Science.gov

Sample records for accurate mathematical representation

  1. Characterizing Interaction with Visual Mathematical Representations

    ERIC Educational Resources Information Center

    Sedig, Kamran; Sumner, Mark

    2006-01-01

    This paper presents a characterization of computer-based interactions by which learners can explore and investigate visual mathematical representations (VMRs). VMRs (e.g., geometric structures, graphs, and diagrams) refer to graphical representations that visually encode properties and relationships of mathematical structures and concepts.…

  2. Electromagnetic Concepts in Mathematical Representation of Physics.

    ERIC Educational Resources Information Center

    Albe, Virginie; Venturini, Patrice; Lascours, Jean

    2001-01-01

    Addresses the use of mathematics when studying the physics of electromagnetism. Focuses on common electromagnetic concepts and their associated mathematical representation and arithmetical tools. Concludes that most students do not understand the significant aspects of physical situations and have difficulty using relationships and models specific…

  3. Mathematical representations of turbulent mixing

    NASA Technical Reports Server (NTRS)

    Farmer, R. C.; Audeh, B.

    1973-01-01

    A basic description is given of the mathematical tools and models which are presently used to represent turbulent, free shear layers. Recommendations are included for ways in which current modeling techniques can be improved.

  4. Communication and Representation as Elements in Mathematical Literacy

    ERIC Educational Resources Information Center

    Thompson, Denisse R.; Chappell, Michaele F.

    2007-01-01

    The process standards of communication and representation in the "Principles and Standards for School Mathematics" are critical tools to help students develop mathematical literacy. In the mathematics classroom, students need to be encouraged to use speaking, listening, reading, and writing to communicate their understanding of mathematics words,…

  5. An Accurate Projector Calibration Method Based on Polynomial Distortion Representation

    PubMed Central

    Liu, Miao; Sun, Changku; Huang, Shujun; Zhang, Zonghua

    2015-01-01

    In structure light measurement systems or 3D printing systems, the errors caused by optical distortion of a digital projector always affect the precision performance and cannot be ignored. Existing methods to calibrate the projection distortion rely on calibration plate and photogrammetry, so the calibration performance is largely affected by the quality of the plate and the imaging system. This paper proposes a new projector calibration approach that makes use of photodiodes to directly detect the light emitted from a digital projector. By analyzing the output sequence of the photoelectric module, the pixel coordinates can be accurately obtained by the curve fitting method. A polynomial distortion representation is employed to reduce the residuals of the traditional distortion representation model. Experimental results and performance evaluation show that the proposed calibration method is able to avoid most of the disadvantages in traditional methods and achieves a higher accuracy. This proposed method is also practically applicable to evaluate the geometric optical performance of other optical projection system. PMID:26492247

  6. Investigating Trigonometric Representations in the Transition to College Mathematics

    ERIC Educational Resources Information Center

    Byers, Patricia

    2010-01-01

    This Ontario-based qualitative study examined secondary school and college textbooks' treatment of trigonometric representations in order to identify potential sources of student difficulties in the transition from secondary school to college mathematics. Analysis of networks, comprised of trigonometric representations, identified numerous issues…

  7. Mathematics Teachers' Reasoning about Fractions and Decimals Using Drawn Representations

    ERIC Educational Resources Information Center

    Lee, Soo Jin; Brown, Rachael Eriksen; Orrill, Chandra Hawley

    2011-01-01

    This qualitative study considers middle grades mathematics teachers' reasoning about drawn representations of fractions and decimals. We analyzed teachers' strategies based on their response to multiple-choice tasks that required analysis of drawn representations. We found that teachers' flexibility with referent units played a significant role in…

  8. Social Representations as Mediators of Mathematics Learning in Multiethnic Classrooms

    ERIC Educational Resources Information Center

    Gorgorio, Nuria; Planas, Nuria

    2005-01-01

    Drawing on socio-cultural theory, we understand the norms regulating the practices within the mathematics classroom as resulting from the social representations of the socially dominant groups and of the school culture related to what constitutes learning mathematics. Immigrant students, having their own personal histories as members of particular…

  9. Reading Mathematics Representations: An Eye-Tracking Study

    ERIC Educational Resources Information Center

    Andrá, Chiara; Lindström, Paulina; Arzarello, Ferdinando; Holmqvist, Kenneth; Robutti, Ornella; Sabena, Cristina

    2015-01-01

    We use eye tracking as a method to examine how different mathematical representations of the same mathematical object are attended to by students. The results of this study show that there is a meaningful difference in the eye movements between formulas and graphs. This difference can be understood in terms of the cultural and social shaping of…

  10. Mathematical Explorations: Freshwater Scarcity: A Proportional Representation

    ERIC Educational Resources Information Center

    King, Alessandra

    2014-01-01

    Middle school students' mathematical understanding benefits from connecting mathematics to other content areas in the curriculum. This month's activity explores the issue of the scarcity of freshwater, a natural resource (activity sheets are included). This activity concentrates on the critical areas mentioned in the Common Core State…

  11. Promoting Mathematics Accessibility through Multiple Representations Jigsaws

    ERIC Educational Resources Information Center

    Cleaves, Wendy Pelletier

    2008-01-01

    The ability to examine problems using varied approaches is one of the most important characteristics of good problem solvers. Other characteristics include independence, flexibility in thinking, determination, and a willingness to take risks. By using multiple representations, students are being asked to show the same information in varied ways.…

  12. Mathematical representations in science: a cognitive-historical case history.

    PubMed

    Tweney, Ryan D

    2009-10-01

    The important role of mathematical representations in scientific thinking has received little attention from cognitive scientists. This study argues that neglect of this issue is unwarranted, given existing cognitive theories and laws, together with promising results from the cognitive historical analysis of several important scientists. In particular, while the mathematical wizardry of James Clerk Maxwell differed dramatically from the experimental approaches favored by Michael Faraday, Maxwell himself recognized Faraday as "in reality a mathematician of a very high order," and his own work as in some respects a re-representation of Faraday's field theory in analytic terms. The implications of the similarities and differences between the two figures open new perspectives on the cognitive role of mathematics as a learned mode of representation in science.

  13. A Possible Neural Representation of Mathematical Group Structures.

    PubMed

    Pomi, Andrés

    2016-09-01

    Every cognitive activity has a neural representation in the brain. When humans deal with abstract mathematical structures, for instance finite groups, certain patterns of activity are occurring in the brain that constitute their neural representation. A formal neurocognitive theory must account for all the activities developed by our brain and provide a possible neural representation for them. Associative memories are neural network models that have a good chance of achieving a universal representation of cognitive phenomena. In this work, we present a possible neural representation of mathematical group structures based on associative memory models that store finite groups through their Cayley graphs. A context-dependent associative memory stores the transitions between elements of the group when multiplied by each generator of a given presentation of the group. Under a convenient election of the vector basis mapping the elements of the group in the neural activity, the input of a vector corresponding to a generator of the group collapses the context-dependent rectangular matrix into a virtual square permutation matrix that is the matrix representation of the generator. This neural representation corresponds to the regular representation of the group, in which to each element is assigned a permutation matrix. This action of the generator on the memory matrix can also be seen as the dissection of the corresponding monochromatic subgraph of the Cayley graph of the group, and the adjacency matrix of this subgraph is the permutation matrix corresponding to the generator.

  14. Mathematics Teachers' Representations of Authority

    ERIC Educational Resources Information Center

    Wagner, David; Herbel-Eisenmann, Beth

    2014-01-01

    Issues of authority abound in education and schooling but have not been interrogated sufficiently. We describe a tool that we have developed to initiate dialogue with teachers about authority in their classrooms--using a diagram to represent authority in their classrooms. Our analysis of the diagrams mathematics teachers created and discussed in…

  15. The Role of Visual Representations for Structuring Classroom Mathematical Activity

    ERIC Educational Resources Information Center

    David, Maria Manuela; Tomaz, Vanessa Sena

    2012-01-01

    It is our presupposition that there is still a need for more research about how classroom practices can exploit the use and power of visualization in mathematics education. The aim of this article is to contribute in this direction, investigating how visual representations can structure geometry activity in the classroom and discussing teaching…

  16. Oral Language, Representations and Mathematical Understanding: Indigenous Australian Students

    ERIC Educational Resources Information Center

    Warren, Elizabeth; Young, Janelle

    2008-01-01

    This paper explores the role of oral language and representations in negotiating mathematical understanding. The data were gathered from two Indigenous Australian classrooms in Northern Queensland. The first classroom, a Year 6/7 consisted of 15 students whose ages range from 10 years to 12 years with eight being Aboriginal, six from Torres Strait…

  17. Social Representations of High School Students about Mathematics Assessment

    ERIC Educational Resources Information Center

    Martínez-Sierra, Gustavo; Valle-Zequeida, María E.; Miranda-Tirado, Marisa; Dolores-Flores, Crisólogo

    2016-01-01

    The perceptions of students about assessment in mathematics classes have been sparsely investigated. In order to fill this gap, this qualitative study aims to identify the social "representations" (understood as the system of values, ideas, and practices about a social object) of high school students regarding "assessment in…

  18. Is Mathematical Representation of Problems an Evidence-Based Strategy for Students with Mathematics Difficulties?

    ERIC Educational Resources Information Center

    Jitendra, Asha K.; Nelson, Gena; Pulles, Sandra M.; Kiss, Allyson J.; Houseworth, James

    2016-01-01

    The purpose of the present review was to evaluate the quality of the research and evidence base for representation of problems as a strategy to enhance the mathematical performance of students with learning disabilities and those at risk for mathematics difficulties. The authors evaluated 25 experimental and quasiexperimental studies according to…

  19. Declarative representation of uncertainty in mathematical models.

    PubMed

    Miller, Andrew K; Britten, Randall D; Nielsen, Poul M F

    2012-01-01

    An important aspect of multi-scale modelling is the ability to represent mathematical models in forms that can be exchanged between modellers and tools. While the development of languages like CellML and SBML have provided standardised declarative exchange formats for mathematical models, independent of the algorithm to be applied to the model, to date these standards have not provided a clear mechanism for describing parameter uncertainty. Parameter uncertainty is an inherent feature of many real systems. This uncertainty can result from a number of situations, such as: when measurements include inherent error; when parameters have unknown values and so are replaced by a probability distribution by the modeller; when a model is of an individual from a population, and parameters have unknown values for the individual, but the distribution for the population is known. We present and demonstrate an approach by which uncertainty can be described declaratively in CellML models, by utilising the extension mechanisms provided in CellML. Parameter uncertainty can be described declaratively in terms of either a univariate continuous probability density function or multiple realisations of one variable or several (typically non-independent) variables. We additionally present an extension to SED-ML (the Simulation Experiment Description Markup Language) to describe sampling sensitivity analysis simulation experiments. We demonstrate the usability of the approach by encoding a sample model in the uncertainty markup language, and by developing a software implementation of the uncertainty specification (including the SED-ML extension for sampling sensitivty analyses) in an existing CellML software library, the CellML API implementation. We used the software implementation to run sampling sensitivity analyses over the model to demonstrate that it is possible to run useful simulations on models with uncertainty encoded in this form.

  20. Gender Representation on Journal Editorial Boards in the Mathematical Sciences

    PubMed Central

    2016-01-01

    We study gender representation on the editorial boards of 435 journals in the mathematical sciences. Women are known to comprise approximately 15% of tenure-stream faculty positions in doctoral-granting mathematical sciences departments in the United States. Compared to this group, we find that 8.9% of the 13067 editorships in our study are held by women. We describe group variations within the editorships by identifying specific journals, subfields, publishers, and countries that significantly exceed or fall short of this average. To enable our study, we develop a semi-automated method for inferring gender that has an estimated accuracy of 97.5%. Our findings provide the first measure of gender distribution on editorial boards in the mathematical sciences, offer insights that suggest future studies in the mathematical sciences, and introduce new methods that enable large-scale studies of gender distribution in other fields. PMID:27536970

  1. Gender Representation on Journal Editorial Boards in the Mathematical Sciences.

    PubMed

    Topaz, Chad M; Sen, Shilad

    2016-01-01

    We study gender representation on the editorial boards of 435 journals in the mathematical sciences. Women are known to comprise approximately 15% of tenure-stream faculty positions in doctoral-granting mathematical sciences departments in the United States. Compared to this group, we find that 8.9% of the 13067 editorships in our study are held by women. We describe group variations within the editorships by identifying specific journals, subfields, publishers, and countries that significantly exceed or fall short of this average. To enable our study, we develop a semi-automated method for inferring gender that has an estimated accuracy of 97.5%. Our findings provide the first measure of gender distribution on editorial boards in the mathematical sciences, offer insights that suggest future studies in the mathematical sciences, and introduce new methods that enable large-scale studies of gender distribution in other fields.

  2. Simple Mathematical Models Do Not Accurately Predict Early SIV Dynamics

    PubMed Central

    Noecker, Cecilia; Schaefer, Krista; Zaccheo, Kelly; Yang, Yiding; Day, Judy; Ganusov, Vitaly V.

    2015-01-01

    Upon infection of a new host, human immunodeficiency virus (HIV) replicates in the mucosal tissues and is generally undetectable in circulation for 1–2 weeks post-infection. Several interventions against HIV including vaccines and antiretroviral prophylaxis target virus replication at this earliest stage of infection. Mathematical models have been used to understand how HIV spreads from mucosal tissues systemically and what impact vaccination and/or antiretroviral prophylaxis has on viral eradication. Because predictions of such models have been rarely compared to experimental data, it remains unclear which processes included in these models are critical for predicting early HIV dynamics. Here we modified the “standard” mathematical model of HIV infection to include two populations of infected cells: cells that are actively producing the virus and cells that are transitioning into virus production mode. We evaluated the effects of several poorly known parameters on infection outcomes in this model and compared model predictions to experimental data on infection of non-human primates with variable doses of simian immunodifficiency virus (SIV). First, we found that the mode of virus production by infected cells (budding vs. bursting) has a minimal impact on the early virus dynamics for a wide range of model parameters, as long as the parameters are constrained to provide the observed rate of SIV load increase in the blood of infected animals. Interestingly and in contrast with previous results, we found that the bursting mode of virus production generally results in a higher probability of viral extinction than the budding mode of virus production. Second, this mathematical model was not able to accurately describe the change in experimentally determined probability of host infection with increasing viral doses. Third and finally, the model was also unable to accurately explain the decline in the time to virus detection with increasing viral dose. These results

  3. Mexican High School Students' Social Representations of Mathematics, Its Teaching and Learning

    ERIC Educational Resources Information Center

    Martínez-Sierra, Gustavo; Miranda-Tirado, Marisa

    2015-01-01

    This paper reports a qualitative research that identifies Mexican high school students' social representations of mathematics. For this purpose, the social representations of "mathematics", "learning mathematics" and "teaching mathematics" were identified in a group of 50 students. Focus group interviews were carried…

  4. Examining Fourth-Grade Mathematics Writing: Features of Organization, Mathematics Vocabulary, and Mathematical Representations

    ERIC Educational Resources Information Center

    Hebert, Michael A.; Powell, Sarah R.

    2016-01-01

    Increasingly, students are expected to write about mathematics. Mathematics writing may be informal (e.g., journals, exit slips) or formal (e.g., writing prompts on high-stakes mathematics assessments). In order to develop an effective mathematics-writing intervention, research needs to be conducted on how students organize mathematics writing and…

  5. Interactivity of Visual Mathematical Representations: Factors Affecting Learning and Cognitive Processes

    ERIC Educational Resources Information Center

    Sedig, Kamran; Liang, Hai-Ning

    2006-01-01

    Computer-based mathematical cognitive tools (MCTs) are a category of external aids intended to support and enhance learning and cognitive processes of learners. MCTs often contain interactive visual mathematical representations (VMRs), where VMRs are graphical representations that encode properties and relationships of mathematical concepts. In…

  6. Mathematics of Sensing, Exploitation, and Execution (MSEE) Hierarchical Representations for the Evaluation of Sensed Data

    DTIC Science & Technology

    2016-06-01

    AFRL-RY-WP-TR-2016-0123 MATHEMATICS OF SENSING, EXPLOITATION, AND EXECUTION (MSEE) Hierarchical Representations for the Evaluation of Sensed...December 2015 4. TITLE AND SUBTITLE MATHEMATICS OF SENSING, EXPLOITATION, AND EXECUTION (MSEE) Hierarchical Representations for the Evaluation of...8-98) Prescribed by ANSI Std. Z39-18 Hierarchical Representations for the Evaluation of Sensed Data Final Report Mathematics of Sensing

  7. Mathematical functions for the representation of chromatographic peaks.

    PubMed

    Di Marco, V B; Bombi, G G

    2001-10-05

    About ninety empirical functions for the representation of chromatographic peaks have been collected and tabulated. The table, based on almost 200 references, reports for every function: (1) the most used name; (2) the most convenient equation, with the existence intervals for the adjustable parameters and for the independent variable; (3) the applications; (4) the mathematical properties, in relation to the possible applications. The list includes also equations originally proposed to represent peaks obtained in other analytical techniques (e.g. in spectroscopy), which in many instances have proved useful in representing chromatographic peaks as well; the built-in functions employed in some commercial peak-fitting software packages were included, too. Some of the most important chromatographic functions, i.e. the Exponentially Modified Gaussian, the Poisson, the Log-normal, the Edgeworth/Cramér series and the Gram/Charlier series, have been reviewed and commented in more detail.

  8. Problem representation and mathematical problem solving of students of varying math ability.

    PubMed

    Krawec, Jennifer L

    2014-01-01

    The purpose of this study was to examine differences in math problem solving among students with learning disabilities (LD, n = 25), low-achieving students (LA, n = 30), and average-achieving students (AA, n = 29). The primary interest was to analyze the processes students use to translate and integrate problem information while solving problems. Paraphrasing, visual representation, and problem-solving accuracy were measured in eighth grade students using a researcher-modified version of the Mathematical Processing Instrument. Results indicated that both students with LD and LA students struggled with processing but that students with LD were significantly weaker than their LA peers in paraphrasing relevant information. Paraphrasing and visual representation accuracy each accounted for a statistically significant amount of variance in problem-solving accuracy. Finally, the effect of visual representation of relevant information on problem-solving accuracy was dependent on ability; specifically, for students with LD, generating accurate visual representations was more strongly related to problem-solving accuracy than for AA students. Implications for instruction for students with and without LD are discussed.

  9. Visual-Spatial Representation in Mathematical Problem Solving by Deaf and Hearing Students

    ERIC Educational Resources Information Center

    Blatto-Vallee, Gary; Kelly, Ronald R.; Gaustad, Martha G.; Porter, Jeffrey; Fonzi, Judith

    2007-01-01

    This research examined the use of visual-spatial representation by deaf and hearing students while solving mathematical problems. The connection between spatial skills and success in mathematics performance has long been established in the literature. This study examined the distinction between visual-spatial "schematic" representations that…

  10. Developing the Use of Diagrammatic Representations in Primary Mathematics through Professional Development

    ERIC Educational Resources Information Center

    Barmby, Patrick; Bolden, David; Raine, Stephanie; Thompson, Lynn

    2013-01-01

    Background: The research on diagrammatic representations highlights their importance for the teaching and learning of mathematics. However, the empirical evidence to support their use in the classroom is mixed and somewhat lacking. Purpose: The aim of this study was to develop the use of diagrammatic representations of mathematical concepts in…

  11. The Effects of Multiple Linked Representations on Student Learning in Mathematics.

    ERIC Educational Resources Information Center

    Ozgun-Koca, S. Asli

    This study investigated the effects on student understanding of linear relationships using the linked representation software VideoPoint as compared to using semi-linked representation software. It investigated students' attitudes towards and preferences for mathematical representations--equations, tables, or graphs. An Algebra I class was divided…

  12. Effects of Computer-Based Visual Representation on Mathematics Learning and Cognitive Load

    ERIC Educational Resources Information Center

    Yung, Hsin I.; Paas, Fred

    2015-01-01

    Visual representation has been recognized as a powerful learning tool in many learning domains. Based on the assumption that visual representations can support deeper understanding, we examined the effects of visual representations on learning performance and cognitive load in the domain of mathematics. An experimental condition with visual…

  13. Relations of Different Types of Numerical Magnitude Representations to Each Other and to Mathematics Achievement

    ERIC Educational Resources Information Center

    Fazio, Lisa K.; Bailey, Drew H.; Thompson, Clarissa A.; Siegler, Robert S.

    2014-01-01

    We examined relations between symbolic and non-symbolic numerical magnitude representations, between whole number and fraction representations, and between these representations and overall mathematics achievement in fifth graders. Fraction and whole number symbolic and non-symbolic numerical magnitude understandings were measured using both…

  14. Toward a Framework for Using Student Mathematical Representations as Formative Assessments

    ERIC Educational Resources Information Center

    Heritage, Margaret; Niemi, David

    2006-01-01

    This article explores how students' mathematical representations can be used as formative assessments. We introduce a framework for teaching and learning that integrates representations as instructional and assessment tools, and illustrate these uses of student representations with reference to a study conducted with 250 5th-grade students. This…

  15. Mathematics Teacher-Candidates' Performance in Solving Problems with Different Representation Styles: The Trigonometry Example

    ERIC Educational Resources Information Center

    Dündar, Sefa

    2015-01-01

    Using multiple representations of a problem can reveal the relationship between complex concepts by expressing the same mathematical condition differently and can contribute to the meaningful learning of mathematical concepts. The purpose of this study is to assess the performances of mathematics teacher-candidates on trigonometry problems…

  16. Children's cognitive representation of the mathematical number line.

    PubMed

    Rouder, Jeffrey N; Geary, David C

    2014-07-01

    Learning of the mathematical number line has been hypothesized to be dependent on an inherent sense of approximate quantity. Children's number line placements are predicted to conform to the underlying properties of this system; specifically, placements are exaggerated for small numerals and compressed for larger ones. Alternative hypotheses are based on proportional reasoning; specifically, numerals are placed relative to set anchors such as end points on the line. Traditional testing of these alternatives involves fitting group medians to corresponding regression models which assumes homogenous residuals and thus does not capture useful information from between- and within-child variation in placements across the number line. To more fully assess differential predictions, we developed a novel set of hierarchical statistical models that enable the simultaneous estimation of mean levels of and variation in performance, as well as developmental transitions. Using these techniques we fitted the number line placements of 224 children longitudinally assessed from first to fifth grade, inclusive. The compression pattern was evident in mean performance in first grade, but was the best fit for only 20% of first graders when the full range of variation in the data are modeled. Most first graders' placements suggested use of end points, consistent with proportional reasoning. Developmental transition involved incorporation of a mid-point anchor, consistent with a modified proportional reasoning strategy. The methodology introduced here enables a more nuanced assessment of children's number line representation and learning than any previous approaches and indicates that developmental improvement largely results from midpoint segmentation of the line.

  17. FragBag, an accurate representation of protein structure, retrieves structural neighbors from the entire PDB quickly and accurately.

    PubMed

    Budowski-Tal, Inbal; Nov, Yuval; Kolodny, Rachel

    2010-02-23

    Fast identification of protein structures that are similar to a specified query structure in the entire Protein Data Bank (PDB) is fundamental in structure and function prediction. We present FragBag: An ultrafast and accurate method for comparing protein structures. We describe a protein structure by the collection of its overlapping short contiguous backbone segments, and discretize this set using a library of fragments. Then, we succinctly represent the protein as a "bags-of-fragments"-a vector that counts the number of occurrences of each fragment-and measure the similarity between two structures by the similarity between their vectors. Our representation has two additional benefits: (i) it can be used to construct an inverted index, for implementing a fast structural search engine of the entire PDB, and (ii) one can specify a structure as a collection of substructures, without combining them into a single structure; this is valuable for structure prediction, when there are reliable predictions only of parts of the protein. We use receiver operating characteristic curve analysis to quantify the success of FragBag in identifying neighbor candidate sets in a dataset of over 2,900 structures. The gold standard is the set of neighbors found by six state of the art structural aligners. Our best FragBag library finds more accurate candidate sets than the three other filter methods: The SGM, PRIDE, and a method by Zotenko et al. More interestingly, FragBag performs on a par with the computationally expensive, yet highly trusted structural aligners STRUCTAL and CE.

  18. Visual Representations in Mathematics Teaching: An Experiment with Students

    ERIC Educational Resources Information Center

    Debrenti, Edith

    2015-01-01

    General problem-solving skills are of central importance in school mathematics achievement. Word problems play an important role not just in mathematical education, but in general education as well. Meaningful learning and understanding are basic aspects of all kinds of learning and it is even more important in the case of learning mathematics. In…

  19. From Number Lines to Graphs in the Coordinate Plane: Investigating Problem Solving across Mathematical Representations

    ERIC Educational Resources Information Center

    Earnest, Darrell

    2015-01-01

    This article reports on students' problem-solving approaches across three representations--number lines, coordinate planes, and function graphs--the axes of which conventional mathematics treats in terms of consistent geometric and numeric coordinations. I consider these representations to be a part of a "hierarchical representational…

  20. Social Representations as Mediators of Practice in Mathematics Classrooms with Immigrant Students

    ERIC Educational Resources Information Center

    Gorgorio, Nuria; de Abreu, Guida

    2009-01-01

    This article suggests that a critical perspective of the notion of social representations can offer useful insights into understanding practices of teaching and learning in mathematics classrooms with immigrant students. Drawing on literature using social representations, previous empirical studies are revisited to examine three specific…

  1. The Effects of Different Modes of Representation on Mathematical Problem Solving

    ERIC Educational Resources Information Center

    Gagatsis, Athanasios; Elia, Iliada

    2004-01-01

    The main objective of this study is to investigate the role of four different modes of representation in mathematical problem solving (MPS), and more specifically to develop a model, which provides information about the effects of these representations in the solution procedures of one-step problems of additive structures. Data were collected from…

  2. The Relationship between Students' Mathematical Thinking Types and Representation Preferences in Definite Integral Problems

    ERIC Educational Resources Information Center

    Sevimli, Eyup; Delice, Ali

    2012-01-01

    Students' cognitive differences in problem solving have been the focus of much research. One classification of these differences is related to whether visualisation is used. Like mathematical thinking differences, multiple representation preferences are important when considering individual differences. Choosing an appropriate representation is an…

  3. Students Preference of Non-Algebraic Representations in Mathematical Communications

    ERIC Educational Resources Information Center

    Neria, Dorit; Amit, Miriam

    2004-01-01

    This research study deals with the modes of representation that ninth-graders choose in order to communicate their problem solving paths and justifications, and the relation between these modes of representations and achievement level. The findings are based on analysis of 350 answers to problems that demanded communication of reasoning,…

  4. Improving of Junior High School Visual Thinking Representation Ability in Mathematical Problem Solving by CTL

    ERIC Educational Resources Information Center

    Surya, Edy; Sabandar, Jozua; Kusumah, Yaya S.; Darhim

    2013-01-01

    The students' difficulty which was found is in the problem of understanding, drawing diagrams, reading the charts correctly, conceptual formal mathematical understanding, and mathematical problem solving. The appropriate problem representation is the basic way in order to understand the problem itself and make a plan to solve it. This research was…

  5. Developing Young Students' Meta-Representational Competence through Integrated Mathematics and Science Investigations

    ERIC Educational Resources Information Center

    Mulligan, Joanne; English, Lyn

    2014-01-01

    This paper describes students' developing meta-representational competence, drawn from the second phase of a longitudinal study, "Transforming Children's Mathematical and Scientific Development." A group of 21 highly able Grade 1 students was engaged in mathematics/science investigations as part of a data modelling program. A pedagogical…

  6. Refocusing on Oral Language and Rich Representations to Develop the Early Mathematical Understandings of Indigenous Students

    ERIC Educational Resources Information Center

    McDonald, Susan; Warren, Elizabeth; DeVries, Eva

    2011-01-01

    This article examines the nature of oral language and representations used by teachers as they instruct young Indigenous Australian students at the beginning of formal schooling during play-based activities in mathematics. In particular, the use of Standard Australian English (SAE), the mathematical register used, and the interplay with…

  7. Investigating the Representational Fluency of Pre-Service Mathematics Teachers in a Modelling Process

    ERIC Educational Resources Information Center

    Delice, Ali; Kertil, Mahmut

    2015-01-01

    This article reports the results of a study that investigated pre-service mathematics teachers' modelling processes in terms of representational fluency in a modelling activity related to a cassette player. A qualitative approach was used in the data collection process. Students' individual and group written responses to the mathematical modelling…

  8. The Concrete-Representational-Abstract Sequence of Instruction in Mathematics Classrooms

    ERIC Educational Resources Information Center

    Mudaly, Vimolan; Naidoo, Jayaluxmi

    2015-01-01

    The purpose of this paper is to explore how master mathematics teachers use the concrete-representational-abstract (CRA) sequence of instruction in mathematics classrooms. Data was collected from a convenience sample of six master teachers by observations, video recordings of their teaching, and semi-structured interviews. Data collection also…

  9. How Young Children View Mathematical Representations: A Study Using Eye-Tracking Technology

    ERIC Educational Resources Information Center

    Bolden, David; Barmby, Patrick; Raine, Stephanie; Gardner, Matthew

    2015-01-01

    Background: It has been shown that mathematical representations can aid children's understanding of mathematical concepts but that children can sometimes have difficulty in interpreting them correctly. New advances in eye-tracking technology can help in this respect because it allows data to be gathered concerning children's focus of attention and…

  10. Pre-Service Mathematics Teachers' Use of Multiple Representations in Technology-Rich Environments

    ERIC Educational Resources Information Center

    Ozmantar, Mehmet Faith; Akkoc, Hatice; Bingolbali, Erhan; Demir, Servet; Ergene, Berna

    2010-01-01

    In this paper, we examine the development of pre-service mathematics teachers' use of multiple representations during teaching in technology-rich environments. The pre-service teachers took part in a preparation program aimed at integration of technology into teaching mathematics. The program was designed on the basis of Technological Pedagogical…

  11. From Static to Dynamic Mathematics: Historical and Representational Perspectives

    ERIC Educational Resources Information Center

    Moreno-Armella, Luis; Hegedus, Stephen J.; Kaput, James J.

    2008-01-01

    The nature of mathematical reference fields has substantially evolved with the advent of new types of digital technologies enabling students greater access to understanding the use and application of mathematical ideas and procedures. We analyze the evolution of symbolic thinking over time, from static notations to dynamic inscriptions in new…

  12. Is Instructional Emphasis on the Use of Non-Mathematical Representations Worth the Effort?

    NASA Astrophysics Data System (ADS)

    De Leone, Charles J.; Gire, Elizabeth

    2006-02-01

    A hallmark of physics is its rich use of representations. The most common types used by physicists are mathematical representations such as equations, but many problems are rendered more tractable through the use of other representations such as diagrams or graphs. Examples of representations include force diagrams in mechanics, state diagrams in thermodynamics, and motion graphs in kinematics. Most introductory physics courses teach students to use these representations as they apply physical models to problems. But does student representation use correlate with problem-solving success? In this paper we address this question by analyzing student representation usage during the first semester of an introductory physics course for biologists taught in an active-learning setting.

  13. Relations of different types of numerical magnitude representations to each other and to mathematics achievement.

    PubMed

    Fazio, Lisa K; Bailey, Drew H; Thompson, Clarissa A; Siegler, Robert S

    2014-07-01

    We examined relations between symbolic and non-symbolic numerical magnitude representations, between whole number and fraction representations, and between these representations and overall mathematics achievement in fifth graders. Fraction and whole number symbolic and non-symbolic numerical magnitude understandings were measured using both magnitude comparison and number line estimation tasks. After controlling for non-mathematical cognitive proficiency, both symbolic and non-symbolic numerical magnitude understandings were uniquely related to mathematics achievement, but the relation was much stronger for symbolic numbers. A meta-analysis of 19 published studies indicated that relations between non-symbolic numerical magnitude knowledge and mathematics achievement are present but tend to be weak, especially beyond 6 years of age.

  14. Limited knowledge of fraction representations differentiates middle school students with mathematics learning disability (dyscalculia) versus low mathematics achievement.

    PubMed

    Mazzocco, Michèle M M; Myers, Gwen F; Lewis, Katherine E; Hanich, Laurie B; Murphy, Melissa M

    2013-06-01

    Fractions pose significant challenges for many children, but for some children those challenges persist into high school. Here we administered a fractions magnitude comparison test to 122 children, from Grades 4 to 8, to test whether their knowledge of fractions typically learned early in the sequence of formal math instruction (e.g., fractions equivalent to one-half, fraction pairs with common denominators) differentiates those with mathematics learning disability (MLD) versus low achievement (LA) or typical achievement (TA) in mathematics and whether long-term learning trajectories of this knowledge also differentiate these groups. We confirmed that although fourth graders with TA (n=93) were more accurate in evaluating "one-half" fractions than in evaluating "non-half" fractions (until they reached ceiling performance levels on both types of fractions), children with MLD (n=11) did not show a one-half advantage until Grade 7 and did not reach ceiling performance even by Grade 8. Both the MLD and LA groups had early difficulties with fractions, but by Grade 5 the LA group approached performance levels of the TA group and deviated from the MLD group. All groups showed a visual model advantage over Arabic number representation of fractions, but this advantage was short-lived for the TA group (because ceiling level was achieved across formats), whereas it was slightly more persistent for the LA group and persisted through Grade 8 for children with MLD. Thus, difficulties with fractions persist through Grade 8 for many students, but the nature and trajectories of those difficulties vary across children with math difficulties (MLD or LA).

  15. Information Technology and Mathematics: Opening New Representational Windows.

    ERIC Educational Resources Information Center

    Kaput, James J.

    1986-01-01

    Examples of relatively novel computer software environments from the representation perspective are described. Even more novel approaches to curriculum reform to cultivate higher-order thinking skills are then discussed. (MNS)

  16. Students' Use of Mathematical Representations in Problem Solving.

    ERIC Educational Resources Information Center

    Santos-Trigo, Manuel

    2002-01-01

    Documents the experiences of 25 first-year university students with regard to the kinds of tasks calculus instructors should design in order to engage students in mathematical practices that often require the use of a graphing calculator. (MM)

  17. Visual spatial representation in mathematical problem solving by deaf and hearing students.

    PubMed

    Blatto-Vallee, Gary; Kelly, Ronald R; Gaustad, Martha G; Porter, Jeffrey; Fonzi, Judith

    2007-01-01

    This research examined the use of visual-spatial representation by deaf and hearing students while solving mathematical problems. The connection between spatial skills and success in mathematics performance has long been established in the literature. This study examined the distinction between visual-spatial "schematic" representations that encode the spatial relations described in a problem versus visual-spatial "pictorial" representations that encode only the visual appearance of the objects described in a problem. A total of 305 hearing (n = 156) and deaf (n = 149) participants from middle school, high school, and college participated in this study. At all educational levels, the hearing students performed significantly better in solving the mathematical problems compared to their deaf peers. Although the deaf baccalaureate students exhibited the highest performance of all the deaf participants, they only performed as well as the hearing middle school students who were the lowest scoring hearing group. Deaf students remained flat in their performance on the mathematical problem-solving task from middle school through the college associate degree level. The analysis of the students' problem representations showed that the hearing participants utilized visual-spatial schematic representation to a greater extent than did the deaf participants. However, the use of visual-spatial schematic representations was a stronger positive predictor of mathematical problem-solving performance for the deaf students. When deaf students' problem representation focused simply on the visual-spatial pictorial or iconic aspects of the mathematical problems, there was a negative predictive relationship with their problem-solving performance. On two measures of visual-spatial abilities, the hearing students in high school and college performed significantly better than their deaf peers.

  18. Lost in Translation: Examining Translation Errors Associated with Mathematical Representations

    ERIC Educational Resources Information Center

    Adu-Gyamfi, Kwaku; Stiff, Lee V.; Bosse, Michael J.

    2012-01-01

    Translation errors and conceptual misunderstandings made by students translating among graphical, tabular, and symbolic representations of linear functions were examined. The study situated student errors in the context of the "Translation-Verification Model" developed specifically for the purpose of explaining student behavior during the process…

  19. Mexican high school students' social representations of mathematics, its teaching and learning

    NASA Astrophysics Data System (ADS)

    Martínez-Sierra, Gustavo; Miranda-Tirado, Marisa

    2015-07-01

    This paper reports a qualitative research that identifies Mexican high school students' social representations of mathematics. For this purpose, the social representations of 'mathematics', 'learning mathematics' and 'teaching mathematics' were identified in a group of 50 students. Focus group interviews were carried out in order to obtain the data. The constant comparative style was the strategy used for the data analysis because it allowed the categories to emerge from the data. The students' social representations are: (A) Mathematics is…(1) important for daily life, (2) important for careers and for life, (3) important because it is in everything that surrounds us, (4) a way to solve problems of daily life, (5) calculations and operations with numbers, (6) complex and difficult, (7) exact and (6) a subject that develops thinking skills; (B) To learn mathematics is…(1) to possess knowledge to solve problems, (2) to be able to solve everyday problems, (3) to be able to make calculations and operations, and (4) to think logically to be able to solve problems; and (C) To teach mathematics is…(1) to transmit knowledge, (2) to know to share it, (3) to transmit the reasoning ability, and (4) to show how to solve problems.

  20. Translations among Mathematical Representations: Teacher Beliefs and Practices

    ERIC Educational Resources Information Center

    Bosse, Michael J.; Adu-Gyamfi, Kwaku; Cheetham, Meredith

    2011-01-01

    Student ability, teacher expectations, respective degrees of difficulty, and curriculum and instructional practices all work together to provide students experiences leading to differing levels of success in respect to mathematical translations. Herein, we discuss teacher beliefs and instructional practices, investigate why some translations seem…

  1. The Role of Visual Representations in the Learning of Mathematics.

    ERIC Educational Resources Information Center

    Arcavi, Abraham

    2003-01-01

    Defines visualization as the product and the process of creation, interpretation, and reflection upon pictures and images. Analyzes, exemplifies, and reflects upon the many different and rich roles that it can and should play in the learning and doing of mathematics. Discusses limitations and possible sources of difficulties visualization may pose…

  2. Mathematical Understanding and Representation Ability of Public Junior High School in North Sumatra

    ERIC Educational Resources Information Center

    Minarni, Ani; Napitupulu, E. Elvis; Husein, Rahmad

    2016-01-01

    This paper is the result of first phase of the research about the development of students' mathematical understanding and representation ability through Joyful Problem-Based Learning (JPBL) at Public Junior High School in North Sumatra, Indonesia. The population is all of the students of public junior high school (PJHS) in North Sumatra. Samples…

  3. Studying New Forms of Participation and Identity in Mathematics Classrooms with Integrated Communication and Representational Infrastructures

    ERIC Educational Resources Information Center

    Hegedus, Stephen J.; Penuel, William R.

    2008-01-01

    Wireless networks are fast becoming ubiquitous in all aspects of society and the world economy. We describe a method for studying the impacts of combining such technology with dynamic, representationally-rich mathematics software, particularly on participation, expression and projection of identity from a local to a public, shared workspace. We…

  4. Research Findings' Impact on the Representation of Proportional Reasoning in Swedish Mathematics Textbooks

    ERIC Educational Resources Information Center

    Ahl, Linda Marie

    2016-01-01

    This article investigates the impact of research findings on the representation of proportional reasoning in two commonly used Swedish mathematics textbook series for grades 7-9. A research-based framework that identifies five learning goals for understanding of proportional reasoning was used to analyse the textbooks. The results brought to…

  5. Strategies to Increase Representation of Students with Disabilities in Science, Technology, Engineering and Mathematics (STEM)

    ERIC Educational Resources Information Center

    White, Jeffry L.; Massiha, G. H.

    2015-01-01

    As a nation wrestles with the need to train more professionals, persons with disabilities are undereducated and underrepresented in science, technology, engineering, and mathematics (STEM). The following project was proposed to increase representation of students with disabilities in the STEM disciplines. The program emphasizes an integrated…

  6. Photographic patterns in macular images: representation by a mathematical model.

    PubMed

    Smith, R Theodore; Nagasaki, Takayuki; Sparrow, Janet R; Barbazetto, Irene; Koniarek, Jan P; Bickmann, Lee J

    2004-01-01

    Normal macular photographic patterns are geometrically described and mathematically modeled. Forty normal color fundus photographs were digitized. The green channel gray-level data were filtered and contrast enhanced, then analyzed for concentricity, convexity, and radial resolution. The foveal data for five images were fit with elliptic quadratic polynomials in two zones: a central ellipse and a surrounding annulus. The ability of the model to reconstruct the entire foveal data from selected pixel values was tested. The gray-level patterns were nested sets of concentric ellipses. Gray levels increased radially, with retinal vessels changing the patterns to star shaped in the peripheral fovea. The elliptic polynomial model could fit a high-resolution green channel foveal image with mean absolute errors of 6.1% of the gray-level range. Foveal images were reconstructed from small numbers of selected pixel values with mean errors of 7.2%. Digital analysis of normal fundus photographs shows finely resolved concentric elliptical foveal and star-shaped parafoveal patterns, which are consistent with anatomical structures. A two-zone elliptic quadratic polynomial model can approximate foveal data, and can also reconstruct it from small subsets, allowing improved macular image analysis.

