#13308
A Communications Renaissance: Developing Tomorrow’s Developers 
Mathematics and computer science can be difficult subjects for the communications teacher to penetrate. In 1997, the Faculty of Mathematics at the University of Waterloo initiated the development of a pilot course in communications for Mathematics and Computer Science students. This paper explores the research and discoveries that built a successful course: a definition of “numeracy” that equates with academic “literacy” as knowledge creation; perceiving the students as “end users” and doing ongoing “usability tests” during the pilot course; and using case studies as social action to empower students and envision math and technology as dynamic, socially rich fields through communications.
McKenzie, Andrea. STC Proceedings (2000). Presentations>Education>Scientific Communication>Mathematics
#20190
Editing mathematics is like editing a foreign language, with its own conventions, symbols, and rules of grammar. Various typographic rules must be followed exactly since deviations from them change the meaning of the material. Like poetry, placement of the information on the page is important for the meaning. The editor often must be a cryptographer, decoding esoteric handwritten material.
Burgan, Murrie W. STC Proceedings (1997). Articles>Scientific Communication>Technical Editing>Mathematics
#29425
The Editor as Translator (or: How Do You Say That in Calculus?)
Sometimes English just isn't the most elegant way to say something. It might be so much easier if we write for a math journal, because the correct language for the explanation can be, in fact, mathematics.
Hart, Geoffrey J.S. Geoff-Hart.com (1999). Articles>Editing>Scientific Communication>Mathematics
#23539
Equations must have a number in parentheses at the right of the page. Must be numbered in the order they appear. Must be able to be read as part of the text.
Young, V.L. and K.J. Sampson. Ohio University (2004). Articles>Document Design>Technical Writing>Mathematics
#25413
EqWorld: The World of Mathematical Equations
Information about various classes of algebraic, ordinary differential, partial differential (mathematical physics), integral, and other mathematical equations. It also outlines some methods for solving equations, includes interesting articles, gives links to mathematical websites, lists useful handbooks, textbooks, and monographs, and refers to scientific publishers, journals, etc.
Polyanin, Andrei. Russian Academy of Sciences (2004). Resources>Education>Academic>Mathematics
#23312
Issues of technical writing and the effective presentation of mathematics and computer science. Preparation of theses, papers, books, and 'literate' computer programs.
Knuth, Donald E., Tracy Larrabee and Paul M. Roberts. Stanford University (1987). Articles>Writing>Scientific Communication>Mathematics
#29572
Using Formal Reference to Enhance Authority and Integrity in Online Mathematical Texts
This ability to provide evidence and evaluate arguments is critical to a liberal arts education or an engineering one. Hence, the interface between the document and the verified repository not only ensures correctness and eliminates error by construction, but also gives depth to the article, from the inserted math to its very foundations.
Lorigo, Lori, Stuart Allen and Robert Constable. Journal of Electronic Publishing (2006). Articles>Scientific Communication>Research>Mathematics
#32168
This study analyzes the procedural explanations written by remedial college mathematics students. Relevant literatures suggest that six communication activities might be key in effective procedural explanations in mathematics writing: (a) orienting the learner, (b) providing kernels or definitions of concepts and procedures, (c) using exemplars or worked examples, (d) providing descriptions of the process or procedure, (e) solidifying learner understanding, and (f) facilitating linguistic control of mathematical terms. Using this framework, 18 practices or types of difficulties were discovered in students' written explanations. Independent experts consistently evaluated student explanations more highly when the explanations contained arithmetic or algebraic exemplars, described specific actions and their meanings, linked new with prior knowledge, and used descriptive language; experts evaluated student explanations more negatively when students displayed difficulties reasoning with kernels, reasoning with exemplars, or with describing processes.
Kline, Susan L. and Drew K. Ishii. Written Communication (2008). Articles>Writing>Scientific Communication>Mathematics
#32786
A Technical Speaking Course in Mathematics
Development and Implementation of a Technical Speaking Course in Mathematics, will give students an opportunity to cultivate technical, discipline-specific, verbal communication skills and experiences needed to be successful in their chosen disciplines. They will develop skills in assessing an audience’s technical sophistication and adapting their own communications to accommodate the audience. Mathematics will become a familiar “vehicle” for development of general and technical communication competencies.
University of Pittsburgh (2004). Articles>Education>TC>Mathematics
#33845
XML in Mathematical Web Services
We describe how two XML-based data formats, OpenMath and Content MathML, are used in a mathematical service toolkit based on the Maple computer algebra system. This service toolkit is based on a configuration engine that provides the appropriate conversions between the mathematical XML data formats, builds the necessary Maple program, and installs the necessary extensions to a generic Web services engine.
Dewar, Mike, Elena Smirnova and Stephen M. Watt. IDEAlliance (2005). Articles>Web Design>Scientific Communication>Mathematics
