Math modeling and computer mechanization for real time simulation of rotary-wing aircraft

NASA Technical Reports Server (NTRS)

Howe, R. M.

1979-01-01

Mathematical modeling and computer mechanization for real time simulation of rotary wing aircraft is discussed. Error analysis in the digital simulation of dynamic systems, such as rotary wing aircraft is described. The method for digital simulation of nonlinearities with discontinuities, such as exist in typical flight control systems and rotor blade hinges, is discussed.

Space shuttle plume/simulation application: Results and math model supersonic data

NASA Technical Reports Server (NTRS)

Boyle, W.; Conine, B.; Bell, G.

1979-01-01

The analysis of pressure and gage wind tunnel data from space shuttle wind tunnel test IA138 was performed to define the aerodynamic influence of the main propulsion system and solid rocket booster plumes on the total vehicles, elements, and components of the space shuttle vehicle during the supersonic portion of ascent flight. A math model of the plume induced aerodynamic characteristics was developed for a range of Mach numbers to match the forebody aerodynamic math model. The base aerodynamic characteristics are presented in terms of forces and moments versus attitude. Total vehicle base and forebody aerodynamic characteristics are presented in terms of aerodynamic coefficients for Mach numbers from 1.55 to 2.5.

DSMC Modeling of Flows with Recombination Reactions

DTIC Science & Technology

2017-06-23

Rogasinsky, “Analysis of the numerical techniques of the direct simulation Monte Carlo method in the rarefied gas dynamics,” Russ. J. Numer. Anal. Math ...reflection in steady flows,” Comput. Math . Appl. 35(1-2), 113–126 (1998). 45K. L. Wray, “Shock-tube study of the recombination of O atoms by Ar catalysts at

Numerical simulation of a lattice polymer model at its integrable point

NASA Astrophysics Data System (ADS)

Bedini, A.; Owczarek, A. L.; Prellberg, T.

2013-07-01

We revisit an integrable lattice model of polymer collapse using numerical simulations. This model was first studied by Blöte and Nienhuis (1989 J. Phys. A: Math. Gen. 22 1415) and it describes polymers with some attraction, providing thus a model for the polymer collapse transition. At a particular set of Boltzmann weights the model is integrable and the exponents ν = 12/23 ≈ 0.522 and γ = 53/46 ≈ 1.152 have been computed via identification of the scaling dimensions xt = 1/12 and xh = -5/48. We directly investigate the polymer scaling exponents via Monte Carlo simulations using the pruned-enriched Rosenbluth method algorithm. By simulating this polymer model for walks up to length 4096 we find ν = 0.576(6) and γ = 1.045(5), which are clearly different from the predicted values. Our estimate for the exponent ν is compatible with the known θ-point value of 4/7 and in agreement with very recent numerical evaluation by Foster and Pinettes (2012 J. Phys. A: Math. Theor. 45 505003).

A Motivational Technique for Business Math

ERIC Educational Resources Information Center

Voelker, Pamela

1977-01-01

The author suggests the use of simulation and role playing as a method of motivating students in business math. Examples of career-oriented business math simulation games are counting change, banking, payrolls, selling, and shopping. (MF)

Nonlinear Feedback Control of the Rotary Inverted Pendulum

DTIC Science & Technology

2017-06-01

equations executed in the S-functions were rebuilt using Simulink Math Operation blocks. Building these equations with Math Operations was not...difficult but required attention to detail in order to make sure all the correct operations took place. Simulation outputs using the Math Operations were...compared to those using an S- function to check for correctness. After the math blocks were confirmed to work correctly, the simulation was sent to

Electrochemical carbon dioxide concentrator: Math model

NASA Technical Reports Server (NTRS)

Marshall, R. D.; Schubert, F. H.; Carlson, J. N.

1973-01-01

A steady state computer simulation model of an Electrochemical Depolarized Carbon Dioxide Concentrator (EDC) has been developed. The mathematical model combines EDC heat and mass balance equations with empirical correlations derived from experimental data to describe EDC performance as a function of the operating parameters involved. The model is capable of accurately predicting performance over EDC operating ranges. Model simulation results agree with the experimental data obtained over the prediction range.

Computer simulation studies in fluid and calcium regulation and orthostatic intolerance

NASA Technical Reports Server (NTRS)

1985-01-01

The systems analysis approach to physiological research uses mathematical models and computer simulation. Major areas of concern during prolonged space flight discussed include fluid and blood volume regulation; cardiovascular response during shuttle reentry; countermeasures for orthostatic intolerance; and calcium regulation and bone atrophy. Potential contributions of physiologic math models to future flight experiments are examined.

From road to lab to math: the co-evolution of technological, regulatory, and organizational innovations for automotive crash testing.

PubMed

Leonardi, Paul M

2010-04-01

Today, in the midst of economic crisis, senior executives at US automakers and influential industry analysts frequently reflect on the progression that safety testing has taken from the crude trials done on the road, to controlled laboratory experiments, and to today's complex math-based simulation models. They use stories of this seemingly linear and natural sequence to justify further investment in simulation technologies. The analysis presented in this paper shows that change in the structures of automakers' organizations co-evolved with regulations specifying who was at fault in vehicle impacts, how vehicles should be built to withstand the force of an impact, and how testing should be done to assure that vehicles met those requirements. Changes in the regulatory environment were bolstered by new theories about crash test dynamics and changing technologies with which to test those theories. Thus, as new technological and regulatory innovations co-evolved with innovations in organizational structuring, ideas about how to best conduct crash tests shifted and catalyzed new cycles of technological, regulatory, and organizational innovation. However, this co-evolutionary story tells us that the move from road to lab to math was not natural or linear as today's managerial rhetoric would have us believe. Rather, the logic of math-based simulation was the result of technological, regulatory and organizational changes that created an industry-wide ideology that supported the move toward math while making it appear natural within the shifting structure of the industry.

[Malfunction simulation by spaceflight training simulator].

PubMed

Chang, Tian-chun; Zhang, Lian-hua; Xue, Liang; Lian, Shun-guo

2005-04-01

To implement malfunction simulation in spaceflight training simulator. The principle of malfunction simulation was defined according to spacecraft malfunction predict and its countermeasures. The malfunction patterns were classified, and malfunction type was confirmed. A malfunction simulation model was established, and the malfunction simulation was realized by math simulation. According to the requirement of astronaut training, a spacecraft subsystem malfunction simulation model was established and realized, such as environment control and life support, GNC, push, power supply, heat control, data management, measure control and communication, structure and so on. The malfunction simulation function implemented in the spaceflight training simulator satisfied the requirements for astronaut training.

Math modeling for helicopter simulation of low speed, low altitude and steeply descending flight

NASA Technical Reports Server (NTRS)

Sheridan, P. F.; Robinson, C.; Shaw, J.; White, F.

