridges 2003 Pages 441–448
Connecting Writing and Contextual Development with Mathematics in Introductory College Math Courses - Abstract
Bridges 2003 Pages 579–579
From Hot Spots to High School Geometry and Calculus
Bridges 2004 Pages 79–86
Mathematical Magic
Bridges 2004 Pages 259–264
Modular Origami in the Mathematics Classroom
Bridges 2004 Pages 293–296
Pedagogical Principles for Teaching Art in Mathematics Courses
Bridges 2005 Pages 119–120
A Computerized Environment for Learning and Teaching 3-D Geometry
Bridges 2005 Pages 149–154
An Interdisciplinary Course: "On Beauty: Perspective, Proportion, and Rationalism in Western Culture"
Bridges 2005 Pages 227–230
Looking At Math: Using Art to Teach Mathematics
Bridges 2005 Pages 231–236
Symmetries and Design Science: Two Graduate Courses for a Mathematics Education Program
Bridges 2005 Pages 357–366
Making Mathematical Posters
Bridges 2005 Pages 367–368
Paper Polylinks
Bridges 2005 Pages 505–508
A Thousand Cranes and Statistics
Bridges 2005 Pages 509–510
A Method for Illustrating Border and Wallpaper Patterns
Bridges 2005 Pages 511–518
Tessellation Techniques
Bridges 2005 Pages 519–520
Connecting Gross-motor Movement, Dance, and Mathematics in the Elementary Curriculum
Bridges 2005 Pages 521–522
A Physical Proof for Five and Only Five Regular Solids
Bridges 2005 Pages 523–528
Playing Mathematics and Doing Music
Bridges 2005 Pages 529–530
Dynamic Geometry/Art in Mathematics Classroom
Bridges 2005 Pages 531–535