  7. Using Representations, Decomposition, and Approximations of Practices to Support Prospective Elementary Mathematics Teachers' Practice of Organizing Discussions

    ERIC Educational Resources Information Center

    Tyminski, Andrew M.; Zambak, V. Serbay; Drake, Corey; Land, Tonia J.

    2014-01-01

    This paper examines a series of instructional activities that provide prospective elementary teachers with an opportunity to engage in one of the more difficult practices to learn within mathematics teaching--organizing a mathematical discussion. Within a mathematics methods course, representations and decomposition of practice built from the Five…

  8. A computationally efficient and accurate numerical representation of thermodynamic properties of steam and water for computations of non-equilibrium condensing steam flow in steam turbines

    NASA Astrophysics Data System (ADS)

    Hrubý, Jan

    2012-04-01

    Mathematical modeling of the non-equilibrium condensing transonic steam flow in the complex 3D geometry of a steam turbine is a demanding problem both concerning the physical concepts and the required computational power. Available accurate formulations of steam properties IAPWS-95 and IAPWS-IF97 require much computation time. For this reason, the modelers often accept the unrealistic ideal-gas behavior. Here we present a computation scheme based on a piecewise, thermodynamically consistent representation of the IAPWS-95 formulation. Density and internal energy are chosen as independent variables to avoid variable transformations and iterations. On the contrary to the previous Tabular Taylor Series Expansion Method, the pressure and temperature are continuous functions of the independent variables, which is a desirable property for the solution of the differential equations of the mass, energy, and momentum conservation for both phases.

  9. Representations of numerical and non-numerical magnitude both contribute to mathematical competence in children.

    PubMed

    Lourenco, Stella F; Bonny, Justin W

    2016-05-04

    A growing body of evidence suggests that non-symbolic representations of number, which humans share with nonhuman animals, are functionally related to uniquely human mathematical thought. Other research suggesting that numerical and non-numerical magnitudes not only share analog format but also form part of a general magnitude system raises questions about whether the non-symbolic basis of mathematical thinking is unique to numerical magnitude. Here we examined this issue in 5- and 6-year-old children using comparison tasks of non-symbolic number arrays and cumulative area as well as standardized tests of math competence. One set of findings revealed that scores on both magnitude comparison tasks were modulated by ratio, consistent with shared analog format. Moreover, scores on these tasks were moderately correlated, suggesting overlap in the precision of numerical and non-numerical magnitudes, as expected under a general magnitude system. Another set of findings revealed that the precision of both types of magnitude contributed shared and unique variance to the same math measures (e.g. calculation and geometry), after accounting for age and verbal competence. These findings argue against an exclusive role for non-symbolic number in supporting early mathematical understanding. Moreover, they suggest that mathematical understanding may be rooted in a general system of magnitude representation that is not specific to numerical magnitude but that also encompasses non-numerical magnitude.

  10. Pupils' Visual Representations in Standard and Problematic Problem Solving in Mathematics: Their Role in the Breach of the Didactical Contract

    ERIC Educational Resources Information Center

    Deliyianni, Eleni; Monoyiou, Annita; Elia, Iliada; Georgiou, Chryso; Zannettou, Eleni

    2009-01-01

    This study investigated the modes of representations generated by kindergarteners and first graders while solving standard and problematic problems in mathematics. Furthermore, it examined the influence of pupils' visual representations on the breach of the didactical contract rules in problem solving. The sample of the study consisted of 38…

  11. MATHEMATICS OF SENSING, EXPLOITATION, AND EXECUTION (MSEE) Sensing, Exploitation, and Execution (SEE) on a Foundation for Representation, Inference, and Learning

    DTIC Science & Technology

    2016-07-01

    Representation, Inference, and Learning Song-Chun Zhu University of California Los Angeles JULY 2016 Final Report Approved for public release...EXPLOITATION, AND EXECUTION (MSEE) Sensing, Exploitation, and Execution (SEE) on a Foundation for Representation, Inference, and Learning 5a...mathematical foundation for unified representation, inference, and learning for ISR problems. The result of the project is an end-to-end system for scene and

  12. The Mental Representation of Integers: An Abstract-to-Concrete Shift in the Understanding of Mathematical Concepts

    ERIC Educational Resources Information Center

    Varma, Sashank; Schwartz, Daniel L.

    2011-01-01

    Mathematics has a level of structure that transcends untutored intuition. What is the cognitive representation of abstract mathematical concepts that makes them meaningful? We consider this question in the context of the integers, which extend the natural numbers with zero and negative numbers. Participants made greater and lesser judgments of…

  13. Using a Technology-Supported Approach to Preservice Teachers' Multirepresentational Fluency: Unifying Mathematical Concepts and Their Representations

    ERIC Educational Resources Information Center

    McGee, Daniel; Moore-Russo, Deborah

    2015-01-01

    A test project at the University of Puerto Rico in Mayagüez used GeoGebra applets to promote the concept of multirepresentational fluency among high school mathematics preservice teachers. For this study, this fluency was defined as simultaneous awareness of all representations associated with a mathematical concept, as measured by the ability to…

  14. Brain Activity Associated with Translation between Graphical and Symbolic Representations of Functions in Generally Gifted and Excelling in Mathematics Adolescents

    ERIC Educational Resources Information Center

    Waisman, Ilana; Leikin, Mark; Shaul, Shelley; Leikin, Roza

    2014-01-01

    In this study, we examine the impact and the interplay of general giftedness (G) and excellence in mathematics (EM) on high school students' mathematical performance associated with translations from graphical to symbolic representations of functions, as reflected in cortical electrical activity (by means of ERP--event-related…

  15. 5D model for accurate representation and visualization of dynamic cardiac structures

    NASA Astrophysics Data System (ADS)

    Lin, Wei-te; Robb, Richard A.

    2000-05-01

    Accurate cardiac modeling is challenging due to the intricate structure and complex contraction patterns of myocardial tissues. Fast imaging techniques can provide 4D structural information acquired as a sequence of 3D images throughout the cardiac cycle. To mode. The beating heart, we created a physics-based surface model that deforms between successive time point in the cardiac cycle. 3D images of canine hearts were acquired during one complete cardiac cycle using the DSR and the EBCT. The left ventricle of the first time point is reconstructed as a triangular mesh. A mass-spring physics-based deformable mode,, which can expand and shrink with local contraction and stretching forces distributed in an anatomically accurate simulation of cardiac motion, is applied to the initial mesh and allows the initial mesh to deform to fit the left ventricle in successive time increments of the sequence. The resulting 4D model can be interactively transformed and displayed with associated regional electrical activity mapped onto anatomic surfaces, producing a 5D model, which faithfully exhibits regional cardiac contraction and relaxation patterns over the entire heart. The model faithfully represents structural changes throughout the cardiac cycle. Such models provide the framework for minimizing the number of time points required to usefully depict regional motion of myocardium and allow quantitative assessment of regional myocardial motion. The electrical activation mapping provides spatial and temporal correlation within the cardiac cycle. In procedures which as intra-cardiac catheter ablation, visualization of the dynamic model can be used to accurately localize the foci of myocardial arrhythmias and guide positioning of catheters for optimal ablation.

  16. An accurate analytic representation of the temperature dependence of nonresonant nuclear reaction rate coefficients

    NASA Astrophysics Data System (ADS)

    Shizgal, Bernie D.

    2016-12-01

    There has been intense interest for several decades by different research groups to accurately model the temperature dependence of a large number of nuclear reaction rate coefficients for both light and heavy nuclides. The rate coefficient, k(T) , is given by the Maxwellian average of the reactive cross section expressed in terms of the astrophysical factor, S(E) , which for nonresonant reactions is generally written as a power series in the relative energy E. A computationally efficient algorithm for the temperature dependence of nuclear reaction rate coefficients is required for fusion reactor research and for models of nucleosynthesis and stellar evolution. In this paper, an accurate analytical expression for the temperature dependence of nuclear reaction rate coefficients is provided in terms of τ = 3(b / 2) 2/3 or equivalently, T - 1/3 , where b = B /√{kB T }, B is the Gamow factor and kB is the Boltzmann constant. The methodology is appropriate for all nonresonant nuclear reactions for which S(E) can be represented as a power series in E. The explicit expression for the rate coefficient versus temperature is derived with the asymptotic expansions of the moments of w(E) = exp(- E /kB T - B /√{ E }) in terms of τ. The zeroth order moment is the familiar Gaussian approximation to the rate coefficient. Results are reported for the representative reactions D(d, p)T, D(d, n)3He and 7Li(p, α) α and compared with several different fitting procedures reported in the literature.

  17. An Investigation of the Nature of the Influences of Item Stem and Option Representation on Student Responses to a Mathematics Test

    ERIC Educational Resources Information Center

    Lin, Yi-Hung; Wilson, Mark; Cheng, Ching-Lin

    2013-01-01

    In teaching, representations are used as ways to illustrate the concepts underlying a specific topic. For example, use symbols (e.g., 1?+?2?=?3) to express the concept of addition. To compare students' abilities to interpret different representations in mathematics, the symbolic representation (SR) test and the pictorial representation (PR) test…

  18. Primary teachers' representations of division: assessing mathematical knowledge that has pedagogical potential

    NASA Astrophysics Data System (ADS)

    Roche, Anne; Clarke, Doug M.

    2013-06-01

    This article reports on a study that was conducted with 378 primary teachers from Catholic schools in Victoria who participated in the first year of a 2-year research and professional learning program in mathematics. One aim of the program was to enhance teacher knowledge in mathematics in its many forms. As part of the larger study, the teachers were assessed at the beginning and the end of school year (February and October, respectively) on their Mathematical Knowledge for Teaching (MKT), through the use of a questionnaire involving teachers' responses to hypothetical teaching, planning, or assessment scenarios. We report here the results from one item that assessed teachers' MKT in relation to representations of division. Results indicated that teachers were more familiar with partitive than quotitive division, and found connecting appropriate story problems with a given form of division difficult. Teachers' relating their understanding of the forms of division to the context of division by a decimal number was also challenging. There were interesting variations in the data across primary grade levels, particularly in relation to change over time. Professional learning on these topics and other support within the project appeared to improve teachers' MKT in this area.

  19. Geometric constraints in semiclassical initial value representation calculations in Cartesian coordinates: accurate reduction in zero-point energy.

    PubMed

    Issack, Bilkiss B; Roy, Pierre-Nicholas

    2005-08-22

    An approach for the inclusion of geometric constraints in semiclassical initial value representation calculations is introduced. An important aspect of the approach is that Cartesian coordinates are used throughout. We devised an algorithm for the constrained sampling of initial conditions through the use of multivariate Gaussian distribution based on a projected Hessian. We also propose an approach for the constrained evaluation of the so-called Herman-Kluk prefactor in its exact log-derivative form. Sample calculations are performed for free and constrained rare-gas trimers. The results show that the proposed approach provides an accurate evaluation of the reduction in zero-point energy. Exact basis set calculations are used to assess the accuracy of the semiclassical results. Since Cartesian coordinates are used, the approach is general and applicable to a variety of molecular and atomic systems.

  20. Student difficulties in translating between mathematical and graphical representations in introductory physics

    NASA Astrophysics Data System (ADS)

    Lin, Shih-Yin; Maries, Alexandru; Singh, Chandralekha

    2013-01-01

    We investigate introductory physics students' difficulties in translating between mathematical and graphical representations and the effect of scaffolding on students' performance. We gave a typical problem that can be solved using Gauss's law involving a spherically symmetric charge distribution (a conducting sphere concentric with a conducting spherical shell) to 95 calculus-based introductory physics students. We asked students to write a mathematical expression for the electric field in various regions and asked them to graph the electric field. We knew from previous experience that students have great difficulty in graphing the electric field. Therefore, we implemented two scaffolding interventions to help them. Students who received the scaffolding support were either (1) asked to plot the electric field in each region first (before having to plot it as a function of distance from the center of the sphere) or (2) asked to plot the electric field in each region after explicitly evaluating the electric field at the beginning, mid and end points of each region. The comparison group was only asked to plot the electric field at the end of the problem. We found that students benefited the most from intervention (1) and that intervention (2), although intended to aid students, had an adverse effect. Also, recorded interviews were conducted with a few students in order to understand how students were impacted by the aforementioned interventions.

  1. Evidence-Based Practices: Applications of Concrete Representational Abstract Framework across Math Concepts for Students with Mathematics Disabilities

    ERIC Educational Resources Information Center

    Agrawal, Jugnu; Morin, Lisa L.

    2016-01-01

    Students with mathematics disabilities (MD) experience difficulties with both conceptual and procedural knowledge of different math concepts across grade levels. Research shows that concrete representational abstract framework of instruction helps to bridge this gap for students with MD. In this article, we provide an overview of this strategy…

  2. A Review of the Effects of Visual-Spatial Representations and Heuristics on Word Problem Solving in Middle School Mathematics

    ERIC Educational Resources Information Center

    Kribbs, Elizabeth E.; Rogowsky, Beth A.

    2016-01-01

    Mathematics word-problems continue to be an insurmountable challenge for many middle school students. Educators have used pictorial and schematic illustrations within the classroom to help students visualize these problems. However, the data shows that pictorial representations can be more harmful than helpful in that they only display objects or…

  3. VStops: A Thinking Strategy and Visual Representation Approach in Mathematical Word Problem Solving toward Enhancing STEM Literacy

    ERIC Educational Resources Information Center

    Abdullah, Nasarudin; Halim, Lilia; Zakaria, Effandi

    2014-01-01

    This study aimed to determine the impact of strategic thinking and visual representation approaches (VStops) on the achievement, conceptual knowledge, metacognitive awareness, awareness of problem-solving strategies, and student attitudes toward mathematical word problem solving among primary school students. The experimental group (N = 96)…

  4. Analysis of Student Understanding of Science Concepts Including Mathematical Representations: Ph Values and the Relative Differences of pH Values

    ERIC Educational Resources Information Center

    Park, Eun-Jung; Choi, Kyunghee

    2013-01-01

    In general, mathematical representations such as formulae, numbers, and graphs are the inseparable components in science used to better describe or explain scientific phenomena or knowledge. Regardless of their necessity and benefit, science seems to be difficult for some students, as a result of the mathematical representations and problem…

  5. Mathematization of experience in a grade 8 open-inquiry environment: An introduction to the representational practices of science

    NASA Astrophysics Data System (ADS)

    Roth, Wolff-Michael; Bowen, G. Michael

    The purpose of this classroom study was to investigate the use of mathematical representations in three Grade 8 general science classes that engaged in a 10-week open inquiry about the correlations between biological and physical variables in the environment. A constructivist perspective was used to design the study and to assemble the data sources. These data sources included videotapes of students in their work, audiotapes of teacher-student interactions and teacher interviews, the transcripts of these tapes, the students' field notebooks, field reports, special problem assignments, examinations, and the teachers' curriculum guides, field notes, and reflective journal. An interpretive method was used to construct assertions and the supporting data. In the setting provided, students increasingly used mathematical representations such as graphs and data tables to support their claims in a convincing manner; the use of abstract equations and percent calculations did not change over the course of the study. Representations such as graphs, maps, averages, and equations were not only useful as inscriptions (representations in some permanent medium, usually paper), but also as conscription devices in the construction of, and through which, students engaged each other to collaboratively construct meaning. This study demonstrates the use of representations as conscription devices, and illustrates how the use and understanding of inscriptions changes over time. Understanding representations as inscription and conscription devices focuses on the social aspects of knowing, which has important implications for teachers' conceptualization of learning and their organization of science classrooms.

  6. Mapping of the Academic Production at Science and Mathematics Education Postgraduate about the Theory of Social Representations

    NASA Astrophysics Data System (ADS)

    Barbosa, José Isnaldo de Lima; Curi, Edda; Voelzke, Marcos Rincon

    2016-12-01

    The theory of social representations, appeared in 1961, arrived in Brazil in 1982, and since then has advanced significantly, been used in various areas of knowledge, assumed a significant role also in education. Thus, the aim of this article is to make a mapping of theses and dissertations in post-graduation programs, whose basic area is the Teaching of Science and Mathematics, and used as the theoretical foundation the theory of social representations, highlighted the social groups that are subject of this research. This is a documentary research, and lifting to the "state of knowledge" of two theses and 36 dissertations, defended in ten of the 37 existing programs in the basic area of Science and Mathematics Teaching, with the delimitation of academic masters and doctorates. The data collection was executed on December 2014 and was placed in the virtual libraries of these masters and doctoral programs, these elements were analysed according to some categories established after reading the summaries of the work, and the results showed that the theory of social representations has been used as a theoretical framework in various research groups, established in postgraduate programs in this area, for almost the entire Brazil. As for the subjects involved in this research, three groups were detected, which are: Middle school and high school students, teachers who are in full swing, spread from the early years to higher education, and undergraduates in Science and Mathematics.

  7. Accurate state estimation from uncertain data and models: an application of data assimilation to mathematical models of human brain tumors

    PubMed Central

    2011-01-01

    Background Data assimilation refers to methods for updating the state vector (initial condition) of a complex spatiotemporal model (such as a numerical weather model) by combining new observations with one or more prior forecasts. We consider the potential feasibility of this approach for making short-term (60-day) forecasts of the growth and spread of a malignant brain cancer (glioblastoma multiforme) in individual patient cases, where the observations are synthetic magnetic resonance images of a hypothetical tumor. Results We apply a modern state estimation algorithm (the Local Ensemble Transform Kalman Filter), previously developed for numerical weather prediction, to two different mathematical models of glioblastoma, taking into account likely errors in model parameters and measurement uncertainties in magnetic resonance imaging. The filter can accurately shadow the growth of a representative synthetic tumor for 360 days (six 60-day forecast/update cycles) in the presence of a moderate degree of systematic model error and measurement noise. Conclusions The mathematical methodology described here may prove useful for other modeling efforts in biology and oncology. An accurate forecast system for glioblastoma may prove useful in clinical settings for treatment planning and patient counseling. Reviewers This article was reviewed by Anthony Almudevar, Tomas Radivoyevitch, and Kristin Swanson (nominated by Georg Luebeck). PMID:22185645

  8. Les Representations Graphiques Dans La Resolution De Problemes: Une Experience D'Entrainement D'Etudiants Dans Un Club Mathematique (Graphic Representations in Problem Solving: A Training Program for Students in a Mathematical Club).

    ERIC Educational Resources Information Center

    Callejo, Maria Luz

    1994-01-01

    Reports, in French, an investigation on the use of graphic representations in problem-solving tasks of the type in Spanish Mathematical Olympiads. Analysis showed that the choice and interpretation of the first graphic representation played a decisive role in the discovery of the solution. (34 references) (Author/MKR)

  9. Wave Modelling: A Lesson Illustrating the Integration of Mathematics, Science and Technology through Multiple Representations

    ERIC Educational Resources Information Center

    Bryan, J. A.; Fennell, B. D.

    2009-01-01

    Because mathematical formulae and problem solving are such prominent components of most introductory physics courses, many students consider these courses to be nothing more than courses in applied mathematics. As a result, students often do not develop an acceptable understanding of the relationship between mathematics and science and of the role…

  10. Mathematical analysis and algorithms for efficiently and accurately implementing stochastic simulations of short-term synaptic depression and facilitation.

    PubMed

    McDonnell, Mark D; Mohan, Ashutosh; Stricker, Christian

    2013-01-01

    The release of neurotransmitter vesicles after arrival of a pre-synaptic action potential (AP) at cortical synapses is known to be a stochastic process, as is the availability of vesicles for release. These processes are known to also depend on the recent history of AP arrivals, and this can be described in terms of time-varying probabilities of vesicle release. Mathematical models of such synaptic dynamics frequently are based only on the mean number of vesicles released by each pre-synaptic AP, since if it is assumed there are sufficiently many vesicle sites, then variance is small. However, it has been shown recently that variance across sites can be significant for neuron and network dynamics, and this suggests the potential importance of studying short-term plasticity using simulations that do generate trial-to-trial variability. Therefore, in this paper we study several well-known conceptual models for stochastic availability and release. We state explicitly the random variables that these models describe and propose efficient algorithms for accurately implementing stochastic simulations of these random variables in software or hardware. Our results are complemented by mathematical analysis and statement of pseudo-code algorithms.

  11. Objects, Signs, and Representations in the Semio-Cognitive Analysis of the Processes Involved in Teaching and Learning Mathematics: A Duvalian Perspective

    ERIC Educational Resources Information Center

    Iori, Maura

    2017-01-01

    In mathematical activities and in the analysis of mathematics teaching-learning processes, "objects," "signs", and "representations" are often mentioned, where the meaning assigned to those words is sometimes very broad, sometimes limited, other times intuitive, allusive, or not completely clear. On the other hand, as…

  12. Foundations of children's numerical and mathematical skills: the roles of symbolic and nonsymbolic representations of numerical magnitude.

    PubMed

    Lyons, Ian M; Ansari, Daniel

    2015-01-01

    Numerical and mathematical skills are critical predictors of academic success. The last three decades have seen a substantial growth in our understanding of how the human mind and brain represent and process numbers. In particular, research has shown that we share with animals the ability to represent numerical magnitude (the total number of items in a set) and that preverbal infants can process numerical magnitude. Further research has shown that similar processing signatures characterize numerical magnitude processing across species and developmental time. These findings suggest that an approximate system for nonsymbolic (e.g., dot arrays) numerical magnitude representation serves as the basis for the acquisition of cultural, symbolic (e.g., Arabic numerals) representations of numerical magnitude. This chapter explores this hypothesis by reviewing studies that have examined the relation between individual differences in nonsymbolic numerical magnitude processing and symbolic math abilities (e.g., arithmetic). Furthermore, we examine the extent to which the available literature provides strong evidence for a link between symbolic and nonsymbolic representations of numerical magnitude at the behavioral and neural levels of analysis. We conclude that claims that symbolic number abilities are grounded in the approximate system for the nonsymbolic representation of numerical magnitude are not strongly supported by the available evidence. Alternative models and future research directions are discussed.

  13. Primary Teachers' Representations of Division: Assessing Mathematical Knowledge that Has Pedagogical Potential

    ERIC Educational Resources Information Center

    Roche, Anne; Clarke, Doug M.

    2013-01-01

    This article reports on a study that was conducted with 378 primary teachers from Catholic schools in Victoria who participated in the first year of a 2-year research and professional learning program in mathematics. One aim of the program was to enhance teacher knowledge in mathematics in its many forms. As part of the larger study, the teachers…

  14. From Play to Thoughtful Learning: A Design Strategy to Engage Children with Mathematical Representations

    ERIC Educational Resources Information Center

    Sedig, Kamran

    2008-01-01

    Many children do not like learning mathematics. They do not find mathematics fun, motivating, and engaging, and they think it is difficult to learn. Computer-based games have the potential and possibility of addressing this problem. This paper proposes a strategy for designing game-based learning environments that takes advantage of the…

  15. The Clock Project: Gears as Visual-Tangible Representations for Mathematical Concepts

    ERIC Educational Resources Information Center

    Andrade, Alejandro

    2011-01-01

    As we have noticed from our own classroom experiences, children often find it difficult to identify the adequate operations learned in mathematics class when they are solving mechanical-operators problems in Technology class. We wanted to design a project that exploits the idea of a hands-on relationship between mathematics and technology to teach…

  16. Connecting Dynamic Representations of Simple Mathematical Objects with the Construction and Exploration of Conic Sections

    ERIC Educational Resources Information Center

    Santos-Trigo, Manuel; Espinosa-Perez, Hugo; Reyes-Rodriguez, Aaron

    2008-01-01

    Different technological artefacts may offer distinct opportunities for students to develop resources and strategies to formulate, comprehend and solve mathematical problems. In particular, the use of dynamic software becomes relevant to assemble geometric configurations that may help students reconstruct and examine mathematical relationships. In…

  17. Numerical Magnitude Representation in Children With Mathematical Difficulties With or Without Reading Difficulties.

    PubMed

    Tobia, Valentina; Fasola, Anna; Lupieri, Alice; Marzocchi, Gian Marco

    2016-01-01

    This study aimed to explore the spatial numerical association of response codes (SNARC), the flanker, and the numerical distance effects in children with mathematical difficulties. From a sample of 720 third, fourth, and fifth graders, 60 children were selected and divided into the following three groups: typically developing children (TD; n = 29), children with mathematical difficulties only (MD only; n = 21), and children with mathematical and reading difficulties (MD+RD; n = 10). Children were tested with a numerical Eriksen task that was built to assess SNARC, numerical distance, and flanker (first and second order congruency) effects. Children with MD only showed stronger SNARC and second order congruency effects than did TD children, whereas the numerical distance effects were similar across the three groups. Finally, the first order congruency effect was associated with reading difficulties. These results showed that children with mathematical difficulties with or without reading difficulties were globally more impaired when spatial incompatibilities were presented.

  18. Exploration of Quadratic Expressions through Multiple Representations for Students with Mathematics Difficulties

    ERIC Educational Resources Information Center

    Strickland, Tricia K.; Maccini, Paula

    2013-01-01

    The current study focuses on the effects of incorporating multiple visual representations on students' conceptual understanding of quadratic expressions embedded within area word problems and students' procedural fluency of transforming quadratic expressions in standard form to factored-form and vice versa. The intervention included the…

  19. Learning with Multiple Representations: An Example of a Revision Lesson in Mathematics

    ERIC Educational Resources Information Center

    Wong, Darren; Poo, Sng Peng; Hock, Ng Eng; Kang, Wee Loo

    2011-01-01

    We describe an example of learning with multiple representations in an A-level revision lesson on mechanics. The context of the problem involved the motion of a ball thrown vertically upwards in air and studying how the associated physical quantities changed during its flight. Different groups of students were assigned to look at the ball's motion…

  20. First-Graders' Spatial-Mathematical Reasoning about Plane and Solid Shapes and Their Representations

    ERIC Educational Resources Information Center

    Hallowell, David A.; Okamoto, Yukari; Romo, Laura F.; La Joy, Jonna R.

    2015-01-01

    The primary goal of the study was to explore first-grade children's reasoning about plane and solid shapes across various kinds of geometric representations. Children were individually interviewed while completing a shape-matching task developed for this study. This task required children to compose and decompose geometric figures to identify…

  1. A mathematical recursive model for accurate description of the phase behavior in the near-critical region by Generalized van der Waals Equation

    NASA Astrophysics Data System (ADS)

    Kim, Jibeom; Jeon, Joonhyeon

    2015-01-01

    Recently, related studies on Equation Of State (EOS) have reported that generalized van der Waals (GvdW) shows poor representations in the near critical region for non-polar and non-sphere molecules. Hence, there are still remains a problem of GvdW parameters to minimize loss in describing saturated vapor densities and vice versa. This paper describes a recursive model GvdW (rGvdW) for an accurate representation of pure fluid materials in the near critical region. For the performance evaluation of rGvdW in the near critical region, other EOS models are also applied together with two pure molecule group: alkane and amine. The comparison results show rGvdW provides much more accurate and reliable predictions of pressure than the others. The calculating model of EOS through this approach gives an additional insight into the physical significance of accurate prediction of pressure in the nearcritical region.

  2. Children's Cognitive Representation of the Mathematical Number Line

    ERIC Educational Resources Information Center

    Rouder, Jeffrey N.; Geary, David C.

    2014-01-01

    Learning of the mathematical number line has been hypothesized to be dependent on an inherent sense of approximate quantity. Children's number line placements are predicted to conform to the underlying properties of this system; specifically, placements are exaggerated for small numerals and compressed for larger ones. Alternative hypotheses…

  3. Numerical Magnitude Representation in Children with Mathematical Difficulties with or without Reading Difficulties

    ERIC Educational Resources Information Center

    Tobia, Valentina; Fasola, Anna; Lupieri, Alice; Marzocchi, Gian Marco

    2016-01-01

    This study aimed to explore the spatial numerical association of response codes (SNARC), the flanker, and the numerical distance effects in children with mathematical difficulties. From a sample of 720 third, fourth, and fifth graders, 60 children were selected and divided into the following three groups: typically developing children (TD; n =…

  4. Mathematical Thinking Process of Autistic Students in Terms of Representational Gesture

    ERIC Educational Resources Information Center

    Mustafa, Sriyanti; Nusantara, Toto; Subanji; Irawati, Santi

    2016-01-01

    The aim of this study is to describe the mathematical thinking process of autistic students in terms of gesture, using a qualitative approach. Data collecting is conducted by using 3 (three) audio-visual cameras. During the learning process, both teacher and students' activity are recorded using handy cam and digital camera (full HD capacity).…

  5. Dynamic Boolean Mathematics

    ERIC Educational Resources Information Center

    Bossé, Michael J.; Adu-Gyamfi, Kwaku; Chandler, Kayla; Lynch-Davis, Kathleen

    2016-01-01

    Dynamic mathematical environments allow users to reify mathematical concepts through multiple representations, transform mathematical relations and organically explore mathematical properties, investigate integrated mathematics, and develop conceptual understanding. Herein, we integrate Boolean algebra, the functionalities of a dynamic…

  6. Graphical representation and mathematical characterization of protein sequences and applications to viral proteins.

    PubMed

    Ghosh, Ambarnil; Nandy, Ashesh

    2011-01-01

    Graphical representation and numerical characterization (GRANCH) of nucleotide and protein sequences is a new field that is showing a lot of promise in analysis of such sequences. While formulation and applications of GRANCH techniques for DNA/RNA sequences started just over a decade ago, analyses of protein sequences by these techniques are of more recent origin. The emphasis is still on developing the underlying technique, but significant results have been achieved in using these methods for protein phylogeny, mass spectral data of proteins and protein serum profiles in parasites, toxicoproteomics, determination of different indices for use in QSAR studies, among others. We briefly mention these in this chapter, with some details on protein phylogeny and viral diseases. In particular, we cover a systematic method developed in GRANCH to determine conserved surface exposed peptide segments in selected viral proteins that can be used for drug and vaccine targeting. The new GRANCH techniques and applications for DNAs and proteins are covered briefly to provide an overview to this nascent field.

  7. Why do women opt out? Sense of belonging and women's representation in mathematics.

    PubMed

    Good, Catherine; Rattan, Aneeta; Dweck, Carol S

    2012-04-01

    Sense of belonging to math-one's feelings of membership and acceptance in the math domain-was established as a new and an important factor in the representation gap between males and females in math. First, a new scale of sense of belonging to math was created and validated, and was found to predict unique variance in college students' intent to pursue math in the future (Studies 1-2). Second, in a longitudinal study of calculus students (Study 3), students' perceptions of 2 factors in their math environment-the message that math ability is a fixed trait and the stereotype that women have less of this ability than men-worked together to erode women's, but not men's, sense of belonging in math. Their lowered sense of belonging, in turn, mediated women's desire to pursue math in the future and their math grades. Interestingly, the message that math ability could be acquired protected women from negative stereotypes, allowing them to maintain a high sense of belonging in math and the intention to pursue math in the future.

  8. Reading Students' Representations

    ERIC Educational Resources Information Center

    Diezmann, Carmel M.; McCosker, Natalie T.

    2011-01-01

    Representations play a key role in mathematical thinking: They offer "a medium" to express mathematical knowledge or organize mathematical information and to discern mathematical relationships (e.g., relative household expenditures on a pie chart) using text, symbols, or graphics. They also furnish "tools" for mathematical processes (e.g., use of…

  9. Mathematics.

    ERIC Educational Resources Information Center

    Costellano, Janet; Scaffa, Matthew

    The product of a Special Studies Institute, this teacher developed resource guide for the emotionally handicapped (K-6) presents 37 activities designed to develop mathematics concepts and skills utilizing the urban out-of-doors. Focus is on experiencing math models, patterns, problems, and relationships found in an urban environment. Activities…

  10. Grade 4-6 Student Conceptions and Utilization of Informal and Formal Variable Representations across Mathematically Equivalent Tasks

    ERIC Educational Resources Information Center

    Switzer, Matt

    2011-01-01

    This study reports how 24 grade 4-6 students in one elementary and middle school interpreted formal and informal representations of variables. While interpretations for variables represented as letters (e.g., x and y) have been well established for students in algebra classes and beyond, little research into elementary school students'…

  11. The Representational Value of Hats

    ERIC Educational Resources Information Center

    Watson, Jane M.; Fitzallen, Noleine E.; Wilson, Karen G.; Creed, Julie F.

    2008-01-01

    The literature that is available on the topic of representations in mathematics is vast. One commonly discussed item is graphical representations. From the history of mathematics to modern uses of technology, a variety of graphical forms are available for middle school students to use to represent mathematical ideas. The ideas range from algebraic…

  12. INCREASING ACHIEVEMENT AND HIGHER-EDUCATION REPRESENTATION OF UNDER-REPRESENTED GROUPS IN SCIENCE, TECHNOLOGY, ENGINEERING, AND MATHEMATICS FIELDS: A REVIEW OF CURRENT K-12 INTERVENTION PROGRAMS.

    PubMed

    Valla, Jeffrey M; Williams, Wendy M

    2012-01-01

    The under-representation of women and ethnic minorities in Science, Technology, Engineering, and Mathematics (STEM) education and professions has resulted in a loss of human capital for the US scientific workforce and spurred the development of myriad STEM educational intervention programs. Increased allocation of resources to such programs begs for a critical, prescriptive, evidence-based review that will enable researchers to develop optimal interventions and administrators to maximize investments. We begin by providing a theoretical backdrop for K-12 STEM programs by reviewing current data on under-representation and developmental research describing individual-level social factors undergirding these data. Next, we review prototypical designs of these programs, highlighting specific programs in the literature as examples of program structures and components currently in use. We then evaluate these interventions in terms of overall effectiveness, as a function of how well they address age-, ethnicity-, or gender-specific factors, suggesting improvements in program design based on these critiques. Finally, program evaluation methods are briefly reviewed and discussed in terms of how their empirical soundness can either enable or limit our ability to delineate effective program components. "Now more than ever, the nation's changing demographics demand that we include all of our citizens in science and engineering education and careers. For the U.S. to benefit from the diverse talents of all its citizens, we must grow the pipeline of qualified, underrepresented minority engineers and scientists to fill positions in industry and academia."-Irving P. McPhail..

  13. Promoting Decimal Number Sense and Representational Fluency

    ERIC Educational Resources Information Center

    Suh, Jennifer M.; Johnston, Chris; Jamieson, Spencer; Mills, Michelle

    2008-01-01

    The abstract nature of mathematics requires the communication of mathematical ideas through multiple representations, such as words, symbols, pictures, objects, or actions. Building representational fluency involves using mathematical representations flexibly and being able to interpret and translate among these different models and mathematical…

  14. INCREASING ACHIEVEMENT AND HIGHER-EDUCATION REPRESENTATION OF UNDER-REPRESENTED GROUPS IN SCIENCE, TECHNOLOGY, ENGINEERING, AND MATHEMATICS FIELDS: A REVIEW OF CURRENT K-12 INTERVENTION PROGRAMS

    PubMed Central

    Valla, Jeffrey M.; Williams, Wendy M.

    2012-01-01

    The under-representation of women and ethnic minorities in Science, Technology, Engineering, and Mathematics (STEM) education and professions has resulted in a loss of human capital for the US scientific workforce and spurred the development of myriad STEM educational intervention programs. Increased allocation of resources to such programs begs for a critical, prescriptive, evidence-based review that will enable researchers to develop optimal interventions and administrators to maximize investments. We begin by providing a theoretical backdrop for K-12 STEM programs by reviewing current data on under-representation and developmental research describing individual-level social factors undergirding these data. Next, we review prototypical designs of these programs, highlighting specific programs in the literature as examples of program structures and components currently in use. We then evaluate these interventions in terms of overall effectiveness, as a function of how well they address age-, ethnicity-, or gender-specific factors, suggesting improvements in program design based on these critiques. Finally, program evaluation methods are briefly reviewed and discussed in terms of how their empirical soundness can either enable or limit our ability to delineate effective program components. “Now more than ever, the nation’s changing demographics demand that we include all of our citizens in science and engineering education and careers. For the U.S. to benefit from the diverse talents of all its citizens, we must grow the pipeline of qualified, underrepresented minority engineers and scientists to fill positions in industry and academia.”—Irving P. McPhail.. PMID:22942637

  15. Inscriptions Becoming Representations in Representational Practices

    ERIC Educational Resources Information Center

    Medina, Richard; Suthers, Daniel

    2013-01-01

    We analyze the interaction of 3 students working on mathematics problems over several days in a virtual math team. Our analysis traces out how successful collaboration in a later session is contingent upon the work of prior sessions and shows how the development of representational practices is an important aspect of these participants' problem…

  16. Middle-Grade Students' Misconceptions about the Graphical Representation of Simple Fractions: An Assessment from the Eliciting Mathematical Misconceptions Project (EM[superscript 2])

    ERIC Educational Resources Information Center

    Clements, Peggy; Buffington, Pamela; Tobey, Cheryl

    2013-01-01

    Rational number concepts underpin many topics in advanced mathematics and understanding these concepts is a prerequisite for students' success in high-school level courses. Students with rational number misconceptions that are not diagnosed and remediated in the middle grades are likely to encounter difficulty in high-school mathematics courses.…

  17. Standard model of knowledge representation

    NASA Astrophysics Data System (ADS)

    Yin, Wensheng

    2016-09-01

    Knowledge representation is the core of artificial intelligence research. Knowledge representation methods include predicate logic, semantic network, computer programming language, database, mathematical model, graphics language, natural language, etc. To establish the intrinsic link between various knowledge representation methods, a unified knowledge representation model is necessary. According to ontology, system theory, and control theory, a standard model of knowledge representation that reflects the change of the objective world is proposed. The model is composed of input, processing, and output. This knowledge representation method is not a contradiction to the traditional knowledge representation method. It can express knowledge in terms of multivariate and multidimensional. It can also express process knowledge, and at the same time, it has a strong ability to solve problems. In addition, the standard model of knowledge representation provides a way to solve problems of non-precision and inconsistent knowledge.

  18. Symbolic Representation of Probabilistic Worlds

    ERIC Educational Resources Information Center

    Feldman, Jacob

    2012-01-01

    Symbolic representation of environmental variables is a ubiquitous and often debated component of cognitive science. Yet notwithstanding centuries of philosophical discussion, the efficacy, scope, and validity of such representation has rarely been given direct consideration from a mathematical point of view. This paper introduces a quantitative…

  19. Using Representations of Practice to Elicit Mathematics Teachers' Tacit Knowledge of Practice: A Comparison of Responses to Animations and Videos

    ERIC Educational Resources Information Center

    Herbst, Patricio; Kosko, Karl W.

    2014-01-01

    This study compared conversations among groups of teachers of high school geometry that had been elicited by a representation of instruction (either a video or an animation) and facilitated with an open-ended agenda. All artifacts used represented instruction scenarios that departed from what, according to prior work, had been hypothesized as…

  20. Who Will Do Science? Trends, and Their Causes in Minority and Female Representation among Holders of Advanced Degrees in Science and Mathematics. A Special Report.

    ERIC Educational Resources Information Center

    Berryman, Sue E.