1982-01-01

A math model was formulated to represent some of the aerodynamic effects of low speed, low altitude, and steeply descending flight. The formulation is intended to be consistent with the single rotor real time simulation model at NASA Ames Research Center. The effect of low speed, low altitude flight on main rotor downwash was obtained by assuming a uniform plus first harmonic inflow model and then by using wind tunnel data in the form of hub loads to solve for the inflow coefficients. The result was a set of tables for steady and first harmonic inflow coefficients as functions of ground proximity, angle of attack, and airspeed. The aerodynamics associated with steep descending flight in the vortex ring state were modeled by replacing the steady induced downwash derived from momentum theory with an experimentally derived value and by including a thrust fluctuations effect due to vortex shedding. Tables of the induced downwash and the magnitude of the thrust fluctuations were created as functions of angle of attack and airspeed.

Simulation System Fidelity Assessment at the Vertical Motion Simulator

NASA Technical Reports Server (NTRS)

Beard, Steven D.; Reardon, Scott E.; Tobias, Eric L.; Aponso, Bimal L.

2013-01-01

Fidelity is a word that is often used but rarely understood when talking about groundbased simulation. Assessing the cueing fidelity of a ground based flight simulator requires a comparison to actual flight data either directly or indirectly. Two experiments were conducted at the Vertical Motion Simulator using the GenHel UH-60A Black Hawk helicopter math model that was directly compared to flight data. Prior to the experiment the simulator s motion and visual system frequency responses were measured, the aircraft math model was adjusted to account for the simulator motion system delays, and the motion system gains and washouts were tuned for the individual tasks. The tuned motion system fidelity was then assessed against the modified Sinacori criteria. The first experiments showed similar handling qualities ratings (HQRs) to actual flight for a bob-up and sidestep maneuvers. The second experiment showed equivalent HQRs between flight and simulation for the ADS33 slalom maneuver for the two pilot participants. The ADS33 vertical maneuver HQRs were mixed with one pilot rating the flight and simulation the same while the second pilot rated the simulation worse. In addition to recording HQRs on the second experiment, an experimental Simulation Fidelity Rating (SFR) scale developed by the University of Liverpool was tested for applicability to engineering simulators. A discussion of the SFR scale for use on the Vertical Motion Simulator is included in this paper.

Validation of the NASA Dryden X-31 simulation and evaluation of mechanization techniques

NASA Technical Reports Server (NTRS)

Dickes, Edward; Kay, Jacob; Ralston, John

1994-01-01

This paper shall discuss the evaluation of the original Dryden X-31 aerodynamic math model, processes involved in the justification and creation of the modified data base, and comparison time history results of the model response with flight test.

Spacecraft Trajectory Analysis and Mission Planning Simulation (STAMPS) Software

NASA Technical Reports Server (NTRS)

Puckett, Nancy; Pettinger, Kris; Hallstrom,John; Brownfield, Dana; Blinn, Eric; Williams, Frank; Wiuff, Kelli; McCarty, Steve; Ramirez, Daniel; Lamotte, Nicole;

Generalized math model for simulation of high-altitude balloon systems

NASA Technical Reports Server (NTRS)

Nigro, N. J.; Elkouh, A. F.; Hinton, D. E.; Yang, J. K.

1985-01-01

Balloon systems have proved to be a cost-effective means for conducting research experiments (e.g., infrared astronomy) in the earth's atmosphere. The purpose of this paper is to present a generalized mathematical model that can be used to simulate the motion of these systems once they have attained float altitude. The resulting form of the model is such that the pendulation and spin motions of the system are uncoupled and can be analyzed independently. The model is evaluated by comparing the simulation results with data obtained from an actual balloon system flown by NASA.

Research on an expert system for database operation of simulation-emulation math models. Volume 2, Phase 1: Results

NASA Technical Reports Server (NTRS)

Kawamura, K.; Beale, G. O.; Schaffer, J. D.; Hsieh, B. J.; Padalkar, S.; Rodriguez-Moscoso, J. J.

1985-01-01

A reference manual is provided for NESS, a simulation expert system. This manual gives user information regarding starting and operating NASA expert simulation system (NESS). This expert system provides an intelligent interface to a generic simulation program for spacecraft attitude control problems. A menu of the functions the system can perform is provided. Control repeated returns to this menu after executing each user request.

Dynamics of human T-cell lymphotropic virus I (HTLV-I) infection of CD4+ T-cells.

PubMed

Katri, Patricia; Ruan, Shigui

2004-11-01

Stilianakis and Seydel (Bull. Math. Biol., 1999) proposed an ODE model that describes the T-cell dynamics of human T-cell lymphotropic virus I (HTLV-I) infection and the development of adult T-cell leukemia (ATL). Their model consists of four components: uninfected healthy CD4+ T-cells, latently infected CD4+ T-cells, actively infected CD4+ T-cells, and ATL cells. Mathematical analysis that completely determines the global dynamics of this model has been done by Wang et al. (Math. Biosci., 2002). In this note, we first modify the parameters of the model to distinguish between contact and infectivity rates. Then we introduce a discrete time delay to the model to describe the time between emission of contagious particles by active CD4+ T-cells and infection of pure cells. Using the results in Culshaw and Ruan (Math. Biosci., 2000) in the analysis of time delay with respect to cell-free viral spread of HIV, we study the effect of time delay on the stability of the endemically infected equilibrium. Numerical simulations are presented to illustrate the results.

Software Reviews.

ERIC Educational Resources Information Center

Bitter, Gary G., Ed.

1989-01-01

Reviews three software packages: (1) "Physics," tutorial, grades 11-12, Macintosh; (2) "Hands On Math: Volume I," interactive math exploration/simulation of manipulatives use, grades K-7, Apple II; and (3) "A.I.: An Experience with Artificial Intelligence," simulation, grades 5-12, Apple II. (MVL)

Classification and identification of reading and math disabilities: the special case of comorbidity.

PubMed

Branum-Martin, Lee; Fletcher, Jack M; Stuebing, Karla K

2013-01-01

Much of learning disabilities research relies on categorical classification frameworks that use psychometric tests and cut points to identify children with reading or math difficulties. However, there is increasing evidence that the attributes of reading and math learning disabilities are dimensional, representing correlated continua of severity. We discuss issues related to categorical and dimensional approaches to reading and math disabilities, and their comorbid associations, highlighting problems with the use of cut points and correlated assessments. Two simulations are provided in which the correlational structure of a set of cognitive and achievement data are simulated from a single population with no categorical structures. The simulations produce profiles remarkably similar to reported profile differences, suggesting that the patterns are a product of the cut point and the correlational structure of the data. If dimensional approaches better fit the attributes of learning disability, new conceptualizations and better methods to identification and intervention may emerge, especially for comorbid associations of reading and math difficulties.

Simulator study of the stall departure characteristics of a light general aviation airplane with and without a wing-leading-edge modification

NASA Technical Reports Server (NTRS)

Riley, D. R.

1985-01-01

A six-degree-of-freedom nonlinear simulation was developed for a two-place, single-engine, low-wing general aviation airplane for the stall and initial departure regions of flight. Two configurations, one with and one without an outboard wing-leading-edge modification, were modeled. The math models developed are presented simulation predictions and flight-test data for validation purposes and simulation results for the two configurations for various maneuvers and power settings are compared to show the beneficial influence of adding the wing-leading-edge modification.

