Long-time Slashdot reader sandbagger shared this report from the Hugo award-winning science fiction fanzine File 770: North Bellmore, New York fan Elyse Rosenstein, 69, died suddenly on February 20th. She had been undergoing rehabilitation after suffering a broken leg. At the time of her death, she was a retired secondary school science teacher. With Joyce Yasner, Joan Winston, Linda Deneroff and Devra Langsam, she organized the very first Star Trek convention, held in New York City in 1972. The convention was not only the very first media convention, it was also the biggest science fiction convention to date by a considerable margin...

At the time, Star Trek fans were often looked down on by many science fiction fans, who were more into books and magazines than TV shows. The pair hoped that a convention specifically geared towards Star Trek would do a lot to bring fans together. The rest, as they say, is fan history....

Elyse Rosenstein had a BS in physics and math, and an MS in physics, and taught science for more than two decades. She was a member of the New York Academy of Sciences and the Long Island Physics Teachers Association...

She was nicknamed "The Screaming Yellow Zonker" by Isaac Asimov.

A new report out of the University of Cambridge studied the experiences of a total of 2,700 primary and secondary students in the UK and Italy and found that primary and secondary school girls had higher levels of both math anxiety and general anxiety than boys. "The study also focuses on how parents and teachers shape math performance and attitudes, perhaps without even realizing it," adds Motherboard. "In the same way that anxious parents can shape their children's anxiety, math-anxious mentors can shape how kids view their own math anxiety." From the report: The new study builds on previous research by highlighting the importance of teachers and parents' own math anxieties impacting students. Most students that the researchers talked to said that their anxiousness started when the math topics became more challenging, and they felt like they couldn't do them. Another reason the students' said they were struggling was because multiple teachers were teaching them math, and it became confusing across teaching styles. "Importantly -- and surprisingly -- this new research suggests that the majority of students experiencing maths anxiety have normal to high maths ability," Josh Hillman, Director of Education at the Nuffield Foundation, said in a press release.

Several of the excerpts of the interviews conducted by researchers with math-anxious kids are heartbreaking: Many described feelings that they knew the answers but panicked, or tried to battle through initial confusion. One child, around 9 or 10 years old, said: "Once, I think it was the first day and he picked on me, and I just kind of burst into tears because everybody was staring at me and I didn't know the answer. Well I probably knew it but I hadn't thought it through." Another described doing a fractions test: "It means like enormously [nervous], and enormously means like massively... I felt very unwell and I was really scared and because my table's in the corner, I kind of just like tried to not be in the lesson."

An anonymous reader shares a report: The demand for employees in STEM careers (science, technology, engineering and math) is particularly high, as corporations compete to attract skilled professionals in the international market. What is known as "curriculum intensification" is often used around the world to attract more university entrants -- and particularly more women -- to these subjects; that is to say, students have on average more mandatory math courses at a higher level. Scientists from the LEAD Graduate School and Research Network at the University of Tubingen have now studied whether more advanced math lessons at high schools actually encourages women to pursue STEM careers. Their work shows that an increase in advanced math courses during two years before the final school-leaving exams does not automatically create the desired effects. On the contrary: one upper secondary school reform in Germany, where all high school students have to take higher level math courses, has only increased the gender differences regarding their interests in activities related to the STEM fields. The young female students' belief in their own math abilities was lower after the reform than before. The results have now been published in the Journal of Educational Psychology.

AthanasiusKircher writes: The Atlantic has an >extended article on the recent surge in advanced math education at the primary and secondary levels in the U.S., arguing that last year's victory for the U.S. in the Math Olympiad was not a random anomaly. Participation in math camps, after-school or weekend math "academies," and math competitions has surged in recent years, with many programs having long wait lists. Inessa Rifkin, co-founder of one of these math academies, argues that the problems with math education begin in the 2nd and 3rd grades: ""The youngest ones, very naturally, their minds see math differently.... It is common that they can ask simple questions and then, in the next minute, a very complicated one. But if the teacher doesn't know enough mathematics, she will answer the simple question and shut down the other, more difficult one." These alternative math programs put a greater focus on problem-solving: "Unlike most math classes, where teachers struggle to impart knowledge to students—who must passively absorb it and then regurgitate it on a test—problem-solving classes demand that the pupils execute the cognitive bench press: investigating, conjecturing, predicting, analyzing, and finally verifying their own mathematical strategy. The point is not to accurately execute algorithms, although there is, of course, a right answer... Truly thinking the problem through—creatively applying what you know about math and puzzling out possible solutions—is more important."