    This paper describes trends in and causes of minority and female representation among holders of advanced science and math degrees. The minority groups studied are Blacks, Hispanic Americans, American Indians, and Asian Americans, all of whom are compared with Whites. The degrees looked at include those in math, the computer sciences, physical…

  1. Preservice Secondary Mathematics Teachers' Development of Mathematical Knowledge for Teaching and Their Use of Knowledge in Their Instruction

    ERIC Educational Resources Information Center

    Moon, Kyunghee

    2013-01-01

    This study examined how preservice secondary mathematics teachers developed mathematical knowledge for teaching (MKT) around representations and big ideas through mathematics and mathematics education courses. The importance of big ideas and representations in mathematics has been emphasized in national standards as well as in literature. Yet,…

  2. The Impacts of Mathematical Representations Developed through Webquest and Spreadsheet Activities on the Motivation of Pre-Service Elementary School Teachers

    ERIC Educational Resources Information Center

    Halat, Erdogan; Peker, Murat

    2011-01-01

    The purpose of this study was to compare the influence of instruction using WebQuest activities with the influence of an instruction using spreadsheet activities on the motivation of pre-service elementary school teachers in mathematics teaching course. There were a total of 70 pre-service elementary school teachers involved in this study. Thirty…

  3. Why Representations?

    ERIC Educational Resources Information Center

    Schultz, James E.; Waters, Michael S.

    2000-01-01

    Discusses representations in the context of solving a system of linear equations. Views representations (concrete, tables, graphs, algebraic, matrices) from perspectives of understanding, technology, generalization, exact versus approximate solution, and learning style. (KHR)

  4. Control of thermal balance by a liquid circulating garment based on a mathematical representation of the human thermoregulatory system. Ph.D. Thesis - California Univ., Berkeley

    NASA Technical Reports Server (NTRS)

    Kuznetz, L. H.

    1976-01-01

    Test data and a mathematical model of the human thermoregulatory system were used to investigate control of thermal balance by means of a liquid circulating garment (LCG). The test data were derived from five series of experiments in which environmental and metabolic conditions were varied parametrically as a function of several independent variables, including LCG flowrate, LCG inlet temperature, net environmental heat exchange, surrounding gas ventilation rate, ambient pressure, metabolic rate, and subjective/obligatory cooling control. The resultant data were used to relate skin temperature to LCG water temperature and flowrate, to assess a thermal comfort band, to demonstrate the relationship between metabolic rate and LCG heat dissipation, and so forth. The usefulness of the mathematical model as a tool for data interpretation and for generation of trends and relationships among the various physiological parameters was also investigated and verified.

  5. Advanced techniques for the storage and use of very large, heterogeneous spatial databases. The representation of geographic knowledge: Toward a universal framework. [relations (mathematics)

    NASA Technical Reports Server (NTRS)

    Peuquet, Donna J.

    1987-01-01

    A new approach to building geographic data models that is based on the fundamental characteristics of the data is presented. An overall theoretical framework for representing geographic data is proposed. An example of utilizing this framework in a Geographic Information System (GIS) context by combining artificial intelligence techniques with recent developments in spatial data processing techniques is given. Elements of data representation discussed include hierarchical structure, separation of locational and conceptual views, and the ability to store knowledge at variable levels of completeness and precision.

  6. Flawed Mathematical Conceptualizations: Marlon's Dilemma

    ERIC Educational Resources Information Center

    Garrett, Lauretta

    2013-01-01

    Adult developmental mathematics students often work under great pressure to complete the mathematics sequences designed to help them achieve success (Bryk & Treisman, 2010). Results of a teaching experiment demonstrate how the ability to reason can be impeded by flaws in students' mental representations of mathematics. The earnestness of the…

  7. STEM Gives Meaning to Mathematics

    ERIC Educational Resources Information Center

    Hefty, Lukas J.

    2015-01-01

    The National Council of Teachers of Mathematics' (NCTM's) "Principles and Standards for School Mathematics" (2000) outlines fi ve Process Standards that are essential for developing deep understanding of mathematics: (1) Problem Solving; (2) Reasoning and Proof; (3) Communication; (4) Connections; and (5) Representation. The Common Core…

  8. Quantity Cognition: Numbers, Numerosity, Zero and Mathematics.

    PubMed

    Harvey, Ben M

    2016-05-23

    Physical quantities differ from abstract numbers and mathematics, but recent results are revealing the neural representation of both: a new study demonstrates how an absence of quantity is transformed into a representation of zero as a number.

  9. The Transition to Formal Thinking in Mathematics

    ERIC Educational Resources Information Center

    Tall, David

    2008-01-01

    This paper focuses on the changes in thinking involved in the transition from school mathematics to formal proof in pure mathematics at university. School mathematics is seen as a combination of visual representations, including geometry and graphs, together with symbolic calculations and manipulations. Pure mathematics in university shifts…

  10. Symbolic representation of probabilistic worlds.

    PubMed

    Feldman, Jacob

    2012-04-01

    Symbolic representation of environmental variables is a ubiquitous and often debated component of cognitive science. Yet notwithstanding centuries of philosophical discussion, the efficacy, scope, and validity of such representation has rarely been given direct consideration from a mathematical point of view. This paper introduces a quantitative measure of the effectiveness of symbolic representation, and develops formal constraints under which such representation is in fact warranted. The effectiveness of symbolic representation hinges on the probabilistic structure of the environment that is to be represented. For arbitrary probability distributions (i.e., environments), symbolic representation is generally not warranted. But in modal environments, defined here as those that consist of mixtures of component distributions that are narrow ("spiky") relative to their spreads, symbolic representation can be shown to represent the environment with a relatively negligible loss of information. Modal environments support propositional forms, logical relations, and other familiar features of symbolic representation. Hence the assumption that our environment is, in fact, modal is a key tacit assumption underlying the use of symbols in cognitive science.

  11. Mathematics across the Curriculum.

    ERIC Educational Resources Information Center

    Kleiman, Glenn M.

    1991-01-01

    Except for its relationship to science, mathematics is the forgotten cousin in interdisciplinary teaching and learning. In the Journeys in Mathematics project, teachers engage children in imaginative activities that inspire them to identify patterns and relationships, solve problems, and communicate accurately, using Jonathan Swift's…

  12. Science modelling in pre-calculus: how to make mathematics problems contextually meaningful

    NASA Astrophysics Data System (ADS)

    Sokolowski, Andrzej; Yalvac, Bugrahan; Loving, Cathleen

    2011-04-01

    'Use of mathematical representations to model and interpret physical phenomena and solve problems is one of the major teaching objectives in high school math curriculum' (National Council of Teachers of Mathematics (NCTM), Principles and Standards for School Mathematics, NCTM, Reston, VA, 2000). Commonly used pre-calculus textbooks provide a wide range of application problems. However, these problems focus students' attention on evaluating or solving pre-arranged formulas for given values. The role of scientific content is reduced to provide a background for these problems instead of being sources of data gathering for inducing mathematical tools. Students are neither required to construct mathematical models based on the contexts nor are they asked to validate or discuss the limitations of applied formulas. Using these contexts, the instructor may think that he/she is teaching problem solving, where in reality he/she is teaching algorithms of the mathematical operations (G. Kulm (ed.), New directions for mathematics assessment, in Assessing Higher Order Thinking in Mathematics, Erlbaum, Hillsdale, NJ, 1994, pp. 221-240). Without a thorough representation of the physical phenomena and the mathematical modelling processes undertaken, problem solving unintentionally appears as simple algorithmic operations. In this article, we deconstruct the representations of mathematics problems from selected pre-calculus textbooks and explicate their limitations. We argue that the structure and content of those problems limits students' coherent understanding of mathematical modelling, and this could result in weak student problem-solving skills. Simultaneously, we explore the ways to enhance representations of those mathematical problems, which we have characterized as lacking a meaningful physical context and limiting coherent student understanding. In light of our discussion, we recommend an alternative to strengthen the process of teaching mathematical modelling - utilization

  13. Computer aided surface representation

    SciTech Connect

    Barnhill, R.E.

    1990-02-19

    The central research problem of this project is the effective representation, computation, and display of surfaces interpolating to information in three or more dimensions. If the given information is located on another surface, then the problem is to construct a surface defined on a surface''. Sometimes properties of an already defined surface are desired, which is geometry processing''. Visualization of multivariate surfaces is possible by means of contouring higher dimensional surfaces. These problems and more are discussed below. The broad sweep from constructive mathematics through computational algorithms to computer graphics illustrations is utilized in this research. The breadth and depth of this research activity makes this research project unique.

  14. The role of physical digit representation and numerical magnitude representation in children's multiplication fact retrieval.

    PubMed

    De Visscher, Alice; Noël, Marie-Pascale; De Smedt, Bert

    2016-12-01

    Arithmetic facts, in particular multiplication tables, are thought to be stored in long-term memory and to be interference prone. At least two representations underpinning these arithmetic facts have been suggested: a physical representation of the digits and a numerical magnitude representation. We hypothesized that both representations are possible sources of interference that could explain individual differences in multiplication fact performance and/or in strategy use. We investigated the specificity of these interferences on arithmetic fact retrieval and explored the relation between interference and performance on the different arithmetic operations and on general mathematics achievement. Participants were 79 fourth-grade children (Mage=9.6 years) who completed a products comparison and a multiplication production task with verbal strategy reports. Performances on a speeded calculation test including the four operations and on a general mathematics achievement test were also collected. Only the interference coming from physical representations was a significant predictor of the performance across multiplications. However, both the magnitude and physical representations were unique predictors of individual differences in multiplication. The frequency of the retrieval strategy across multiplication problems and across individuals was determined only by the physical representation, which therefore is suggested as being responsible for memory storage issues. Interestingly, this impact of physical representation was not observed when predicting performance on subtraction or on general mathematical achievement. In contrast, the impact of the numerical magnitude representation was more general in that it was observed across all arithmetic operations and in general mathematics achievement.

  15. A Pathway for Mathematical Practices

    ERIC Educational Resources Information Center

    Wenrick, Melanie; Behrend, Jean L.; Mohs, Laura C.

    2013-01-01

    How can teachers engage students in learning essential mathematics? The National Council of Teachers of Mathematics recommends using "contexts that promote problem solving, reasoning, communication, making connections, and designing and analyzing representations" (NCTM 2006, p. 11). Understanding the Process Standards (NCTM 2000) enables teachers…

  16. Representing Representation

    ERIC Educational Resources Information Center

    Kuntz, Aaron M.

    2010-01-01

    What can be known and how to render what we know are perpetual quandaries met by qualitative research, complicated further by the understanding that the everyday discourses influencing our representations are often tacit, unspoken or heard so often that they seem to warrant little reflection. In this article, I offer analytic memos as a means for…

  17. External Representations for Data Distributions: In Search of Cognitive Fit

    ERIC Educational Resources Information Center

    Lem, Stephanie; Onghana, Patrick; Verschaffel, Lieven; Van Dooren, Wim

    2013-01-01

    Data distributions can be represented using different external representations, such as histograms and boxplots. Although the role of external representations has been extensively studied in mathematics, this is less the case in statistics. This study helps to fill this gap by systematically varying the representation that accompanies a task…

  18. Squeezing, Striking, and Vocalizing: Is Number Representation Fundamentally Spatial?

    ERIC Educational Resources Information Center

    Nunez, Rafael; Doan, D.; Nikoulina, Anastasia

    2011-01-01

    Numbers are fundamental entities in mathematics, but their cognitive bases are unclear. Abundant research points to linear space as a natural grounding for number representation. But, is number representation fundamentally spatial? We disentangle number representation from standard number-to-line reporting methods, and compare numerical…

  19. Technology Focus: Multi-Representational Approaches to Equation Solving

    ERIC Educational Resources Information Center

    Garofalo, Joe; Trinter, Christine

    2009-01-01

    Most mathematical functions can be represented in numerous ways. The main representations typically addressed in school, often referred to as "the big three," are graphical, algebraic, and numerical representations, but there are others as well (e.g., diagrams, words, simulations). These different types of representations "often illuminate…

  20. ONTIC: A Knowledge Representation System for Mathematics

    DTIC Science & Technology

    1987-01-01

    C "T ’ ’ -’ ’ -4J :.::Chapter 1 . :o: Ontic in Brief "-S ¢": Ontic is a computer system for verifying...First there is an engineering motive: a sufficiently powerful me- C chanical verifier could have a variety of important practical applications, --t such...34 - " ~IM(ET-09 F FAMIZLY-OF-SETS) -VVU N1 IIIsI I i aJlII i iiI I I I]|III I Figutc iserre1:TeOtiInepeeDsly 5, I . . C n t ic.. -’ , S, t- _- c k

  1. Computer aided surface representation

    SciTech Connect

    Barnhill, R.E.

    1991-04-02

    Modern computing resources permit the generation of large amounts of numerical data. These large data sets, if left in numerical form, can be overwhelming. Such large data sets are usually discrete points from some underlying physical phenomenon. Because we need to evaluate the phenomenon at places where we don't have data, a continuous representation (a surface'') is required. A simple example is a weather map obtained from a discrete set of weather stations. (For more examples including multi-dimensional ones, see the article by Dr. Rosemary Chang in the enclosed IRIS Universe). In order to create a scientific structure encompassing the data, we construct an interpolating mathematical surface which can evaluate at arbitrary locations. We can also display and analyze the results via interactive computer graphics. In our research we construct a very wide variety of surfaces for applied geometry problems that have sound theoretical foundations. However, our surfaces have the distinguishing feature that they are constructed to solve short or long term practical problems. This DOE-funded project has developed the premiere research team in the subject of constructing surfaces (3D and higher dimensional) that provide smooth representations of real scientific and engineering information, including state of the art computer graphics visualizations. However, our main contribution is in the development of fundamental constructive mathematical methods and visualization techniques which can be incorporated into a wide variety of applications. This project combines constructive mathematics, algorithms, and computer graphics, all applied to real problems. The project is a unique resource, considered by our peers to be a de facto national center for this type of research.

  2. Mathematics and Virtual Culture: An Evolutionary Perspective on Technology and Mathematics Education.

    ERIC Educational Resources Information Center

    Shaffer, David Williamson; Kaput, James J.

    1999-01-01

    Argues that mathematics education in virtual culture should strive to give students generative fluency to learn varieties of representational systems, provide opportunities to create and modify representational forms, develop skill in making and exploring virtual environments, and emphasize mathematics as a fundamental way of making sense of the…

  3. Masculinities in Mathematics. Educating Boys, Learning Gender

    ERIC Educational Resources Information Center

    Mendick, Heather

    2006-01-01

    This book illuminates what studying mathematics means for both students and teachers and offers a broad range of insights into students' views and practices. In addition to the words of young people learning mathematics, the masculinity of mathematics is explored through historical material and cinematic representations. The author discusses the…

  4. Multiple Sparse Representations Classification

    PubMed Central

    Plenge, Esben; Klein, Stefan S.; Niessen, Wiro J.; Meijering, Erik

    2015-01-01

    Sparse representations classification (SRC) is a powerful technique for pixelwise classification of images and it is increasingly being used for a wide variety of image analysis tasks. The method uses sparse representation and learned redundant dictionaries to classify image pixels. In this empirical study we propose to further leverage the redundancy of the learned dictionaries to achieve a more accurate classifier. In conventional SRC, each image pixel is associated with a small patch surrounding it. Using these patches, a dictionary is trained for each class in a supervised fashion. Commonly, redundant/overcomplete dictionaries are trained and image patches are sparsely represented by a linear combination of only a few of the dictionary elements. Given a set of trained dictionaries, a new patch is sparse coded using each of them, and subsequently assigned to the class whose dictionary yields the minimum residual energy. We propose a generalization of this scheme. The method, which we call multiple sparse representations classification (mSRC), is based on the observation that an overcomplete, class specific dictionary is capable of generating multiple accurate and independent estimates of a patch belonging to the class. So instead of finding a single sparse representation of a patch for each dictionary, we find multiple, and the corresponding residual energies provides an enhanced statistic which is used to improve classification. We demonstrate the efficacy of mSRC for three example applications: pixelwise classification of texture images, lumen segmentation in carotid artery magnetic resonance imaging (MRI), and bifurcation point detection in carotid artery MRI. We compare our method with conventional SRC, K-nearest neighbor, and support vector machine classifiers. The results show that mSRC outperforms SRC and the other reference methods. In addition, we present an extensive evaluation of the effect of the main mSRC parameters: patch size, dictionary size, and

  5. Representations in Problem Solving: A Case Study with Optimization Problems

    ERIC Educational Resources Information Center

    Villegas, Jose L.; Castro, Enrique; Gutierrez, Jose

    2009-01-01

    Introduction: Representations play an essential role in mathematical thinking. They favor the understanding of mathematical concepts and stimulate the development of flexible and versatile thinking in problem solving. Here our focus is on their use in optimization problems, a type of problem considered important in mathematics teaching and…

  6. Building Mathematical Models of Simple Harmonic and Damped Motion.

    ERIC Educational Resources Information Center

    Edwards, Thomas

    1995-01-01

    By developing a sequence of mathematical models of harmonic motion, shows that mathematical models are not right or wrong, but instead are better or poorer representations of the problem situation. (MKR)

  7. Abstraction in mathematics.

    PubMed Central

    Ferrari, Pier Luigi

    2003-01-01

    Some current interpretations of abstraction in mathematical settings are examined from different perspectives, including history and learning. It is argued that abstraction is a complex concept and that it cannot be reduced to generalization or decontextualization only. In particular, the links between abstraction processes and the emergence of new objects are shown. The role that representations have in abstraction is discussed, taking into account both the historical and the educational perspectives. As languages play a major role in mathematics, some ideas from functional linguistics are applied to explain to what extent mathematical notations are to be considered abstract. Finally, abstraction is examined from the perspective of mathematics education, to show that the teaching ideas resulting from one-dimensional interpretations of abstraction have proved utterly unsuccessful. PMID:12903658

  8. Formal representation of 3D structural geological models

    NASA Astrophysics Data System (ADS)

    Wang, Zhangang; Qu, Honggang; Wu, Zixing; Yang, Hongjun; Du, Qunle

    2016-05-01

    The development and widespread application of geological modeling methods has increased demands for the integration and sharing services of three dimensional (3D) geological data. However, theoretical research in the field of geological information sciences is limited despite the widespread use of Geographic Information Systems (GIS) in geology. In particular, fundamental research on the formal representations and standardized spatial descriptions of 3D structural models is required. This is necessary for accurate understanding and further applications of geological data in 3D space. In this paper, we propose a formal representation method for 3D structural models using the theory of point set topology, which produces a mathematical definition for the major types of geological objects. The spatial relationships between geologic boundaries, structures, and units are explained in detail using the 9-intersection model. Reasonable conditions for describing the topological space of 3D structural models are also provided. The results from this study can be used as potential support for the standardized representation and spatial quality evaluation of 3D structural models, as well as for specific needs related to model-based management, query, and analysis.

  9. Mathematics Underground

    ERIC Educational Resources Information Center

    Luther, Kenneth H.

    2012-01-01

    Mathematical modeling of groundwater flow is a topic at the intersection of mathematics and geohydrology and is rarely encountered in undergraduate mathematics. However, this subject is full of interesting and meaningful examples of truly "applied" mathematics accessible to undergraduates, from the pre-calculus to advanced mathematics levels. This…

  10. Value and Limitations of Analogs in Teaching Mathematics.

    ERIC Educational Resources Information Center

    Halford, Graeme S.; Boulton-Lewis, Gillian M.

    Analogical reasoning is frequently used in acquisition of mathematical concepts. Concrete representations used to teach mathematics are essentially analogs of mathematical concepts, and it is argued that analogies enter into mathematical concept acquisition in numerous other ways as well. According to Gentner's theory, analogies entail a…

  11. Three Perspectives in Research on Functions: Multi-Representational, Quantitative, and Phenomenological.

    ERIC Educational Resources Information Center

    Lobato, Joanne; Bowers, Janet

    Much research on student understanding of functions has been characterized by a "multi-representational" perspective that investigates students' efforts to make connections among conventionally accepted mathematical representations such as graphs, tables, and equations. In contrast, a "quantitative" perspective explores…

  12. Promoting Interest in Mathematical Careers among Girls and Women. The Mathematics Outlook.

    ERIC Educational Resources Information Center

    Davenport, Linda Ruiz

    The under-representation of females in mathematical careers persists despite the fact that in recent years, gender differences in mathematics achievement and participation in mathematics coursework at the high school level have virtually disappeared. This bulletin presents research findings and discusses gender differences in mathematics…

  13. Audio representations of multi-channel EEG: a new tool for diagnosis of brain disorders

    PubMed Central

    Vialatte, François B; Dauwels, Justin; Musha, Toshimitsu; Cichocki, Andrzej

    2012-01-01

    Objective: The objective of this paper is to develop audio representations of electroencephalographic (EEG) multichannel signals, useful for medical practitioners and neuroscientists. The fundamental question explored in this paper is whether clinically valuable information contained in the EEG, not available from the conventional graphical EEG representation, might become apparent through audio representations. Methods and Materials: Music scores are generated from sparse time-frequency maps of EEG signals. Specifically, EEG signals of patients with mild cognitive impairment (MCI) and (healthy) control subjects are considered. Statistical differences in the audio representations of MCI patients and control subjects are assessed through mathematical complexity indexes as well as a perception test; in the latter, participants try to distinguish between audio sequences from MCI patients and control subjects. Results: Several characteristics of the audio sequences, including sample entropy, number of notes, and synchrony, are significantly different in MCI patients and control subjects (Mann-Whitney p < 0.01). Moreover, the participants of the perception test were able to accurately classify the audio sequences (89% correctly classified). Conclusions: The proposed audio representation of multi-channel EEG signals helps to understand the complex structure of EEG. Promising results were obtained on a clinical EEG data set. PMID:23383399

  14. Representational Translation with Concrete Models in Organic Chemistry

    ERIC Educational Resources Information Center

    Stull, Andrew T.; Hegarty, Mary; Dixon, Bonnie; Stieff, Mike

    2012-01-01

    In representation-rich domains such as organic chemistry, students must be facile and accurate when translating between different 2D representations, such as diagrams. We hypothesized that translating between organic chemistry diagrams would be more accurate when concrete models were used because difficult mental processes could be augmented by…

  15. Mathematics, Anyone?

    ERIC Educational Resources Information Center

    Reys, Robert; Reys, Rustin

    2011-01-01

    In their dual roles as mathematics teachers and tennis coaches, the authors have worked with tennis players who have never thought about how a knowledge of mathematics might help them become "better" tennis players. They have also worked with many mathematics students who have never considered how much mathematics is associated with tennis. This…

  16. Structural stability augmentation system design using BODEDIRECT: A quick and accurate approach

    NASA Technical Reports Server (NTRS)

    Goslin, T. J.; Ho, J. K.

    1989-01-01

    A methodology is presented for a modal suppression control law design using flight test data instead of mathematical models to obtain the required gain and phase information about the flexible airplane. This approach is referred to as BODEDIRECT. The purpose of the BODEDIRECT program is to provide a method of analyzing the modal phase relationships measured directly from the airplane. These measurements can be achieved with a frequency sweep at the control surface input while measuring the outputs of interest. The measured Bode-models can be used directly for analysis in the frequency domain, and for control law design. Besides providing a more accurate representation for the system inputs and outputs of interest, this method is quick and relatively inexpensive. To date, the BODEDIRECT program has been tested and verified for computational integrity. Its capabilities include calculation of series, parallel and loop closure connections between Bode-model representations. System PSD, together with gain and phase margins of stability may be calculated for successive loop closures of multi-input/multi-output systems. Current plans include extensive flight testing to obtain a Bode-model representation of a commercial aircraft for design of a structural stability augmentation system.

  17. From Manipulatives to Computation: Making the Mathematical Connection.

    ERIC Educational Resources Information Center

    Lewis, Karen Elaine

    1985-01-01

    Discusses students' inability to make the connection between manipulative materials and pencil-and-paper calculations in mathematics instruction. Outlines the development of mathematical ideas through the concrete, representational, and abstract phases of instruction. An annotated bibliography listing teacher resources for representational-level…

  18. Understanding Linear Functions and Their Representations

    ERIC Educational Resources Information Center

    Wells, Pamela J.

    2015-01-01

    Linear functions are an important part of the middle school mathematics curriculum. Students in the middle grades gain fluency by working with linear functions in a variety of representations (NCTM 2001). Presented in this article is an activity that was used with five eighth-grade classes at three different schools. The activity contains 15 cards…

  19. Representation and Evolution: A Discussion of Duval's and Kaput's Papers.

    ERIC Educational Resources Information Center

    Thompson, Patrick W.

    A discussion of the papers, "Representation, Vision and Visualization: Cognitive Functions in Mathematical Thinking. Basic Issues for Learning" (Raymond Duval) and "On the Development of Human Representational Competence from an Evolutionary Point of View: From Episodic to Virtual Culture" (James J. Kaput), is presented. Kaput…

  20. Multiple Representations and Connections with the Sierpinski Triangle

    ERIC Educational Resources Information Center

    Kirwan, J. Vince; Tobias, Jennifer M.

    2014-01-01

    To understand multiple representations in algebra, students must be able to describe relationships through a variety of formats, such as graphs, tables, pictures, and equations. NCTM indicates that varied representations are "essential elements in supporting students' understanding of mathematical concepts and relationships" (NCTM…

  1. Making Implicit Multivariable Calculus Representations Explicit: A Clinical Study

    ERIC Educational Resources Information Center

    McGee, Daniel; Moore-Russo, Deborah; Martinez-Planell, Rafael

    2015-01-01

    Reviewing numerous textbooks, we found that in both differential and integral calculus textbooks the authors commonly assume that: (i) students can generalize associations between representations in two dimensions to associations between representations of the same mathematical concept in three dimensions on their own; and (ii) explicit…

  2. Integrating Formal and Grounded Representations in Combinatorics Learning

    ERIC Educational Resources Information Center

    Braithwaite, David W.; Goldstone, Robert L.

    2013-01-01

    The terms "concreteness fading" and "progressive formalization" have been used to describe instructional approaches to science and mathematics that use grounded representations to introduce concepts and later transition to more formal representations of the same concepts. There are both theoretical and empirical reasons to…

  3. Teacher's Representational Fluency in a Context of Technology Use

    ERIC Educational Resources Information Center

    Rocha, Helena

    2016-01-01

    This study focuses on teacher's Knowledge for Teaching Mathematics with Technology (KTMT), paying a special attention to teacher's representational fluency. It intends to characterize how the teacher uses and integrates the different representations provided by the graphing calculator on the process of teaching and learning functions at the high…

  4. Handbook for Spoken Mathematics: (Larry's Speakeasy).

    ERIC Educational Resources Information Center

    Chang, Lawrence A.; And Others

    This handbook is directed toward those who have to deal with spoken mathematics, yet have insufficient background to know the correct verbal expression for the written symbolic one. It compiles consistent and well-defined ways of uttering mathematical expressions so listeners will receive clear, unambiguous, and well-pronounced representations.…

  5. An Emergent Framework: Views of Mathematical Processes

    ERIC Educational Resources Information Center

    Sanchez, Wendy B.; Lischka, Alyson E.; Edenfield, Kelly W.; Gammill, Rebecca

    2015-01-01

    The findings reported in this paper were generated from a case study of teacher leaders at a state-level mathematics conference. Investigation focused on how participants viewed the mathematical processes of communication, connections, representations, problem solving, and reasoning and proof. Purposeful sampling was employed to select nine…

  6. Mathematical Notation in Bibliographic Databases.

    ERIC Educational Resources Information Center

    Pasterczyk, Catherine E.

    1990-01-01

    Discusses ways in which using mathematical symbols to search online bibliographic databases in scientific and technical areas can improve search results. The representations used for Greek letters, relations, binary operators, arrows, and miscellaneous special symbols in the MathSci, Inspec, Compendex, and Chemical Abstracts databases are…

  7. Beauty as Fit: A Metaphor in Mathematics?

    ERIC Educational Resources Information Center

    Raman, Manya; Öhman, Lars-Daniel

    2013-01-01

    Beauty, which plays a central role in the practice of mathematics (Sinclair 2002), is almost absent in discussions of school mathematics (Dreyfus and Eisenberg 1986). This is problematic, because students will decide whether or not to continue their studies in mathematics without having an accurate picture of what the subject is about. In order to…

  8. Third Graders' Mathematical Thinking of Place Value through the Use of Concrete and Virtual Manipulatives

    ERIC Educational Resources Information Center

    Burris, Justin T.

    2010-01-01

    As one research priority for mathematics education is "to research how mathematical meanings are structured by tools available," the present study examined mathematical representations more closely by investigating instructional modes of representation (Noss, Healy & Hoyles, 1997). The study compared two modes of instruction of place value with…

  9. Fraction Representation: The Not-So-Common Denominator among Textbooks

    ERIC Educational Resources Information Center

    Hodges, Thomas E.; Cady, JoAnn; Collins, Lee

    2008-01-01

    Three widely used sixth-grade textbooks were studied to see how fraction concepts were represented. The textbooks selected were "Connected Mathematics," "Middle Grades MathThematics," and Glencoe's "Mathematics: Applications and Concepts Course 1." Three specific areas were examined: representation mode, model, and problem context. Results of…

  10. Mathematic Terminology.

    ERIC Educational Resources Information Center

    Hanh, Vu Duc, Ed.

    This document gives a listing of mathematical terminology in both the English and Vietnamese languages. Vocabulary used in algebra and geometry is included along with a translation of mathematical symbols. (DT)

  11. Mathematical Geology.

    ERIC Educational Resources Information Center

    Jones, Thomas A.

    1983-01-01

    Mathematical techniques used to solve geological problems are briefly discussed (including comments on use of geostatistics). Highlights of conferences/meetings and conference papers in mathematical geology are also provided. (JN)

  12. Mathematics disorder

    MedlinePlus

    ... this page: //medlineplus.gov/ency/article/001534.htm Mathematics disorder To use the sharing features on this page, please enable JavaScript. Mathematics disorder is a condition in which a child's ...

  13. On accurate determination of contact angle

    NASA Technical Reports Server (NTRS)

    Concus, P.; Finn, R.

    1992-01-01

    Methods are proposed that exploit a microgravity environment to obtain highly accurate measurement of contact angle. These methods, which are based on our earlier mathematical results, do not require detailed measurement of a liquid free-surface, as they incorporate discontinuous or nearly-discontinuous behavior of the liquid bulk in certain container geometries. Physical testing is planned in the forthcoming IML-2 space flight and in related preparatory ground-based experiments.

  14. Basic mathematical cognition.

    PubMed

    Gaber, David; Schlimm, Dirk

    2015-01-01

    Mathematics is a powerful tool for describing and developing our knowledge of the physical world. It informs our understanding of subjects as diverse as music, games, science, economics, communications protocols, and visual arts. Mathematical thinking has its roots in the adaptive behavior of living creatures: animals must employ judgments about quantities and magnitudes in the assessment of both threats (how many foes) and opportunities (how much food) in order to make effective decisions, and use geometric information in the environment for recognizing landmarks and navigating environments. Correspondingly, cognitive systems that are dedicated to the processing of distinctly mathematical information have developed. In particular, there is evidence that certain core systems for understanding different aspects of arithmetic as well as geometry are employed by humans and many other animals. They become active early in life and, particularly in the case of humans, develop through maturation. Although these core systems individually appear to be quite limited in application, in combination they allow for the recognition of mathematical properties and the formation of appropriate inferences based upon those properties. In this overview, the core systems, their roles, their limitations, and their interaction with external representations are discussed, as well as possibilities for how they can be employed together to allow us to reason about more complex mathematical domains.

  15. Rainforest Mathematics

    ERIC Educational Resources Information Center

    Kilpatrick, Jeremy

    2014-01-01

    This paper addresses the contested way that ethnomathematics has sometimes been received by mathematicians and others and what that disagreement might suggest about issues in mathematics education; namely, (a) the relation of ethnomathematics to academic mathematics; (b) recent efforts to reform secondary school mathematics so that it prepares…

  16. Solid Mathematical Marbling.

    PubMed

    Lu, Shufang; Jin, Xiaogang; Jaffer, Aubrey; Gao, Fei; Mao, Xiaoyang

    2016-05-25

    Years of research have been devoted to computer-generated two-dimensional marbling. However, three-dimensional marbling has yet to be explored. In this paper, we present mathematical marbling of three-dimensional solids which supports a compact random-access vector representation. Our solid marbling textures are created by composing closed-form 3D pattern tool functions. These tool functions are an injection function and five deformation functions. The injection function is used to generate basic patterns, and the deformation functions are responsible for transforming the basic pattern into complex marbling effects. The resulting representation is feature preserving and resolution-independent. Our approach can render high-quality images preserving both the sharp features and the smooth color variations of a solid texture. When implemented on the GPU, our representation enables efficient color evaluation during the real-time solid marbling texture mapping. The color of a point in the volume space is computed by the 3D pattern tool functions from its coordinates. Our method consumes very little memory because only the mathematical functions and their corresponding parameters are stored. In addition, we develop an intuitive user interface and a genetic algorithm to facilitate the solid marbling texture authoring process. We demonstrate the effectiveness of our approach through various solid marbling textures and 3D objects carved from them.

  17. Multiple Representations of Buoyancy

    NASA Astrophysics Data System (ADS)

    Oliviera, Jessica; Weglarz, Meredith; Vesenka, James

    2009-10-01

    For many students the concept of buoyancy falls under a category that can be loosely described as ``knowing it when they see it.'' Unfortunately some of the misconceptions this generates are that ``objects float because they are light'' and ``objects float because they are full of air'' [1]. Those these can some times be true, these descriptions are vague at best, and frequently can be wrong. Part of these misconceptions may stem from incomplete immersion of the object in the fluid and the vector nature of forces. We describe a demonstration/lab activity to help students make sense about relationship between the tension on and weight of an object immersed in water. The activity is in rich in multiple representations, graphical, diagrammatical as well as mathematical. A simple four question multiple choice pre/post test survey has been developed to evaluate the effectiveness of the lab activity.[4pt] [1] Bruce Harlan ``Diving Science'', www.stmatthewsschool.com/deep/pdfs/Diving%20Science.pdf

  18. Basic and advanced numerical performances relate to mathematical expertise but are fully mediated by visuospatial skills.

    PubMed

    Sella, Francesco; Sader, Elie; Lolliot, Simon; Cohen Kadosh, Roi

    2016-09-01

    Recent studies have highlighted the potential role of basic numerical processing in the acquisition of numerical and mathematical competences. However, it is debated whether high-level numerical skills and mathematics depends specifically on basic numerical representations. In this study mathematicians and nonmathematicians performed a basic number line task, which required mapping positive and negative numbers on a physical horizontal line, and has been shown to correlate with more advanced numerical abilities and mathematical achievement. We found that mathematicians were more accurate compared with nonmathematicians when mapping positive, but not negative numbers, which are considered numerical primitives and cultural artifacts, respectively. Moreover, performance on positive number mapping could predict whether one is a mathematician or not, and was mediated by more advanced mathematical skills. This finding might suggest a link between basic and advanced mathematical skills. However, when we included visuospatial skills, as measured by block design subtest, the mediation analysis revealed that the relation between the performance in the number line task and the group membership was explained by non-numerical visuospatial skills. These results demonstrate that relation between basic, even specific, numerical skills and advanced mathematical achievement can be artifactual and explained by visuospatial processing. (PsycINFO Database Record

  19. Basic and Advanced Numerical Performances Relate to Mathematical Expertise but Are Fully Mediated by Visuospatial Skills

    PubMed Central

    2016-01-01

    Recent studies have highlighted the potential role of basic numerical processing in the acquisition of numerical and mathematical competences. However, it is debated whether high-level numerical skills and mathematics depends specifically on basic numerical representations. In this study mathematicians and nonmathematicians performed a basic number line task, which required mapping positive and negative numbers on a physical horizontal line, and has been shown to correlate with more advanced numerical abilities and mathematical achievement. We found that mathematicians were more accurate compared with nonmathematicians when mapping positive, but not negative numbers, which are considered numerical primitives and cultural artifacts, respectively. Moreover, performance on positive number mapping could predict whether one is a mathematician or not, and was mediated by more advanced mathematical skills. This finding might suggest a link between basic and advanced mathematical skills. However, when we included visuospatial skills, as measured by block design subtest, the mediation analysis revealed that the relation between the performance in the number line task and the group membership was explained by non-numerical visuospatial skills. These results demonstrate that relation between basic, even specific, numerical skills and advanced mathematical achievement can be artifactual and explained by visuospatial processing. PMID:26913930

  20. Developments in research on mathematical practice and cognition.

    PubMed

    Pease, Alison; Guhe, Markus; Smaill, Alan

    2013-04-01

    We describe recent developments in research on mathematical practice and cognition and outline the nine contributions in this special issue of topiCS. We divide these contributions into those that address (a) mathematical reasoning: patterns, levels, and evaluation; (b) mathematical concepts: evolution and meaning; and (c) the number concept: representation and processing.

  1. Good Mathematics Teaching from Mexican High School Students' Perspective

    ERIC Educational Resources Information Center

    Martinez-Sierra, Gustavo

    2014-01-01

    This paper reports a qualitative research that identifies the characteristics of good mathematics teaching from the perspective of Mexican high school students. For this purpose, the social representations of a good mathematics teacher and a good mathematics class were identified in a group of 67 students. In order to obtain information, a…

  2. Mathematical Modeling and Pure Mathematics

    ERIC Educational Resources Information Center

    Usiskin, Zalman

    2015-01-01

    Common situations, like planning air travel, can become grist for mathematical modeling and can promote the mathematical ideas of variables, formulas, algebraic expressions, functions, and statistics. The purpose of this article is to illustrate how the mathematical modeling that is present in everyday situations can be naturally embedded in…

  3. A roadmap for improving the representation of photosynthesis in Earth System Models

    SciTech Connect

    Rogers, Alistair; Medlyn, Belinda E.; Dukes, Jeffrey S.; Bonan, Gordon; Caemmerer, Susanne von; Dietze, Michael C.; Kattge, Jens; Leakey, Andrew D. B.; Mercado, Lina M.; Niinemets, Ulo; Prentice, I. Colin; Serbin, Shawn P.; Sitch, Stephen; Way, Danielle A.; Zaehle, Sonke

    2016-11-28

    Accurate representation of photosynthesis in terrestrial biosphere models (TBMs) is essential for robust projections of global change. However, current representations vary markedly between TBMs, contributing uncertainty projections of global carbon fluxes.

  4. Theoretical Mathematics

    NASA Astrophysics Data System (ADS)

    Stöltzner, Michael

    Answering to the double-faced influence of string theory on mathematical practice and rigour, the mathematical physicists Arthur Jaffe and Frank Quinn have contemplated the idea that there exists a `theoretical' mathematics (alongside `theoretical' physics) whose basic structures and results still require independent corroboration by mathematical proof. In this paper, I shall take the Jaffe-Quinn debate mainly as a problem of mathematical ontology and analyse it against the backdrop of two philosophical views that are appreciative towards informal mathematical development and conjectural results: Lakatos's methodology of proofs and refutations and John von Neumann's opportunistic reading of Hilbert's axiomatic method. The comparison of both approaches shows that mitigating Lakatos's falsificationism makes his insights about mathematical quasi-ontology more relevant to 20th century mathematics in which new structures are introduced by axiomatisation and not necessarily motivated by informal ancestors. The final section discusses the consequences of string theorists' claim to finality for the theory's mathematical make-up. I argue that ontological reductionism as advocated by particle physicists and the quest for mathematically deeper axioms do not necessarily lead to identical results.

  5. Accurate Finite Difference Algorithms

    NASA Technical Reports Server (NTRS)

    Goodrich, John W.

    1996-01-01

    Two families of finite difference algorithms for computational aeroacoustics are presented and compared. All of the algorithms are single step explicit methods, they have the same order of accuracy in both space and time, with examples up to eleventh order, and they have multidimensional extensions. One of the algorithm families has spectral like high resolution. Propagation with high order and high resolution algorithms can produce accurate results after O(10(exp 6)) periods of propagation with eight grid points per wavelength.

  6. Accurate monotone cubic interpolation

    NASA Technical Reports Server (NTRS)

    Huynh, Hung T.

    1991-01-01

    Monotone piecewise cubic interpolants are simple and effective. They are generally third-order accurate, except near strict local extrema where accuracy degenerates to second-order due to the monotonicity constraint. Algorithms for piecewise cubic interpolants, which preserve monotonicity as well as uniform third and fourth-order accuracy are presented. The gain of accuracy is obtained by relaxing the monotonicity constraint in a geometric framework in which the median function plays a crucial role.

  7. A Study of Visualization for Mathematics Education

    NASA Technical Reports Server (NTRS)

    Daugherty, Sarah C.