An "Emergent Model" for Rate of Change

ERIC Educational Resources Information Center

Herbert, Sandra; Pierce, Robyn

2008-01-01

Does speed provide a "model for" rate of change in other contexts? Does JavaMathWorlds (JMW), animated simulation software, assist in the development of the "model for" rate of change? This project investigates the transference of understandings of rate gained in a motion context to a non-motion context. Students were 27 14-15 year old students at…

Turbulence Hazard Metric Based on Peak Accelerations for Jetliner Passengers

NASA Technical Reports Server (NTRS)

Stewart, Eric C.

2005-01-01

Calculations are made of the approximate hazard due to peak normal accelerations of an airplane flying through a simulated vertical wind field associated with a convective frontal system. The calculations are based on a hazard metric developed from a systematic application of a generic math model to 1-cosine discrete gusts of various amplitudes and gust lengths. The math model simulates the three degree-of- freedom longitudinal rigid body motion to vertical gusts and includes (1) fuselage flexibility, (2) the lag in the downwash from the wing to the tail, (3) gradual lift effects, (4) a simplified autopilot, and (5) motion of an unrestrained passenger in the rear cabin. Airplane and passenger response contours are calculated for a matrix of gust amplitudes and gust lengths. The airplane response contours are used to develop an approximate hazard metric of peak normal accelerations as a function of gust amplitude and gust length. The hazard metric is then applied to a two-dimensional simulated vertical wind field of a convective frontal system. The variations of the hazard metric with gust length and airplane heading are demonstrated.

When math hurts: math anxiety predicts pain network activation in anticipation of doing math.

PubMed

Lyons, Ian M; Beilock, Sian L

2012-01-01

Math can be difficult, and for those with high levels of mathematics-anxiety (HMAs), math is associated with tension, apprehension, and fear. But what underlies the feelings of dread effected by math anxiety? Are HMAs' feelings about math merely psychological epiphenomena, or is their anxiety grounded in simulation of a concrete, visceral sensation - such as pain - about which they have every right to feel anxious? We show that, when anticipating an upcoming math-task, the higher one's math anxiety, the more one increases activity in regions associated with visceral threat detection, and often the experience of pain itself (bilateral dorso-posterior insula). Interestingly, this relation was not seen during math performance, suggesting that it is not that math itself hurts; rather, the anticipation of math is painful. Our data suggest that pain network activation underlies the intuition that simply anticipating a dreaded event can feel painful. These results may also provide a potential neural mechanism to explain why HMAs tend to avoid math and math-related situations, which in turn can bias HMAs away from taking math classes or even entire math-related career paths.

STOCHSIMGPU: parallel stochastic simulation for the Systems Biology Toolbox 2 for MATLAB.

PubMed

Klingbeil, Guido; Erban, Radek; Giles, Mike; Maini, Philip K

2011-04-15

The importance of stochasticity in biological systems is becoming increasingly recognized and the computational cost of biologically realistic stochastic simulations urgently requires development of efficient software. We present a new software tool STOCHSIMGPU that exploits graphics processing units (GPUs) for parallel stochastic simulations of biological/chemical reaction systems and show that significant gains in efficiency can be made. It is integrated into MATLAB and works with the Systems Biology Toolbox 2 (SBTOOLBOX2) for MATLAB. The GPU-based parallel implementation of the Gillespie stochastic simulation algorithm (SSA), the logarithmic direct method (LDM) and the next reaction method (NRM) is approximately 85 times faster than the sequential implementation of the NRM on a central processing unit (CPU). Using our software does not require any changes to the user's models, since it acts as a direct replacement of the stochastic simulation software of the SBTOOLBOX2. The software is open source under the GPL v3 and available at http://www.maths.ox.ac.uk/cmb/STOCHSIMGPU. The web site also contains supplementary information. klingbeil@maths.ox.ac.uk Supplementary data are available at Bioinformatics online.

T-MATS Toolbox for the Modeling and Analysis of Thermodynamic Systems

NASA Technical Reports Server (NTRS)

Chapman, Jeffryes W.

2014-01-01

The Toolbox for the Modeling and Analysis of Thermodynamic Systems (T-MATS) is a MATLABSimulink (The MathWorks Inc.) plug-in for creating and simulating thermodynamic systems and controls. The package contains generic parameterized components that can be combined with a variable input iterative solver and optimization algorithm to create complex system models, such as gas turbines.

Space construction base control system

NASA Technical Reports Server (NTRS)

1978-01-01

Aspects of an attitude control system were studied and developed for a large space base that is structurally flexible and whose mass properties change rather dramatically during its orbital lifetime. Topics of discussion include the following: (1) space base orbital pointing and maneuvering; (2) angular momentum sizing of actuators; (3) momentum desaturation selection and sizing; (4) multilevel control technique applied to configuration one; (5) one-dimensional model simulation; (6) N-body discrete coordinate simulation; (7) structural analysis math model formulation; and (8) discussion of control problems and control methods.

Thermal math model analysis of FRSI test article subjected to cold soak and entry environments. [Flexible Reuseable Surface Insulation in Space Shuttle Orbiter

NASA Technical Reports Server (NTRS)

Gallegos, J. J.

1978-01-01

A multi-objective test program was conducted at the NASA/JSC Radiant Heat Test Facility in which an aluminum skin/stringer test panel insulated with FRSI (Flexible Reusable Surface Insulation) was subjected to 24 simulated Space Shuttle Orbiter ascent/entry heating cycles with a cold soak in between in the 10th and 20th cycles. A two-dimensional thermal math model was developed and utilized to predict the thermal performance of the FRSI. Results are presented which indicate that the modeling techniques and property values have been proven adequate in predicting peak structure temperatures and entry thermal responses from both an ambient and cold soak condition of an FRSI covered aluminum structure.

Computers for real time flight simulation: A market survey

NASA Technical Reports Server (NTRS)

Bekey, G. A.; Karplus, W. J.

1977-01-01

An extensive computer market survey was made to determine those available systems suitable for current and future flight simulation studies at Ames Research Center. The primary requirement is for the computation of relatively high frequency content (5 Hz) math models representing powered lift flight vehicles. The Rotor Systems Research Aircraft (RSRA) was used as a benchmark vehicle for computation comparison studies. The general nature of helicopter simulations and a description of the benchmark model are presented, and some of the sources of simulation difficulties are examined. A description of various applicable computer architectures is presented, along with detailed discussions of leading candidate systems and comparisons between them.

The MP (Materialization Pattern) Model for Representing Math Educational Standards

NASA Astrophysics Data System (ADS)

Choi, Namyoun; Song, Il-Yeol; An, Yuan

Representing natural languages with UML has been an important research issue for various reasons. Little work has been done for modeling imperative mood sentences which are the sentence structure of math educational standard statements. In this paper, we propose the MP (Materialization Pattern) model that captures the semantics of English sentences used in math educational standards. The MP model is based on the Reed-Kellogg sentence diagrams and creates MP schemas with the UML notation. The MP model explicitly represents the semantics of the sentences by extracting math concepts and the cognitive process of math concepts from math educational standard statements, and simplifies modeling. This MP model is also developed to be used for aligning math educational standard statements via schema matching.

When Math Hurts: Math Anxiety Predicts Pain Network Activation in Anticipation of Doing Math

PubMed Central

Lyons, Ian M.; Beilock, Sian L.