The article concludes by noting that programs like No Child Left Behind have focused on minimal standards, rather than enrichment activities for advanced students. The result is a disparity in economic backgrounds for students in pricey math activities; many middle-class Americans investigate summer camps or sports programs for younger kids, but they don't realize how important a math program could be for a curious child. As Daniel Zaharopol, founder of a related non-profit initiative, noted in his searches to recruit low-income students: "Actually doing math should bring them joy."

jones_supa writes "The latest PISA (Programme for International Assessment) results are out today. Since 2000, the OECD has attempted to evaluate the knowledge and skills of 15-year olds across the world through its PISA test. More than 510,000 students in 65 economies took part in the latest test, which covered math, reading and science, with the main focus on math — which the OECD state is a 'strong predictor of participation in post-secondary education and future success.' Asian countries outperform the rest of the world, according to the OECD, with Shanghai, Singapore, Hong Kong, Taiwan, South Korea, Macau and Japan amongst the top performing countries and economies. Students in Shanghai performed so well in math that the OECD report compares their scoring to the equivalent of nearly three years of schooling above most OECD countries. The study shows also a slight gender cap: in all countries, boys generally perform a bit better than girls, but this applies only to math." Here's a spreadsheet listing each country's results. The U.S. ranked 26th in math (below average), 17th in reading (slightly above average), and 21st in science (slightly below average).

linjaaho writes "A group of Finnish mathematics researchers, teachers and students write an upper secondary mathematics textbook in a three-day booksprint. The event started on Friday 28th September at 9:00 (GMT+3) and the book will be (hopefully) ready on Sunday evening. The book is written in Finnish. The result — LaTeX source code and the PDF — is published with open CC-BY-license. As far as the authors know, this is the first time a course textbook is written in three-day hackathon. The hackathon approach has been used earlier mainly for coding open source software and writing manuals for open source software. The progress can be followed by visiting the repository at GitHub or the project Facebook page."

A couple weeks ago, you asked questions of Stanford professor Jonathan Koomey about what has been dubbed Koomey's Law — the idea that the energy efficiency of computing doubles every 1.5 years. Read on for Professor Koomey's answers to the questions you raised.

xzvf writes "BusinessWeek says that you should not listen to the conventional wisdom. According to a new report, US schools are turning out more capable science and engineering grads than the job market can support. 'The authors of the report, the Urban Institute's Hal Salzman and Georgetown University professor Lindsay Lowell, show that math, science, and reading test scores at the primary and secondary level have increased over the past two decades, and U.S. students are now close to the top of international rankings. Perhaps just as surprising, the report finds that our education system actually produces more science and engineering graduates than the market demands.'"

David Halprin writes with a review of a new (and mighty odd sounding) mathematics book: "In my humble opinion, we have an unjustified polemic in the world of mathematics, yet again. My background is tertiary level mathematics and concomitant research in specialised areas, so when a friend e-mailed me the link to this book, I was so excited after reading the author's hype, that I ordered a pre-publication copy. My expectations have not been met, unfortunately, hence my analysis precipitated this review." Read on for Halprin's idiosyncractic take on Norman John Wildberger's Divine Proportions: Rational Trigonometry to Universal Geometry.

ferralis (Not an EE) asks: "Recently I've come up with a design for a very fun toy (to be unveiled later if I'm successful). What's missing is a means to send electrical power over a distance of five to ten centimeters (2-4 inches). I've done some research (mostly online) and have found extremely limited information. Even my beloved Google has forsaken me, and even my pleadings to eldritch information deities such as AltaVista have gone unrewarded. Can anyone help?"

Spock the Baptist writes: "The Washington Post started a two article series Sunday, and Monday August 18 and 19 2002. The articles deal with something that the math, engineering, and physics faculties at colleges, and universities have long known. Algebra is a 'gateway subject' for math, science, and technology, and secondary schools in general are not doing a good job teaching algebra."

More Lego Sculptures! More game collections going to the highest bidder! More ... P4 benchmarks. Updates below to recent Slashdot stories, and a few tangents not yet here explored. Go crazy!

You asked the questions Tuesday. Today, in response, Hemos and CmdrTaco spill their guts. Click below to learn what's going on at the world-famous Geek Compound in scenic Holland, Michigan.

While I'm still making my way through my auto-graphed (thanks Chris!) copy of Neil Stephenson's Cryptonomicon, new reviewer Nathan Bruinooge sent us over an excellent review of what it appears to be my favorite fiction of 1999. Click below - it's well worth it.