    2008-01-01

    Graphical representations such as figures, illustrations, and diagrams play a critical role in mathematics and they are equally important in mathematics education. However, graphical representations in mathematics textbooks are static, Le. they are used to illustrate only a specific example or a limited set. of examples. By using computer software to visualize mathematical principles, virtually there is no limit to the number of specific cases and examples that can be demonstrated. However, we have not seen widespread adoption of visualization software in mathematics education. There are currently a number of software packages that provide visualization of mathematics for research and also software packages specifically developed for mathematics education. We conducted a survey of mathematics visualization software packages, summarized their features and user bases, and analyzed their limitations. In this survey, we focused on evaluating the software packages for their use with mathematical subjects adopted by institutions of secondary education in the United States (middle schools and high schools), including algebra, geometry, trigonometry, and calculus. We found that cost, complexity, and lack of flexibility are the major factors that hinder the widespread use of mathematics visualization software in education.

  8. Understanding Representation in Design.

    ERIC Educational Resources Information Center

    Bodker, Susanne

    1998-01-01

    Discusses the design of computer applications, focusing on understanding design representations--what makes design representations work, and how, in different contexts. Examines the place of various types of representation (e.g., formal notations, models, prototypes, scenarios, and mock-ups) in design and the role of formalisms and representations…

  9. Computer aided surface representation

    SciTech Connect

    Barnhill, R.E.

    1989-02-09

    The central research problem of this project is the effective representation and display of surfaces, interpolating to given information, in three or more dimensions. In a typical problem, we wish to create a surface from some discrete information. If this information is itself on another surface, the problem is to determine a surface defined on a surface,'' which is discussed below. Often, properties of an already constructed surface are desired: such geometry processing'' is described below. The Summary of Proposed Research from our original proposal describes the aims of this research project. This Summary and the Table of Contents from the original proposal are enclosed as an Appendix to this Progress Report. The broad sweep from constructive mathematics through algorithms and computer graphics displays is utilized in the research. The wide range of activity, directed in both theory and applications, makes this project unique. Last month in the first Ardent Titan delivered in the State of Arizona came to our group, funded by the DOE and Arizona State University. Although the Titan is a commercial product, its newness requires our close collaboration with Ardent to maximize results. During the past year, four faculty members and several graduate research assistants have worked on this DOE project. The gaining of new professionals is an important aspect of this project. A listing of the students and their topics is given in the Appendix. The most significant publication during the past year is the book, Curves and Surfaces for Computer Aided Geometric Design, by Dr. Gerald Farin. This 300 page volume helps fill a considerable gap in the subject and includes many new results on Bernstein-Bezier curves and surfaces.

  10. Experimental Mathematics and Mathematical Physics

    SciTech Connect

    Bailey, David H.; Borwein, Jonathan M.; Broadhurst, David; Zudilin, Wadim

    2009-06-26

    One of the most effective techniques of experimental mathematics is to compute mathematical entities such as integrals, series or limits to high precision, then attempt to recognize the resulting numerical values. Recently these techniques have been applied with great success to problems in mathematical physics. Notable among these applications are the identification of some key multi-dimensional integrals that arise in Ising theory, quantum field theory and in magnetic spin theory.

  11. Mathematics for modern precision engineering.

    PubMed

    Scott, Paul J; Forbes, Alistair B

    2012-08-28

    The aim of precision engineering is the accurate control of geometry. For this reason, mathematics has a long association with precision engineering: from the calculation and correction of angular scales used in surveying and astronomical instrumentation to statistical averaging techniques used to increase precision. This study illustrates the enabling role the mathematical sciences are playing in precision engineering: modelling physical processes, instruments and complex geometries, statistical characterization of metrology systems and error compensation.

  12. Mathematics Scrapbook

    ERIC Educational Resources Information Center

    Prochazka, Helen

    2004-01-01

    One section of this "scrapbook" section describes Pythagoras' belief in the connections between music and mathematics -- that everything in the universe was a series of harmonies and regulated by music. Another section explains why Phythagoras felt it important for women to be encouraged to learn mathematics. At least 28 women were involved in his…

  13. Mathematics Education.

    ERIC Educational Resources Information Center

    Langbort, Carol, Ed.; Curtis, Deborah, Ed.

    2000-01-01

    The focus of this special issue is mathematics education. All articles were written by graduates of the new masters Degree program in which students earn a Master of Arts degree in Education with a concentration in Mathematics Education at San Francisco State University. Articles include: (1) "Developing Teacher-Leaders in a Masters Degree Program…

  14. Technical Mathematics.

    ERIC Educational Resources Information Center

    Flannery, Carol A.

    This manuscript provides information and problems for teaching mathematics to vocational education students. Problems reflect applications of mathematical concepts to specific technical areas. The materials are organized into six chapters. Chapter 1 covers basic arithmetic, including fractions, decimals, ratio and proportions, percentages, and…

  15. Why Mathematics?

    ERIC Educational Resources Information Center

    McClellan, Kathryn T.

    Why mathematics should be learned is discussed. Its role as an important active force in the development of our civilization, and as the most useful subject taught in our schools, next to English, is noted. The primary objective of all mathematics work is to help man study nature, and some practical achievements of this connection are noted.…

  16. Mathematical Literacy

    ERIC Educational Resources Information Center

    Martin, Hope

    2007-01-01

    "Mathematical literacy" implies that a person is able to reason, analyze, formulate, and solve problems in a real-world setting. Mathematically literate individuals are informed citizens and intelligent consumers. They have the ability to interpret and analyze the vast amount of information they are inundated with daily in newspapers, on…

  17. A Distributed Representation of Remembered Time

    DTIC Science & Technology

    2015-11-19

    related brain regions. Critically, this cellular-level model is connected to behavioral memory performance via cognitive models that take in the...connected to behavioral memory performance via cognitive models that take in the mathematical form of the representation. We have exceeded the initial...systems neurophysiology to cognition and behavior . In order to disseminate these results broadly, we have published papers in a wide range of

  18. Impact of high mathematics education on the number sense.

    PubMed

    Castronovo, Julie; Göbel, Silke M

    2012-01-01

    In adult number processing two mechanisms are commonly used: approximate estimation of quantity and exact calculation. While the former relies on the approximate number sense (ANS) which we share with animals and preverbal infants, the latter has been proposed to rely on an exact number system (ENS) which develops later in life following the acquisition of symbolic number knowledge. The current study investigated the influence of high level math education on the ANS and the ENS. Our results showed that the precision of non-symbolic quantity representation was not significantly altered by high level math education. However, performance in a symbolic number comparison task as well as the ability to map accurately between symbolic and non-symbolic quantities was significantly better the higher mathematics achievement. Our findings suggest that high level math education in adults shows little influence on their ANS, but it seems to be associated with a better anchored ENS and better mapping abilities between ENS and ANS.

  19. Reevaluating the two-representation model of numerical magnitude processing.

    PubMed

    Jiang, Ting; Zhang, Wenfeng; Wen, Wen; Zhu, Haiting; Du, Han; Zhu, Xiangru; Gao, Xuefei; Zhang, Hongchuan; Dong, Qi; Chen, Chuansheng

    2016-01-01

    One debate in mathematical cognition centers on the single-representation model versus the two-representation model. Using an improved number Stroop paradigm (i.e., systematically manipulating physical size distance), in the present study we tested the predictions of the two models for number magnitude processing. The results supported the single-representation model and, more importantly, explained how a design problem (failure to manipulate physical size distance) and an analytical problem (failure to consider the interaction between congruity and task-irrelevant numerical distance) might have contributed to the evidence used to support the two-representation model. This study, therefore, can help settle the debate between the single-representation and two-representation models.

  20. Accurate quantum chemical calculations

    NASA Technical Reports Server (NTRS)

    Bauschlicher, Charles W., Jr.; Langhoff, Stephen R.; Taylor, Peter R.

    1989-01-01

    An important goal of quantum chemical calculations is to provide an understanding of chemical bonding and molecular electronic structure. A second goal, the prediction of energy differences to chemical accuracy, has been much harder to attain. First, the computational resources required to achieve such accuracy are very large, and second, it is not straightforward to demonstrate that an apparently accurate result, in terms of agreement with experiment, does not result from a cancellation of errors. Recent advances in electronic structure methodology, coupled with the power of vector supercomputers, have made it possible to solve a number of electronic structure problems exactly using the full configuration interaction (FCI) method within a subspace of the complete Hilbert space. These exact results can be used to benchmark approximate techniques that are applicable to a wider range of chemical and physical problems. The methodology of many-electron quantum chemistry is reviewed. Methods are considered in detail for performing FCI calculations. The application of FCI methods to several three-electron problems in molecular physics are discussed. A number of benchmark applications of FCI wave functions are described. Atomic basis sets and the development of improved methods for handling very large basis sets are discussed: these are then applied to a number of chemical and spectroscopic problems; to transition metals; and to problems involving potential energy surfaces. Although the experiences described give considerable grounds for optimism about the general ability to perform accurate calculations, there are several problems that have proved less tractable, at least with current computer resources, and these and possible solutions are discussed.

  1. Compact internal representation as a protocognitive scheme for robots in dynamic environments

    NASA Astrophysics Data System (ADS)

    Villacorta-Atienza, Jose A.; Salas, Luis; Alba, Luis; Velarde, Manuel G.; Makarov, Valeri A.

    2011-05-01

    Animals for surviving have developed cognitive abilities allowing them an abstract representation of the environment. This Internal Representation (IR) could contain a huge amount of information concerning the evolution and interactions of the elements in their surroundings. The complexity of this information should be enough to ensure the maximum fidelity in the representation of those aspects of the environment critical for the agent, but not so high to prevent the management of the IR in terms of neural processes, i.e. storing, retrieving, etc. One of the most subtle points is the inclusion of temporal information, necessary in IRs of dynamic environments. This temporal information basically introduces the environmental information for each moment, so the information required to generate the IR would eventually be increased dramatically. The inclusion of this temporal information in biological neural processes remains an open question. In this work we propose a new IR, the Compact Internal Representation (CIR), based on the compaction of spatiotemporal information into only space, leading to a stable structure (with no temporal dimension) suitable to be the base for complex cognitive processes, as memory or learning. The Compact Internal Representation is especially appropriate for be implemented in autonomous robots because it provides global strategies for the interaction with real environments (roving robots, manipulators, etc.). This paper presents the mathematical basis of CIR hardware implementation in the context of navigation in dynamic environments. The aim of such implementation is the obtaining of free-collision trajectories under the requirements of an optimal performance by means of a fast and accurate process.

  2. Cultivating Algebraic Representations

    ERIC Educational Resources Information Center

    van den Kieboom, Leigh A.; Magiera, Marta T.

    2012-01-01

    Reasoning and sense making are at the heart of mathematics teaching and learning throughout the K-12 mathematics curriculum. Focusing on these skills gives students the opportunity to analyze, interpret, and critically think about the mathematics they learn. The terms "reasoning" and "sense making" are frequently used to describe the wide range of…

  3. BIOACCESSIBILITY TESTS ACCURATELY ESTIMATE ...

    EPA Pesticide Factsheets

    Hazards of soil-borne Pb to wild birds may be more accurately quantified if the bioavailability of that Pb is known. To better understand the bioavailability of Pb to birds, we measured blood Pb concentrations in Japanese quail (Coturnix japonica) fed diets containing Pb-contaminated soils. Relative bioavailabilities were expressed by comparison with blood Pb concentrations in quail fed a Pb acetate reference diet. Diets containing soil from five Pb-contaminated Superfund sites had relative bioavailabilities from 33%-63%, with a mean of about 50%. Treatment of two of the soils with P significantly reduced the bioavailability of Pb. The bioaccessibility of the Pb in the test soils was then measured in six in vitro tests and regressed on bioavailability. They were: the “Relative Bioavailability Leaching Procedure” (RBALP) at pH 1.5, the same test conducted at pH 2.5, the “Ohio State University In vitro Gastrointestinal” method (OSU IVG), the “Urban Soil Bioaccessible Lead Test”, the modified “Physiologically Based Extraction Test” and the “Waterfowl Physiologically Based Extraction Test.” All regressions had positive slopes. Based on criteria of slope and coefficient of determination, the RBALP pH 2.5 and OSU IVG tests performed very well. Speciation by X-ray absorption spectroscopy demonstrated that, on average, most of the Pb in the sampled soils was sorbed to minerals (30%), bound to organic matter 24%, or present as Pb sulfate 18%. Ad

  4. New model accurately predicts reformate composition

    SciTech Connect

    Ancheyta-Juarez, J.; Aguilar-Rodriguez, E. )

    1994-01-31

    Although naphtha reforming is a well-known process, the evolution of catalyst formulation, as well as new trends in gasoline specifications, have led to rapid evolution of the process, including: reactor design, regeneration mode, and operating conditions. Mathematical modeling of the reforming process is an increasingly important tool. It is fundamental to the proper design of new reactors and revamp of existing ones. Modeling can be used to optimize operating conditions, analyze the effects of process variables, and enhance unit performance. Instituto Mexicano del Petroleo has developed a model of the catalytic reforming process that accurately predicts reformate composition at the higher-severity conditions at which new reformers are being designed. The new AA model is more accurate than previous proposals because it takes into account the effects of temperature and pressure on the rate constants of each chemical reaction.

  5. XML-BASED REPRESENTATION

    SciTech Connect

    R. KELSEY

    2001-02-01

    For focused applications with limited user and use application communities, XML can be the right choice for representation. It is easy to use, maintain, and extend and enjoys wide support in commercial and research sectors. When the knowledge and information to be represented is object-based and use of that knowledge and information is a high priority, then XML-based representation should be considered. This paper discusses some of the issues involved in using XML-based representation and presents an example application that successfully uses an XML-based representation.

  6. Mathematical Geology.

    ERIC Educational Resources Information Center

    McCammon, Richard B.

    1979-01-01

    The year 1978 marked a continued trend toward practical applications in mathematical geology. Developments included work in interactive computer graphics, factor analysis, the vanishing tons problem, universal kriging, and resource estimating. (BB)

  7. On Mathematical Proving

    NASA Astrophysics Data System (ADS)

    Stefaneas, Petros; Vandoulakis, Ioannis M.

    2015-12-01

    This paper outlines a logical representation of certain aspects of the process of mathematical proving that are important from the point of view of Artificial Intelligence. Our starting-point is the concept of proof-event or proving, introduced by Goguen, instead of the traditional concept of mathematical proof. The reason behind this choice is that in contrast to the traditional static concept of mathematical proof, proof-events are understood as processes, which enables their use in Artificial Intelligence in such contexts, in which problem-solving procedures and strategies are studied. We represent proof-events as problem-centered spatio-temporal processes by means of the language of the calculus of events, which captures adequately certain temporal aspects of proof-events (i.e. that they have history and form sequences of proof-events evolving in time). Further, we suggest a "loose" semantics for the proof-events, by means of Kolmogorov's calculus of problems. Finally, we expose the intented interpretations for our logical model from the fields of automated theorem-proving and Web-based collective proving.

  8. Accurate spectral color measurements

    NASA Astrophysics Data System (ADS)

    Hiltunen, Jouni; Jaeaeskelaeinen, Timo; Parkkinen, Jussi P. S.

    1999-08-01

    Surface color measurement is of importance in a very wide range of industrial applications including paint, paper, printing, photography, textiles, plastics and so on. For a demanding color measurements spectral approach is often needed. One can measure a color spectrum with a spectrophotometer using calibrated standard samples as a reference. Because it is impossible to define absolute color values of a sample, we always work with approximations. The human eye can perceive color difference as small as 0.5 CIELAB units and thus distinguish millions of colors. This 0.5 unit difference should be a goal for the precise color measurements. This limit is not a problem if we only want to measure the color difference of two samples, but if we want to know in a same time exact color coordinate values accuracy problems arise. The values of two instruments can be astonishingly different. The accuracy of the instrument used in color measurement may depend on various errors such as photometric non-linearity, wavelength error, integrating sphere dark level error, integrating sphere error in both specular included and specular excluded modes. Thus the correction formulas should be used to get more accurate results. Another question is how many channels i.e. wavelengths we are using to measure a spectrum. It is obvious that the sampling interval should be short to get more precise results. Furthermore, the result we get is always compromise of measuring time, conditions and cost. Sometimes we have to use portable syste or the shape and the size of samples makes it impossible to use sensitive equipment. In this study a small set of calibrated color tiles measured with the Perkin Elmer Lamda 18 and the Minolta CM-2002 spectrophotometers are compared. In the paper we explain the typical error sources of spectral color measurements, and show which are the accuracy demands a good colorimeter should have.

  9. A representation of Jacchia's thermospheric models in spherical harmonics

    NASA Technical Reports Server (NTRS)

    Blum, P.; Harris, I.

    1973-01-01

    The Jacchia models are represented in terms of spherical harmonic functions. This representation has the advantages of ease of comparison with theoretical and other observational models and data, mathematical analyticity and relative simplicity. The symmetry properties of the models are emphasized by this representation and some physical characteristics like the increase of the amplitude of the diurnal density variation with decreasing solar activity become more apparent.

  10. Enhancing Mathematical Communication: "Bag of Tricks" Game

    ERIC Educational Resources Information Center

    Patahuddin, Sitti Maesuri; Ramful, Ajay; Greenlees, Jane

    2015-01-01

    An engaging activity which prompts students to listen, talk, reason and write about geometrical properties. The "Bag of Tricks" encourages students to clarify their thoughts and communicate precisely using accurate mathematical language.

  11. On volume-source representations based on the representation theorem

    NASA Astrophysics Data System (ADS)

    Ichihara, Mie; Kusakabe, Tetsuya; Kame, Nobuki; Kumagai, Hiroyuki

    2016-01-01

    We discuss different ways to characterize a moment tensor associated with an actual volume change of ΔV C , which has been represented in terms of either the stress glut or the corresponding stress-free volume change ΔV T . Eshelby's virtual operation provides a conceptual model relating ΔV C to ΔV T and the stress glut, where non-elastic processes such as phase transitions allow ΔV T to be introduced and subsequent elastic deformation of - ΔV T is assumed to produce the stress glut. While it is true that ΔV T correctly represents the moment tensor of an actual volume source with volume change ΔV C , an explanation as to why such an operation relating ΔV C to ΔV T exists has not previously been given. This study presents a comprehensive explanation of the relationship between ΔV C and ΔV T based on the representation theorem. The displacement field is represented using Green's function, which consists of two integrals over the source surface: one for displacement and the other for traction. Both integrals are necessary for representing volumetric sources, whereas the representation of seismic faults includes only the first term, as the second integral over the two adjacent fault surfaces, across which the traction balances, always vanishes. Therefore, in a seismological framework, the contribution from the second term should be included as an additional surface displacement. We show that the seismic moment tensor of a volume source is directly obtained from the actual state of the displacement and stress at the source without considering any virtual non-elastic operations. A purely mathematical procedure based on the representation theorem enables us to specify the additional imaginary displacement necessary for representing a volume source only by the displacement term, which links ΔV C to ΔV T . It also specifies the additional imaginary stress necessary for representing a moment tensor solely by the traction term, which gives the "stress glut." The

  12. Exploring Metacognition in Preservice Teachers: Problem Solving Processes in Elementary Mathematics

    ERIC Educational Resources Information Center

    Sparkman, Dana; Harris, Kymberly

    2009-01-01

    In Principles and Standards for School Mathematics (2000), the (U.S.) National Council of Teachers of Mathematics recommended that students communicate their mathematical thinking in a logical manner, and use the language of mathematics to express their thinking accurately and logically. Students should not only learn mathematics content, but…

  13. Mathematical wit and mathematical cognition.

    PubMed

    Aberdein, Andrew

    2013-04-01

    The published works of scientists often conceal the cognitive processes that led to their results. Scholars of mathematical practice must therefore seek out less obvious sources. This article analyzes a widely circulated mathematical joke, comprising a list of spurious proof types. An account is proposed in terms of argumentation schemes: stereotypical patterns of reasoning, which may be accompanied by critical questions itemizing possible lines of defeat. It is argued that humor is associated with risky forms of inference, which are essential to creative mathematics. The components of the joke are explicated by argumentation schemes devised for application to topic-neutral reasoning. These in turn are classified under seven headings: retroduction, citation, intuition, meta-argument, closure, generalization, and definition. Finally, the wider significance of this account for the cognitive science of mathematics is discussed.

  14. Stochastic representations of Feynman integration

    NASA Astrophysics Data System (ADS)

    Boos, William

    2007-12-01

    For polynomially bounded potentials V such that H =H0+V is essentially self-adjoint on S(Rd)⊆D(H0)∩D(V ), this essay offers two reconstructions of Feynman's sum over histories as the unitary image of a genuine integral with respect to Wiener measure μ of a functional σtx(ω) defined on the space W of Brownian paths ω into momentum space Rd. The first representation, based on Feynman's original argument, "lifts" σtx(ω) from a "convolutional Trotter product formula" for the Fourier-transformed image φ̂t(p) of the time-evolved wave function φt(x)=exp(-itH)φ(x) in L2(Rd). The second—which varies and extends a construction introduced in a slightly different context by Albeverio and Høegh-Krohn [Mathematical Theory of Feynman Integrals, Springer Lecture Notes in Mathematics Vol. 523 (Springer, New York, 1976)]—lifts the functional σtx(ω) from a "convolutional Dyson expansion" of the time-evolved momentum-space function φ̂t(p).

  15. The interaction of representation and reasoning.

    PubMed

    Bundy, Alan

    2013-09-08

    Automated reasoning is an enabling technology for many applications of informatics. These applications include verifying that a computer program meets its specification; enabling a robot to form a plan to achieve a task and answering questions by combining information from diverse sources, e.g. on the Internet, etc. How is automated reasoning possible? Firstly, knowledge of a domain must be stored in a computer, usually in the form of logical formulae. This knowledge might, for instance, have been entered manually, retrieved from the Internet or perceived in the environment via sensors, such as cameras. Secondly, rules of inference are applied to old knowledge to derive new knowledge. Automated reasoning techniques have been adapted from logic, a branch of mathematics that was originally designed to formalize the reasoning of humans, especially mathematicians. My special interest is in the way that representation and reasoning interact. Successful reasoning is dependent on appropriate representation of both knowledge and successful methods of reasoning. Failures of reasoning can suggest changes of representation. This process of representational change can also be automated. We will illustrate the automation of representational change by drawing on recent work in my research group.

  16. The interaction of representation and reasoning

    PubMed Central

    Bundy, Alan

    2013-01-01

    Automated reasoning is an enabling technology for many applications of informatics. These applications include verifying that a computer program meets its specification; enabling a robot to form a plan to achieve a task and answering questions by combining information from diverse sources, e.g. on the Internet, etc. How is automated reasoning possible? Firstly, knowledge of a domain must be stored in a computer, usually in the form of logical formulae. This knowledge might, for instance, have been entered manually, retrieved from the Internet or perceived in the environment via sensors, such as cameras. Secondly, rules of inference are applied to old knowledge to derive new knowledge. Automated reasoning techniques have been adapted from logic, a branch of mathematics that was originally designed to formalize the reasoning of humans, especially mathematicians. My special interest is in the way that representation and reasoning interact. Successful reasoning is dependent on appropriate representation of both knowledge and successful methods of reasoning. Failures of reasoning can suggest changes of representation. This process of representational change can also be automated. We will illustrate the automation of representational change by drawing on recent work in my research group. PMID:24062623

  17. Mathematical Perspectives

    SciTech Connect

    Glimm, J.

    2009-10-14

    Progress for the past decade or so has been extraordinary. The solution of Fermat's Last Theorem [11] and of the Poincare Conjecture [1] have resolved two of the most outstanding challenges to mathematics. For both cases, deep and advanced theories and whole subfields of mathematics came into play and were developed further as part of the solutions. And still the future is wide open. Six of the original seven problems from the Clay Foundation challenge remain open, the 23 DARPA challenge problems are open. Entire new branches of mathematics have been developed, including financial mathematics and the connection between geometry and string theory, proposed to solve the problems of quantized gravity. New solutions of the Einstein equations, inspired by shock wave theory, suggest a cosmology model which fits accelerating expansion of the universe possibly eliminating assumptions of 'dark matter'. Intellectual challenges and opportunities for mathematics are greater than ever. The role of mathematics in society continues to grow; with this growth comes new opportunities and some growing pains; each will be analyzed here. We see a broadening of the intellectual and professional opportunities and responsibilities for mathematicians. These trends are also occuring across all of science. The response can be at the level of the professional societies, which can work to deepen their interactions, not only within the mathematical sciences, but also with other scientific societies. At a deeper level, the choices to be made will come from individual mathematicians. Here, of course, the individual choices will be varied, and we argue for respect and support for this diversity of responses. In such a manner, we hope to preserve the best of the present while welcoming the best of the new.

  18. Embedded Data Representations.

    PubMed

    Willett, Wesley; Jansen, Yvonne; Dragicevic, Pierre

    2017-01-01

    We introduce embedded data representations, the use of visual and physical representations of data that are deeply integrated with the physical spaces, objects, and entities to which the data refers. Technologies like lightweight wireless displays, mixed reality hardware, and autonomous vehicles are making it increasingly easier to display data in-context. While researchers and artists have already begun to create embedded data representations, the benefits, trade-offs, and even the language necessary to describe and compare these approaches remain unexplored. In this paper, we formalize the notion of physical data referents - the real-world entities and spaces to which data corresponds - and examine the relationship between referents and the visual and physical representations of their data. We differentiate situated representations, which display data in proximity to data referents, and embedded representations, which display data so that it spatially coincides with data referents. Drawing on examples from visualization, ubiquitous computing, and art, we explore the role of spatial indirection, scale, and interaction for embedded representations. We also examine the tradeoffs between non-situated, situated, and embedded data displays, including both visualizations and physicalizations. Based on our observations, we identify a variety of design challenges for embedded data representation, and suggest opportunities for future research and applications.

  19. Representing the Electromagnetic Field: How Maxwell's Mathematics Empowered Faraday's Field Theory

    ERIC Educational Resources Information Center

    Tweney, Ryan D.

    2011-01-01

    James Clerk Maxwell "translated" Michael Faraday's experimentally-based field theory into the mathematical representation now known as "Maxwell's Equations." Working with a variety of mathematical representations and physical models Maxwell extended the reach of Faraday's theory and brought it into consistency with other…

  20. A representation of Jacchia's thermospheric models in spherical harmonic functions

    NASA Technical Reports Server (NTRS)

    Blum, P.; Harris, I.

    1974-01-01

    The Jacchia models are represented in terms of spherical harmonic functions. This representation has the advantage of ease of comparison with other global theoretical and empirical models that use this mathematical form. Furthermore, it is analytic, continuous, and has continuous derivatives all over the globe. The representation of the exospheric temperatures shows clearly the amplitudes of the various periodic terms and uses relatively few constants. An example of a similar representation for the total mass density at a particular height and level of solar activity is given as well.

  1. Preschoolers' Nonsymbolic Arithmetic with Large Sets: Is Addition More Accurate than Subtraction?

    ERIC Educational Resources Information Center

    Shinskey, Jeanne L.; Chan, Cindy Ho-man; Coleman, Rhea; Moxom, Lauren; Yamamoto, Eri

    2009-01-01

    Adult and developing humans share with other animals analog magnitude representations of number that support nonsymbolic arithmetic with large sets. This experiment tested the hypothesis that such representations may be more accurate for addition than for subtraction in children as young as 3 1/2 years of age. In these tasks, the experimenter hid…

  2. Quotable Quotes in Mathematics

    ERIC Educational Resources Information Center

    Lo, Bruce W. N.

    1983-01-01

    As a way to dispel negative feelings toward mathematics, a variety of quotations are given. They are categorized by: what mathematics is, mathematicians, mathematics and other disciplines, different areas of mathematics, mathematics and humor, applications of mathematics, and pure versus applied mathematics. (MNS)

  3. Women in Mathematics: Scaling the Heights. MAA Notes Number 46.

    ERIC Educational Resources Information Center

    Nolan, Deborah, Ed.

    Women and mathematics have been thought of as two totally separate subjects for decades. In July, 1994 a group of mathematicians from around the country gathered in Berkeley, CA for three days to discuss ways to increase the representation of women in Ph.D. programs in the mathematical sciences. The primary goal of this conference was to broaden…

  4. A Case against Computer Symbolic Manipulation in School Mathematics Today.

    ERIC Educational Resources Information Center

    Waits, Bert K.; Demana, Franklin

    1992-01-01

    Presented are two reasons discouraging computer symbol manipulation systems use in school mathematics at present: cost for computer laboratories or expensive pocket computers; and impracticality of exact solution representations. Although development with this technology in mathematics education advances, graphing calculators are recommended to…

  5. iSTEM: Promoting Fifth Graders' Mathematical Modeling

    ERIC Educational Resources Information Center

    Yanik, H. Bahadir; Karabas, Celil

    2014-01-01

    Modeling requires that people develop representations or procedures to address particular problem situations (Lesh et al. 2000). Mathematical modeling is used to describe essential characteristics of a phenomenon or a situation that one intends to study in the real world through building mathematical objects. This article describes how fifth-grade…

  6. Integrating Concrete and Virtual Manipulatives in Early Childhood Mathematics

    ERIC Educational Resources Information Center

    Rosen, Dina; Hoffman, Jo

    2009-01-01

    Early childhood teachers around the country and the world guide children's mathematical learning through the use of manipulatives--pattern blocks, base blocks, geoboards, Unifx cubes, Cuisenaire rods, coins, clocks, and so on. Manipulatives allow concrete, hands-on exploration and representation of mathematical concepts. In the past few years,…

  7. Using Mental Computation Training to Improve Complex Mathematical Performance

    ERIC Educational Resources Information Center

    Liu, Allison S.; Kallai, Arava Y.; Schunn, Christian D.; Fiez, Julie A.

    2015-01-01

    Mathematical fluency is important for academic and mathematical success. Fluency training programs have typically focused on fostering retrieval, which leads to math performance that does not reliably transfer to non-trained problems. More recent studies have focused on training number understanding and representational precision, but few have…

  8. Quaternionic representation of the genetic code.

    PubMed

    Carlevaro, C Manuel; Irastorza, Ramiro M; Vericat, Fernando

    2016-03-01

    A heuristic diagram of the evolution of the standard genetic code is presented. It incorporates, in a way that resembles the energy levels of an atom, the physical notion of broken symmetry and it is consistent with original ideas by Crick on the origin and evolution of the code as well as with the chronological order of appearance of the amino acids along the evolution as inferred from work that mixtures known experimental results with theoretical speculations. Suggested by the diagram we propose a Hamilton quaternions based mathematical representation of the code as it stands now-a-days. The central object in the description is a codon function that assigns to each amino acid an integer quaternion in such a way that the observed code degeneration is preserved. We emphasize the advantages of a quaternionic representation of amino acids taking as an example the folding of proteins. With this aim we propose an algorithm to go from the quaternions sequence to the protein three dimensional structure which can be compared with the corresponding experimental one stored at the Protein Data Bank. In our criterion the mathematical representation of the genetic code in terms of quaternions merits to be taken into account because it describes not only most of the known properties of the genetic code but also opens new perspectives that are mainly derived from the close relationship between quaternions and rotations.

  9. Compact Information Representations

    DTIC Science & Technology

    2016-08-02

    proposal aims at developing mathematically rigorous and general- purpose statistical methods based on stable random projections, to achieve compact...faced with very large, inherently high-dimensional, or naturally streaming datasets. This pro- posal aims at developing mathematically rigorous and

  10. Field Dependency and Performance in Mathematics

    ERIC Educational Resources Information Center

    Onwumere, Onyebuchi; Reid, Norman

    2014-01-01

    Mathematics is an important school subject but one which often poses problems for learners. It has been found that learners do not possess the cognitive capacity to handle understanding procedures, representations, concepts, and applications at the same time. while the extent of field dependency may hold the key to one way by which the working…

  11. Poverty: Teaching Mathematics and Social Justice

    ERIC Educational Resources Information Center

    McCoy, Leah P.

    2008-01-01

    This article presents three mathematics lessons in a social justice setting of learning about poverty. Student activities include budgeting, graphic data representation, and linear regression, all in the context of connecting, communicating, and reasoning about poverty. (Contains 1 table, 5 figures and 6 online resources.)

  12. Negotiating the Boundaries between Mathematics and Physics

    ERIC Educational Resources Information Center

    Radtka, Catherine

    2015-01-01

    This paper examines physics and mathematics textbooks published in France at the end of the 1950s and at the beginning of the 1960s for children aged 11-15 years old. It argues that at this "middle school" level, textbooks contributed to shape cultural representations of both disciplines and their mutual boundaries through their contents…

  13. Mathematical Visualization

    ERIC Educational Resources Information Center

    Rogness, Jonathan

    2011-01-01

    Advances in computer graphics have provided mathematicians with the ability to create stunning visualizations, both to gain insight and to help demonstrate the beauty of mathematics to others. As educators these tools can be particularly important as we search for ways to work with students raised with constant visual stimulation, from video games…

  14. Underground Mathematics

    ERIC Educational Resources Information Center

    Hadlock, Charles R

    2013-01-01

    The movement of groundwater in underground aquifers is an ideal physical example of many important themes in mathematical modeling, ranging from general principles (like Occam's Razor) to specific techniques (such as geometry, linear equations, and the calculus). This article gives a self-contained introduction to groundwater modeling with…

  15. Outdoor Mathematics

    ERIC Educational Resources Information Center

    Kennard, Jackie

    2007-01-01

    One of the most interesting developments in teaching has been the growing importance of the outdoor environment. Whether it be playground, garden or field, the outdoors offers a range of challenging experiences, especially in the delivery of early mathematics. Oral feedback to parents, together with photographic displays, can show them that…

  16. Teaching Problem Solving to Students Receiving Tiered Interventions Using the Concrete-Representational-Abstract Sequence and Schema-Based Instruction

    ERIC Educational Resources Information Center

    Flores, Margaret M.; Hinton, Vanessa M.; Burton, Megan E.

    2016-01-01

    Mathematical word problems are the most common form of mathematics problem solving implemented in K-12 schools. Identifying key words is a frequent strategy taught in classrooms in which students struggle with problem solving and show low success rates in mathematics. Researchers show that using the concrete-representational-abstract (CRA)…

  17. Constructing Meanings of Mathematical Registers Using Metaphorical Reasoning and Models

    ERIC Educational Resources Information Center

    Lai, Mun Yee

    2013-01-01

    Current debates about successful mathematics pedagogy suggest that mathematical learning and problem solving can be enhanced by using metaphors as they provide students with a tool for thinking. But assisting pre-service teachers to understand the importance of careful and accurate explanations for mathematical concepts remains an issue. This…

  18. Mathematical models in biology: from molecules to life.

    PubMed

    Kaznessis, Yiannis N

    2011-01-01

    A vexing question in the biological sciences is the following: can biological phenotypes be explained with mathematical models of molecules that interact according to physical laws? At the crux of the matter lies the doubt that humans can develop physically faithful mathematical representations of living organisms. We discuss advantages that synthetic biological systems confer that may help us describe life's distinctiveness with tractable mathematics that are grounded on universal laws of thermodynamics and molecular biology.

  19. Mathematical models in biology: from molecules to life

    PubMed Central

    Kaznessis, Yiannis N.

    2011-01-01

    A vexing question in the biological sciences is the following: can biological phenotypes be explained with mathematical models of molecules that interact according to physical laws? At the crux of the matter lies the doubt that humans can develop physically faithful mathematical representations of living organisms. We discuss advantages that synthetic biological systems confer that may help us describe life’s distinctiveness with tractable mathematics that are grounded on universal laws of thermodynamics and molecular biology. PMID:21472998

  20. Function, anticipation, representation

    NASA Astrophysics Data System (ADS)

    Bickhard, Mark. H.

    2001-06-01

    Function emerges in certain kinds of far-from-equilibrium systems. One important kind of function is that of interactive anticipation, an adaptedness to temporal complexity. Interactive anticipation is the locus of the emergence of normative representational content, and, thus, of representation in general: interactive anticipation is the naturalistic core of the evolution of cognition. Higher forms of such anticipation are involved in the subsequent macro-evolutionary sequence of learning, emotions, and reflexive consciousness.

  1. Coordinating Multiple Representations in a Reform Calculus Textbook

    ERIC Educational Resources Information Center

    Chang, Briana L.; Cromley, Jennifer G.; Tran, Nhi

    2015-01-01

    Coordination of multiple representations (CMR) is widely recognized as a critical skill in mathematics and is frequently demanded in reform calculus textbooks. However, little is known about the prevalence of coordination tasks in such textbooks. We coded 707 instances of CMR in a widely used reform calculus textbook and analyzed the distributions…

  2. Coordinating Multiple Representations in a Reform Calculus Textbook

    ERIC Educational Resources Information Center

    Chang, Briana L.; Cromley, Jennifer G.; Tran, Nhi

    2016-01-01

    Coordination of multiple representations (CMR) is widely recognized as a critical skill in mathematics and is frequently demanded in reform calculus textbooks. However, little is known about the prevalence of coordination tasks in such textbooks. We coded 707 instances of CMR in a widely used reform calculus textbook and analyzed the distributions…

  3. Mental Arithmetic Activates Analogic Representations of Internally Generated Sums

    ERIC Educational Resources Information Center

    Kallai, Arava Y.; Schunn, Christian D.; Fiez, Julie A.

    2012-01-01

    The internal representation of numbers generated during calculation has received little attention. Much of the mathematics learning literature focuses on symbolic retrieval of math facts; in contrast, we critically test the hypothesis that internally generated numbers are represented analogically, using an approximate number system. In an fMRI…

  4. Constructing Mental Representations of Complex Three-Dimensional Objects.

    ERIC Educational Resources Information Center

    Aust, Ronald

    This exploratory study investigated whether there are differences between males and females in the strategies used to construct mental representations from three-dimensional objects in a dimensional travel display. A Silicon Graphics IRIS computer was used to create the travel displays and mathematical models were created for each of the objects…

  5. Use of Multiple Representations in Technology Rich Environments

    ERIC Educational Resources Information Center

    Akkoç, Hatice; Ozmantar, Mehmet Fatih

    2013-01-01

    This study presents part of a research project that aims to develop prospective mathematics teachers' Technological Pedagogical Content Knowledge (TPCK). The project considers various TPCK components. This report focuses on a particular component, namely the "knowledge of using multiple representations (MRs) with technology". A course…

  6. Sex Differences in the Spatial Representation of Number

    ERIC Educational Resources Information Center

    Bull, Rebecca; Cleland, Alexandra A.; Mitchell, Thomas

    2013-01-01

    There is a large body of accumulated evidence from behavioral and neuroimaging studies regarding how and where in the brain we represent basic numerical information. A number of these studies have considered how numerical representations may differ between individuals according to their age or level of mathematical ability, but one issue rarely…

  7. Mathematical Metaphors: Problem Reformulation and Analysis Strategies

    NASA Technical Reports Server (NTRS)

    Thompson, David E.

    2005-01-01

    This paper addresses the critical need for the development of intelligent or assisting software tools for the scientist who is working in the initial problem formulation and mathematical model representation stage of research. In particular, examples of that representation in fluid dynamics and instability theory are discussed. The creation of a mathematical model that is ready for application of certain solution strategies requires extensive symbolic manipulation of the original mathematical model. These manipulations can be as simple as term reordering or as complicated as discovery of various symmetry groups embodied in the equations, whereby Backlund-type transformations create new determining equations and integrability conditions or create differential Grobner bases that are then solved in place of the original nonlinear PDEs. Several examples are presented of the kinds of problem formulations and transforms that can be frequently encountered in model representation for fluids problems. The capability of intelligently automating these types of transforms, available prior to actual mathematical solution, is advocated. Physical meaning and assumption-understanding can then be propagated through the mathematical transformations, allowing for explicit strategy development.