2012-01-01

Math can be difficult, and for those with high levels of mathematics-anxiety (HMAs), math is associated with tension, apprehension, and fear. But what underlies the feelings of dread effected by math anxiety? Are HMAs’ feelings about math merely psychological epiphenomena, or is their anxiety grounded in simulation of a concrete, visceral sensation – such as pain – about which they have every right to feel anxious? We show that, when anticipating an upcoming math-task, the higher one’s math anxiety, the more one increases activity in regions associated with visceral threat detection, and often the experience of pain itself (bilateral dorso-posterior insula). Interestingly, this relation was not seen during math performance, suggesting that it is not that math itself hurts; rather, the anticipation of math is painful. Our data suggest that pain network activation underlies the intuition that simply anticipating a dreaded event can feel painful. These results may also provide a potential neural mechanism to explain why HMAs tend to avoid math and math-related situations, which in turn can bias HMAs away from taking math classes or even entire math-related career paths. PMID:23118929

Nurses' maths: researching a practical approach.

PubMed

Wilson, Ann

To compare a new practical maths test with a written maths test. The tests were undertaken by qualified nurses training for intravenous drug administration, a skill dependent on maths accuracy. The literature showed that the higher education institutes (HEIs) that provide nurse training use traditional maths tests, a practical way of testing maths had not been described. Fifty five nurses undertook two maths tests based on intravenous drug calculations. One was a traditional written test. The second was a new type of test using a simulated clinical environment. All participants were also interviewed one week later to ascertain their thoughts and feelings about the tests. There was a significant improvement in maths test scores for those nurses who took the practical maths test first. It is suggested that this is because it improved their conceptualisation skills and thus helped them to achieve accuracy in their calculations. Written maths tests are not the best way to help and support nurses in acquiring and improving their maths skills and should be replaced by a more practical approach.

Math anxiety in Thai early adolescents: a cognitive-behavioral perspective.

PubMed

Wangsiriwech, Tawatchai; Pisitsungkagarn, Kullaya; Jarukasemthawee, Somboon

2017-08-29

With its high prevalence and debilitating impact on students, math anxiety is well studied within the educational context. However, the problem has yet to be examined from the psychological perspective, which is necessary in order to produce a more comprehensive perspective and to pave the way for therapeutic intervention. The current study, therefore, was conducted to identify cognitive and behavioral factors relevant to the occurrence and maintenance of math anxiety. Data were collected from 300 grade 9 students (150 females and 150 males) from public and private schools in Bangkok, Thailand. Participants responded to the measures of math anxiety, negative math beliefs, negative math appraisals and math avoidance. Structural equation modeling was conducted. Model fit indices obtained consistently suggested the good fitness of the model to the data [e.g. χ2/df = 0.42, root mean square error of approximation (RMSEA) = 0.00]. Negative math beliefs, negative math appraisals and math avoidance had a significant direct effect on math anxiety. Additionally, the indirect effect of negative math appraisal was observed between negative math beliefs and math anxiety. In summary, the proposed model accounted for 84.5% of the variance in the anxiety. The findings are discussed with particular focus on implications for therapeutic intervention for math anxiety.

Identification and simulation evaluation of an AH-64 helicopter hover math model

NASA Technical Reports Server (NTRS)

Schroeder, J. A.; Watson, D. C.; Tischler, M. B.; Eshow, M. M.

1991-01-01

Frequency-domain parameter-identification techniques were used to develop a hover mathematical model of the AH-64 Apache helicopter from flight data. The unstable AH-64 bare-airframe characteristics without a stability-augmentation system were parameterized in the convectional stability-derivative form. To improve the model's vertical response, a simple transfer-function model approximating the effects of dynamic inflow was developed. Additional subcomponents of the vehicle were also modeled and simulated, such as a basic engine response for hover and the vehicle stick dynamic characteristics. The model, with and without stability augmentation, was then evaluated by AH-64 pilots in a moving-base simulation. It was the opinion of the pilots that the simulation was a satisfactory representation of the aircraft for the tasks of interest. The principal negative comment was that height control was more difficult in the simulation than in the aircraft.

Application of Microsoft's ActiveX and DirectX technologies to the visulization of physical system dynamics

NASA Astrophysics Data System (ADS)

Mann, Christopher; Narasimhamurthi, Natarajan

1998-08-01

This paper discusses a specific implementation of a web and complement based simulation systems. The overall simulation container is implemented within a web page viewed with Microsoft's Internet Explorer 4.0 web browser. Microsoft's ActiveX/Distributed Component Object Model object interfaces are used in conjunction with the Microsoft DirectX graphics APIs to provide visualization functionality for the simulation. The MathWorks' Matlab computer aided control system design program is used as an ActiveX automation server to provide the compute engine for the simulations.

Asymmetrical booster ascent guidance and control system design study. Volume 2: SSFS math models - Ascent. [space shuttle development

NASA Technical Reports Server (NTRS)

Williams, F. E.; Lemon, R. S.

1974-01-01

The engineering equations and mathematical models developed for use in the space shuttle functional simulator (SSFS) are presented, and include extensive revisions and additions to earlier documentation. Definitions of coordinate systems used by the SSFS models and coordinate tranformations are given, along with documentation of the flexible body mathematical models. The models were incorporated in the SSFS and are in the checkout stage.

GaAs Substrates for High-Power Diode Lasers

NASA Astrophysics Data System (ADS)

Mueller, Georg; Berwian, Patrick; Buhrig, Eberhard; Weinert, Berndt

GaAs substrate crystals with low dislocation density (Etch-Pit Density (EPD) < 500,^-2) and Si-doping ( ~10^18,^-3) are required for the epitaxial production of high-power diode-lasers. Large-size wafers (= 3 mathrm{in} -> >=3,) are needed for reducing the manufacturing costs. These requirements can be fulfilled by the Vertical Bridgman (VB) and Vertical Gradient Freeze (VGF) techniques. For that purpose we have developed proper VB/VGF furnaces and optimized the thermal as well as the physico-chemical process conditions. This was strongly supported by extensive numerical process simulation. The modeling of the VGF furnaces and processes was made by using a new computer code called CrysVUN++, which was recently developed in the Crystal Growth Laboratory in Erlangen.GaAs crystals with diameters of 2 and 3in were grown in pyrolytic Boron Nitride (pBN) crucibles having a small-diameter seed section and a conical part. Boric oxide was used to fully encapsulate the crystal and the melt. An initial silicon content in the GaAs melt of c (melt) = 3 x10^19,^-3 has to be used in order to achieve a carrier concentration of n = (0.8- 2) x10^18,^-3, which is the substrate specification of the device manufacturer of the diode-laser. The EPD could be reduced to values between 500,^-2 and 50,^-2 with a Si-doping level of 8 x10^17 to 1 x10^18,^-3. Even the 3in wafers have rather large dislocation-free areas. The lowest EPDs ( <100,^-2) are achieved for long seed wells of the crucible.

Enjoying mathematics or feeling competent in mathematics? Reciprocal effects on mathematics achievement and perceived math effort expenditure.