  8. Contributions from specific and general factors to unique deficits: two cases of mathematics learning difficulties.

    PubMed

    Haase, Vitor G; Júlio-Costa, Annelise; Lopes-Silva, Júlia B; Starling-Alves, Isabella; Antunes, Andressa M; Pinheiro-Chagas, Pedro; Wood, Guilherme

    2014-01-01

    Mathematics learning difficulties are a highly comorbid and heterogeneous set of disorders linked to several dissociable mechanisms and endophenotypes. Two of these endophenotypes consist of primary deficits in number sense and verbal numerical representations. However, currently acknowledged endophenotypes are underspecified regarding the role of automatic vs. controlled information processing, and their description should be complemented. Two children with specific deficits in number sense and verbal numerical representations and normal or above-normal intelligence and preserved visuospatial cognition illustrate this point. Child H.V. exhibited deficits in number sense and fact retrieval. Child G.A. presented severe deficits in orally presented problems and transcoding tasks. A partial confirmation of the two endophenotypes that relate to the number sense and verbal processing was obtained, but a much more clear differentiation between the deficits presented by H.V. and G.A. can be reached by looking at differential impairments in modes of processing. H.V. is notably competent in the use of controlled processing but has problems with more automatic processes, such as nonsymbolic magnitude processing, speeded counting and fact retrieval. In contrast, G.A. can retrieve facts and process nonsymbolic magnitudes but exhibits severe impairment in recruiting executive functions and the concentration that is necessary to accomplish transcoding tasks and word problem solving. These results indicate that typical endophenotypes might be insufficient to describe accurately the deficits that are observed in children with mathematics learning abilities. However, by incorporating domain-specificity and modes of processing into the assessment of the endophenotypes, individual deficit profiles can be much more accurately described. This process calls for further specification of the endophenotypes in mathematics learning difficulties.

  9. Contributions from specific and general factors to unique deficits: two cases of mathematics learning difficulties

    PubMed Central

    Haase, Vitor G.; Júlio-Costa, Annelise; Lopes-Silva, Júlia B.; Starling-Alves, Isabella; Antunes, Andressa M.; Pinheiro-Chagas, Pedro; Wood, Guilherme

    2014-01-01

    Mathematics learning difficulties are a highly comorbid and heterogeneous set of disorders linked to several dissociable mechanisms and endophenotypes. Two of these endophenotypes consist of primary deficits in number sense and verbal numerical representations. However, currently acknowledged endophenotypes are underspecified regarding the role of automatic vs. controlled information processing, and their description should be complemented. Two children with specific deficits in number sense and verbal numerical representations and normal or above-normal intelligence and preserved visuospatial cognition illustrate this point. Child H.V. exhibited deficits in number sense and fact retrieval. Child G.A. presented severe deficits in orally presented problems and transcoding tasks. A partial confirmation of the two endophenotypes that relate to the number sense and verbal processing was obtained, but a much more clear differentiation between the deficits presented by H.V. and G.A. can be reached by looking at differential impairments in modes of processing. H.V. is notably competent in the use of controlled processing but has problems with more automatic processes, such as nonsymbolic magnitude processing, speeded counting and fact retrieval. In contrast, G.A. can retrieve facts and process nonsymbolic magnitudes but exhibits severe impairment in recruiting executive functions and the concentration that is necessary to accomplish transcoding tasks and word problem solving. These results indicate that typical endophenotypes might be insufficient to describe accurately the deficits that are observed in children with mathematics learning abilities. However, by incorporating domain-specificity and modes of processing into the assessment of the endophenotypes, individual deficit profiles can be much more accurately described. This process calls for further specification of the endophenotypes in mathematics learning difficulties. PMID:24592243

  10. Contacts de langues et representations (Language Contacts and Representations).

    ERIC Educational Resources Information Center

    Matthey, Marinette, Ed.

    1997-01-01

    Essays on language contact and the image of language, entirely in French, include: "Representations 'du' contexte et representations 'en' contexte? Eleves et enseignants face a l'apprentissage de la langue" ("Representations 'of' Context or Representations 'in' Context? Students and Teachers Facing Language Learning" (Laurent…

  11. Exploring Mental Representations for Literal Symbols Using Priming and Comparison Distance Effects

    ERIC Educational Resources Information Center

    Pollack, Courtney; Leon Guerrero, Sibylla; Star, Jon R.

    2016-01-01

    Higher-level mathematics requires a connection between literal symbols (e.g., "x") and their mental representations. The current study probes the nature of mental representations for literal symbols using both the priming distance effect, in which ease of comparing a target number to a fixed standard is a function of prime-target…

  12. Solving Additive Problems at Pre-Elementary School Level with the Support of Graphical Representation

    ERIC Educational Resources Information Center

    Selva, Ana Coelho Vieira; Falcao, Jorge Tarcisio da Rocha; Nunes, Terezinha

    2005-01-01

    This research offers empirical evidence of the importance of supplying diverse symbolic representations in order to support concept development in mathematics. Graphical representation can be a helpful symbolic tool for concept development in the conceptual field of additive structures. Nevertheless, this symbolic tool has specific difficulties…

  13. Calculus Students' Representation Use in Group-Work and Individual Settings

    ERIC Educational Resources Information Center

    Zazkis, Dov

    2013-01-01

    The study of student representation use and specifically the distinction between analytic and visual representations has fueled a long line of mathematics education literature that began more than 35 years ago. This literature can be partitioned into two bodies of work, one that is primarily cognitive and one that is primarily social. In spite of…

  14. Modal Representations and Their Role in the Learning Process: A Theoretical and Pragmatic Analysis

    ERIC Educational Resources Information Center

    Gunel, Murat; Yesildag-Hasancebi, Funda

    2016-01-01

    In the construction and sharing of scientific knowledge, modal representations such as text, graphics, pictures, and mathematical expressions are commonly used. Due to the increasing importance of their role in the production and communication of science, modal representations have become a topic of growing interest in science education research…

  15. Students' Development and Use of Internal Representations When Solving Algebraic Tasks

    ERIC Educational Resources Information Center

    Cross, Laban J.

    2013-01-01

    The difficulty in observing, recording, and examining internal representations has been well documented (Goldin & Shteingold, 2001). However, the important role that these internal representations play in the learning and understanding of mathematical concepts has been noted (Yackel, 2000). This study sought to develop a framework for…

  16. Mathematics Curriculum Guide. Mathematics IV.

    ERIC Educational Resources Information Center

    Gary City Public School System, IN.

    GRADES OR AGES: Grade 12. SUBJECT MATTER: Mathematics. ORGANIZATION AND PHYSICAL APPEARANCE: The subject matter is presented in four columns: major areas, significant outcomes, observations and suggestions, and films and references. The topics include: sets-relations-functions, circular functions, graphs of circular functions, inverses of circular…

  17. Spatial representation of pitch height: the SMARC effect.

    PubMed

    Rusconi, Elena; Kwan, Bonnie; Giordano, Bruno L; Umiltà, Carlo; Butterworth, Brian

    2006-03-01

    Through the preferential pairing of response positions to pitch, here we show that the internal representation of pitch height is spatial in nature and affects performance, especially in musically trained participants, when response alternatives are either vertically or horizontally aligned. The finding that our cognitive system maps pitch height onto an internal representation of space, which in turn affects motor performance even when this perceptual attribute is irrelevant to the task, extends previous studies on auditory perception and suggests an interesting analogy between music perception and mathematical cognition. Both the basic elements of mathematical cognition (i.e. numbers) and the basic elements of musical cognition (i.e. pitches), appear to be mapped onto a mental spatial representation in a way that affects motor performance.

  18. Accurate finite difference methods for time-harmonic wave propagation

    NASA Technical Reports Server (NTRS)

    Harari, Isaac; Turkel, Eli

    1994-01-01

    Finite difference methods for solving problems of time-harmonic acoustics are developed and analyzed. Multidimensional inhomogeneous problems with variable, possibly discontinuous, coefficients are considered, accounting for the effects of employing nonuniform grids. A weighted-average representation is less sensitive to transition in wave resolution (due to variable wave numbers or nonuniform grids) than the standard pointwise representation. Further enhancement in method performance is obtained by basing the stencils on generalizations of Pade approximation, or generalized definitions of the derivative, reducing spurious dispersion, anisotropy and reflection, and by improving the representation of source terms. The resulting schemes have fourth-order accurate local truncation error on uniform grids and third order in the nonuniform case. Guidelines for discretization pertaining to grid orientation and resolution are presented.

  19. [Mathematical models of hysteresis

    SciTech Connect

    Mayergoyz, I.D.

    1991-01-01

    The research described in this proposal is currently being supported by the US Department of Energy under the contract Mathematical Models of Hysteresis''. Thus, before discussing the proposed research in detail, it is worthwhile to describe and summarize the main results achieved in the course of our work under the above contract. Our ongoing research has largely been focused on the development of mathematical models of hysteretic nonlinearities with nonlocal memories''. The distinct feature of these nonlinearities is that their current states depend on past histories of input variations. It turns out that memories of hysteretic nonlinearities are quite selective. Indeed, experiments show that only some past input extrema leave their marks upon future states of hysteretic nonlinearities. Thus special mathematical tools are needed in order to describe nonlocal selective memories of hysteretic nonlinearities. Our research has been primarily concerned with Preisach-type models of hysteresis. All these models have a common generic feature; they are constructed as superpositions of simplest hysteretic nonlinearities-rectangular loops. Our study has by and large been centered around the following topics: various generalizations and extensions of the classical Preisach model, finding of necessary and sufficient conditions for the representation of actual hysteretic nonlinearities by various Preisach type models, solution of identification problems for these models, numerical implementation and experimental testing of Preisach type models. Although the study of Preisach type models has constituted the main direction of the research, some effort has also been made to establish some interesting connections between these models and such topics as: the critical state model for superconducting hysteresis, the classical Stoner-Wohlfarth model of vector magnetic hysteresis, thermal activation type models for viscosity, magnetostrictive hysteresis and neural networks.

  20. Automatic Semantic Generation and Arabic Translation of Mathematical Expressions on the Web

    ERIC Educational Resources Information Center

    Doush, Iyad Abu; Al-Bdarneh, Sondos

    2013-01-01

    Automatic processing of mathematical information on the web imposes some difficulties. This paper presents a novel technique for automatic generation of mathematical equations semantic and Arabic translation on the web. The proposed system facilitates unambiguous representation of mathematical equations by correlating equations to their known…

  1. Reading and Mathematics Bound Together: Creating a Home Environment for Preschool Learning

    ERIC Educational Resources Information Center

    Godwin, Amber J.; Rupley, William H.; Capraro, Robert M.; Capraro, Mary Margaret

    2016-01-01

    The combination of mathematics and reading in family reading time can positively impact children's ability to make sense of representations in both mathematics and reading. Four families volunteered to participate in this field based inquiry to learn how to integrate mathematics and reading in parent-supported activities. Four parents and their…

  2. A Technique for Studying the Organization of Mathematics Text Materials. Final Report.

    ERIC Educational Resources Information Center

    Kane, Robert B.; Holz, Alan W.

    The validity and the reliability of a technique for identifying and studying presentation variables in mathematics texts were investigated in this study. A category system for classifying messages in mathematics texts in terms of mathematical content and processes and in terms of mode of representation, procedures for applying this system to…

  3. Science Modelling in Pre-Calculus: How to Make Mathematics Problems Contextually Meaningful

    ERIC Educational Resources Information Center

    Sokolowski, Andrzej; Yalvac, Bugrahan; Loving, Cathleen

    2011-01-01

    "Use of mathematical representations to model and interpret physical phenomena and solve problems is one of the major teaching objectives in high school math curriculum" [National Council of Teachers of Mathematics (NCTM), "Principles and Standards for School Mathematics", NCTM, Reston, VA, 2000]. Commonly used pre-calculus textbooks provide a…

  4. Mathematical Models of Gene Regulation

    NASA Astrophysics Data System (ADS)

    Mackey, Michael C.

    2004-03-01

    This talk will focus on examples of mathematical models for the regulation of repressible operons (e.g. the tryptophan operon), inducible operons (e.g. the lactose operon), and the lysis/lysogeny switch in phage λ. These ``simple" gene regulatory elements can display characteristics experimentally of rapid response to perturbations and bistability, and biologically accurate mathematical models capture these aspects of the dynamics. The models, if realistic, are always nonlinear and contain significant time delays due to transcriptional and translational delays that pose substantial problems for the analysis of the possible ranges of dynamics.

  5. Three essays in mathematical finance

    NASA Astrophysics Data System (ADS)

    Wang, Ruming

    This dissertation uses mathematical techniques to solve three problems in mathematical finance. The first two problems are on model-independent pricing and hedging of financial derivatives. We use asymptotic expansions to express derivative prices and implied volatilities. Then just by using the first few terms in the expansions, we get simple and accurate formulas, which can also help us find connections between different products. The last problem is on optimal trading strategies in a limit order book. Under a very general setup, we solve explicitly for a dynamic decision problem involving choosing between limit order and market order.

  6. Three representations of the Ising model.

    PubMed

    Kruis, Joost; Maris, Gunter

    2016-10-04

    Statistical models that analyse (pairwise) relations between variables encompass assumptions about the underlying mechanism that generated the associations in the observed data. In the present paper we demonstrate that three Ising model representations exist that, although each proposes a distinct theoretical explanation for the observed associations, are mathematically equivalent. This equivalence allows the researcher to interpret the results of one model in three different ways. We illustrate the ramifications of this by discussing concepts that are conceived as problematic in their traditional explanation, yet when interpreted in the context of another explanation make immediate sense.

  7. Three representations of the Ising model

    PubMed Central

    Kruis, Joost; Maris, Gunter

    2016-01-01

    Statistical models that analyse (pairwise) relations between variables encompass assumptions about the underlying mechanism that generated the associations in the observed data. In the present paper we demonstrate that three Ising model representations exist that, although each proposes a distinct theoretical explanation for the observed associations, are mathematically equivalent. This equivalence allows the researcher to interpret the results of one model in three different ways. We illustrate the ramifications of this by discussing concepts that are conceived as problematic in their traditional explanation, yet when interpreted in the context of another explanation make immediate sense. PMID:27698356

  8. Three representations of the Ising model

    NASA Astrophysics Data System (ADS)

    Kruis, Joost; Maris, Gunter

    2016-10-01

    Statistical models that analyse (pairwise) relations between variables encompass assumptions about the underlying mechanism that generated the associations in the observed data. In the present paper we demonstrate that three Ising model representations exist that, although each proposes a distinct theoretical explanation for the observed associations, are mathematically equivalent. This equivalence allows the researcher to interpret the results of one model in three different ways. We illustrate the ramifications of this by discussing concepts that are conceived as problematic in their traditional explanation, yet when interpreted in the context of another explanation make immediate sense.

  9. Dilemma in Teaching Mathematics

    ERIC Educational Resources Information Center

    Md Kamaruddin, Nafisah Kamariah; Md Amin, Zulkarnain

    2012-01-01

    The challenge in mathematics education is finding the best way to teach mathematics. When students learn the reasoning and proving in mathematics, they will be proficient in mathematics. Students must know mathematics before they can apply it. Symbolism and logic is the key to both the learning of mathematics and its effective application to…

  10. Numerical Magnitude Representations and Individual Differences in Children's Arithmetic Strategy Use

    ERIC Educational Resources Information Center

    Vanbinst, Kiran; Ghesquiere, Pol; De Smedt, Bert

    2012-01-01

    Against the background of neuroimaging studies on how the brain processes numbers, there is now converging evidence that numerical magnitude representations are crucial for successful mathematics achievement. One major drawback of this research is that it mainly investigated mathematics performance as measured through general standardized…

  11. The Invisible Link: Using State Space Representations to Investigate the Connection between Variables and Their Referents

    ERIC Educational Resources Information Center

    Pollack, Courtney

    2012-01-01

    The ability to represent numerical quantities in symbolic form is a necessary foundation for mathematical competence. Variables are particularly important symbolic representations for learning algebra and succeeding in higher mathematics, but the mechanisms of how students link a variable to what it represents are not well understood. Research…

  12. Transition from Concrete to Abstract Representations: The Distributive Property in a Chinese Textbook Series

    ERIC Educational Resources Information Center

    Ding, Meixia; Li, Xiaobao

    2014-01-01

    Through examining a representative Chinese textbook series' presentation of the distributive property, this study explores how mathematics curriculum may structure representations in ways that facilitate the transition from concrete to abstract so as to support students' learning of mathematical principles. A total of 319 instances of…

  13. Grassmannian sparse representations

    NASA Astrophysics Data System (ADS)

    Azary, Sherif; Savakis, Andreas

    2015-05-01

    We present Grassmannian sparse representations (GSR), a sparse representation Grassmann learning framework for efficient classification. Sparse representation classification offers a powerful approach for recognition in a variety of contexts. However, a major drawback of sparse representation methods is their computational performance and memory utilization for high-dimensional data. A Grassmann manifold is a space that promotes smooth surfaces where points represent subspaces and the relationship between points is defined by the mapping of an orthogonal matrix. Grassmann manifolds are well suited for computer vision problems because they promote high between-class discrimination and within-class clustering, while offering computational advantages by mapping each subspace onto a single point. The GSR framework combines Grassmannian kernels and sparse representations, including regularized least squares and least angle regression, to improve high accuracy recognition while overcoming the drawbacks of performance and dependencies on high dimensional data distributions. The effectiveness of GSR is demonstrated on computationally intensive multiview action sequences, three-dimensional action sequences, and face recognition datasets.

  14. Spacecraft Attitude Representations

    NASA Technical Reports Server (NTRS)

    Markley, F. Landis

    1999-01-01

    The direction cosine matrix or attitude matrix is the most fundamental representation of the attitude, but it is very inefficient: It has six redundant parameters, it is difficult to enforce the six (orthogonality) constraints. the four-component quaternion representation is very convenient: it has only one redundant parameter, it is easy to enforce the normalization constraint, the attitude matrix is a homogeneous quadratic function of q, quaternion kinematics are bilinear in q and m. Euler angles are extensively used: they often have a physical interpretation, they provide a natural description of some spacecraft motions (COBE, MAP), but kinematics and attitude matrix involve trigonometric functions, "gimbal lock" for certain values of the angles. Other minimum (three-parameter) representations: Gibbs vector is infinite for 180 deg rotations, but useful for analysis, Modified Rodrigues Parameters are nonsingular, no trig functions, Rotation vector phi is nonsingular, but requires trig functions.

  15. Learning network representations

    NASA Astrophysics Data System (ADS)

    Moyano, Luis G.

    2017-02-01

    In this review I present several representation learning methods, and discuss the latest advancements with emphasis in applications to network science. Representation learning is a set of techniques that has the goal of efficiently mapping data structures into convenient latent spaces. Either for dimensionality reduction or for gaining semantic content, this type of feature embeddings has demonstrated to be useful, for example, for node classification or link prediction tasks, among many other relevant applications to networks. I provide a description of the state-of-the-art of network representation learning as well as a detailed account of the connections with other fields of study such as continuous word embeddings and deep learning architectures. Finally, I provide a broad view of several applications of these techniques to networks in various domains.

  16. Mathematics Worth Teaching, Mathematics Worth Understanding.

    ERIC Educational Resources Information Center

    Romberg, Thomas A.; Kaput, James J.

    This chapter examines the scope of the mathematical content educators expect students to understand after they have participated in mathematics courses. It is organized under four headings: (1) Traditional School Mathematics, to clarify what the shift is away from; (2) Mathematics as Human Activity, to portray the direction the shift is toward;…

  17. Teaching Mathematical Modeling in Mathematics Education

    ERIC Educational Resources Information Center

    Saxena, Ritu; Shrivastava, Keerty; Bhardwaj, Ramakant

    2016-01-01

    Mathematics is not only a subject but it is also a language consisting of many different symbols and relations. Taught as a compulsory subject up the 10th class, students are then able to choose whether or not to study mathematics as a main subject. The present paper discusses mathematical modeling in mathematics education. The article provides…

  18. Absolute value equations - what can we learn from their graphical representation?

    NASA Astrophysics Data System (ADS)

    Stupel, Moshe; Ben-Chaim, David

    2014-08-01

    Understanding graphical representations of algebraic equations, particularly graphical representations of absolute value equations, significantly improves students' mathematical comprehension and ignites within them an appreciation of the beauty and aesthetics of mathematics. In this paper, we focus on absolute value equations of linear and quadratic expressions, by examining various cases, presenting different methods of solving them by graphical representation, exhibiting the advantage of using dynamic software such as GeoGebra in solving them, and illustrating some examples of interesting graphical solutions. We recommend that teachers take advantage of the rapid development in technology to help learners tangibly visualize the solutions of absolute value equations before proceeding to the analytical solutions.

  19. On the representation of many-body interactions in water

    SciTech Connect

    Medders, Gregory R.; Gotz, Andreas W.; Morales, Miguel A.; Bajaj, Pushp; Paesani, Francesco

    2015-09-09

    Our recent work has shown that the many-body expansion of the interactionenergy can be used to develop analytical representations of global potential energy surfaces (PESs) for water. In this study, the role of short- and long-range interactions at different orders is investigated by analyzing water potentials that treat the leading terms of the many-body expansion through implicit (i.e., TTM3-F and TTM4-F PESs) and explicit (i.e., WHBB and MB-pol PESs) representations. Moreover, it is found that explicit short-range representations of 2-body and 3-body interactions along with a physically correct incorporation of short- and long-range contributions are necessary for an accurate representation of the waterinteractions from the gas to the condensed phase. Likewise, a complete many-body representation of the dipole moment surface is found to be crucial to reproducing the correct intensities of the infrared spectrum of liquid water.

  20. Umbra's system representation.

    SciTech Connect

    McDonald, Michael James

    2005-07-01

    This document describes the Umbra System representation. Umbra System representation, initially developed in the spring of 2003, is implemented in Incr/Tcl using concepts borrowed from Carnegie Mellon University's Architecture Description Language (ADL) called Acme. In the spring of 2004 through January 2005, System was converted to Umbra 4, extended slightly, and adopted as the underlying software system for a variety of Umbra applications that support Complex Systems Engineering (CSE) and Complex Adaptive Systems Engineering (CASE). System is now a standard part Of Umbra 4. While Umbra 4 also includes an XML parser for System, the XML parser and Schema are not described in this document.

  1. Quantum Non-Locality and the Mathematical Representation of Experience

    NASA Astrophysics Data System (ADS)

    Fano, Vincenzo

    2006-06-01

    Four possible solutions of the Kantian problem "how the mathematisation of experience is possible?" are presented: Platonism, critical materialism, operationism and empiricism. Then the experimental violation of Bell's inequality is discussed. To avoid the proof of Bell's inequality, it is possible to deny different conditions, but experiments support only the refutation of factorizability as a whole. It is argued that this implies a confirmation of the empiricist's point of view.

  2. Information Technology and Mathematics: Opening New Representational Windows.

    ERIC Educational Resources Information Center

    Kaput, James J.

    Higher order thinking skills are inevitably developed or exercised relative to some discipline. The discipline may be formal or informal, may or may not be represented in a school curriculum, or relate to a wide variety of domains. Moreover, the development or exercise of thinking skills may take place at differing levels of generality. This paper…

  3. Mathematical Modelling with Technology: The Role of Dynamic Representations

    ERIC Educational Resources Information Center

    Arzarello, Ferdinando; Ferrara, Francesca; Robutti, Ornella

    2012-01-01

    In this research we present the use of some technologies in problem solving activities (at different secondary school grades), aimed at finding a model for a geometric configuration, and representing this model in various ways: through a construction, through a Cartesian graph, etc. The task is part of a teaching experiment, in which students used…

  4. Representations, Approximations, and Algorithms for Mathematical Speech Processing

    DTIC Science & Technology

    1998-06-16

    Glottal pulses 4 2. Whispered excitation 5 3. Formant structure and effects 6 4. Simple speech production model 7 5. Data used for fine-scale...tightly constricted at some point other than at the vocal cords (e.g., tongue /roof-of-mouth, lips, etc.) The air flow past the constriction causes...transmits certain frequencies more efficiently than others, depending upon its shape. Relative peaks in frequency transmission are called formants

  5. Accurate Evaluation of Quantum Integrals

    NASA Technical Reports Server (NTRS)

    Galant, D. C.; Goorvitch, D.; Witteborn, Fred C. (Technical Monitor)

    1995-01-01

    Combining an appropriate finite difference method with Richardson's extrapolation results in a simple, highly accurate numerical method for solving a Schrodinger's equation. Important results are that error estimates are provided, and that one can extrapolate expectation values rather than the wavefunctions to obtain highly accurate expectation values. We discuss the eigenvalues, the error growth in repeated Richardson's extrapolation, and show that the expectation values calculated on a crude mesh can be extrapolated to obtain expectation values of high accuracy.

  6. A Multifaceted Mathematical Approach for Complex Systems

    SciTech Connect

    Alexander, F.; Anitescu, M.; Bell, J.; Brown, D.; Ferris, M.; Luskin, M.; Mehrotra, S.; Moser, B.; Pinar, A.; Tartakovsky, A.; Willcox, K.; Wright, S.; Zavala, V.

    2012-03-07

    Applied mathematics has an important role to play in developing the tools needed for the analysis, simulation, and optimization of complex problems. These efforts require the development of the mathematical foundations for scientific discovery, engineering design, and risk analysis based on a sound integrated approach for the understanding of complex systems. However, maximizing the impact of applied mathematics on these challenges requires a novel perspective on approaching the mathematical enterprise. Previous reports that have surveyed the DOE's research needs in applied mathematics have played a key role in defining research directions with the community. Although these reports have had significant impact, accurately assessing current research needs requires an evaluation of today's challenges against the backdrop of recent advances in applied mathematics and computing. To address these needs, the DOE Applied Mathematics Program sponsored a Workshop for Mathematics for the Analysis, Simulation and Optimization of Complex Systems on September 13-14, 2011. The workshop had approximately 50 participants from both the national labs and academia. The goal of the workshop was to identify new research areas in applied mathematics that will complement and enhance the existing DOE ASCR Applied Mathematics Program efforts that are needed to address problems associated with complex systems. This report describes recommendations from the workshop and subsequent analysis of the workshop findings by the organizing committee.

  7. Reformulation of Density Functional Theory for N-Representable Densities and the Resolution of the v-Representability Problem

    SciTech Connect

    Gonis, A.; Zhang, X. G.; Stocks, G. M.; Nicholson, D. M.

    2015-10-23

    Density functional theory for the case of general, N-representable densities is reformulated in terms of density functional derivatives of expectation values of operators evaluated with wave functions leading to a density, making no reference to the concept of potential. The developments provide a complete solution of the v-representability problem by establishing a mathematical procedure that determines whether a density is v-representable and in the case of an affirmative answer determines the potential (within an additive constant) as a derivative with respect to the density of a constrained search functional. It also establishes the existence of an energy functional of the density that, for v-representable densities, assumes its minimum value at the density describing the ground state of an interacting many-particle system. The theorems of Hohenberg and Kohn emerge as special cases of the formalism.

  8. Reformulation of Density Functional Theory for N-Representable Densities and the Resolution of the v-Representability Problem

    DOE PAGES

    Gonis, A.; Zhang, X. G.; Stocks, G. M.; ...

    2015-10-23

    Density functional theory for the case of general, N-representable densities is reformulated in terms of density functional derivatives of expectation values of operators evaluated with wave functions leading to a density, making no reference to the concept of potential. The developments provide a complete solution of the v-representability problem by establishing a mathematical procedure that determines whether a density is v-representable and in the case of an affirmative answer determines the potential (within an additive constant) as a derivative with respect to the density of a constrained search functional. It also establishes the existence of an energy functional of themore » density that, for v-representable densities, assumes its minimum value at the density describing the ground state of an interacting many-particle system. The theorems of Hohenberg and Kohn emerge as special cases of the formalism.« less

  9. Knowledge Representation in PARKA

    DTIC Science & Technology

    1990-02-01

    the color of Poodle could be restricted to being just black or white, while the color of Irish-Setter could be set to red. Note that this would allow a...sub- field of knowledge representation with considerable subtlety and a history of interesting, difficult problems (see, e.g. [10]). Winston et. al

  10. The Problem of Representation

    ERIC Educational Resources Information Center

    Tervo, Juuso

    2012-01-01

    In "Postphysical Vision: Art Education's Challenge in an Age of Globalized Aesthetics (AMondofesto)" (2008) and "Beyond Aesthetics: Returning Force and Truth to Art and Its Education" (2009), jan jagodzinski argued for politics that go "beyond" representation--a project that radically questions visual culture…

  11. Computing with scale-invariant neural representations

    NASA Astrophysics Data System (ADS)

    Howard, Marc; Shankar, Karthik

    The Weber-Fechner law is perhaps the oldest quantitative relationship in psychology. Consider the problem of the brain representing a function f (x) . Different neurons have receptive fields that support different parts of the range, such that the ith neuron has a receptive field at xi. Weber-Fechner scaling refers to the finding that the width of the receptive field scales with xi as does the difference between the centers of adjacent receptive fields. Weber-Fechner scaling is exponentially resource-conserving. Neurophysiological evidence suggests that neural representations obey Weber-Fechner scaling in the visual system and perhaps other systems as well. We describe an optimality constraint that is solved by Weber-Fechner scaling, providing an information-theoretic rationale for this principle of neural coding. Weber-Fechner scaling can be generated within a mathematical framework using the Laplace transform. Within this framework, simple computations such as translation, correlation and cross-correlation can be accomplished. This framework can in principle be extended to provide a general computational language for brain-inspired cognitive computation on scale-invariant representations. Supported by NSF PHY 1444389 and the BU Initiative for the Physics and Mathematics of Neural Systems,.

  12. How Training on Exact or Approximate Mental Representations of Number Can Enhance First-Grade Students' Basic Number Processing and Arithmetic Skills

    ERIC Educational Resources Information Center

    Obersteiner, Andreas; Reiss, Kristina; Ufer, Stefan

    2013-01-01

    Theories of psychology and mathematics education recommend two instructional approaches to develop students' mental representations of number: The "exact" approach focuses on the development of exact representations of organized dot patterns; the "approximate" approach focuses on the approximate representation of analogue magnitudes. This study…

  13. Authenticity of Mathematical Modeling

    ERIC Educational Resources Information Center

    Tran, Dung; Dougherty, Barbara J.

    2014-01-01

    Some students leave high school never quite sure of the relevancy of the mathematics they have learned. They fail to see links between school mathematics and the mathematics of everyday life that requires thoughtful decision making and often complex problem solving. Is it possible to bridge the gap between school mathematics and the mathematics in…

  14. An invariant shape representation using the anisotropic Helmholtz equation.

    PubMed

    Joshi, A A; Ashrafulla, S; Shattuck, D W; Damasio, H; Leahy, R M

    2012-01-01

    Analyzing geometry of sulcal curves on the human cortical surface requires a shape representation invariant to Euclidean motion. We present a novel shape representation that characterizes the shape of a curve in terms of a coordinate system based on the eigensystem of the anisotropic Helmholtz equation. This representation has many desirable properties: stability, uniqueness and invariance to scaling and isometric transformation. Under this representation, we can find a point-wise shape distance between curves as well as a bijective smooth point-to-point correspondence. When the curves are sampled irregularly, we also present a fast and accurate computational method for solving the eigensystem using a finite element formulation. This shape representation is used to find symmetries between corresponding sulcal shapes between cortical hemispheres. For this purpose, we automatically generate 26 sulcal curves for 24 subject brains and then compute their invariant shape representation. Left-right sulcal shape symmetry as measured by the shape representation's metric demonstrates the utility of the presented invariant representation for shape analysis of the cortical folding pattern.

  15. Identifying Representational Competence with Multi-Representational Displays

    ERIC Educational Resources Information Center

    Stieff, Mike; Hegarty, Mary; Deslongchamps, Ghislain

    2011-01-01

    Increasingly, multi-representational educational technologies are being deployed in science classrooms to support science learning and the development of representational competence. Several studies have indicated that students experience significant challenges working with these multi-representational displays and prefer to use only one…

  16. Representations in Simulated Workplaces

    ERIC Educational Resources Information Center

    van Schaik, Martijn; Terwel, Jan; van Oers, Bert

    2014-01-01

    In vocational education students are to be prepared to participate in communities of practice. Hence they need technical skills as well as content knowledge e.g. science and mathematics. Research has shown that the instructional strategy of guided co-construction may lead to deeper understandings within a practice. The research questions in this…

  17. Representation in incremental learning

    NASA Technical Reports Server (NTRS)

    1993-01-01

    Work focused on two areas in machine learning: representation for inductive learning and how to apply concept learning techniques to learning state preferences, which can represent search control knowledge for problem solving. Specifically, in the first area the issues of the effect of representation on learning, on how learning formalisms are biased, and how concept learning can benefit from the use of a hybrid formalism are addressed. In the second area, the issues of developing an agent to learn search control knowledge from the relative values of states, of the source of that qualitative information, and of the ability to use both quantitative and qualitative information in order to develop an effective problem-solving policy are examined.

  18. [Time perceptions and representations].

    PubMed

    Tordjman, S

    2015-09-01

    Representations of time and time measurements depend on subjective constructs that vary according to changes in our concepts, beliefs, societal needs and technical advances. Similarly, the past, the future and the present are subjective representations that depend on each individual's psychic time and biological time. Therefore, there is no single, one-size-fits-all time for everyone, but rather a different, subjective time for each individual. We need to acknowledge the existence of different inter-individual times but also intra-individual times, to which different functions and different rhythms are attached, depending on the system of reference. However, the construction of these time perceptions and representations is influenced by objective factors (physiological, physical and cognitive) related to neuroscience which will be presented and discussed in this article. Thus, studying representation and perception of time lies at the crossroads between neuroscience, human sciences and philosophy. Furthermore, it is possible to identify several constants among the many and various representations of time and their corresponding measures, regardless of the system of time reference. These include the notion of movements repeated in a stable rhythmic pattern involving the recurrence of the same interval of time, which enables us to define units of time of equal and invariable duration. This rhythmicity is also found at a physiological level and contributes through circadian rhythms, in particular the melatonin rhythm, to the existence of a biological time. Alterations of temporality in mental disorders will be also discussed in this article illustrated by certain developmental disorders such as autism spectrum disorders. In particular, the hypothesis will be developed that children with autism would need to create discontinuity out of continuity through stereotyped behaviors and/or interests. This discontinuity repeated at regular intervals could have been

  19. Translation between representation languages

    NASA Technical Reports Server (NTRS)

    Vanbaalen, Jeffrey

    1994-01-01

    A capability for translating between representation languages is critical for effective knowledge base reuse. A translation technology for knowledge representation languages based on the use of an interlingua for communicating knowledge is described. The interlingua-based translation process consists of three major steps: translation from the source language into a subset of the interlingua, translation between subsets of the interlingua, and translation from a subset of the interlingua into the target language. The first translation step into the interlingua can typically be specified in the form of a grammar that describes how each top-level form in the source language translates into the interlingua. In cases where the source language does not have a declarative semantics, such a grammar is also a specification of a declarative semantics for the language. A methodology for building translators that is currently under development is described. A 'translator shell' based on this methodology is also under development. The shell has been used to build translators for multiple representation languages and those translators have successfully translated nontrivial knowledge bases.

  20. Representing the Electromagnetic Field: How Maxwell's Mathematics Empowered Faraday's Field Theory

    NASA Astrophysics Data System (ADS)

    Tweney, Ryan D.

    2011-07-01

    James Clerk Maxwell `translated' Michael Faraday's experimentally-based field theory into the mathematical representation now known as `Maxwell's Equations.' Working with a variety of mathematical representations and physical models Maxwell extended the reach of Faraday's theory and brought it into consistency with other results in the physics of electricity and magnetism. Examination of Maxwell's procedures opens many issues about the role of mathematical representation in physics and the learning background required for its success. Specifically, Maxwell's training in `Cambridge University' mathematical physics emphasized the use of analogous equations across fields of physics and the repeated solving of extremely difficult problems in physics. Such training develops an array of overlearned mathematical representations supported by highly sophisticated cognitive mechanisms for the retrieval of relevant information from long term memory. For Maxwell, mathematics constituted a new form of representation in physics, enhancing the formal derivational and calculational role of mathematics and opening a cognitive means for the conduct of `experiments in the mind' and for sophisticated representations of theory.

  1. Hierarchical Representation Learning for Kinship Verification.

    PubMed

    Kohli, Naman; Vatsa, Mayank; Singh, Richa; Noore, Afzel; Majumdar, Angshul

    2017-01-01

    Kinship verification has a number of applications such as organizing large collections of images and recognizing resemblances among humans. In this paper, first, a human study is conducted to understand the capabilities of human mind and to identify the discriminatory areas of a face that facilitate kinship-cues. The visual stimuli presented to the participants determine their ability to recognize kin relationship using the whole face as well as specific facial regions. The effect of participant gender and age and kin-relation pair of the stimulus is analyzed using quantitative measures such as accuracy, discriminability index d' , and perceptual information entropy. Utilizing the information obtained from the human study, a hierarchical kinship verification via representation learning (KVRL) framework is utilized to learn the representation of different face regions in an unsupervised manner. We propose a novel approach for feature representation termed as filtered contractive deep belief networks (fcDBN). The proposed feature representation encodes relational information present in images using filters and contractive regularization penalty. A compact representation of facial images of kin is extracted as an output from the learned model and a multi-layer neural network is utilized to verify the kin accurately. A new WVU kinship database is created, which consists of multiple images per subject to facilitate kinship verification. The results show that the proposed deep learning framework (KVRL-fcDBN) yields the state-of-the-art kinship verification accuracy on the WVU kinship database and on four existing benchmark data sets. Furthermore, kinship information is used as a soft biometric modality to boost the performance of face verification via product of likelihood ratio and support vector machine based approaches. Using the proposed KVRL-fcDBN framework, an improvement of over 20% is observed in the performance of face verification.

  2. Hierarchical Representation Learning for Kinship Verification.

    PubMed

    Kohli, Naman; Vatsa, Mayank; Singh, Richa; Noore, Afzel; Majumdar, Angshul

    2016-09-14

    Kinship verification has a number of applications such as organizing large collections of images and recognizing resemblances among humans. In this research, first, a human study is conducted to understand the capabilities of human mind and to identify the discriminatory areas of a face that facilitate kinship-cues. The visual stimuli presented to the participants determines their ability to recognize kin relationship using the whole face as well as specific facial regions. The effect of participant gender and age and kin-relation pair of the stimulus is analyzed using quantitative measures such as accuracy, discriminability index d1, and perceptual information entropy. Utilizing the information obtained from the human study, a hierarchical Kinship Verification via Representation Learning (KVRL) framework is utilized to learn the representation of different face regions in an unsupervised manner. We propose a novel approach for feature representation termed as filtered contractive deep belief networks (fcDBN). The proposed feature representation encodes relational information present in images using filters and contractive regularization penalty. A compact representation of facial images of kin is extracted as an output from the learned model and a multi-layer neural network is utilized to verify the kin accurately. A new WVU Kinship Database is created which consists of multiple images per subject to facilitate kinship verification. The results show that the proposed deep learning framework (KVRL-fcDBN) yields stateof- the-art kinship verification accuracy on the WVU Kinship database and on four existing benchmark datasets. Further, kinship information is used as a soft biometric modality to boost the performance of face verification via product of likelihood ratio and support vector machine based approaches. Using the proposed KVRL-fcDBN framework, an improvement of over 20% is observed in the performance of face verification.

  3. Mathematical Modelling Approach in Mathematics Education

    ERIC Educational Resources Information Center

    Arseven, Ayla

    2015-01-01

    The topic of models and modeling has come to be important for science and mathematics education in recent years. The topic of "Modeling" topic is especially important for examinations such as PISA which is conducted at an international level and measures a student's success in mathematics. Mathematical modeling can be defined as using…

  4. Mathematical Story: A Metaphor for Mathematics Curriculum

    ERIC Educational Resources Information Center

    Dietiker, Leslie

    2015-01-01

    This paper proposes a theoretical framework for interpreting the content found in mathematics curriculum in order to offer teachers and other mathematics educators comprehensive conceptual tools with which to make curricular decisions. More specifically, it describes a metaphor of "mathematics curriculum as story" and defines and…

  5. Discrete Mathematics and the Secondary Mathematics Curriculum.

    ERIC Educational Resources Information Center

    Dossey, John

    Discrete mathematics, the mathematics of decision making for finite settings, is a topic of great interest in mathematics education at all levels. Attention is being focused on resolving the diversity of opinion concerning the exact nature of the subject, what content the curriculum should contain, who should study that material, and how that…

  6. An ellipsoidal representation of human hand anthropometry

    NASA Technical Reports Server (NTRS)

    Buchholz, Bryan; Armstrong, Thomas J.

    1991-01-01

    Anthropometric data concerning the heometry of the hand's surface are presently modeled as a function of gross external hand measurements; an effort is made to evaluate the accuracy with which ellipsoids describe the geometry of the hand segments. Graphical comparisons indicate that differences between the ellipsoidal approximations and the breadth and depth measurements were greatest near the joints. On the bases of the present data, a set of overlapping ellipsoids could furnish a more accurate representation of hand geometry for adaptation to ellipsoid segment-geometry employing biomechanical models.

  7. Social Work Scholars' Representation of Rawls: A Critique

    ERIC Educational Resources Information Center

    Banerjee, Mahasweta M.

    2011-01-01

    Although Rawls is the most cited social justice theorist in social work, he is not always accurately represented in the literature. To clarify this claim, the author reviews social work scholars' views about social justice, shows social work scholars' representation of Rawls, and highlights aspects of Rawls' theory of social justice. The author's…

  8. Stereotypes and Representations of Aging in the Media

    ERIC Educational Resources Information Center

    Mason, Susan E.; Darnell, Emily A.; Prifti, Krisiola

    2010-01-01

    How are older adults presented in print and in the electronic media? Are they underrepresented? Are they accurately portrayed? Based on our examination of several forms of media over a four-month period, we discuss the role of the media in shaping our views on aging. Quantitative and qualitative analyses reveal that media representations often…

  9. Relationships between the Process Standards: Process Elicited through Letter Writing between Preservice Teachers and High School Mathematics Students

    ERIC Educational Resources Information Center

    Kosko, Karl Wesley; Norton, Anderson

    2012-01-01

    The current body of literature suggests an interactive relationship between several of the process standards advocated by National Council of Teachers of Mathematics. Verbal and written mathematical communication has often been described as an alternative to typical mathematical representations (e.g., charts and graphs). Therefore, the…

  10. Concept Maps Provide a Window onto Preservice Elementary Teachers' Knowledge in the Teaching and Learning of Mathematics

    ERIC Educational Resources Information Center

    Chichekian, Tanya; Shore, Bruce M.

    2013-01-01

    This collaborative concept-mapping exercise was conducted in a second-year mathematics methods course. Teachers' visual representations of their mathematical content and pedagogical knowledge provided insight into their understanding of how students learn mathematics. We collected 28 preservice student teachers' concept maps and analyzed them by…

  11. A distributed topological camera network representation for tracking applications.

    PubMed

    Lobaton, Edgar; Vasudevan, Ramanarayan; Bajcsy, Ruzena; Sastry, Shankar

    2010-10-01

    Sensor networks have been widely used for surveillance, monitoring, and tracking. Camera networks, in particular, provide a large amount of information that has traditionally been processed in a centralized manner employing a priori knowledge of camera location and of the physical layout of the environment. Unfortunately, these conventional requirements are far too demanding for ad-hoc distributed networks. In this article, we present a simplicial representation of a camera network called the camera network complex ( CN-complex), that accurately captures topological information about the visual coverage of the network. This representation provides a coordinate-free calibration of the sensor network and demands no localization of the cameras or objects in the environment. A distributed, robust algorithm, validated via two experimental setups, is presented for the construction of the representation using only binary detection information. We demonstrate the utility of this representation in capturing holes in the coverage, performing tracking of agents, and identifying homotopic paths.

  12. Representations of the Extended Poincare Superalgebras in Four Dimensions

    NASA Astrophysics Data System (ADS)

    Griffis, John D.

    Eugene Wigner used the Poincare group to induce representations from the fundamental internal space-time symmetries of (special) relativistic quantum particles. Wigner's students spent considerable amount of time translating passages of this paper into more detailed and accessible papers and books. In 1975, R. Haag et al. investigated the possible extensions of the symmetries of relativistic quantum particles. They showed that the only consistent (super)symmetric extensions to the standard model of physics are obtained by using super charges to generate the odd part of a Lie superalgebra whose even part is generated by the Poincare group; this theory has become known as supersymmetry. In this paper, R. Haag et al. used a notation called supermultiplets to give the dimension of a representation and its multiplicity; this notation is described mathematically in chapter 5 of this thesis. By 1980 S. Ferrara et al. began classifying the representations of these algebras for dimensions greater than four, and in 1986 Strathdee published considerable work listing some representations for the Poincare superalgebra in any finite dimension. This work has been continued to date. We found the work of S. Ferrara et al. to be essential to our understanding extended supersymmetries. However, this paper was written using imprecise language meant for physicists, so it was far from trivial to understand the mathematical interpretation of this work. In this thesis, we provide a "translation" of the previous results (along with some other literature on the Extended Poincare Superalgebras) into a rigorous mathematical setting, which makes the subject more accessible to a larger audience. Having a mathematical model allows us to give explicit results and detailed proofs. Further, this model allows us to see beyond just the physical interpretation and it allows investigation by a purely mathematically adept audience. Our work was motivated by a paper written in 2012 by M. Chaichian et al

  13. The link between mental rotation ability and basic numerical representations

    PubMed Central

    Thompson, Jacqueline M.; Nuerk, Hans-Christoph; Moeller, Korbinian; Cohen Kadosh, Roi

    2013-01-01

    Mental rotation and number representation have both been studied widely, but although mental rotation has been linked to higher-level mathematical skills, to date it has not been shown whether mental rotation ability is linked to the most basic mental representation and processing of numbers. To investigate the possible connection between mental rotation abilities and numerical representation, 43 participants completed four tasks: 1) a standard pen-and-paper mental rotation task; 2) a multi-digit number magnitude comparison task assessing the compatibility effect, which indicates separate processing of decade and unit digits; 3) a number-line mapping task, which measures precision of number magnitude representation; and 4) a random number generation task, which yields measures both of executive control and of spatial number representations. Results show that mental rotation ability correlated significantly with both size of the compatibility effect and with number mapping accuracy, but not with any measures from the random number generation task. Together, these results suggest that higher mental rotation abilities are linked to more developed number representation, and also provide further evidence for the connection between spatial and numerical abilities. PMID:23933002

  14. Development of common neural representations for distinct numerical problems

    PubMed Central

    Chang, Ting-Ting; Rosenberg-Lee, Miriam; Metcalfe, Arron W. S.; Chen, Tianwen; Menon, Vinod

    2015-01-01

    How the brain develops representations for abstract cognitive problems is a major unaddressed question in neuroscience. Here we tackle this fundamental question using arithmetic problem solving, a cognitive domain important for the development of mathematical reasoning. We first examined whether adults demonstrate common neural representations for addition and subtraction problems, two complementary arithmetic operations that manipulate the same quantities. We then examined how the common neural representations for the two problem types change with development. Whole-brain multivoxel representational similarity (MRS) analysis was conducted to examine common coding of addition and subtraction problems in children and adults. We found that adults exhibited significant levels of MRS between the two problem types, not only in the intra-parietal sulcus (IPS) region of the posterior parietal cortex (PPC), but also in ventral temporal-occipital, anterior temporal and dorsolateral prefrontal cortices. Relative to adults, children showed significantly reduced levels of MRS in these same regions. In contrast, no brain areas showed significantly greater MRS between problem types in children. Our findings provide novel evidence that the emergence of arithmetic problem solving skills from childhood to adulthood is characterized by maturation of common neural representations between distinct numerical operations, and involve distributed brain regions important for representing and manipulating numerical quantity. More broadly, our findings demonstrate that representational analysis provides a powerful approach for uncovering fundamental mechanisms by which children develop proficiencies that are a hallmark of human cognition. PMID:26160287

  15. Diagrammatic Representational Constraints of Spatial Scale in Earth-Moon System Astronomy Instruction

    ERIC Educational Resources Information Center

    Taylor, Roger S.; Grundstrom, Erika D.

    2011-01-01

    Given that astronomy heavily relies on visual representations it is especially likely for individuals to assume that instructional materials, such as visual representations of the Earth-Moon system (EMS), would be relatively accurate. However, in our research, we found that images in middle-school textbooks and educational webpages were commonly…

  16. An Exploration of the Role Natural Language and Idiosyncratic Representations in Teaching How to Convert among Fractions, Decimals, and Percents

    ERIC Educational Resources Information Center

    Muzheve, Michael T.; Capraro, Robert M.

    2012-01-01

    Using qualitative data collection and analyses techniques, we examined mathematical representations used by sixteen (N=16) teachers while teaching the concepts of converting among fractions, decimals, and percents. We also studied representational choices by their students (N=581). In addition to using geometric figures and manipulatives, teachers…

  17. Characterizing and Supporting Change in Algebra Students' Representational Fluency in a CAS/Paper-and-Pencil Environment

    ERIC Educational Resources Information Center

    Fonger, Nicole L.

    2012-01-01

    Representational fluency (RF) includes an ability to interpret, create, move within and among, and connect tool-based representations of mathematical objects. Taken as an indicator of conceptual understanding, there is a need to better support school algebra students' RF in learning environments that utilize both computer algebra systems…

  18. Computing and STEM in Greece: Gender Representation of Students and Teachers during the Decade 2002/2012

    ERIC Educational Resources Information Center

    Kordaki, Maria; Berdousis, Ioannis

    2017-01-01

    Female student representation in Computing and Science, Technology, Engineering and Mathematics (STEM) Tertiary education is under-researched in a number of countries including Greece, while studies on female secondary level education teacher representation in Computing and STEM have not yet been reported. This study focuses on the investigation…

  19. Fidelity of the representation of value in decision-making

    PubMed Central

    Dowding, Ben A.

    2017-01-01

    The ability to make optimal decisions depends on evaluating the expected rewards associated with different potential actions. This process is critically dependent on the fidelity with which reward value information can be maintained in the nervous system. Here we directly probe the fidelity of value representation following a standard reinforcement learning task. The results demonstrate a previously-unrecognized bias in the representation of value: extreme reward values, both low and high, are stored significantly more accurately and precisely than intermediate rewards. The symmetry between low and high rewards pertained despite substantially higher frequency of exposure to high rewards, resulting from preferential exploitation of more rewarding options. The observed variation in fidelity of value representation retrospectively predicted performance on the reinforcement learning task, demonstrating that the bias in representation has an impact on decision-making. A second experiment in which one or other extreme-valued option was omitted from the learning sequence showed that representational fidelity is primarily determined by the relative position of an encoded value on the scale of rewards experienced during learning. Both variability and guessing decreased with the reduction in the number of options, consistent with allocation of a limited representational resource. These findings have implications for existing models of reward-based learning, which typically assume defectless representation of reward value. PMID:28248958

  20. Combination of direct matching and collaborative representation for face recognition

    NASA Astrophysics Data System (ADS)

    Zhang, Chongyang

    2013-06-01

    It has been proved that representation-based classification (RBC) can achieve high accuracy in face recognition. However, conventional RBC has a very high computational cost. Collaborative representation proposed in [1] not only has the advantages of RBC but also is computationally very efficient. In this paper, a combination of direct matching of images and collaborative representation is proposed for face recognition. Experimental results show that the proposed method can always classify more accurately than collaborative representation! The underlying reason is that direct matching of images and collaborative representation use different ways to calculate the dissimilarity between the test sample and training sample. As a result, the score obtained using direct matching of images is very complementary to the score obtained using collaborative representation. Actually, the analysis shows that the matching scores generated from direct matching of images and collaborative representation always have a low correlation. This allows the proposed method to exploit more information for face recognition and to produce a better result.

  1. Improvement of Word Problem Solving and Basic Mathematics Competencies in Students with Attention Deficit/Hyperactivity Disorder and Mathematical Learning Difficulties

    ERIC Educational Resources Information Center

    González-Castro, Paloma; Cueli, Marisol; Areces, Débora; Rodríguez, Celestino; Sideridis, Georgios

    2016-01-01

    Problem solving represents a salient deficit in students with mathematical learning difficulties (MLD) primarily caused by difficulties with informal and formal mathematical competencies. This study proposes a computerized intervention tool, the integrated dynamic representation (IDR), for enhancing the early learning of basic mathematical…

  2. Technology in Mathematics Education: Proceedings of the 19th Annual Conference of the Mathematics Education Research Group of Australasia (MERGA) (Melbourne, Victoria, Australia, June 30-July 3, 1996).

    ERIC Educational Resources Information Center

    Clarkson, Philip C., Ed.

    This document contains papers presented at the 19th annual conference of the Mathematics Education Research Group of Australasia. Topics of the presentations include learning research, mathematical representations, problem solving, strategic learning behaviors, algebraic thinking and learning environments, teaching and learning of algebra,…

  3. Multiple multiresolution representation of functions and calculus for fast computation

    SciTech Connect

    Fann, George I; Harrison, Robert J; Hill, Judith C; Jia, Jun; Galindo, Diego A

    2010-01-01

    We describe the mathematical representations, data structure and the implementation of the numerical calculus of functions in the software environment multiresolution analysis environment for scientific simulations, MADNESS. In MADNESS, each smooth function is represented using an adaptive pseudo-spectral expansion using the multiwavelet basis to a arbitrary but finite precision. This is an extension of the capabilities of most of the existing net, mesh and spectral based methods where the discretization is based on a single adaptive mesh, or expansions.

  4. Machine learning of user profiles: Representational issues

    SciTech Connect

    Bloedorn, E.; Mani, I.; MacMillan, T.R.

    1996-12-31

    As more information becomes available electronically, tools for finding information of interest to users becomes increasingly important. The goal of the research described here is to build a system for generating comprehensible user profiles that accurately capture user interest with minimum user interaction. The research described here focuses on the importance of a suitable generalization hierarchy and representation for learning profiles which are predictively accurate and comprehensible. In our experiments we evaluated both traditional features based on weighted term vectors as well as subject features corresponding to categories which could be drawn from a thesaurus. Our experiments, conducted in the context of a content-based profiling system for on-line newspapers on the World Wide Web (the IDD News Browser), demonstrate the importance of a generalization hierarchy and the promise of combining natural language processing techniques with machine learning (ML) to address an information retrieval (ER) problem.

  5. Bag of Lines (BoL) for Improved Aerial Scene Representation

    DOE PAGES

    Sridharan, Harini; Cheriyadat, Anil M.

    2014-09-22

    Feature representation is a key step in automated visual content interpretation. In this letter, we present a robust feature representation technique, referred to as bag of lines (BoL), for high-resolution aerial scenes. The proposed technique involves extracting and compactly representing low-level line primitives from the scene. The compact scene representation is generated by counting the different types of lines representing various linear structures in the scene. Through extensive experiments, we show that the proposed scene representation is invariant to scale changes and scene conditions and can discriminate urban scene categories accurately. We compare the BoL representation with the popular scalemore » invariant feature transform (SIFT) and Gabor wavelets for their classification and clustering performance on an aerial scene database consisting of images acquired by sensors with different spatial resolutions. The proposed BoL representation outperforms the SIFT- and Gabor-based representations.« less

  6. Bag of Lines (BoL) for Improved Aerial Scene Representation

    SciTech Connect

    Sridharan, Harini; Cheriyadat, Anil M.

    2014-09-22

    Feature representation is a key step in automated visual content interpretation. In this letter, we present a robust feature representation technique, referred to as bag of lines (BoL), for high-resolution aerial scenes. The proposed technique involves extracting and compactly representing low-level line primitives from the scene. The compact scene representation is generated by counting the different types of lines representing various linear structures in the scene. Through extensive experiments, we show that the proposed scene representation is invariant to scale changes and scene conditions and can discriminate urban scene categories accurately. We compare the BoL representation with the popular scale invariant feature transform (SIFT) and Gabor wavelets for their classification and clustering performance on an aerial scene database consisting of images acquired by sensors with different spatial resolutions. The proposed BoL representation outperforms the SIFT- and Gabor-based representations.

  7. Using Mathematics, Mathematical Applications, Mathematical Modelling, and Mathematical Literacy: A Theoretical Study

    ERIC Educational Resources Information Center

    Mumcu, Hayal Yavuz

    2016-01-01

    The purpose of this theoretical study is to explore the relationships between the concepts of using mathematics in the daily life, mathematical applications, mathematical modelling, and mathematical literacy. As these concepts are generally taken as independent concepts in the related literature, they are confused with each other and it becomes…

  8. Learning To Talk Mathematics.

    ERIC Educational Resources Information Center

    Lo, Jane-Jane; And Others

    Calls for increased student involvement in mathematics classroom learning situations are due primarily to the recognition that a traditional lecture/demonstration format within school mathematics instruction is not effective in fostering and promoting students' problem-solving abilities, mathematical reasoning power, and mathematical communication…

  9. Mathematics "Is" Motivating

    ERIC Educational Resources Information Center

    Ricks, Thomas E.

    2010-01-01

    Mathematics is motivating; at least, it should be. I argue that mathematical activity is an inherently attractive enterprise for human beings because as intellectual organisms, we are naturally enticed by the intellectual stimulation of mathematizing, and, as social beings, we are drawn to the socializing aspects of mathematical activity. These…

  10. Computer Mathematics: An Introduction.

    ERIC Educational Resources Information Center

    New York City Board of Education, Brooklyn, NY. Div. of Curriculum and Instruction.

    This document describes a mathematics course that uses the computer to solve mathematics problems. It was developed to be used with students who have completed at least one year of general mathematics or are not achieving success in the traditional mathematics program. The course is intended to review, reinforce, and extend concepts included in…

  11. Students as Mathematics Consultants

    ERIC Educational Resources Information Center

    Jensen, Jennifer L.

    2013-01-01

    If students are going to develop reasoning and thinking skills, use their mathematical knowledge, and recognize the relevance of mathematics in their lives, they need to experience mathematics in meaningful ways. Only then will their mathematical skills be transferrable to all other parts of their lives. To promote such flexible mathematical…

  12. It's all just mathematics

    NASA Astrophysics Data System (ADS)

    Tegmark, Max

    2014-02-01

    The world can be described using mathematical equations and numbers, but why does maths do it so well? In his new book Our Mathematical Universe, a section of which is abridged and edited here, Max Tegmark makes the radical proposal that our reality isn't just described by mathematics - it is mathematics.

  13. Mathematics Lessons without ...

    ERIC Educational Resources Information Center

    Cross, Kath; Hibbs, John

    2006-01-01

    In the Association of Teachers of Mathematics (ATM) Easter conference, 2006, the authors presented a list of important aspects of mathematics lessons, recommended for students to have a positive attitude to mathematics and for teachers to acquire effective teaching. The following are discussed in detail: (1) Mathematics lessons without good…

  14. Functioning Mathematically: 1

    ERIC Educational Resources Information Center

    Cain, David

    2007-01-01

    This article presents the first part of the closing address given by the author to the 2007 Association of Teachers of Mathematics (ATM) Easter conference at Loughborough. In his closing address, the author focuses on functioning mathematically as opposed to functional mathematics. His view of functional mathematics is that the focus is on someone…

  15. Transforming Primary Mathematics

    ERIC Educational Resources Information Center

    Askew, Mike

    2011-01-01

    What is good mathematics teaching? What is mathematics teaching good for? Who is mathematics teaching for? These are just some of the questions addressed in "Transforming Primary Mathematics", a highly timely new resource for teachers which accessibly sets out the key theories and latest research in primary maths today. Under-pinned by findings…

  16. Higher Spin Representations of K(E10)

    NASA Astrophysics Data System (ADS)

    Kleinschmidt, Axel; Nicolai, Hermann

    We review the recently constructed non-trivial fermionic representations of the infinite-dimensional subalgebra K(𝔢10) of the hyperbolic Kac-Moody algebra 𝔢10. These representations are all unfaithful (and more specifically, of finite dimension). In addition we present their decompositions under the various finite dimensional subgroups associated with some maximal supergravities in dimensions D ≤ 11, and the projectors for spin-7/2 which have not been given before. Those representations that have not been derived from supergravity still have to find a role and a proper physical interpretation in the conjectured correspondence between E10 and M-theory. Nevertheless, they provide novel mathematical structures that could shed some light on fundamental questions in supergravity and on the possible role of K(E10) as an `R-symmetr' of M-theory, and perhaps also on the algebra 𝔢10 itself.

  17. Sensori-motor spatial training of number magnitude representation.

    PubMed

    Fischer, Ursula; Moeller, Korbinian; Bientzle, Martina; Cress, Ulrike; Nuerk, Hans-Christoph

    2011-02-01

    An adequately developed spatial representation of number magnitude is associated with children's general arithmetic achievement. Therefore, a new spatial-numerical training program for kindergarten children was developed in which presentation and response were associated with a congruent spatial numerical representation. In particular, children responded by a full-body spatial movement on a digital dance mat in a magnitude comparison task. This spatial-numerical training was more effective than a non-spatial control training in enhancing children's performance on a number line estimation task and a subtest of a standardized mathematical achievement battery (TEDI-MATH). A mediation analysis suggested that these improvements were driven by an improvement of children's mental number line representation and not only by unspecific factors such as attention or motivation. These results suggest a benefit of spatial numerical associations. Rather than being a merely associated covariate, they work as an independently manipulated variable which is functional for numerical development.

  18. Aerial Scene Recognition using Efficient Sparse Representation

    SciTech Connect

    Cheriyadat, Anil M

    2012-01-01

    Advanced scene recognition systems for processing large volumes of high-resolution aerial image data are in great demand today. However, automated scene recognition remains a challenging problem. Efficient encoding and representation of spatial and structural patterns in the imagery are key in developing automated scene recognition algorithms. We describe an image representation approach that uses simple and computationally efficient sparse code computation to generate accurate features capable of producing excellent classification performance using linear SVM kernels. Our method exploits unlabeled low-level image feature measurements to learn a set of basis vectors. We project the low-level features onto the basis vectors and use simple soft threshold activation function to derive the sparse features. The proposed technique generates sparse features at a significantly lower computational cost than other methods~\\cite{Yang10, newsam11}, yet it produces comparable or better classification accuracy. We apply our technique to high-resolution aerial image datasets to quantify the aerial scene classification performance. We demonstrate that the dense feature extraction and representation methods are highly effective for automatic large-facility detection on wide area high-resolution aerial imagery.

  19. Getting Unstuck in Maths: Building Mathematical Memory with Rapid Reconstruction.

    ERIC Educational Resources Information Center

    Simpson, Jeff

    This paper proposes that there are some students who understand mathematics but just can't remember the rules to use it, and others who have accurate rote memory but can't apply the facts they know or do not understand the concepts behind them. The guided discovery approach to teaching mathematics is introduced. This approach promotes a system of…

  20. Mapping Pedagogical Opportunities Provided by Mathematics Analysis Software

    ERIC Educational Resources Information Center

    Pierce, Robyn; Stacey, Kaye

    2010-01-01

    This paper proposes a taxonomy of the pedagogical opportunities that are offered by mathematics analysis software such as computer algebra systems, graphics calculators, dynamic geometry or statistical packages. Mathematics analysis software is software for purposes such as calculating, drawing graphs and making accurate diagrams. However, its…

  1. Brain activity associated with translation from a visual to a symbolic representation in algebra and geometry.

    PubMed

    Leikin, Mark; Waisman, Ilana; Shaul, Shelley; Leikin, Roza

    2014-03-01

    This paper presents a small part of a larger interdisciplinary study that investigates brain activity (using event related potential methodology) of male adolescents when solving mathematical problems of different types. The study design links mathematics education research with neurocognitive studies. In this paper we performed a comparative analysis of brain activity associated with the translation from visual to symbolic representations of mathematical objects in algebra and geometry. Algebraic tasks require translation from graphical to symbolic representation of a function, whereas tasks in geometry require translation from a drawing of a geometric figure to a symbolic representation of its property. The findings demonstrate that electrical activity associated with the performance of geometrical tasks is stronger than that associated with solving algebraic tasks. Additionally, we found different scalp topography of the brain activity associated with algebraic and geometric tasks. Based on these results, we argue that problem solving in algebra and geometry is associated with different patterns of brain activity.

  2. Negotiating the Boundaries Between Mathematics and Physics

    NASA Astrophysics Data System (ADS)

    Radtka, Catherine

    2015-07-01

    This paper examines physics and mathematics textbooks published in France at the end of the 1950s and at the beginning of the 1960s for children aged 11-15 years old. It argues that at this "middle school" level, textbooks contributed to shape cultural representations of both disciplines and their mutual boundaries through their contents and their material aspect. Further, this paper argues that far from presenting clearly delimited subjects, late 1950s textbooks offered possible connections between mathematics and physics. It highlights that such connections depended upon the type of schools the textbooks aimed at, at a time when educational organization still differentiated pupils of this age. It thus stresses how the audience and its projected aptitudes and needs, as well as the cultural teaching traditions of the teachers in charge, were inseparable from the diverse conceptions of mathematics and physics and their relationships promoted through textbooks of the time.

  3. Mathematics of Information Processing and the Internet

    ERIC Educational Resources Information Center

    Hart, Eric W.

    2010-01-01

    The mathematics of information processing and the Internet can be organized around four fundamental themes: (1) access (finding information easily); (2) security (keeping information confidential); (3) accuracy (ensuring accurate information); and (4) efficiency (data compression). In this article, the author discusses each theme with reference to…

  4. Quantum-like Representation of Bayesian Updating

    NASA Astrophysics Data System (ADS)

    Asano, Masanari; Ohya, Masanori; Tanaka, Yoshiharu; Khrennikov, Andrei; Basieva, Irina

    2011-03-01

    Recently, applications of quantum mechanics to coginitive psychology have been discussed, see [1]-[11]. It was known that statistical data obtained in some experiments of cognitive psychology cannot be described by classical probability model (Kolmogorov's model) [12]-[15]. Quantum probability is one of the most advanced mathematical models for non-classical probability. In the paper of [11], we proposed a quantum-like model describing decision-making process in a two-player game, where we used the generalized quantum formalism based on lifting of density operators [16]. In this paper, we discuss the quantum-like representation of Bayesian inference, which has been used to calculate probabilities for decision making under uncertainty. The uncertainty is described in the form of quantum superposition, and Bayesian updating is explained as a reduction of state by quantum measurement.

  5. Fraction Instruction for Students with Mathematics Disabilities: Comparing Two Teaching Sequences.

    ERIC Educational Resources Information Center

    Butler, Frances M.; Miller, Susan P.; Crehan, Kevin; Babbitt, Beatrice; Pierce, Thomas

    2003-01-01

    This study compared effectiveness of either a concrete-representational-abstract (CRA) or a representational-abstract (RA) instructional sequence in teaching fraction concepts to 50 middle school students with mathematics disabilities. On all achievement measures, students in the CRA group had overall higher mean scores than did students in the RA…

  6. On the Spontaneous Discovery of a Mathematical Relation during Problem Solving

    ERIC Educational Resources Information Center

    Dixon, James A.; Bangert, Ashley S.

    2004-01-01

    People spontaneously discover new representations during problem solving. Discovery of a mathematical representation is of special interest, because it shows that the underlying structure of the problem has been extracted. In the current study, participants solved gear-system problems as part of a game. Although none of the participants initially…

  7. Data handling and representation of freeform surfaces

    NASA Astrophysics Data System (ADS)

    Steinkopf, Ralf; Dick, Lars; Kopf, Tino; Gebhardt, Andreas; Risse, Stefan; Eberhardt, Ramona

    2011-10-01

    Freeform surfaces enable innovative optics. They are not limited by axis symmetry and hence they are almost free in design. They are used to reduce the installation space and enhance the performance of optical elements. State of the art optical design tools are computing with powerful algorithms to simulate freeform surfaces. Even new mathematical approaches are under development /1/. In consequence, new optical designs /2/ are pushing the development of manufacturing processes consequently and novel types of datasets have to proceed through the process chain /3/. The complexity of these data is the huge challenge for the data handling. Because of the asymmetrical and 3-dimensional surfaces of freeforms, large data volumes have to be created, trimmed, extended and fitted. All these processes must be performed without losing the accuracy of the original design data. Additionally, manifold types of geometries results in different kinds of mathematical representations of freeform surfaces and furthermore the used CAD/CAM tools are dealing with a set of spatial transport formats. These are all reasons why manufacture-oriented approaches for the freeform data handling are not yet sufficiently developed. This paper suggests a classification of freeform surfaces based on the manufacturing methods which are offered by diamond machining. The different manufacturing technologies, ranging from servo-turning to shaping, require a differentiated approach for the data handling process. The usage of analytical descriptions in form of splines and polynomials as well as the application of discrete descriptions like point clouds is shown in relation to the previously made classification. Advantages and disadvantages of freeform representations are discussed. Aspects of the data handling in between different process steps are pointed out and suitable exchange formats for freeform data are proposed. The described approach offers the possibility for efficient data handling from optical

  8. Intentionality, Representation, and Anticipation

    NASA Astrophysics Data System (ADS)

    De Preester, Helena

    2002-09-01

    Both Brentano and Merleau-Ponty have developed an account of intentionality, which nevertheless differ profoundly in the following respect. According to Brentano, intentionality mainly is a matter of mental presentations. This marks the beginning of phenomenology's difficult relation with the nature of the intentional reference. Merleau-Ponty, on the other hand, has situated intentionality on the level of the body, a turn which has important implications for the nature of intentionality. Intentionality no longer is primarily based on having (re)presentations, but is rooted in the dynamics of the living body. To contrast those approaches enables us to make clear in what way intentionality is studied nowadays. On the one hand, intentionality is conceived of as a matter of formal-syntactical causality in cognitive science, and in particular in classical-computational theory. On the other hand, a interactivist approach offers a more Merleau-Ponty-like point of view, in which autonomy, embodiment and interaction are stressed.

  9. Direct and indirect influences of executive functions on mathematics achievement.

    PubMed

    Cragg, Lucy; Keeble, Sarah; Richardson, Sophie; Roome, Hannah E; Gilmore, Camilla

    2017-05-01

    Achievement in mathematics is predicted by an individual's domain-specific factual knowledge, procedural skill and conceptual understanding as well as domain-general executive function skills. In this study we investigated the extent to which executive function skills contribute to these three components of mathematical knowledge, whether this mediates the relationship between executive functions and overall mathematics achievement, and if these relationships change with age. Two hundred and ninety-three participants aged between 8 and 25years completed a large battery of mathematics and executive function tests. Domain-specific skills partially mediated the relationship between executive functions and mathematics achievement: Inhibitory control within the numerical domain was associated with factual knowledge and procedural skill, which in turn was associated with mathematical achievement. Working memory contributed to mathematics achievement indirectly through factual knowledge, procedural skill and, to a lesser extent, conceptual understanding. There remained a substantial direct pathway between working memory and mathematics achievement however, which may reflect the role of working memory in identifying and constructing problem representations. These relationships were remarkably stable from 8years through to young adulthood. Our findings help to refine existing multi-component frameworks of mathematics and understand the mechanisms by which executive functions support mathematics achievement.

  10. On numerically accurate finite element

    NASA Technical Reports Server (NTRS)

    Nagtegaal, J. C.; Parks, D. M.; Rice, J. R.

    1974-01-01

    A general criterion for testing a mesh with topologically similar repeat units is given, and the analysis shows that only a few conventional element types and arrangements are, or can be made suitable for computations in the fully plastic range. Further, a new variational principle, which can easily and simply be incorporated into an existing finite element program, is presented. This allows accurate computations to be made even for element designs that would not normally be suitable. Numerical results are given for three plane strain problems, namely pure bending of a beam, a thick-walled tube under pressure, and a deep double edge cracked tensile specimen. The effects of various element designs and of the new variational procedure are illustrated. Elastic-plastic computation at finite strain are discussed.

  11. Students’ representation about Newton law: consequences of “zero intuition”

    NASA Astrophysics Data System (ADS)

    Handhika, Jeffry; Cari, C.; Suparmi, A.

    2017-01-01

    Newton’s laws can represent in the language of verbal, mathematical, physical, and visual. Students who understood concept would express the concepts in various representations consistently. In this research, a mathematical presentation used to reveal the student’s concept understanding about Newton first law. The results showed that 21.87% of the students changed the mathematical presentation of Newton’s first law ≤ft( {\\sum {F = 0} } \\right) into verbal representation incorrectly. Changing the mathematical form of Newton’s first law into the form of ≤ft( {0 = \\sum {F} } \\right) caused the percentage of students who did not respond increased, further concluded that “zero intuition” in the equation of Newton first law caused misconceptions.

  12. Seeking Accurate Cultural Representation: Mahjong, World War II, and Ethnic Chinese in Multicultural Youth Literature

    ERIC Educational Resources Information Center

    Chen, Minjie

    2009-01-01

    The sheer amount of American children's and young adult literature, boasting an outpouring of 5,000 titles every year, often amazes a person who is new to this field. Not only is a large proportion of these books of high printing and binding quality, but, at a quick glance, among them is also a pleasant diversity of genre, format, targeted age…

  13. Analytical Grid Generation for accurate representation of clearances in CFD for Screw Machines

    NASA Astrophysics Data System (ADS)

    Rane, S.; Kovačević, A.; Stošić, N.

    2015-08-01

    One of the major factors affecting the performance prediction of twin screw compressors by use of computational fluid dynamics (CFD) is the accuracy with which the leakage gaps are captured by the discretization methods. The accuracy of mapping leakage flows can be improved by increasing the number of grid points on the profile. However, this method faces limitations when it comes to the complex deforming domains of a twin screw compressor because the computational time increases tremendously. In order to address this problem, an analytical grid distribution procedure is formulated that can independently refine the region of high importance for leakage flows in the interlobe space. This paper describes the procedure of analytical grid generation with the refined mesh in the interlobe area and presents a test case to show the influence of the mesh refinement in that area on the performance prediction. It is shown that by using this method, the flow domains in the vicinity of the interlobe gap and the blowhole area are refined which improves accuracy of leakage flow predictions.

  14. Novice Mathematics Teachers' Use of Technology to Enhance Student Engagement, Questioning, Generalization, and Conceptual Understanding

    ERIC Educational Resources Information Center

    Fraser, Virginia; Garofalo, Joe

    2015-01-01

    The purpose of this study was to describe how and why novice mathematics teachers incorporated technology-generated representations in their instruction. The participants in the study were graduates of a technology-rich mathematics teacher educator program. The teachers were interviewed at the beginning and end of the study concerning their…

  15. Supporting English Second-Language Learners in Disadvantaged Contexts: Learning Approaches That Promote Success in Mathematics

    ERIC Educational Resources Information Center

    Warren, Elizabeth; Miller, Jodie

    2015-01-01

    In the Australian context, children living in disadvantaged circumstances, whose second language is English, are one of the groups at risk of failing in mathematics. This paper explores the impact purposely developed learning activities (Representations, Oral Language and Engagement in Mathematics Learning activities) have on pupils' mathematics…

  16. The Curious--and Crucial--Case of Mathematical Knowledge for Teaching

    ERIC Educational Resources Information Center

    Hill, Heather; Ball, Deborah Loewenberg

    2009-01-01

    Mathematics teachers need specialized math knowledge that is different from the knowledge needed by mathematicians, including the mathematical understanding involved in posing questions, interpreting students' answers, providing explanations, and using representations. Based on the authors' work involving over 300 teachers, they have found that…

  17. Evolving Polygons and Spreadsheets: Connecting Mathematics across Grade Levels in Teacher Education

    ERIC Educational Resources Information Center

    Abramovich, Sergei; Brouwer, Peter

    2009-01-01

    This paper was prepared in response to the Conference Board of Mathematical Sciences recommendations for the preparation of secondary teachers. It shows how using trigonometry as a conceptual tool in spreadsheet-based applications enables one to develop mathematical understanding in the context of constructing geometric representations of unit…

  18. Formal Reasoning Abilities for Learning Disabled Adolescents: Implications for Mathematics Instruction.

    ERIC Educational Resources Information Center

    Skrtic, Thomas M.

    The study examined the level of formal reasoning in mathematics of 70 learning disabled (LD) and 30 nonLD students from seventh and eighth grades. A review of previous research led to the hypothesis that mathematics interventions for LD students should involve concrete or pictorial, in addition to symbolic, representations of mathematical…

  19. Improving Pupils' Mathematical Communication Abilities through Computer-Supported Reciprocal Peer Tutoring

    ERIC Educational Resources Information Center

    Yang, Euphony F. Y.; Chang, Ben; Cheng, Hercy N. H.; Chan, Tak-Wai

    2016-01-01

    This study examined how to foster pupils' mathematical communication abilities by using tablet PCs. Students were encouraged to generate math creations (including mathematical representation, solution, and solution explanation of word problems) as their teaching materials and reciprocally tutor classmates to increase opportunities for mathematical…

  20. Investigating Lebanese Grade Seven Biology Teachers Mathematical Knowledge and Skills: A Case Study

    ERIC Educational Resources Information Center

    Raad, Nawal Abou; Chatila, Hanadi

    2016-01-01

    This paper investigates Lebanese grade 7 biology teachers' mathematical knowledge and skills, by exploring how they explain a visual representation in an activity depending on the mathematical concept "Function". Twenty Lebanese in-service biology teachers participated in the study, and were interviewed about their explanation for the…

  1. The MATH--Open Source Application for Easier Learning of Numerical Mathematics

    ERIC Educational Resources Information Center

    Glaser-Opitz, Henrich; Budajová, Kristina

    2016-01-01

    The article introduces a software application (MATH) supporting an education of Applied Mathematics, with focus on Numerical Mathematics. The MATH is an easy to use tool supporting various numerical methods calculations with graphical user interface and integrated plotting tool for graphical representation written in Qt with extensive use of Qwt…

  2. Creating a Critical Mass Eliminates the Effects of Stereotype Threat on Women's Mathematical Performance

    ERIC Educational Resources Information Center

    Pennington, Charlotte R.; Heim, Derek

    2016-01-01

    Background: Women in mathematical domains may become attuned to situational cues that signal a discredited social identity, contributing to their lower achievement and underrepresentation. Aim: This study examined whether heightened in-group representation alleviates the effects of stereotype threat on women's mathematical performance. It further…

  3. Constructing a Secure Mathematics Pipeline for Minority Students. Math Research-Based Decision Making Series 9504.

    ERIC Educational Resources Information Center

    Hawkins, William A.

    This report examines issues in the low achievement of American students in mathematics, with emphasis on the low representation of minority students in this field. American myths about mathematics which emphasize the importance of innate ability rather than hard work are seen as reinforcing racial and gender stereotypes about who can do…

  4. Action-Based Digital Tools: Mathematics Learning in 6-Year-Old Children

    ERIC Educational Resources Information Center

    Dejonckheere, Peter J. N.; Desoete, Annemie; Fonck, Nathalie; Roderiguez, Dave; Six, Leen; Vermeersch, Tine; Vermeulen, Lies

    2014-01-01

    Introduction: In the present study we used a metaphorical representation in order to stimulate the numerical competences of six-year-olds. It was expected that when properties of physical action are used for mathematical thinking or when abstract mathematical thinking is grounded in sensorimotor processes, learning gains should be more pronounced…

  5. Basic and Advanced Numerical Performances Relate to Mathematical Expertise but Are Fully Mediated by Visuospatial Skills

    ERIC Educational Resources Information Center

    Sella, Francesco; Sader, Elie; Lolliot, Simon; Cohen Kadosh, Roi

    2016-01-01

    Recent studies have highlighted the potential role of basic numerical processing in the acquisition of numerical and mathematical competences. However, it is debated whether high-level numerical skills and mathematics depends specifically on basic numerical representations. In this study mathematicians and nonmathematicians performed a basic…

  6. Computer aided surface representation

    SciTech Connect

    Barnhill, R E

    1987-11-01

    The aims of this research are the creation of new surface forms and the determination of geometric and physical properties of surfaces. The full sweep from constructive mathematics through the implementation of algorithms and the interactive computer graphics display of surfaces is utilized. Both three-dimensional and multi- dimensional surfaces are considered. Particular emphasis is given to the scientific computing solution of Department of Energy problems. The methods that we have developed and that we are proposing to develop allow applications such as: Producing smooth contour maps from measured data, such as weather maps. Modeling the heat distribution inside a furnace from sample measurements. Terrain modeling based on satellite pictures. The investigation of new surface forms includes the topics of triangular interpolants, multivariate interpolation, surfaces defined on surfaces and monotone and/or convex surfaces. The geometric and physical properties considered include contours, the intersection of surfaces, curvatures as a interrogation tool, and numerical integration.

  7. Representational Realism, Closed Theories and the Quantum to Classical Limit

    NASA Astrophysics Data System (ADS)

    de Ronde, Christian

    In this chapter, we discuss the representational realist stance as a pluralistontic approach to inter-theoretic relationships. Our stance stresses the fact that physical theories require the necessary consideration of a conceptual level of discourse which determines and configures the specific field of phenomena discussed by each particular theory. We will criticize the orthodox line of research which has grounded the analysis about QM in two (Bohrian) metaphysical presuppositions - accepted in the present as dogmas that all interpretations must follow. We will also examine how the orthodox project of "bridging the gap" between the quantum and the classical domains has constrained the possibilities of research, producing only a limited set of interpretational problems which only focus in the justification of "classical reality" and exclude the possibility of analyzing the possibilities of non-classical conceptual representations of QM. The representational realist stance introduces two new problems, namely, the superposition problem and the contextuality problem, which consider explicitly the conceptual representation of orthodox QM beyond the mere reference to mathematical structures and measurement outcomes. In the final part of the chapter, we revisit, from representational realist perspective, the quantum to classical limit and the orthodox claim that this inter-theoretic relation can be explained through the principle of decoherence.