PubMed

Pinxten, Maarten; Marsh, Herbert W; De Fraine, Bieke; Van Den Noortgate, Wim; Van Damme, Jan

2014-03-01

The multidimensionality of the academic self-concept in terms of domain specificity has been well established in previous studies, whereas its multidimensionality in terms of motivational functions (the so-called affect-competence separation) needs further examination. This study aims at exploring differential effects of enjoyment and competence beliefs on two external validity criteria in the field of mathematics. Data analysed in this study were part of a large-scale longitudinal research project. Following a five-wave design, math enjoyment, math competence beliefs, math achievement, and perceived math effort expenditure measures were repeatedly collected from a cohort of 4,724 pupils in Grades 3-7. Confirmatory factor analysis (CFA) was used to test the internal factor structure of the math self-concept. Additionally, a series of nested models was tested using structural equation modelling to examine longitudinal reciprocal interrelations between math competence beliefs and math enjoyment on the one hand and math achievement and perceived math effort expenditure on the other. Our results showed that CFA models with separate factors for math enjoyment and math competence beliefs fit the data substantially better than models without it. Furthermore, differential relationships between both constructs and the two educational outcomes were observed. Math competence beliefs had positive effects on math achievement and negative effects on perceived math effort expenditure. Math enjoyment had (mild) positive effects on subsequent perceived effort expenditure and math competence beliefs. This study provides further support for the affect-competence separation. Theoretical issues regarding adequate conceptualization and practical consequences for practitioners are discussed. © 2013 The British Psychological Society.

Integrating Math & Computer Skills in the Biology Classroom: An Example Using Spreadsheet Simulations to Teach Fundamental Sampling Concepts

ERIC Educational Resources Information Center

Ray, Darrell L.

2013-01-01

Students often enter biology programs deficient in the math and computational skills that would enhance their attainment of a deeper understanding of the discipline. To address some of these concerns, I developed a series of spreadsheet simulation exercises that focus on some of the mathematical foundations of scientific inquiry and the benefits…

Architecting a Simulation Framework for Model Rehosting

NASA Technical Reports Server (NTRS)

Madden, Michael M.

2004-01-01

The utility of vehicle math models extends beyond human-in-the-loop simulation. It is desirable to deploy a given model across a multitude of applications that target design, analysis, and research. However, the vehicle model alone represents an incomplete simulation. One must also replicate the environment models (e.g., atmosphere, gravity, terrain) to achieve identical vehicle behavior across all applications. Environment models are increasing in complexity and represent a substantial investment to re-engineer for a new application. A software component that can be rehosted in each application is one solution to the deployment problem. The component must encapsulate both the vehicle and environment models. The component must have a well-defined interface that abstracts the bulk of the logic to operate the models. This paper examines the characteristics of a rehostable modeling component from the perspective of a human-in-the-loop simulation framework. The Langley Standard Real-Time Simulation in C++ (LaSRS++) is used as an example. LaSRS++ was recently redesigned to transform its modeling package into a rehostable component.

JPRS Report, Science & Technology China: Energy

DTIC Science & Technology

1992-09-23

combined actual models and math - ematical models to conduct the research and established a total of nine actual models with boundary conditions supplied...10,000 ton-grade flotillas after the Three Gorges project is completed. Simulation experiments of actual passage of 10,000 ton-grade flotillas at...excavate the deep trench for the core wall of the weir for the second phase. Concrete tank cars, spreaders, and other equipment were also devel- oped

Large Modal Survey Testing Using the Ibrahim Time Domain Identification Technique

NASA Technical Reports Server (NTRS)

Ibrahim, S. R.; Pappa, R. S.

1985-01-01

The ability of the ITD identification algorithm in identifying a complete set of structural modal parameters using a large number of free-response time histories simultaneously in one analysis, assuming a math model with a high number of degrees-of-freedom, has been studied. Identification results using simulated free responses of a uniform rectangular plate, with 225 measurement stations, and experimental responses from a ground vibration test of the Long Duration Exposure Facility (LDEF) Space Shuttle payload, with 142 measurement stations, are presented. As many as 300 degrees-of-freedom were allowed in analyzing these data. In general, the use of a significantly oversized math model in the identification process was found to maintain or increase identification accuracy and to identify modes of low response level that are not identified with smaller math model sizes. The concept of a Mode Shape Correlation Constant is introduced for use when more than one identification analysis of the same structure are conducted. This constant quantifies the degree of correlation between any two sets of complex mode shapes identified using different excitation conditions, different user-selectable algorithm constants, or overlapping sets of measurements.

Large modal survey testing using the Ibrahim time domain /ITD/ identification technique

NASA Technical Reports Server (NTRS)

Ibrahim, S. R.; Pappa, R. S.

1981-01-01

The ability of the ITD identification algorithm in identifying a complete set of structural modal parameters using a large number of free-response time histories simultaneously in one analysis, assuming a math model with a high number of degrees-of-freedom, has been studied. Identification results using simulated free responses of a uniform rectangular plate, with 225 measurement stations, and experimental responses from a ground vibration test of the Long Duration Exposure Facility (LDEF) Space Shuttle payload, with 142 measurement stations, are presented. As many as 300 degrees-of-freedom were allowed in analyzing these data. In general, the use of a significantly oversized math model in the identification process was found to maintain or increase identification accuracy and to identify modes of low response level that are not identified with smaller math model sizes. The concept of a Mode Shape Correlation Constant is introduced for use when more than one identification analysis of the same structure are conducted. This constant quantifies the degree of correlation between any two sets of complex mode shapes identified using different excitation conditions, different user-selectable algorithm constants, or overlapping sets of measurements.

Automated 3D Damaged Cavity Model Builder for Lower Surface Acreage Tile on Orbiter

NASA Technical Reports Server (NTRS)

Belknap, Shannon; Zhang, Michael

2013-01-01

The 3D Automated Thermal Tool for Damaged Acreage Tile Math Model builder was developed to perform quickly and accurately 3D thermal analyses on damaged lower surface acreage tiles and structures beneath the damaged locations on a Space Shuttle Orbiter. The 3D model builder created both TRASYS geometric math models (GMMs) and SINDA thermal math models (TMMs) to simulate an idealized damaged cavity in the damaged tile(s). The GMMs are processed in TRASYS to generate radiation conductors between the surfaces in the cavity. The radiation conductors are inserted into the TMMs, which are processed in SINDA to generate temperature histories for all of the nodes on each layer of the TMM. The invention allows a thermal analyst to create quickly and accurately a 3D model of a damaged lower surface tile on the orbiter. The 3D model builder can generate a GMM and the correspond ing TMM in one or two minutes, with the damaged cavity included in the tile material. A separate program creates a configuration file, which would take a couple of minutes to edit. This configuration file is read by the model builder program to determine the location of the damage, the correct tile type, tile thickness, structure thickness, and SIP thickness of the damage, so that the model builder program can build an accurate model at the specified location. Once the models are built, they are processed by the TRASYS and SINDA.

Mechanisms test bed math model modification and simulation support

NASA Technical Reports Server (NTRS)

Gilchrist, Andrea C.; Tobbe, Patrick A.