  8. Beyond natural numbers: negative number representation in parietal cortex.

    PubMed

    Blair, Kristen P; Rosenberg-Lee, Miriam; Tsang, Jessica M; Schwartz, Daniel L; Menon, Vinod

    2012-01-01

    Unlike natural numbers, negative numbers do not have natural physical referents. How does the brain represent such abstract mathematical concepts? Two competing hypotheses regarding representational systems for negative numbers are a rule-based model, in which symbolic rules are applied to negative numbers to translate them into positive numbers when assessing magnitudes, and an expanded magnitude model, in which negative numbers have a distinct magnitude representation. Using an event-related functional magnetic resonance imaging design, we examined brain responses in 22 adults while they performed magnitude comparisons of negative and positive numbers that were quantitatively near (difference <4) or far apart (difference >6). Reaction times (RTs) for negative numbers were slower than positive numbers, and both showed a distance effect whereby near pairs took longer to compare. A network of parietal, frontal, and occipital regions were differentially engaged by negative numbers. Specifically, compared to positive numbers, negative number processing resulted in greater activation bilaterally in intraparietal sulcus (IPS), middle frontal gyrus, and inferior lateral occipital cortex. Representational similarity analysis revealed that neural responses in the IPS were more differentiated among positive numbers than among negative numbers, and greater differentiation among negative numbers was associated with faster RTs. Our findings indicate that despite negative numbers engaging the IPS more strongly, the underlying neural representation are less distinct than that of positive numbers. We discuss our findings in the context of the two theoretical models of negative number processing and demonstrate how multivariate approaches can provide novel insights into abstract number representation.

  9. The effect of mathematics anxiety on the processing of numerical magnitude.

    PubMed

    Maloney, Erin A; Ansari, Daniel; Fugelsang, Jonathan A

    2011-01-01

    In an effort to understand the origins of mathematics anxiety, we investigated the processing of symbolic magnitude by high mathematics-anxious (HMA) and low mathematics-anxious (LMA) individuals by examining their performance on two variants of the symbolic numerical comparison task. In two experiments, a numerical distance by mathematics anxiety (MA) interaction was obtained, demonstrating that the effect of numerical distance on response times was larger for HMA than for LMA individuals. These data support the claim that HMA individuals have less precise representations of numerical magnitude than their LMA peers, suggesting that MA is associated with low-level numerical deficits that compromise the development of higher level mathematical skills.

  10. Fraction Calculation--A Didactic Approach to Constructing Mathematical Networks.

    ERIC Educational Resources Information Center

    Steiner, Gerhard F.; Stoecklin, Markus

    1997-01-01

    Thirty-eight sixth graders were trained in fraction calculation through progressive transformation dialectics (PT) whereas a control group of 38 was taught through a traditional mathematics education framework. The PT group, encouraged to form network-type knowledge representations, performed better on problems that required more than mere…

  11. The Sequence of Development of Some Early Mathematics Behaviors.

    ERIC Educational Resources Information Center

    Wang, Margaret C.; And Others

    This study sought to determine whether a number of specific counting and numeration behaviors emerge within children in a fixed developmental sequence; at what point in the development of mathematical behavior the use of numerical representations normally appears; and what relationship holds between development of counting skills and development…

  12. Expanding Notions of "Learning Trajectories" in Mathematics Education

    ERIC Educational Resources Information Center

    Weber, Eric; Walkington, Candace; McGalliard, William

    2015-01-01

    Over the past 20 years learning trajectories and learning progressions have gained prominence in mathematics and science education research. However, use of these representations ranges widely in breadth and depth, often depending on from what discipline they emerge and the type of learning they intend to characterize. Learning trajectories…

  13. Affect in Mathematics Education--Exploring Theoretical Frameworks. Research Forum

    ERIC Educational Resources Information Center

    Hannula, Markku; Evans, Jeff; Philippou, George; Zan, Rosetta

    2004-01-01

    This document brings into a dialogue some of the theoretical frameworks used to study affect in mathematics education. It presents affect as a representational system, affect as one regulator of the dynamic self, affect in a socio-constructivist framework, and affect as embodied. It also evaluates these frameworks from different perspectives:…

  14. Revealing Children's Implicit Spelling Representations

    ERIC Educational Resources Information Center

    Critten, Sarah; Pine, Karen J.; Messer, David J.

    2013-01-01

    Conceptualizing the underlying representations and cognitive mechanisms of children's spelling development is a key challenge for literacy researchers. Using the Representational Redescription model (Karmiloff-Smith), Critten, Pine and Steffler (2007) demonstrated that the acquisition of phonological and morphological knowledge may be underpinned…

  15. Scientific Representation and Science Learning

    ERIC Educational Resources Information Center

    Matta, Corrado

    2014-01-01

    In this article I examine three examples of philosophical theories of scientific representation with the aim of assessing which of these is a good candidate for a philosophical theory of scientific representation in science learning. The three candidate theories are Giere's intentional approach, Suárez's inferential approach and Lynch and…

  16. Learning with Interactive Graphical Representations.

    ERIC Educational Resources Information Center

    Saljo, Roger, Ed.

    1999-01-01

    The seven articles of this theme issue deal with the use of computer-based interactive graphical representations. Studying their use will bring answers to users of static graphics in traditional paper-based media and those who plan instruction using graphical representations that allow semantically direct manipulation. (SLD)

  17. Representation of Fuzzy Symmetric Relations

    DTIC Science & Technology

    1986-03-19

    Std Z39-18 REPRESENTATION OF FUZZY SYMMETRIC RELATIONS L. Valverde Dept. de Matematiques i Estadistica Universitat Politecnica de Catalunya Avda...REPRESENTATION OF FUZZY SYMMETRIC RELATIONS L. "Valverde* Dept. de Matematiques i Estadistica Universitat Politecnica de Catalunya Avda. Diagonal, 649

  18. Discover Mathematical Knowledge through Recreational Mathematics Problems

    ERIC Educational Resources Information Center

    Sodhi, Amar

    2004-01-01

    The way in which a mathematical problem was used as a vehicle to introduce the joy of mathematical research to a high school student is demonstrated. The student was interested in learning about other classical problems delighting an eager high school student.

  19. Mathematics Coursework Regulates Growth in Mathematics Achievement

    ERIC Educational Resources Information Center

    Ma, Xin; Wilkins, Jesse L. M.

    2007-01-01

    Using data from the Longitudinal Study of American Youth (LSAY), we examined the extent to which students' mathematics coursework regulates (influences) the rate of growth in mathematics achievement during middle and high school. Graphical analysis showed that students who started middle school with higher achievement took individual mathematics…

  20. Mathematics and Sports. Mathematical World. Volume 3.

    ERIC Educational Resources Information Center

    Sadovskii, L. E.; Sadovskii, A. L.

    This volume contains some examples of mathematical applications in sports. Sports discussed include tennis, figure skating, gymnastics, track and field, soccer, skiing, hockey, and swimming. Problems and situations are posed and answers with thorough explanations are provided. Chapters include: (1) Mathematics and Sports; (2) What Is Applied…

  1. Mathematics for Language, Language for Mathematics

    ERIC Educational Resources Information Center

    Prochazkova, Lenka Tejkalova

    2013-01-01

    The author discusses the balance and mutual influence of the language of instruction and mathematics in the context of CLIL, Content and Language Integrated Learning. Different aspects of the relationship of language and Mathematics teaching and learning are discussed: the benefits of using a foreign language of instruction, as well as the…

  2. A generalized wavelet extrema representation

    SciTech Connect

    Lu, Jian; Lades, M.

    1995-10-01

    The wavelet extrema representation originated by Stephane Mallat is a unique framework for low-level and intermediate-level (feature) processing. In this paper, we present a new form of wavelet extrema representation generalizing Mallat`s original work. The generalized wavelet extrema representation is a feature-based multiscale representation. For a particular choice of wavelet, our scheme can be interpreted as representing a signal or image by its edges, and peaks and valleys at multiple scales. Such a representation is shown to be stable -- the original signal or image can be reconstructed with very good quality. It is further shown that a signal or image can be modeled as piecewise monotonic, with all turning points between monotonic segments given by the wavelet extrema. A new projection operator is introduced to enforce piecewise inonotonicity of a signal in its reconstruction. This leads to an enhancement to previously developed algorithms in preventing artifacts in reconstructed signal.

  3. Revealing children's implicit spelling representations.

    PubMed

    Critten, Sarah; Pine, Karen J; Messer, David J

    2013-06-01

    Conceptualizing the underlying representations and cognitive mechanisms of children's spelling development is a key challenge for literacy researchers. Using the Representational Redescription model (Karmiloff-Smith), Critten, Pine and Steffler (2007) demonstrated that the acquisition of phonological and morphological knowledge may be underpinned by increasingly explicit levels of spelling representation. However, their proposal that implicit representations may underlie early 'visually based' spelling remains unresolved. Children (N = 101, aged 4-6 years) were given a recognition task (Critten et al., 2007) and a novel production task, both involving verbal justifications of why spellings are correct/incorrect, strategy use and word pattern similarity. Results for both tasks supported an implicit level of spelling characterized by the ability to correctly recognize/produce words but the inability to explain operational strategies or generalize knowledge. Explicit levels and multiple representations were also in evidence across the two tasks. Implications for cognitive mechanisms underlying spelling development are discussed.

  4. Mathematical and statistical analysis

    NASA Technical Reports Server (NTRS)

    Houston, A. Glen

    1988-01-01

    The goal of the mathematical and statistical analysis component of RICIS is to research, develop, and evaluate mathematical and statistical techniques for aerospace technology applications. Specific research areas of interest include modeling, simulation, experiment design, reliability assessment, and numerical analysis.

  5. Developing My Mathematics Identity

    ERIC Educational Resources Information Center

    Gonzalez, Lidia

    2016-01-01

    Assuming the role of storyteller, the author uses her experiences as a graduate student and beginning teacher to reflect critically on issues related to mathematics, mathematics education, gender, and diversity.

  6. Constructions of Mathematicians in Popular Culture and Learners' Narratives: A Study of Mathematical and Non-Mathematical Subjectivities

    ERIC Educational Resources Information Center

    Moreau, Marie-Pierre; Mendick, Heather; Epstein, Debbie

    2010-01-01

    In this paper, based on a project funded by the UK Economic and Social Research Council considering how people position themselves in relation to popular representations of mathematics and mathematicians, we explore constructions of mathematicians in popular culture and the ways learners make meanings from these. Drawing on an analysis of popular…

  7. Accurate ab Initio Spin Densities.

    PubMed

    Boguslawski, Katharina; Marti, Konrad H; Legeza, Ors; Reiher, Markus

    2012-06-12

    We present an approach for the calculation of spin density distributions for molecules that require very large active spaces for a qualitatively correct description of their electronic structure. Our approach is based on the density-matrix renormalization group (DMRG) algorithm to calculate the spin density matrix elements as a basic quantity for the spatially resolved spin density distribution. The spin density matrix elements are directly determined from the second-quantized elementary operators optimized by the DMRG algorithm. As an analytic convergence criterion for the spin density distribution, we employ our recently developed sampling-reconstruction scheme [J. Chem. Phys.2011, 134, 224101] to build an accurate complete-active-space configuration-interaction (CASCI) wave function from the optimized matrix product states. The spin density matrix elements can then also be determined as an expectation value employing the reconstructed wave function expansion. Furthermore, the explicit reconstruction of a CASCI-type wave function provides insight into chemically interesting features of the molecule under study such as the distribution of α and β electrons in terms of Slater determinants, CI coefficients, and natural orbitals. The methodology is applied to an iron nitrosyl complex which we have identified as a challenging system for standard approaches [J. Chem. Theory Comput.2011, 7, 2740].

  8. Dissociations in mathematical knowledge: case studies in Down's syndrome and Williams syndrome.

    PubMed

    Robinson, Sally J; Temple, Christine M

    2013-02-01

    A study is reported of mathematical vocabulary and factual mathematical knowledge in PQ, a 22 year old with Down's syndrome (DS) who has a verbal mental age (MA) of 9 years 2 months and ST, a 15 year old with Williams syndrome (WS) who has a verbal MA of 9 years 6 months, matched to typically developing controls. The number of mathematical words contained within PQ's lexical stores was significantly reduced as reflected by performance on lexical decision. PQ was also impaired at both naming from descriptions and describing mathematical words. These results contrast with normal lexical decision and item descriptions for concrete words reported recently for PQ (Robinson and Temple, 2010). PQ's recall of mathematical facts was also impaired, whilst his recall of general knowledge facts was normal. This performance in DS indicates a deficit in both lexical representation and semantic knowledge for mathematical words and mathematical facts. In contrast, ST, the teenager with WS had good accuracy on lexical decision, naming and generating definitions for mathematical words. This contrasted with the atypical performance with concrete words recently reported for ST (Robinson and Temple, 2009). Knowledge of addition facts and general knowledge facts was also unimpaired for ST, though knowledge of multiplication facts was weak. Together the cases form a double dissociation and provide support for the distinct representation of mathematical and concrete items within the lexical-semantic system during development. The dissociations between mathematical and general factual knowledge also indicate that different types of factual knowledge may be selectively impaired during development. There is further support for a modular structure within which mathematical vocabulary and mathematical knowledge have distinct representations. This supports the case for the independent representation of factual and language-based knowledge within the semantic system during development.

  9. Mathematics and Sports

    ERIC Educational Resources Information Center

    Gallian, Joseph A., Ed.

    2010-01-01

    "Mathematics and Sports", edited by Joseph A. Gallian, gathers 25 articles that illuminate the power and role of mathematics in the worlds of professional and recreational play. Divided into sections by the kind of sports, the book offers source materials for classroom use and student projects. Readers will encounter mathematical ideas from an…

  10. Mathematics and Mobile Learning

    ERIC Educational Resources Information Center

    Sayed, Fayez

    2015-01-01

    The wide range of Mathematical Apps targeting different mathematical concepts and the various types of mobile devices available present a demanding and challenging problem to the teaching and learning in the field of mathematics. In an attempt to address this issue, a few Apps were selected, implemented and tested in this work. [For complete…

  11. Mathematics for Electronics.

    ERIC Educational Resources Information Center

    Clary, Joseph R.; Nery, Karen P.

    This set of 20 modules was designed for use primarily to help teach and reinforce the basic mathematics skills in electronics classes. The modules are based on electronics competencies that require mathematics skills, as determined by a panel of high school electronics and mathematics teachers. Each module consists of one or two pages of basic…

  12. Defining Mathematical Giftedness

    ERIC Educational Resources Information Center

    Parish, Linda

    2014-01-01

    This theoretical paper outlines the process of defining "mathematical giftedness" for a present study on how primary school teaching shapes the mindsets of children who are mathematically gifted. Mathematical giftedness is not a badge of honour or some special value attributed to a child who has achieved something exceptional.…

  13. Mathematics. [SITE 2001 Section].

    ERIC Educational Resources Information Center

    Connell, Michael L., Ed.; Lowery, Norene Vail, Ed.; Harnisch, Delwyn L., Ed.

    This document contains the following papers on mathematics from the SITE (Society for Information Technology & Teacher Education) 2001 conference: "Secondary Mathematics Methods Course with Technology Units: Encouraging Pre-Service Teachers To Use Technology" (Rajee Amarasinghe); "Competency Exams in College Mathematics"…

  14. Mathematics, Programming, and STEM

    ERIC Educational Resources Information Center

    Yeh, Andy; Chandra, Vinesh

    2015-01-01

    Learning mathematics is a complex and dynamic process. In this paper, the authors adopt a semiotic framework (Yeh & Nason, 2004) and highlight programming as one of the main aspects of the semiosis or meaning-making for the learning of mathematics. During a 10- week teaching experiment, mathematical meaning-making was enriched when primary…

  15. Mathematics and Music.

    ERIC Educational Resources Information Center

    Nisbet, Steven

    1991-01-01

    The relationship between mathematics and music has been investigated for thousands of years. Presented are the mathematical features of music through a study of melody, harmony, and rhythm, and the musical features of mathematics through a study of pattern, ratio, modular arithmetic, Pythagorean triples, and number sequences. (MDH)

  16. Latinos and Mathematics.

    ERIC Educational Resources Information Center

    Ortiz-Franco, Luis

    An historical perspective reveals that sophisticated mathematical activity has been going on in the Latino culture for thousands of years. This paper provides a general definition of the area of mathematics education that deals with issues of culture and mathematics (ethnomathematics) and defines what is meant by the term Latino in this essay.…

  17. Translations toward Connected Mathematics

    ERIC Educational Resources Information Center

    Applebaum, Mark; Leikin, Roza

    2010-01-01

    The translation principle allows students to solve problems in different branches of mathematics and thus to develop connectedness in their mathematical knowledge. Successful application of the translation principle depends on the classroom mathematical norms for the development of discussions and the comparison of different solutions to one…

  18. Contrasts in Mathematical Challenges in A-Level Mathematics and Further Mathematics, and Undergraduate Mathematics Examinations

    ERIC Educational Resources Information Center

    Darlington, Ellie

    2014-01-01

    This article describes part of a study which investigated the role of questions in students' approaches to learning mathematics at the secondary-tertiary interface, focussing on the enculturation of students at the University of Oxford. Use of the Mathematical Assessment Task Hierarchy taxonomy revealed A-level Mathematics and Further Mathematics…

  19. Applied Vocational Mathematics.

    ERIC Educational Resources Information Center

    South Carolina State Dept. of Education, Columbia. Office of Vocational Education.

    Developed for use in teaching a two-semester, one-unit course, this course guide is intended to aid the high school instructor in teaching mathematical problem-solving and computational skills to vocational education students. The state-adopted textbook for general mathematics III, "Applied General Mathematics" serves as the major…

  20. Mathematical Discovery: Hadamard Resurected

    ERIC Educational Resources Information Center

    Liljedahl, Peter

    2004-01-01

    In 1943 Jacques Hadamard gave a series of lectures on mathematical invention at the Ecole Libre des Hautes Etudes in New York City. These talks were subsequently published as The Psychology of Mathematical Invention in the Mathematical Field (Hadamard, 1945). In this article I present a study that mirrors the work of Hadamard. Results both…

  1. Who Can Know Mathematics?

    ERIC Educational Resources Information Center

    Walshaw, Margaret

    2014-01-01

    This paper explores contemporary thinking about learning mathematics, and within that, social justice within mathematics education. The discussion first looks at mechanisms offered by conventional explanations on the emancipatory project and then moves towards more recent insights developed within mathematics education. Synergies are drawn between…

  2. A "Mathematics Background Check"

    ERIC Educational Resources Information Center

    Hubisz, John

    2009-01-01

    Early in my career someone else reported that the best indicator of success in calculus-based physics (CBP) at our school was whether students had taken mathematics in a certain region of New Brunswick. I sat down with a very longtime mathematics teacher and asked him what he thought students should know in mathematics after high school to succeed…

  3. Mathenger Hunt: Mathematics Matters.

    ERIC Educational Resources Information Center

    Falba, Christy J.; Weiss, Maria J.

    1991-01-01

    Presented is an activity which shows how mathematics is used in real life and helps to establish a need for mathematics in students' futures. Adapted from a scavenger-hunt idea, this activity helps students to discover that almost every career makes use of mathematics. (KR)

  4. Students' Mathematical Noticing

    ERIC Educational Resources Information Center

    Lobato, Joanne; Hohensee, Charles; Rhodehamel, Bohdan

    2013-01-01

    Even in simple mathematical situations, there is an array of different mathematical features that students can attend to or notice. What students notice mathematically has consequences for their subsequent reasoning. By adapting work from both cognitive science and applied linguistics anthropology, we present a focusing framework, which treats…

  5. Mathematics and Global Survival.

    ERIC Educational Resources Information Center

    Schwartz, Richard H.

    This resource was written to provide students with an awareness of critical issues facing the world today. In courses for college students, it can motivate their study of mathematics, teach them how to solve mathematical problems related to current global issues, provide coherence to mathematical studies through a focus on issues of human…

  6. Mathematics Teaching Today

    ERIC Educational Resources Information Center

    Martin, Tami S.; Speer, William R.

    2009-01-01

    This article describes features, consistent messages, and new components of "Mathematics Teaching Today: Improving Practice, Improving Student Learning" (NCTM 2007), an updated edition of "Professional Standards for Teaching Mathematics" (NCTM 1991). The new book describes aspects of high-quality mathematics teaching; offers a model for observing,…

  7. Modern Versus Traditional Mathematics

    ERIC Educational Resources Information Center

    Roberts, A. M.

    1974-01-01

    The effect of different secondary school mathematics syllabi on first-year performance in college-level mathematics was studied in an attempt to evaluate the syllabus change. Students with a modern mathematics background performed sigficantly better on most first-year units. A topic-by-topic analysis of results is included. (DT)

  8. Mathematics in Combat

    DTIC Science & Technology

    The purpose of this book is to familiarize the reader with how mathematics can solve important problems in modern military affairs. The authors discuss and explain, without resorting to complex mathematical calculations, the essence of the basic methods which modern mathematics makes available to military problems, design and combat deployment of modern weapons.

  9. Mathematics and Chemistry

    ERIC Educational Resources Information Center

    Henson, R.; Stumbles, A.

    1977-01-01

    The relationship between mathematics and chemistry has been changing rapidly in recent years. Some chemistry teachers have experienced difficulties in their teaching with the introduction of modern mathematics in the schools. Some suggestions for reinforcing the concepts and language of modern mathematics are put forth. (Author/MA)

  10. Mathematics 9th Year.

    ERIC Educational Resources Information Center

    New York City Board of Education, Brooklyn, NY. Bureau of Curriculum Development.

    The Materials in this bulletin indicate suggested teaching procedures needed to implement the teaching of "mathematics, 9th Year" as outlined in Curriculum Bulletin No. 3, 1958-59 series, Course of Study Mathematics 7-8-9. Whereas the course of study suggests the application of mathematical principles such as commutativity,…

  11. Mathematics and mysticism.

    PubMed

    Abraham, Ralph

    2015-12-01

    Is there a world of mathematics above and beyond ordinary reality, as Plato proposed? Or is mathematics a cultural construct? In this short article we speculate on the place of mathematical reality from the perspective of the mystical cosmologies of the ancient traditions of meditation, psychedelics, and divination.

  12. Creating Words in Mathematics

    ERIC Educational Resources Information Center

    Galligan, Linda

    2016-01-01

    A "National Numeracy Report" and the Australian Curriculum (2014) have recognised the importance of language in mathematics. The general capabilities contained within the "Australian Curriculum: Mathematics" (2014) highlight literacy as an important tool in the teaching and learning of mathematics, from the interpretation of…

  13. Electrophysiological dynamic brain connectivity during symbolic magnitude comparison in children with different mathematics achievement levels.

    PubMed

    Gómez-Velázquez, Fabiola R; Vélez-Pérez, Hugo; Espinoza-Valdez, Aurora; Romo-Vazquez, Rebeca; Salido-Ruiz, Ricardo A; Ruiz-Stovel, Vanessa; Gallardo-Moreno, Geisa B; González-Garrido, Andrés A; Berumen, Gustavo

    2017-02-08

    Children with mathematical difficulties usually have an impaired ability to process symbolic representations. Functional MRI methods have suggested that early frontoparietal connectivity can predict mathematic achievements; however, the study of brain connectivity during numerical processing remains unexplored. With the aim of evaluating this in children with different math proficiencies, we selected a sample of 40 children divided into two groups [high achievement (HA) and low achievement (LA)] according to their arithmetic scores in the Wide Range Achievement Test, 4th ed.. Participants performed a symbolic magnitude comparison task (i.e. determining which of two numbers is numerically larger), with simultaneous electrophysiological recording. Partial directed coherence and graph theory methods were used to estimate and depict frontoparietal connectivity in both groups. The behavioral measures showed that children with LA performed significantly slower and less accurately than their peers in the HA group. Significantly higher frontocentral connectivity was found in LA compared with HA; however, when the connectivity analysis was restricted to parietal locations, no relevant group differences were observed. These findings seem to support the notion that LA children require greater memory and attentional efforts to meet task demands, probably affecting early stages of symbolic comparison.

  14. Mathematical textbook of deformable neuroanatomies.

    PubMed

    Miller, M I; Christensen, G E; Amit, Y; Grenander, U

    1993-12-15

    Mathematical techniques are presented for the transformation of digital anatomical textbooks from the ideal to the individual, allowing for the representation of the variabilities manifest in normal human anatomies. The ideal textbook is constructed on a fixed coordinate system to contain all of the information currently available about the physical properties of neuroanatomies. This information is obtained via sensor probes such as magnetic resonance, as well as computed axial and emission tomography, along with symbolic information such as white- and gray-matter tracts, nuclei, etc. Human variability associated with individuals is accommodated by defining probabilistic transformations on the textbook coordinate system, the transformations forming mathematical translation groups of high dimension. The ideal is applied to the individual patient by finding the transformation which is consistent with physical properties of deformable elastic solids and which brings the coordinate system of the textbook to that of the patient. Registration, segmentation, and fusion all result automatically because the textbook carries symbolic values as well as multisensor features.

  15. Mathematical textbook of deformable neuroanatomies.

    PubMed Central

    Miller, M I; Christensen, G E; Amit, Y; Grenander, U

    1993-01-01

    Mathematical techniques are presented for the transformation of digital anatomical textbooks from the ideal to the individual, allowing for the representation of the variabilities manifest in normal human anatomies. The ideal textbook is constructed on a fixed coordinate system to contain all of the information currently available about the physical properties of neuroanatomies. This information is obtained via sensor probes such as magnetic resonance, as well as computed axial and emission tomography, along with symbolic information such as white- and gray-matter tracts, nuclei, etc. Human variability associated with individuals is accommodated by defining probabilistic transformations on the textbook coordinate system, the transformations forming mathematical translation groups of high dimension. The ideal is applied to the individual patient by finding the transformation which is consistent with physical properties of deformable elastic solids and which brings the coordinate system of the textbook to that of the patient. Registration, segmentation, and fusion all result automatically because the textbook carries symbolic values as well as multisensor features. Images Fig. 1 Fig. 2 Fig. 3 Fig. 4 Fig. 5 Fig. 6 Fig. 7 PMID:8265653

  16. Mathematical models of diabetes progression.

    PubMed

    De Gaetano, Andrea; Hardy, Thomas; Beck, Benoit; Abu-Raddad, Eyas; Palumbo, Pasquale; Bue-Valleskey, Juliana; Pørksen, Niels

    2008-12-01

    Few attempts have been made to model mathematically the progression of type 2 diabetes. A realistic representation of the long-term physiological adaptation to developing insulin resistance is necessary for effectively designing clinical trials and evaluating diabetes prevention or disease modification therapies. Writing a good model for diabetes progression is difficult because the long time span of the disease makes experimental verification of modeling hypotheses extremely awkward. In this context, it is of primary importance that the assumptions underlying the model equations properly reflect established physiology and that the mathematical formulation of the model give rise only to physically plausible behavior of the solutions. In the present work, a model of the pancreatic islet compensation is formulated, its physiological assumptions are presented, some fundamental qualitative characteristics of its solutions are established, the numerical values assigned to its parameters are extensively discussed (also with reference to available cross-sectional epidemiologic data), and its performance over the span of a lifetime is simulated under various conditions, including worsening insulin resistance and primary replication defects. The differences with respect to two previously proposed models of diabetes progression are highlighted, and therefore, the model is proposed as a realistic, robust description of the evolution of the compensation of the glucose-insulin system in healthy and diabetic individuals. Model simulations can be run from the authors' web page.

  17. Ensemble polarimetric SAR image classification based on contextual sparse representation

    NASA Astrophysics Data System (ADS)

    Zhang, Lamei; Wang, Xiao; Zou, Bin; Qiao, Zhijun

    2016-05-01

    Polarimetric SAR image interpretation has become one of the most interesting topics, in which the construction of the reasonable and effective technique of image classification is of key importance. Sparse representation represents the data using the most succinct sparse atoms of the over-complete dictionary and the advantages of sparse representation also have been confirmed in the field of PolSAR classification. However, it is not perfect, like the ordinary classifier, at different aspects. So ensemble learning is introduced to improve the issue, which makes a plurality of different learners training and obtained the integrated results by combining the individual learner to get more accurate and ideal learning results. Therefore, this paper presents a polarimetric SAR image classification method based on the ensemble learning of sparse representation to achieve the optimal classification.

  18. The language of mathematics: investigating the ways language counts for children's mathematical development.

    PubMed

    Vukovic, Rose K; Lesaux, Nonie K

    2013-06-01

    This longitudinal study examined how language ability relates to mathematical development in a linguistically and ethnically diverse sample of children from 6 to 9 years of age. Study participants were 75 native English speakers and 92 language minority learners followed from first to fourth grades. Autoregression in a structural equation modeling (SEM) framework was used to evaluate the relation between children's language ability and gains in different domains of mathematical cognition (i.e., arithmetic, data analysis/probability, algebra, and geometry). The results showed that language ability predicts gains in data analysis/probability and geometry, but not in arithmetic or algebra, after controlling for visual-spatial working memory, reading ability, and sex. The effect of language on gains in mathematical cognition did not differ between language minority learners and native English speakers. These findings suggest that language influences how children make meaning of mathematics but is not involved in complex arithmetical procedures whether presented with Arabic symbols as in arithmetic or with abstract symbols as in algebraic reasoning. The findings further indicate that early language experiences are important for later mathematical development regardless of language background, denoting the need for intensive and targeted language opportunities for language minority and native English learners to develop mathematical concepts and representations.

  19. Attitude Representations for Kalman Filtering

    NASA Technical Reports Server (NTRS)

    Markley, F. Landis; Bauer, Frank H. (Technical Monitor)

    2001-01-01

    The four-component quaternion has the lowest dimensionality possible for a globally nonsingular attitude representation, it represents the attitude matrix as a homogeneous quadratic function, and its dynamic propagation equation is bilinear in the quaternion and the angular velocity. The quaternion is required to obey a unit norm constraint, though, so Kalman filters often employ a quaternion for the global attitude estimate and a three-component representation for small errors about the estimate. We consider these mixed attitude representations for both a first-order Extended Kalman filter and a second-order filter, as well for quaternion-norm-preserving attitude propagation.

  20. Representations of mechanical assembly sequences

    NASA Technical Reports Server (NTRS)

    Homem De Mello, Luiz S.; Sanderson, Arthur C.

    1991-01-01

    Five types of representations for assembly sequences are reviewed: the directed graph of feasible assembly sequences, the AND/OR graph of feasible assembly sequences, the set of establishment conditions, and two types of sets of precedence relationships. (precedence relationships between the establishment of one connection between parts and the establishment of another connection, and precedence relationships between the establishment of one connection and states of the assembly process). The mappings of one representation into the others are established. The correctness and completeness of these representations are established. The results presented are needed in the proof of correctness and completeness of algorithms for the generation of mechanical assembly sequences.

  1. Proceedings of the Conference of the International Group for the Psychology of Mathematics Education (PME 20) (20th, Valencia, Spain, July 8-12, 1996). Addenda.

    ERIC Educational Resources Information Center

    Puig, Luis, Ed.; Gutierrez, Angel, Ed.

    This booklet is an addendum to the conference proceedings of the 20th annual meeting of the International Group for the Psychology of Mathematics Education (PME 20). It contains three reactions to the research forum: (1) "Mathematizing: The 'Real' Need for Representational Fluency" (R. Lesh); (2) "Mathematics Teacher Development: An Alternative…

  2. Accurate 3D quantification of the bronchial parameters in MDCT

    NASA Astrophysics Data System (ADS)

    Saragaglia, A.; Fetita, C.; Preteux, F.; Brillet, P. Y.; Grenier, P. A.

    2005-08-01

    The assessment of bronchial reactivity and wall remodeling in asthma plays a crucial role in better understanding such a disease and evaluating therapeutic responses. Today, multi-detector computed tomography (MDCT) makes it possible to perform an accurate estimation of bronchial parameters (lumen and wall areas) by allowing a quantitative analysis in a cross-section plane orthogonal to the bronchus axis. This paper provides the tools for such an analysis by developing a 3D investigation method which relies on 3D reconstruction of bronchial lumen and central axis computation. Cross-section images at bronchial locations interactively selected along the central axis are generated at appropriate spatial resolution. An automated approach is then developed for accurately segmenting the inner and outer bronchi contours on the cross-section images. It combines mathematical morphology operators, such as "connection cost", and energy-controlled propagation in order to overcome the difficulties raised by vessel adjacencies and wall irregularities. The segmentation accuracy was validated with respect to a 3D mathematically-modeled phantom of a pair bronchus-vessel which mimics the characteristics of real data in terms of gray-level distribution, caliber and orientation. When applying the developed quantification approach to such a model with calibers ranging from 3 to 10 mm diameter, the lumen area relative errors varied from 3.7% to 0.15%, while the bronchus area was estimated with a relative error less than 5.1%.

  3. The History of Mathematics and Mathematical Education

    ERIC Educational Resources Information Center

    Grattan-Guinness, I.

    1977-01-01

    Answers to questions which were asked after the author's various lectures in Australia are gathered here. Topics touched upon include "new" mathematics, unknown constants and free variables, propositional functions, linear algebra, arithmetic and geometry, and student assessment. (MN)

  4. Detailed 3D representations for object recognition and modeling.

    PubMed

    Zia, M Zeeshan; Stark, Michael; Schiele, Bernt; Schindler, Konrad

    2013-11-01

    Geometric 3D reasoning at the level of objects has received renewed attention recently in the context of visual scene understanding. The level of geometric detail, however, is typically limited to qualitative representations or coarse boxes. This is linked to the fact that today's object class detectors are tuned toward robust 2D matching rather than accurate 3D geometry, encouraged by bounding-box-based benchmarks such as Pascal VOC. In this paper, we revisit ideas from the early days of computer vision, namely, detailed, 3D geometric object class representations for recognition. These representations can recover geometrically far more accurate object hypotheses than just bounding boxes, including continuous estimates of object pose and 3D wireframes with relative 3D positions of object parts. In combination with robust techniques for shape description and inference, we outperform state-of-the-art results in monocular 3D pose estimation. In a series of experiments, we analyze our approach in detail and demonstrate novel applications enabled by such an object class representation, such as fine-grained categorization of cars and bicycles, according to their 3D geometry, and ultrawide baseline matching.

  5. Representation of wells in numerical reservoir simulation

    SciTech Connect

    Ding, Y.; Renard, G.; Weill, L.

    1995-12-31

    In reservoir simulation, linear approximations are generally used for well modeling. However, this type of approximations can be inaccurate for fluid flow calculation in the vicinity of wells leading to incorrect well performance predictions. To overcome such problems, a new well representation has been proposed that uses a ``logarithmic`` type of approximation for vertical wells. In this paper, it is shown how the new well model can be easily implemented in existing simulator through the conventional PI. The relationship between wellbore pressure, wellblock pressure and flow rate is discussed in more detail, especially for the definition of wellblock pressure. Extension of the new approach to off-center wells and to flexible grids are both presented. Through this extension, the equivalence of various gridding techniques for the well model is emphasized. The key element is the accurate calculation of flow components in the vicinity of wells.

  6. Seeing sets: representation by statistical properties.

    PubMed

    Ariely, D

    2001-03-01

    Sets of similar objects are common occurrences--a crowd of people, a bunch of bananas, a copse of trees, a shelf of books, a line of cars. Each item in the set may be distinct, highly visible, and discriminable. But when we look away from the set, what information do we have? The current article starts to address this question by introducing the idea of a set representation. This idea was tested using two new paradigms: mean discrimination and member identification. Three experiments using sets of different-sized spots showed that observers know a set's mean quite accurately but know little about the individual items, except their range. Taken together, these results suggest that the visual system represents the overall statistical, and not individual, properties of sets.

  7. Embedded Structures and Representation of Nursing Knowledge

    PubMed Central

    Harris, Marcelline R.; Graves, Judith R.; Solbrig, Harold R.; Elkin, Peter L.; Chute, Christopher G.

    2000-01-01

    Nursing Vocabulary Summit participants were challenged to consider whether reference terminology and information models might be a way to move toward better capture of data in electronic medical records. A requirement of such reference models is fidelity to representations of domain knowledge. This article discusses embedded structures in three different approaches to organizing domain knowledge: scientific reasoning, expertise, and standardized nursing languages. The concept of pressure ulcer is presented as an example of the various ways lexical elements used in relation to a specific concept are organized across systems. Different approaches to structuring information—the clinical information system, minimum data sets, and standardized messaging formats—are similarly discussed. Recommendations include identification of the polyhierarchies and categorical structures required within a reference terminology, systematic evaluations of the extent to which structured information accurately and completely represents domain knowledge, and modifications or extensions to existing multidisciplinary efforts. PMID:11062227

  8. Computer representation of molecular surfaces

    SciTech Connect

    Max, N.L.

    1981-07-06

    This review article surveys recent work on computer representation of molecular surfaces. Several different algorithms are discussed for producing vector or raster drawings of space-filling models formed as the union of spheres. Other smoother surfaces are also considered.

  9. Vietnamese Document Representation and Classification

    NASA Astrophysics Data System (ADS)

    Nguyen, Giang-Son; Gao, Xiaoying; Andreae, Peter

    Vietnamese is very different from English and little research has been done on Vietnamese document classification, or indeed, on any kind of Vietnamese language processing, and only a few small corpora are available for research. We created a large Vietnamese text corpus with about 18000 documents, and manually classified them based on different criteria such as topics and styles, giving several classification tasks of different difficulty levels. This paper introduces a new syllable-based document representation at the morphological level of the language for efficient classification. We tested the representation on our corpus with different classification tasks using six classification algorithms and two feature selection techniques. Our experiments show that the new representation is effective for Vietnamese categorization, and suggest that best performance can be achieved using syllable-pair document representation, an SVM with a polynomial kernel as the learning algorithm, and using Information gain and an external dictionary for feature selection.

  10. Graphical Representation of Complex Functions.

    ERIC Educational Resources Information Center

    Renka, Robert J.

    1988-01-01

    Describes methods and software for graphing representation of a complex function of a complex variable. Includes an application of a graphical interpretation of the complex zeros of the cubic and their properties. (PK)

  11. A numerical study of thin flame representations

    SciTech Connect

    Rotman, D.A.; Pindera, M.Z.

    1989-08-11

    In studies of reacting flows, the flame may be viewed as a moving discontinuity endowed with certain properties; notably, it acts as a source of velocity and vorticity. Asymptotic analysis shows this to be justified provided that the flame curvature is small compared to the flame thickness. Such an approach is useful when one is interested in the hydrodynamic effects of the flame on the surrounding flowfield. In numerical models of this kind it is customary to treat the discontinuity as a collection of discrete velocity blobs. In this study, we show that the velocities associated with such a representation can be very non-smooth, particularly very near to the flame surface. As an alternative, we propose the use of a finite line source as the basic flame element. Comparisons of the two flame representations are made for several simple test cases as well as for a flame propagating through an enclosure forming the tulip shape. The results show that the use of line sources eliminates spurious fluctuations in nearfield velocities thus allowing for a more accurate calculation of flame propagation and flame-flowfield interactions. 7 refs., 15 figs.

  12. Conceptions of mathematics and student identity: implications for engineering education

    NASA Astrophysics Data System (ADS)

    Craig, Tracy S.

    2013-10-01

    Lecturers of first-year mathematics often have reason to believe that students enter university studies with naïve conceptions of mathematics and that more mature conceptions need to be developed in the classroom. Students' conceptions of the nature and role of mathematics in current and future studies as well as future career are pedagogically important as they can impact on student learning and have the potential to influence how and what we teach. As part of ongoing longitudinal research into the experience of a cohort of students registered at the author's institution, students' conceptions of mathematics were determined using a coding scheme developed elsewhere. In this article, I discuss how the cohort of students choosing to study engineering exhibits a view of mathematics as conceptual skill and as problem-solving, coherent with an accurate understanding of the role of mathematics in engineering. Parallel investigation shows, however, that the students do not embody designated identities as engineers.

  13. Progress in knowledge representation research

    NASA Technical Reports Server (NTRS)

    Lum, Henry

    1985-01-01

    Brief descriptions are given of research being carried out in the field of knowledge representation. Dynamic simulation and modelling of planning systems with real-time sensor inputs; development of domain-independent knowledge representation tools which can be used in the development of application-specific expert and planning systems; and development of a space-borne very high speed integrated circuit processor are among the projects discussed.

  14. Beneath the Tip of the Iceberg: Using Representations to Support Student Understanding

    ERIC Educational Resources Information Center

    Webb, David C.; Boswinkel, Nina; Dekker, Truus

    2008-01-01

    In the Netherlands, the "iceberg model," developed by the Freudenthal Institute, has been used to support teacher identification of informal and preformal representations that build students' understanding of formal mathematics. This article offers suggestions on how this model can be used to support professional development,…

  15. Representational Flexibility and Problem-Solving Ability in Fraction and Decimal Number Addition: A Structural Model

    ERIC Educational Resources Information Center

    Deliyianni, Eleni; Gagatsis, Athanasios; Elia, Iliada; Panaoura, Areti

    2016-01-01

    The aim of this study was to propose and validate a structural model in fraction and decimal number addition, which is founded primarily on a synthesis of major theoretical approaches in the field of representations in Mathematics and also on previous research on the learning of fractions and decimals. The study was conducted among 1,701 primary…

  16. Using Representations in Geometry: A Model of Students' Cognitive and Affective Performance

    ERIC Educational Resources Information Center

    Panaoura, Areti

    2014-01-01

    Self-efficacy beliefs in mathematics, as a dimension of the affective domain, are related with students' performance on solving tasks and mainly on overcoming cognitive obstacles. The present study investigated the interrelations of cognitive performance on geometry and young students' self-efficacy beliefs about using representations for solving…

  17. The Real Story Behind Story Problems: Effects of Representations on Quantitative Reasoning

    ERIC Educational Resources Information Center

    Koedinger, Kenneth R.; Nathan, Mitchell J.

    2004-01-01

    This article explores how differences in problem representations change both the performance and underlying cognitive processes of beginning algebra students engaged in quantitative reasoning. Contrary to beliefs held by practitioners and researchers in mathematics education, students were more successful solving simple algebra story problems than…

  18. The Impact of Interactive Multimedia on Kindergarten Students' Representations of Fractions

    ERIC Educational Resources Information Center

    Goodwin, Kristy

    2008-01-01

    This paper reports initial findings from an intervention study evaluating the affordances of a variety of interactive multimedia tools on kindergarten students' representations of fractions. The study engaged 21 kindergarten students in a whole-class technology-based mathematics intervention conducted over 12 weekly teaching episodes. A comparison…

  19. The Effect of the Use of Number Lines Representations on Student Understanding of Basic Function Concepts.

    ERIC Educational Resources Information Center

    Olsen, James R.

    Researchers and educators are calling for increased use of technology and attention to function concepts in school mathematics. Students often have considerable difficulty gleaning pointwise and global information from Cartesian (R squared) representations of functions, whether they are hand- or machine-produced. Described here is an interactive…

  20. Pedagogical Representations to Teach Linear Relations in Chinese and U.S. Classrooms: Parallel or Hierarchical?

    ERIC Educational Resources Information Center

    Huang, Rongjin; Cai, Jinfa

    2011-01-01

    This study investigates Chinese and U.S. teachers' construction and use of pedagogical representations surrounding implementation of mathematical tasks. It does this by analyzing video-taped lessons from the Learner's Perspective Study, involving 15 Chinese and 10 U.S. consecutive lessons on the topic of linear equations/linear relations. We…

  1. Supporting Students in Learning with Multiple Representation to Improve Student Mental Models on Atomic Structure Concepts

    ERIC Educational Resources Information Center

    Sunyono; Yuanita, L.; Ibrahim, M.

    2015-01-01

    The aim of this research is identify the effectiveness of a multiple representation-based learning model, which builds a mental model within the concept of atomic structure. The research sample of 108 students in 3 classes is obtained randomly from among students of Mathematics and Science Education Studies using a stratified random sampling…

  2. Negative Numbers in the 18th and 19th Centuries: Phenomenology and Representations

    ERIC Educational Resources Information Center

    Maz-Machado, Alexander; Rico-Romero, Luis

    2009-01-01

    This article presents a categorization of the phenomena and representations used to introduce negative numbers in mathematics books published in Spain during the 18th and 19th centuries. Through a content analysis of fourteen texts which were selected for the study, we distinguished four phenomena typologies: physical, accounting, temporal and…

  3. Children's Criteria for Representational Adequacy in the Perception of Simple Sonic Stimuli

    ERIC Educational Resources Information Center

    Verschaffel, Lieven; Reybrouck, Mark; Jans, Christine; Van Dooren, Wim

    2010-01-01

    This study investigates children's metarepresentational competence with regard to listening to and making sense of simple sonic stimuli. Using diSessa's (2003) work on metarepresentational competence in mathematics and sciences as theoretical and empirical background, it aims to assess children's criteria for representational adequacy of graphical…

  4. Generating and Analyzing Visual Representations of Conic Sections with the Use of Technological Tools

    ERIC Educational Resources Information Center

    Santos-Trigo, Manuel; Espinosa-Perez, Hugo; Reyes-Rodriguez, Aaron

    2006-01-01

    Technological tools have the potential to offer students the possibility to represent information and relationships embedded in problems and concepts in ways that involve numerical, algebraic, geometric, and visual approaches. In this paper, the authors present and discuss an example in which an initial representation of a mathematical object…

  5. Students' Recognition of Function Transformations' Themes Associated with the Algebraic Representation

    ERIC Educational Resources Information Center

    Daher, Wajeeh M.; Anabousi, Anlam A.

    2015-01-01

    The topic of function transformations is a difficult mathematical topic for school and college students. This article examines how students conceive function transformations after working with GeoGebra, when this conceiving relates to the algebraic representation. The research participants were 19 ninth grade high achieving students who learned,…

  6. Role of multiple representations in physics problem solving

    NASA Astrophysics Data System (ADS)

    Maries, Alexandru

    This thesis explores the role of multiple representations in introductory physics students' problem solving performance through several investigations. Representations can help students focus on the conceptual aspects of physics and play a major role in effective problem solving. Diagrammatic representations can play a particularly important role in the initial stages of conceptual analysis and planning of the problem solution. Findings suggest that students who draw productive diagrams are more successful problem solvers even if their approach is primarily mathematical. Furthermore, students provided with a diagram of the physical situation presented in a problem sometimes exhibited deteriorated performance. Think-aloud interviews suggest that this deteriorated performance is in part due to reduced conceptual planning time which caused students to jump to the implementation stage without fully understanding the problem and planning problem solution. Another study investigated two interventions aimed at improving introductory students' representational consistency between mathematical and graphical representations and revealed that excessive scaffolding can have a detrimental effect. The detrimental effect was partly due to increased cognitive load brought on by the additional steps and instructions. Moreover, students who exhibited representational consistency also showed improved problem solving performance. The final investigation is centered on a problem solving task designed to provide information about the pedagogical content knowledge (PCK) of graduate student teaching assistants (TAs). In particular, the TAs identified what they considered to be the most common difficulties of introductory physics students related to graphical representations of kinematics concepts as they occur in the Test of Understanding Graphs in Kinematics (TUG-K). As an extension, the Force Concept Inventory (FCI) was also used to assess this aspect of PCK related to knowledge of

  7. 38 CFR 4.46 - Accurate measurement.

    Code of Federal Regulations, 2013 CFR

    2013-07-01

    ... 38 Pensions, Bonuses, and Veterans' Relief 1 2013-07-01 2013-07-01 false Accurate measurement. 4... RATING DISABILITIES Disability Ratings The Musculoskeletal System § 4.46 Accurate measurement. Accurate measurement of the length of stumps, excursion of joints, dimensions and location of scars with respect...

  8. 38 CFR 4.46 - Accurate measurement.

    Code of Federal Regulations, 2012 CFR

    2012-07-01

    ... 38 Pensions, Bonuses, and Veterans' Relief 1 2012-07-01 2012-07-01 false Accurate measurement. 4... RATING DISABILITIES Disability Ratings The Musculoskeletal System § 4.46 Accurate measurement. Accurate measurement of the length of stumps, excursion of joints, dimensions and location of scars with respect...

  9. 38 CFR 4.46 - Accurate measurement.

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ... 38 Pensions, Bonuses, and Veterans' Relief 1 2010-07-01 2010-07-01 false Accurate measurement. 4... RATING DISABILITIES Disability Ratings The Musculoskeletal System § 4.46 Accurate measurement. Accurate measurement of the length of stumps, excursion of joints, dimensions and location of scars with respect...

  10. 38 CFR 4.46 - Accurate measurement.

    Code of Federal Regulations, 2014 CFR

    2014-07-01

    ... 38 Pensions, Bonuses, and Veterans' Relief 1 2014-07-01 2014-07-01 false Accurate measurement. 4... RATING DISABILITIES Disability Ratings The Musculoskeletal System § 4.46 Accurate measurement. Accurate measurement of the length of stumps, excursion of joints, dimensions and location of scars with respect...

  11. 38 CFR 4.46 - Accurate measurement.

    Code of Federal Regulations, 2011 CFR

    2011-07-01

    ... 38 Pensions, Bonuses, and Veterans' Relief 1 2011-07-01 2011-07-01 false Accurate measurement. 4... RATING DISABILITIES Disability Ratings The Musculoskeletal System § 4.46 Accurate measurement. Accurate measurement of the length of stumps, excursion of joints, dimensions and location of scars with respect...

  12. On canonical cylinder sections for accurate determination of contact angle in microgravity

    NASA Technical Reports Server (NTRS)

    Concus, Paul; Finn, Robert; Zabihi, Farhad

    1992-01-01

    Large shifts of liquid arising from small changes in certain container shapes in zero gravity can be used as a basis for accurately determining contact angle. Canonical geometries for this purpose, recently developed mathematically, are investigated here computationally. It is found that the desired nearly-discontinuous behavior can be obtained and that the shifts of liquid have sufficient volume to be readily observed.

  13. A new protein structure representation for efficient protein function prediction.

    PubMed

    Maghawry, Huda A; Mostafa, Mostafa G M; Gharib, Tarek F

    2014-12-01

    One of the challenging problems in bioinformatics is the prediction of protein function. Protein function is the main key that can be used to classify different proteins. Protein function can be inferred experimentally with very small throughput or computationally with very high throughput. Computational methods are sequence based or structure based. Structure-based methods produce more accurate protein function prediction. In this article, we propose a new protein structure representation for efficient protein function prediction. The representation is based on three-dimensional patterns of protein residues. In the analysis, we used protein function based on enzyme activity through six mechanistically diverse enzyme superfamilies: amidohydrolase, crotonase, haloacid dehalogenase, isoprenoid synthase type I, and vicinal oxygen chelate. We applied three different classification methods, naïve Bayes, k-nearest neighbors, and random forest, to predict the enzyme superfamily of a given protein. The prediction accuracy using the proposed representation outperforms a recently introduced representation method that is based only on the distance patterns. The results show that the proposed representation achieved prediction accuracy up to 98%, with improvement of about 10% on average.

  14. The Effects of Self-Explanation and Metacognitive Instruction on Undergraduate Students' Learning of Statistics Materials Containing Multiple External Representations in a Web-Based Environment

    ERIC Educational Resources Information Center

    Hsu, Yu-Chang

    2009-01-01

    Students in the Science, Technology, Engineering, and Mathematics (STEM) fields are confronted with multiple external representations (MERs) in their learning materials. The ability to learn from and communicate with these MERs requires not only that students comprehend each representation individually but also that students recognize how the…

  15. Evaluation of Representations and Response Models for Polarizable Force Fields

    PubMed Central

    2016-01-01

    For classical simulations of condensed-phase systems, such as organic liquids and biomolecules, to achieve high accuracy, they will probably need to incorporate an accurate, efficient model of conformation-dependent electronic polarization. Thus, it is of interest to understand what determines the accuracy of a polarizable electrostatics model. This study approaches this problem by breaking polarization models down into two main components: the representation of electronic polarization and the response model used for mapping from an inducing field to the polarization within the chosen representation. Among the most common polarization representations are redistribution of atom-centered charges, such as those used in the fluctuating charge model, and atom-centered point dipoles, such as those used in a number of different polarization models. Each of these representations has been combined with one or more response models. The response model of fluctuating charge, for example, is based on the idea of electronegativity equalization in the context of changing electrostatic potentials (ESPs), whereas point-dipole representations typically use a response model based on point polarizabilities whose induced dipoles are computed based on interaction with other charges and dipoles. Here, we decouple polarization representations from their typical response models to analyze the strengths and weaknesses of various polarization approximations. First, we compare the maximal possible accuracies achievable by the charge redistribution and point-dipole model representations, by testing their ability to replicate quantum mechanical (QM) ESPs around small molecules polarized by external inducing charges. Perhaps not surprisingly, the atom-centered dipole model can yield higher accuracy. Next, we test two of the most commonly used response functions used for the point-dipole representations, self-consistent and direct (or first-order) inducible point polarizabilities, where the

  16. On representations for joint moments using a joint coordinate system.

    PubMed

    O'Reilly, Oliver M; Sena, Mark P; Feeley, Brian T; Lotz, Jeffrey C

    2013-11-01

    In studies of the biomechanics of joints, the representation of moments using the joint coordinate system has been discussed by several authors. The primary purpose of this technical brief is to emphasize that there are two distinct, albeit related, representations for moment vectors using the joint coordinate system. These distinct representations are illuminated by exploring connections between the Euler and dual Euler bases, the "nonorthogonal projections" presented in a recent paper by Desroches et al. (2010, "Expression of Joint Moment in the Joint Coordinate System," ASME J. Biomech. Eng., 132(11), p. 11450) and seminal works by Grood and Suntay (Grood and Suntay, 1983, "A Joint Coordinate System for the Clinical Description of Three-Dimensional Motions: Application to the Knee," ASME J. Biomech. Eng., 105(2), pp. 136-144) and Fujie et al. (1996, "Forces and Moment in Six-DOF at the Human Knee Joint: Mathematical Description for Control," Journal of Biomechanics, 29(12), pp. 1577-1585) on the knee joint. It is also shown how the representation using the dual Euler basis leads to straightforward definition of joint stiffnesses.

  17. Derivation of a quantitative minimal model from a detailed elementary-step mechanism supported by mathematical coupling analysis

    NASA Astrophysics Data System (ADS)

    Shaik, O. S.; Kammerer, J.; Gorecki, J.; Lebiedz, D.

    2005-12-01

    Accurate experimental data increasingly allow the development of detailed elementary-step mechanisms for complex chemical and biochemical reaction systems. Model reduction techniques are widely applied to obtain representations in lower-dimensional phase space which are more suitable for mathematical analysis, efficient numerical simulation, and model-based control tasks. Here, we exploit a recently implemented numerical algorithm for error-controlled computation of the minimum dimension required for a still accurate reduced mechanism based on automatic time scale decomposition and relaxation of fast modes. We determine species contributions to the active (slow) dynamical modes of the reaction system and exploit this information in combination with quasi-steady-state and partial-equilibrium approximations for explicit model reduction of a novel detailed chemical mechanism for the Ru-catalyzed light-sensitive Belousov-Zhabotinsky reaction. The existence of a minimum dimension of seven is demonstrated to be mandatory for the reduced model to show good quantitative consistency with the full model in numerical simulations. We derive such a maximally reduced seven-variable model from the detailed elementary-step mechanism and demonstrate that it reproduces quantitatively accurately the dynamical features of the full model within a given accuracy tolerance.

  18. Students' Competencies in Working with Functions in Secondary Mathematics Education-Empirical Examination of a Competence Structure Model

    ERIC Educational Resources Information Center

    Nitsch, Renate; Fredebohm, Anneke; Bruder, Regina; Kelava, Augustin; Naccarella, Dominik; Leuders, Timo; Wirtz, Markus

    2015-01-01

    In the subject matter of functional relationships, a student's ability to translate from one form of representation to another is seen as a central competence. In the course of the HEUREKO project (heuristic work with representations of functional relationships and the diagnosis of mathematical competencies of students), a theoretical competence…

  19. Early childhood mathematics intervention.

    PubMed

    Clements, Douglas H; Sarama, Julie

    2011-08-19

    Preschool and primary grade children have the capacity to learn substantial mathematics, but many children lack opportunities to do so. Too many children not only start behind their more advantaged peers, but also begin a negative trajectory in mathematics. Interventions designed to facilitate their mathematical learning during ages 3 to 5 years have a strong positive effect on these children's lives for many years thereafter.

  20. Data Representations for Geographic Information Systems.

    ERIC Educational Resources Information Center

    Shaffer, Clifford A.

    1992-01-01

    Surveys the field and literature of geographic information systems (GIS) and spatial data representation as it relates to GIS. Highlights include GIS terms, data types, and operations; vector representations and raster, or grid, representations; spatial indexing; elevation data representations; large spatial databases; and problem areas and future…

  1. Philosophy and mathematics: interactions.

    PubMed

    Rashed, Roshdi

    From Plato to the beginnings of the last century, mathematics provided philosophers with methods of exposition, procedures of demonstration, and instruments of analysis. The unprecedented development of mathematics on the one hand, and the mathematicians' appropriation of Logic from the philosophers on the other hand, have given rise to two problems with which the philosophers have to contend: (1) Is there still a place for the philosophy of mathematics? and (2) To what extent is a philosophy of mathematics still possible? This article offers some reflections on these questions, which have preoccupied a good many philosophers and continue to do so.

  2. Finite Mathematics and Discrete Mathematics: Is There a Difference?

    ERIC Educational Resources Information Center

    Johnson, Marvin L.

    Discrete mathematics and finite mathematics differ in a number of ways. First, finite mathematics has a longer history and is therefore more stable in terms of course content. Finite mathematics courses emphasize certain particular mathematical tools which are useful in solving the problems of business and the social sciences. Discrete mathematics…

  3. On Mathematical Understanding: Perspectives of Experienced Chinese Mathematics Teachers

    ERIC Educational Resources Information Center

    Cai, Jinfa; Ding, Meixia

    2017-01-01

    Researchers have long debated the meaning of mathematical understanding and ways to achieve mathematical understanding. This study investigated experienced Chinese mathematics teachers' views about mathematical understanding. It was found that these mathematics teachers embrace the view that understanding is a web of connections, which is a result…

  4. Mathematics for Teaching: A Form of Applied Mathematics

    ERIC Educational Resources Information Center

    Stylianides, Gabriel J.; Stylianides, Andreas J.

    2010-01-01

    In this article we elaborate a conceptualisation of "mathematics for teaching" as a form of applied mathematics (using Bass's idea of characterising mathematics education as a form of applied mathematics) and we examine implications of this conceptualisation for the mathematical preparation of teachers. Specifically, we focus on issues of design…

  5. Exploring Differential Effects of Mathematics Courses on Mathematics Achievement

    ERIC Educational Resources Information Center

    Ma, Xin; McIntyre, Laureen J.

    2005-01-01

    Using data from the Longitudinal Study of Mathematics Participation (N = 1,518 students from 34 schools), we investigated the effects of pure and applied mathematics courses on mathematics achievement, controlling for prior mathematics achievement. Results of multilevel modelling showed that the effects of pure mathematics were significant after…

  6. A Capstone Mathematics Course for Prospective Secondary Mathematics Teachers

    ERIC Educational Resources Information Center

    Artzt, Alice F.; Sultan, Alan; Curcio, Frances R.; Gurl, Theresa

    2012-01-01

    This article describes an innovative capstone mathematics course that links college mathematics with school mathematics and pedagogy. It describes how college juniors in a secondary mathematics teacher preparation program engage in leadership experiences that enable them to learn mathematics for teaching while developing student-centered…

  7. Using Mathematics Literature with Prospective Secondary Mathematics Teachers

    ERIC Educational Resources Information Center

    Jett, Christopher C.

    2014-01-01

    Literature in mathematics has been found to foster positive improvements in mathematics learning. This manuscript reports on a mathematics teacher educator's use of literature via literature circles with 11 prospective secondary mathematics teachers in a mathematics content course. Using survey and reflection data, the author found that…

  8. Progress in fast, accurate multi-scale climate simulations

    DOE PAGES

    Collins, W. D.; Johansen, H.; Evans, K. J.; ...

    2015-06-01

    We present a survey of physical and computational techniques that have the potential to contribute to the next generation of high-fidelity, multi-scale climate simulations. Examples of the climate science problems that can be investigated with more depth with these computational improvements include the capture of remote forcings of localized hydrological extreme events, an accurate representation of cloud features over a range of spatial and temporal scales, and parallel, large ensembles of simulations to more effectively explore model sensitivities and uncertainties. Numerical techniques, such as adaptive mesh refinement, implicit time integration, and separate treatment of fast physical time scales are enablingmore » improved accuracy and fidelity in simulation of dynamics and allowing more complete representations of climate features at the global scale. At the same time, partnerships with computer science teams have focused on taking advantage of evolving computer architectures such as many-core processors and GPUs. As a result, approaches which were previously considered prohibitively costly have become both more efficient and scalable. In combination, progress in these three critical areas is poised to transform climate modeling in the coming decades.« less

  9. Progress in fast, accurate multi-scale climate simulations

    SciTech Connect

    Collins, W. D.; Johansen, H.; Evans, K. J.; Woodward, C. S.; Caldwell, P. M.

    2015-06-01

    We present a survey of physical and computational techniques that have the potential to contribute to the next generation of high-fidelity, multi-scale climate simulations. Examples of the climate science problems that can be investigated with more depth with these computational improvements include the capture of remote forcings of localized hydrological extreme events, an accurate representation of cloud features over a range of spatial and temporal scales, and parallel, large ensembles of simulations to more effectively explore model sensitivities and uncertainties. Numerical techniques, such as adaptive mesh refinement, implicit time integration, and separate treatment of fast physical time scales are enabling improved accuracy and fidelity in simulation of dynamics and allowing more complete representations of climate features at the global scale. At the same time, partnerships with computer science teams have focused on taking advantage of evolving computer architectures such as many-core processors and GPUs. As a result, approaches which were previously considered prohibitively costly have become both more efficient and scalable. In combination, progress in these three critical areas is poised to transform climate modeling in the coming decades.

  10. Progress in Fast, Accurate Multi-scale Climate Simulations

    SciTech Connect

    Collins, William D; Johansen, Hans; Evans, Katherine J; Woodward, Carol S.; Caldwell, Peter

    2015-01-01

    We present a survey of physical and computational techniques that have the potential to con- tribute to the next generation of high-fidelity, multi-scale climate simulations. Examples of the climate science problems that can be investigated with more depth include the capture of remote forcings of localized hydrological extreme events, an accurate representation of cloud features over a range of spatial and temporal scales, and parallel, large ensembles of simulations to more effectively explore model sensitivities and uncertainties. Numerical techniques, such as adaptive mesh refinement, implicit time integration, and separate treatment of fast physical time scales are enabling improved accuracy and fidelity in simulation of dynamics and allow more complete representations of climate features at the global scale. At the same time, part- nerships with computer science teams have focused on taking advantage of evolving computer architectures, such as many-core processors and GPUs, so that these approaches which were previously considered prohibitively costly have become both more efficient and scalable. In combination, progress in these three critical areas is poised to transform climate modeling in the coming decades.

  11. A brief survey of the mathematics of quantum physics

    NASA Astrophysics Data System (ADS)

    Bohm, Arno; Uncu, Haydar; Komy, S.

    2009-08-01

    The mathematics of quantum physics started from matrices and from differential operators. It inspired the theory of linear operators in Hilbert space and of unitary representation for symmetry groups and spectrum generating groups. The Dirac bra-ket formalism led first to Schwartz's theory of distributions and then to its generalization, the Rigged Hilbert Space (RHS) or Gelfand triplet. This Schwartz-RHS provided the mathematical justification for Dirac's continuous basis vector expansion and for the algebra of continuous observables of quantum theory. To obtain also a mathematical theory of scattering, resonance and decay phenomena one needed to make a mathematical distinction between prepared in-states and detected observables ("out-states"). This leads to a pair of Hardy RHS's and using the Paley-Wiener theorem, to solutions of the dynamical equations (Schrödinger or Heisenberg) given by time-asymmetric semi-groups, expressing Einstein causality.

  12. Culture as shared cognitive representations.

    PubMed Central

    Romney, A K; Boyd, J P; Moore, C C; Batchelder, W H; Brazill, T J

    1996-01-01

    Culture consists of shared cognitive representations in the minds of individuals. This paper investigates the extent to which English speakers share the "same" semantic structure of English kinship terms. The semantic structure is defined as the arrangement of the terms relative to each other as represented in a metric space in which items judged more similar are placed closer to each other than items judged as less similar. The cognitive representation of the semantic structure, residing in the mind of an individual, is measured by judged similarity tasks involving comparisons among terms. Using six independent measurements, from each of 122 individuals, correspondence analysis represents the data in a common multidimensional spatial representation. Judged by a variety of statistical procedures, the individuals in our sample share virtually identical cognitive representations of the semantic structure of kinship terms. This model of culture accounts for 70-90% of the total variability in these data. We argue that our findings on kinship should generalize to all semantic domains--e.g., animals, emotions, etc. The investigation of semantic domains is important because they may reside in localized functional units in the brain, because they relate to a variety of cognitive processes, and because they have the potential to provide methods for diagnosing individual breakdowns in the structure of cognitive representations typical of such ailments as Alzheimer disease. PMID:11607678

  13. Pre-service teachers' experiences teaching secondary mathematics in English-medium schools in Tanzania

    NASA Astrophysics Data System (ADS)

    Kasmer, Lisa

    2013-09-01

    In order to promote mathematical understanding among English Language Learners (ELLs), it is necessary to modify instructional strategies to effectively communicate mathematical content. This paper discusses the instructional strategies used by four pre-service teachers to teach mathematics to secondary students in English-medium schools in Arusha, Tanzania as a result of the tensions they faced and reflections on their teaching. Strategies such as code switching, attending to sentence structure, non-linguistic representations, and placing the content within a familiar context proved to be beneficial strategies for conveying mathematical ideas.

  14. Prostate segmentation by sparse representation based classification

    PubMed Central

    Gao, Yaozong; Liao, Shu; Shen, Dinggang

    2012-01-01

    Purpose: The segmentation of prostate in CT images is of essential importance to external beam radiotherapy, which is one of the major treatments for prostate cancer nowadays. During the radiotherapy, the prostate is radiated by high-energy x rays from different directions. In order to maximize the dose to the cancer and minimize the dose to the surrounding healthy tissues (e.g., bladder and rectum), the prostate in the new treatment image needs to be accurately localized. Therefore, the effectiveness and efficiency of external beam radiotherapy highly depend on the accurate localization of the prostate. However, due to the low contrast of the prostate with its surrounding tissues (e.g., bladder), the unpredicted prostate motion, and the large appearance variations across different treatment days, it is challenging to segment the prostate in CT images. In this paper, the authors present a novel classification based segmentation method to address these problems. Methods: To segment the prostate, the proposed method first uses sparse representation based classification (SRC) to enhance the prostate in CT images by pixel-wise classification, in order to overcome the limitation of poor contrast of the prostate images. Then, based on the classification results, previous segmented prostates of the same patient are used as patient-specific atlases to align onto the current treatment image and the majority voting strategy is finally adopted to segment the prostate. In order to address the limitations of the traditional SRC in pixel-wise classification, especially for the purpose of segmentation, the authors extend SRC from the following four aspects: (1) A discriminant subdictionary learning method is proposed to learn a discriminant and compact representation of training samples for each class so that the discriminant power of SRC can be increased and also SRC can be applied to the large-scale pixel-wise classification. (2) The L1 regularized sparse coding is replaced by

  15. Assessing value representation in animals.

    PubMed

    San-Galli, Aurore; Bouret, Sebastien

    2015-01-01

    Among all factors modulating our motivation to perform a given action, the ability to represent its outcome is clearly the most determining. Representation of outcomes, rewards in particular, and how they guide behavior, have sparked much research. Both practically and theoretically, understanding the relationship between the representation of outcome value and the organization of goal directed behavior implies that these two processes can be assessed independently. Most of animal studies essentially used instrumental actions as a proxy for the expected goal-value. The purpose of this article is to consider alternative measures of expected outcome value in animals, which are critical to understand the behavioral and neurobiological mechanisms relating the representation of the expected outcome to the organization of the behavior oriented towards its obtention. This would be critical in the field of decision making or social interactions, where the value of multiple items must often be compared and/or shared among individuals to determine the course of actions.

  16. Representational issues in machine learning

    SciTech Connect

    Liepins, G.E.; Hilliard, M.R.

    1986-10-25

    Classifier systems are numeric machine learning systems. They are machine counterparts to the natural genetic process and learn by reproduction, crossover, and mutation. Much publicity has been attended to their ability to demonstrate significant learning from a random start and without human intervention. Less well publicized is the considerable care that must be given to the choices of parameter settings and representation. Without the proper ''nurturing environment'' genetic algorithms are apt to learn very little. This infusion of human intelligence is often discounted, but the choice of appropriate representation forms the core of much of the current genetic algorithm research. This paper will address some of the representational issues from the perspective of two current experiments, one with scheduling and the other with a simulated robot. 10 refs., 7 figs.

  17. Creating a YouTube-Like Collaborative Environment in Mathematics: Integrating Animated Geogebra Constructions and Student-Generated Screencast Videos

    ERIC Educational Resources Information Center

    Lazarus, Jill; Roulet, Geoffrey

    2013-01-01

    This article discusses the integration of student-generated GeoGebra applets and Jing screencast videos to create a YouTube-like medium for sharing in mathematics. The value of combining dynamic mathematics software and screencast videos for facilitating communication and representations in a digital era is demonstrated herein. We share our…

  18. The Characteristics of Mathematical Creativity

    ERIC Educational Resources Information Center

    Sriraman, Bharath

    2004-01-01

    Mathematical creativity ensures the growth of mathematics as a whole. However, the source of this growth, the creativity of the mathematician, is a relatively unexplored area in mathematics and mathematics education. In order to investigate how mathematicians create mathematics, a qualitative study involving five creative mathematicians was…

  19. Remedial Mathematics for Quantum Chemistry

    ERIC Educational Resources Information Center

    Koopman, Lodewijk; Brouwer, Natasa; Heck, Andre; Buma, Wybren Jan

    2008-01-01

    Proper mathematical skills are important for every science course and mathematics-intensive chemistry courses rely on a sound mathematical pre-knowledge. In the first-year quantum chemistry course at this university, it was noticed that many students lack basic mathematical knowledge. To tackle the mathematics problem, a remedial mathematics…

  20. Cross-modal influences on representational momentum and representational gravity.

    PubMed

    Hubbard, Timothy L; Courtney, Jon R

    2010-01-01

    Effects of cross-modal information on representational momentum and on representational gravity (ie on displacement of remembered location in the direction of target motion or in the direction of gravitational attraction, respectively) were examined. In experiment 1, ascending or descending visual motion (in the picture plane) was paired with ascending or descending auditory motion (in frequency space); motion was congruent (both ascending, both descending) or incongruent (one ascending, one descending). Memory for visual location or auditory pitch was probed. Congruence resulted in larger forward displacement for auditory pitch, but did not influence forward displacement for visual location. In experiment 2, horizontal visual motion was paired with ascending, descending, or no auditory motion. Memory for visual location was displaced downward with descending or no auditory motion, and downward displacement was larger for visual motion paired with descending auditory motion than for visual motion paired with ascending auditory motion. Effects of cross-modal information on displacement suggest representational momentum and representational gravity reflect high-level processing.

  1. The Statistics of Visual Representation

    NASA Technical Reports Server (NTRS)

    Jobson, Daniel J.; Rahman, Zia-Ur; Woodell, Glenn A.

    2002-01-01

    The experience of retinex image processing has prompted us to reconsider fundamental aspects of imaging and image processing. Foremost is the idea that a good visual representation requires a non-linear transformation of the recorded (approximately linear) image data. Further, this transformation appears to converge on a specific distribution. Here we investigate the connection between numerical and visual phenomena. Specifically the questions explored are: (1) Is there a well-defined consistent statistical character associated with good visual representations? (2) Does there exist an ideal visual image? And (3) what are its statistical properties?

  2. Medieval theories of mental representation.

    PubMed

    Kemp, S

    1998-11-01

    Throughout most of the Middle ages, it was generally held that stored mental representations of perceived objects or events preserved the forms or species of such objects. This belief was consistent with a metaphor used by Plato. It was also consistent with the medieval belief that a number of cognitive processes took place in the ventricles of the brain and with the phenomenology of afterimages and imagination itself. In the 14th century, William of Ockham challenged this belief by claiming that mental representations are not stored but instead constructed in the basis of past learned experiences.

  3. Astronomy and Mathematics Education

    NASA Astrophysics Data System (ADS)

    Ros, Rosa M.

    There are many European countries where Astronomy does not appear as a specific course on the secondary school. In these cases Astronomy content can be introduced by means of other subjects. There are some astronomical topics within the subject of Physics but this talk concerns introducing Astronomy in Mathematics classes. Teaching Astronomy through Mathematics would result in more exposure than through Physics as Mathematics is more prevalent in the curriculum. Generally it is not easy to motivate students in Mathematics but they are motivated to find out more about the universe and Astronomy current events than appears in the media. This situation can be an excellent introduction to several mathematics topics. The teachers in secondary and high school can use this idea in order to present more attractive mathematics courses. In particular some different examples will be offered regarding * Angles and spherical coordinates considering star traces * Logarithms and visual magnitudes * Plane trigonometry related orbital movements * Spherical trigonometry in connection with ecliptic obliquity * Conic curves related to sundial at several latitudes Some students do not enjoy studying Mathematics but they can be attracted by practical situations using Applied Mathematics: Astronomy is always very attractive to teenagers.

  4. Mathematical techniques: A compilation

    NASA Technical Reports Server (NTRS)

    1975-01-01

    Articles on theoretical and applied mathematics are introduced. The articles cover information that might be of interest to workers in statistics and information theory, computational aids that could be used by scientists and engineers, and mathematical techniques for design and control.

  5. [Collected Papers on Mathematics.

    ERIC Educational Resources Information Center

    Connell, Michael L., Ed.

    This document contains the following papers on issues related to mathematics in technology and teacher education: "A Case for Strong Conceptualization in Technology Enhanced Mathematics Instruction" (Michael L. Connell and Delwyn L. Harnisch); "Faculty/Student Collaboration in Education and Math--Using the Web To Improve Student…

  6. The Applied Mathematics Laboratory.

    ERIC Educational Resources Information Center

    Siegel, Martha J.

    This report describes the Applied Mathematics Laboratory (AML) operated by the Department of Mathematics at Towson State University, Maryland. AML is actually a course offered to selected undergraduates who are given the opportunity to apply their skills in investigating industrial and governmental problems. By agreement with sponsoring…

  7. Mathematics. [SITE 2002 Section].

    ERIC Educational Resources Information Center

    Connell, Michael L., Ed.; Lowery, Norene Vail, Ed.; Harnisch, Delwyn L., Ed.

    This document contains the following papers on mathematics from the SITE (Society for Information Technology & Teacher Education) 2002 conference: (1) "Teachers' Learning of Mathematics in the Presence of Technology: Participatory Cognitive Apprenticeship" (Mara Alagic); (2) "A Fractal Is a Pattern in Your Neighborhood" (Craig N. Bach); (3)…

  8. Developing Mathematically Promising Students.

    ERIC Educational Resources Information Center

    Sheffield, Linda Jensen, Ed.

    This book, written on the recommendation of the Task Force on Mathematically Promising Students, investigates issues involving the development of promising mathematics students. Recommendations are made concerning topics such as the definition of promising students; the identification of such students; appropriate curriculum, instruction, and…

  9. Learning Together: Mathematics

    ERIC Educational Resources Information Center

    Her Majesty's Inspectorate of Education, 2010

    2010-01-01

    This guide is intended to stimulate professional reflection, dialogue and debate about mathematics and how to improve it. It draws together themes, features and characteristics of effective improvement in mathematics and descriptions of good practice. It offers a reference point for staff and teachers who are working together to improve…

  10. Motivation in Mathematics.

    ERIC Educational Resources Information Center

    Carr, Martha, Ed.

    The purpose of this book is to bring together research and theory about motivation for mathematics from different perspectives. Chapters are included that present theory and research on the influence of gender, culture, the classroom environment, and curriculum on children's mathematical performance and motivation. Chapters are: (1) "Sociocultural…

  11. Experimenting with Mathematical Biology

    ERIC Educational Resources Information Center

    Sanft, Rebecca; Walter, Anne

    2016-01-01

    St. Olaf College recently added a Mathematical Biology concentration to its curriculum. The core course, Mathematics of Biology, was redesigned to include a wet laboratory. The lab classes required students to collect data and implement the essential modeling techniques of formulation, implementation, validation, and analysis. The four labs…

  12. Mathematics in Power Technology.

    ERIC Educational Resources Information Center

    Trombley, Carl; And Others

    This mathematics curriculum is designed to be taught by the technology education teacher during the power technology class over a period of 2 years. It is intended to be elective in nature; upon successful completion of both years, one-half credit in mathematics is to be awarded. A list of the academic competencies contained in the curriculum…

  13. Mathematics, Vol. 1.

    ERIC Educational Resources Information Center

    Bureau of Naval Personnel, Washington, DC.

    The first of three volumes of a mathematics training course for Navy personnel, this document covers a wide range of basic mathematics. The text begins with number systems, signed numbers, fractions, decimals, and percentages and continues into algebra with exponents, polynomials, and linear equations. Early chapters were designed to give insight…

  14. Why physics needs mathematics

    NASA Astrophysics Data System (ADS)

    Rohrlich, Fritz

    2011-12-01

    Classical and the quantum mechanical sciences are in essential need of mathematics. Only thus can the laws of nature be formulated quantitatively permitting quantitative predictions. Mathematics also facilitates extrapolations. But classical and quantum sciences differ in essential ways: they follow different laws of logic, Aristotelian and non-Aristotelian logics, respectively. These are explicated.

  15. Mathematical thinking and origami

    NASA Astrophysics Data System (ADS)

    Wares, Arsalan

    2016-01-01

    The purpose of this paper is to describe the mathematics that emanates from the construction of an origami box. We first construct a simple origami box from a rectangular sheet and then discuss some of the mathematical questions that arise in the context of geometry and calculus.

  16. Solving Common Mathematical Problems

    NASA Technical Reports Server (NTRS)

    Luz, Paul L.

    2005-01-01

    Mathematical Solutions Toolset is a collection of five software programs that rapidly solve some common mathematical problems. The programs consist of a set of Microsoft Excel worksheets. The programs provide for entry of input data and display of output data in a user-friendly, menu-driven format, and for automatic execution once the input data has been entered.

  17. The Magic of Mathematics.

    ERIC Educational Resources Information Center

    Morgan, John L.; Ginther, John L.

    1994-01-01

    Describes the effect, method, and mathematics of the following magic tricks which can be used in introducing mathematics lessons: the Ninth Card, Fibonacci Revealed, the Case of the Missing Area, I've Got Your Numbers, and the Card That Turns Inside Out. (MKR)

  18. Mathematics and Art

    ERIC Educational Resources Information Center

    Sharp, John

    2012-01-01

    This relationship is omnipresent to those who appreciate the shared attributes of these two areas of creativity. The dynamic nature of media, and further study, enable mathematicians and artists to present new and exciting manifestations of the "mathematics in art", and the "art in mathematics". The illustrative images of the relationship--that…

  19. Business Mathematics Curriculum.

    ERIC Educational Resources Information Center

    EASTCONN Regional Educational Services Center, North Windham, CT.

    This curriculum guide for teaching business mathematics in the Connecticut Vocational-Technical School System is based on the latest thinking of instructors in the field, suggestions from mathematics authorities, and current instructional approaches in education. The curriculum guide consists of six sections: (1) career relationships and…

  20. Teaching Mathematical Modelling.

    ERIC Educational Resources Information Center

    Jones, Mark S.

    1997-01-01

    Outlines a course at the University of Glamorgan in the United Kingdom in which a computer algebra system (CAS) teaches mathematical modeling. The format is based on continual assessment of group and individual work stating the problem, a feature list, and formulation of the models. No additional mathematical word processing package is necessary.…