1995-01-01

This report summarizes the work performed under contract NAS8-38771 in support of the Marshall Space Flight Center Six Degree of Freedom Motion Facility and Flight Robotics Laboratory. The contract activities included the development of the two flexible body and Remote Manipulator System simulations, Dynamic Overhead Target Simulator control system and operating software, Global Positioning System simulation, and Manipulator Coupled Spacecraft Controls Testbed. Technical support was also provided for the Lightning Imaging Sensor and Solar X-Ray Imaging programs. The cover sheets and introductory sections for the documentation written under this contract are provided as an appendix.

Stochastic wave-function unravelling of the generalized Lindblad equation

NASA Astrophysics Data System (ADS)

Semin, V.; Semina, I.; Petruccione, F.

2017-12-01

We investigate generalized non-Markovian stochastic Schrödinger equations (SSEs), driven by a multidimensional counting process and multidimensional Brownian motion introduced by A. Barchielli and C. Pellegrini [J. Math. Phys. 51, 112104 (2010), 10.1063/1.3514539]. We show that these SSEs can be translated in a nonlinear form, which can be efficiently simulated. The simulation is illustrated by the model of a two-level system in a structured bath, and the results of the simulations are compared with the exact solution of the generalized master equation.

Stream network and stream segment temperature models software

USGS Publications Warehouse

Bartholow, John

2010-01-01

This set of programs simulates steady-state stream temperatures throughout a dendritic stream network handling multiple time periods per year. The software requires a math co-processor and 384K RAM. Also included is a program (SSTEMP) designed to predict the steady state stream temperature within a single stream segment for a single time period.

A Model of the Traveling Charge

DTIC Science & Technology

1980-07-01

also permits a simulation of the blowdown of the tube following the expulsion of the projectile and any unburned propellant. The interface between...N., 󈨍est Approximation Properties of the Spline Fit" J. Math . Mech. 11, 225-234 1962 36 3.2 Transformed Equations Taking the.origin to be at...pressure at muzzle exit is not normally of ballistic interest, it appears from Table 4.3 that 41 mesh points are sufficient in simulations of this type

Regression Model Optimization for the Analysis of Experimental Data

NASA Technical Reports Server (NTRS)

Ulbrich, N.

2009-01-01

A candidate math model search algorithm was developed at Ames Research Center that determines a recommended math model for the multivariate regression analysis of experimental data. The search algorithm is applicable to classical regression analysis problems as well as wind tunnel strain gage balance calibration analysis applications. The algorithm compares the predictive capability of different regression models using the standard deviation of the PRESS residuals of the responses as a search metric. This search metric is minimized during the search. Singular value decomposition is used during the search to reject math models that lead to a singular solution of the regression analysis problem. Two threshold dependent constraints are also applied. The first constraint rejects math models with insignificant terms. The second constraint rejects math models with near-linear dependencies between terms. The math term hierarchy rule may also be applied as an optional constraint during or after the candidate math model search. The final term selection of the recommended math model depends on the regressor and response values of the data set, the user s function class combination choice, the user s constraint selections, and the result of the search metric minimization. A frequently used regression analysis example from the literature is used to illustrate the application of the search algorithm to experimental data.

Engaging Undergraduate Math Majors in Geoscience Research using Interactive Simulations and Computer Art

NASA Astrophysics Data System (ADS)

Matott, L. S.; Hymiak, B.; Reslink, C. F.; Baxter, C.; Aziz, S.

2012-12-01

As part of the NSF-sponsored 'URGE (Undergraduate Research Group Experiences) to Compute' program, Dr. Matott has been collaborating with talented Math majors to explore the design of cost-effective systems to safeguard groundwater supplies from contaminated sites. Such activity is aided by a combination of groundwater modeling, simulation-based optimization, and high-performance computing - disciplines largely unfamiliar to the students at the outset of the program. To help train and engage the students, a number of interactive and graphical software packages were utilized. Examples include: (1) a tutorial for exploring the behavior of evolutionary algorithms and other heuristic optimizers commonly used in simulation-based optimization; (2) an interactive groundwater modeling package for exploring alternative pump-and-treat containment scenarios at a contaminated site in Billings, Montana; (3) the R software package for visualizing various concepts related to subsurface hydrology; and (4) a job visualization tool for exploring the behavior of numerical experiments run on a large distributed computing cluster. Further engagement and excitement in the program was fostered by entering (and winning) a computer art competition run by the Coalition for Academic Scientific Computation (CASC). The winning submission visualizes an exhaustively mapped optimization cost surface and dramatically illustrates the phenomena of artificial minima - valley locations that correspond to designs whose costs are only partially optimal.

Multi-scale and multi-physics simulations using the multi-fluid plasma model

DTIC Science & Technology

2017-04-25

small The simulation uses 512 second-order elements Bz = 1.0, Te = Ti = 0.01, ui = ue = 0 ne = ni = 1.0 + e−10(x−6) 2 Baboolal, Math . and Comp. Sim. 55...DISTRIBUTION Clearance No. 17211 23 / 31 SUMMARY The blended finite element method (BFEM) is presented DG spatial discretization with explicit Runge...Kutta (i+, n) CG spatial discretization with implicit Crank-Nicolson (e−, fileds) DG captures shocks and discontinuities CG is efficient and robust for

Mechanism of Film Cooling with One Inlet and Double Outlet Hole Injection at Various Turbulence Intensities

NASA Astrophysics Data System (ADS)

Li, Guangchao; Chen, Yukai; Kou, Zhihai; Zhang, Wei; Zhang, Guochen

2018-03-01

The trunk-branch hole was designed as a novel film cooling concept, which aims for improving film cooling performance by producing anti-vortex. The trunk-branch hole is easily manufactured in comparison with the expanded hole since it consists of two cylindrical holes. The effect of turbulence on the film cooling effectiveness with a trunk-branch hole injection was investigated at the blowing ratios of 0.5, 1.0, 1.5 and 2.0 by numerical simulation. The turbulence intensities from 0.4 % to 20 % were considered. The realizable k-ɛ k - ɛ turbulence model and the enhanced wall function were used. The more effective anti-vortex occurs at the low blowing ratio of 0.5 %. The high turbulence intensity causes the effectiveness evenly distributed in the spanwise direction. The increase of turbulence intensity leads to a slight decrease of the spanwise averaged effectiveness at the low blowing ratio of 0.5, but a significant increase at the high blowing ratios of 1.5 and 2.0. The optimal blowing ratio of the averaged surface effectiveness is improved from 1.0 to 1.5 when the turbulence intensity increases from 0.4 % to 20 %.

Measurement of math beliefs and their associations with math behaviors in college students.

PubMed

Hendy, Helen M; Schorschinsky, Nancy; Wade, Barbara

2014-12-01

Our purpose in the present study was to expand understanding of math beliefs in college students by developing 3 new psychometrically tested scales as guided by expectancy-value theory, self-efficacy theory, and health belief model. Additionally, we identified which math beliefs (and which theory) best explained variance in math behaviors and performance by college students and which students were most likely to have problematic math beliefs. Study participants included 368 college math students who completed questionnaires to report math behaviors (attending class, doing homework, reading textbooks, asking for help) and used a 5-point rating scale to indicate a variety of math beliefs. For a subset of 84 students, math professors provided final math grades. Factor analyses produced a 10-item Math Value Scale with 2 subscales (Class Devaluation, No Future Value), a 7-item single-dimension Math Confidence Scale, and an 11-item Math Barriers Scale with 2 subscales (Math Anxiety, Discouraging Words). Hierarchical multiple regression revealed that high levels of the newly discovered class devaluation belief (guided by expectancy-value theory) were most consistently associated with poor math behaviors in college students, with high math anxiety (guided by health belief model) and low math confidence (guided by self-efficacy theory) also found to be significant. Analyses of covariance revealed that younger and male students were at increased risk for class devaluation and older students were at increased risk for poor math confidence. (c) 2014 APA, all rights reserved.

Singapore Math: Problem-Solving Secrets from the World's Math Leader

ERIC Educational Resources Information Center

Hogan, Bob

2005-01-01

Using this four CD-ROM disc set, teachers can have their very own math problem solving mentor as a leading expert in Singapore Math guides them through a lively presentation, working through math problems and explaining how Singapore has become the world's leading method in math. The expert's explanation of how to use Singapore's model-drawing…

Longitudinal relations among parents' reactions to children's negative emotions, effortful control, and math achievement in early elementary school.

PubMed

Swanson, Jodi; Valiente, Carlos; Lemery-Chalfant, Kathryn; Bradley, Robert H; Eggum-Wilkens, Natalie D

2014-01-01

Panel mediation models and fixed-effects models were used to explore longitudinal relations among parents' reactions to children's displays of negative emotions, children's effortful control (EC), and children's math achievement (N = 291; M age in fall of kindergarten = 5.66 years, SD = .39 year) across kindergarten through second grade. Parents reported their reactions and children's EC. Math achievement was assessed with a standardized achievement test. First-grade EC mediated the relation between parents' reactions at kindergarten and second-grade math achievement, beyond stability in constructs across study years. Panel mediation model results suggested that socialization of EC may be one method of promoting math achievement in early school; however, when all omitted time-invariant covariates of EC and math achievement were controlled, first-grade EC no longer predicted second-grade math achievement. © 2014 The Authors. Child Development © 2014 Society for Research in Child Development, Inc.

Dynamic SPECT reconstruction from few projections: a sparsity enforced matrix factorization approach

NASA Astrophysics Data System (ADS)

Ding, Qiaoqiao; Zan, Yunlong; Huang, Qiu; Zhang, Xiaoqun

2015-02-01

The reconstruction of dynamic images from few projection data is a challenging problem, especially when noise is present and when the dynamic images are vary fast. In this paper, we propose a variational model, sparsity enforced matrix factorization (SEMF), based on low rank matrix factorization of unknown images and enforced sparsity constraints for representing both coefficients and bases. The proposed model is solved via an alternating iterative scheme for which each subproblem is convex and involves the efficient alternating direction method of multipliers (ADMM). The convergence of the overall alternating scheme for the nonconvex problem relies upon the Kurdyka-Łojasiewicz property, recently studied by Attouch et al (2010 Math. Oper. Res. 35 438) and Attouch et al (2013 Math. Program. 137 91). Finally our proof-of-concept simulation on 2D dynamic images shows the advantage of the proposed method compared to conventional methods.

Modeling Math Growth Trajectory--An Application of Conventional Growth Curve Model and Growth Mixture Model to ECLS K-5 Data

ERIC Educational Resources Information Center

Lu, Yi

2016-01-01

To model students' math growth trajectory, three conventional growth curve models and three growth mixture models are applied to the Early Childhood Longitudinal Study Kindergarten-Fifth grade (ECLS K-5) dataset in this study. The results of conventional growth curve model show gender differences on math IRT scores. When holding socio-economic…

A Process for the Creation of T-MATS Propulsion System Models from NPSS data

NASA Technical Reports Server (NTRS)

Chapman, Jeffryes W.; Lavelle, Thomas M.; Litt, Jonathan S.; Guo, Ten-Huei

2014-01-01

A modular thermodynamic simulation package called the Toolbox for the Modeling and Analysis of Thermodynamic Systems (T-MATS) has been developed for the creation of dynamic simulations. The T-MATS software is designed as a plug-in for Simulink (Math Works, Inc.) and allows a developer to create system simulations of thermodynamic plants (such as gas turbines) and controllers in a single tool. Creation of such simulations can be accomplished by matching data from actual systems, or by matching data from steady state models and inserting appropriate dynamics, such as the rotor and actuator dynamics for an aircraft engine. This paper summarizes the process for creating T-MATS turbo-machinery simulations using data and input files obtained from a steady state model created in the Numerical Propulsion System Simulation (NPSS). The NPSS is a thermodynamic simulation environment that is commonly used for steady state gas turbine performance analysis. Completion of all the steps involved in the process results in a good match between T-MATS and NPSS at several steady state operating points. Additionally, the T-MATS model extended to run dynamically provides the possibility of simulating and evaluating closed loop responses.

On the Leaky Math Pipeline: Comparing Implicit Math-Gender Stereotypes and Math Withdrawal in Female and Male Children and Adolescents

ERIC Educational Resources Information Center

Steffens, Melanie C.; Jelenec, Petra; Noack, Peter

2010-01-01

Many models assume that habitual human behavior is guided by spontaneous, automatic, or implicit processes rather than by deliberate, rule-based, or explicit processes. Thus, math-ability self-concepts and math performance could be related to implicit math-gender stereotypes in addition to explicit stereotypes. Two studies assessed at what age…

Designing a Virtual-Reality-Based, Gamelike Math Learning Environment

ERIC Educational Resources Information Center

Xu, Xinhao; Ke, Fengfeng

2016-01-01

This exploratory study examined the design issues related to a virtual-reality-based, gamelike learning environment (VRGLE) developed via OpenSimulator, an open-source virtual reality server. The researchers collected qualitative data to examine the VRGLE's usability, playability, and content integration for math learning. They found it important…

Understanding the Home Math Environment and Its Role in Predicting Parent Report of Children's Math Skills.

PubMed

Hart, Sara A; Ganley, Colleen M; Purpura, David J

2016-01-01

There is a growing literature concerning the role of the home math environment in children's math development. In this study, we examined the relation between these constructs by specifically addressing three goals. The first goal was to identify the measurement structure of the home math environment through a series of confirmatory factor analyses. The second goal was to examine the role of the home math environment in predicting parent report of children's math skills. The third goal was to test a series of potential alternative explanations for the relation between the home math environment and parent report of children's skills, specifically the direct and indirect role of household income, parent math anxiety, and parent math ability as measured by their approximate number system performance. A final sample of 339 parents of children aged 3 through 8 drawn from Mechanical Turk answered a questionnaire online. The best fitting model of the home math environment was a bifactor model with a general factor representing the general home math environment, and three specific factors representing the direct numeracy environment, the indirect numeracy environment, and the spatial environment. When examining the association of the home math environment factors to parent report of child skills, the general home math environment factor and the spatial environment were the only significant predictors. Parents who reported doing more general math activities in the home reported having children with higher math skills, whereas parents who reported doing more spatial activities reported having children with lower math skills.

Understanding the Home Math Environment and Its Role in Predicting Parent Report of Children’s Math Skills

PubMed Central

Ganley, Colleen M.; Purpura, David J.

2016-01-01

There is a growing literature concerning the role of the home math environment in children’s math development. In this study, we examined the relation between these constructs by specifically addressing three goals. The first goal was to identify the measurement structure of the home math environment through a series of confirmatory factor analyses. The second goal was to examine the role of the home math environment in predicting parent report of children’s math skills. The third goal was to test a series of potential alternative explanations for the relation between the home math environment and parent report of children’s skills, specifically the direct and indirect role of household income, parent math anxiety, and parent math ability as measured by their approximate number system performance. A final sample of 339 parents of children aged 3 through 8 drawn from Mechanical Turk answered a questionnaire online. The best fitting model of the home math environment was a bifactor model with a general factor representing the general home math environment, and three specific factors representing the direct numeracy environment, the indirect numeracy environment, and the spatial environment. When examining the association of the home math environment factors to parent report of child skills, the general home math environment factor and the spatial environment were the only significant predictors. Parents who reported doing more general math activities in the home reported having children with higher math skills, whereas parents who reported doing more spatial activities reported having children with lower math skills. PMID:28005925

Trajectories of Self-Perceived Math Ability, Utility Value and Interest across Middle School as Predictors of High School Math Performance

ERIC Educational Resources Information Center

Petersen, Jennifer Lee; Hyde, Janet Shibley

2017-01-01

Although many studies have documented developmental change in mathematics motivation, little is known about how these trends predict math performance. A sample of 288 participants from the United States reported their perceived math ability, math utility value and math interest in 5th, 7th and 9th grades. Latent growth curve models estimated…

Molecular dynamics simulations of intergranular fracture in UO2 with nine empirical interatomic potentials

DOE Office of Scientific and Technical Information (OSTI.GOV)

Yongfeng Zhang; Paul C Millett; Michael R Tonks

The intergranular fracture behavior of UO2 was studied using molecular dynamics simulations with a bicrystal model. The anisotropic fracture behavior due to the different grain boundary characters was investigated with the View the MathML source symmetrical tilt S5 and the View the MathML source symmetrical tilt S3 ({1 1 1} twin) grain boundaries. Nine interatomic potentials, seven rigid-ion plus two core–shell ones, were utilized to elucidate possible potential dependence. Initiating from a notch, crack propagation along grain boundaries was observed for most potentials. The S3 boundary was found to be more prone to fracture than the S5 one, indicated bymore » a lower energy release rate associated with the former. However, some potential dependence was identified on the existence of transient plastic deformation at crack tips, and the results were discussed regarding the relevant material properties including the excess energies of metastable phases and the critical energy release rate for intergranular fracture. In general, local plasticity at crack tips was observed in fracture simulations with potentials that predict low excess energies for metastable phases and high critical energy release rates for intergranular fracture.« less

The research of distributed interactive simulation based on HLA in coal mine industry inherent safety

NASA Astrophysics Data System (ADS)

Dou, Zhi-Wu

2010-08-01

To solve the inherent safety problem puzzling the coal mining industry, analyzing the characteristic and the application of distributed interactive simulation based on high level architecture (DIS/HLA), a new method is proposed for developing coal mining industry inherent safety distributed interactive simulation adopting HLA technology. Researching the function and structure of the system, a simple coal mining industry inherent safety is modeled with HLA, the FOM and SOM are developed, and the math models are suggested. The results of the instance research show that HLA plays an important role in developing distributed interactive simulation of complicated distributed system and the method is valid to solve the problem puzzling coal mining industry. To the coal mining industry, the conclusions show that the simulation system with HLA plays an important role to identify the source of hazard, to make the measure for accident, and to improve the level of management.

Redundant actuator development study. [flight control systems for supersonic transport aircraft

NASA Technical Reports Server (NTRS)

Ryder, D. R.

1973-01-01

Current and past supersonic transport configurations are reviewed to assess redundancy requirements for future airplane control systems. Secondary actuators used in stability augmentation systems will probably be the most critical actuator application and require the highest level of redundancy. Two methods of actuator redundancy mechanization have been recommended for further study. Math models of the recommended systems have been developed for use in future computer simulations. A long range plan has been formulated for actuator hardware development and testing in conjunction with the NASA Flight Simulator for Advanced Aircraft.

Simulation model of a twin-tail, high performance airplane

NASA Technical Reports Server (NTRS)

Buttrill, Carey S.; Arbuckle, P. Douglas; Hoffler, Keith D.

1992-01-01

The mathematical model and associated computer program to simulate a twin-tailed high performance fighter airplane (McDonnell Douglas F/A-18) are described. The simulation program is written in the Advanced Continuous Simulation Language. The simulation math model includes the nonlinear six degree-of-freedom rigid-body equations, an engine model, sensors, and first order actuators with rate and position limiting. A simplified form of the F/A-18 digital control laws (version 8.3.3) are implemented. The simulated control law includes only inner loop augmentation in the up and away flight mode. The aerodynamic forces and moments are calculated from a wind-tunnel-derived database using table look-ups with linear interpolation. The aerodynamic database has an angle-of-attack range of -10 to +90 and a sideslip range of -20 to +20 degrees. The effects of elastic deformation are incorporated in a quasi-static-elastic manner. Elastic degrees of freedom are not actively simulated. In the engine model, the throttle-commanded steady-state thrust level and the dynamic response characteristics of the engine are based on airflow rate as determined from a table look-up. Afterburner dynamics are switched in at a threshold based on the engine airflow and commanded thrust.

Simulations of the Evolution of Vapor Ejected by the LCROSS Impact on the Moon

NASA Astrophysics Data System (ADS)

Hurley, D. M.; Killen, R. M.; Team, L.; Potter, A. E.

2009-12-01

We present simulations of the vapor plume evolution resulting from the LCROSS impact onto the Moon. The simulation employs the Monte Carlo technique to follow the trajectory of particles assuming a collisionless atmosphere from the time the particle reaches the collisionless regime until the particle is lost from the Moon. We use realistic topography and examine how different implementation of physics within the model affect the evolution of the vapor plume. We simulate Na, H2O, OH, H, O, and Ar. If observations from LAMP and ground-based observations of Na are successful (they are TBD at the time of writing the abstract), we present the observations and use the model to interpret them. LAMP is the Lyman Alpha Mapping Project onboard Lunar Reconnaissance Orbiter. After impact, LAMP will observe FUV spectra in search of H and Ar in the atmosphere. We propose to use the McMath-Pierce Main to observe the impact plume, which is scheduled to occur on October 9, 2009 at 11:30 UT (7:30 a.m. EDT, 4:30 a.m. PDT), +/- 30 minutes. The spectrum of the impact plume will be measured using the Stellar Spectrograph and the McMath-Pierce Main telescope. The spectral range will be chosen to observed sodium. The purpose of this observation is to calibrate the impact. We know the sodium content of the regolith. A measure of the extra sodium content in the impact plume will serve to calibrate the impact. We will observe the impact region with the East Auxillary Telescope in white light to estimate the amount of dust produced by the impact. Distribution of simulated Ar particles 2 hours after the LCROSS impact.

Adopting adequate leaching requirement for practical response models of basil to salinity

NASA Astrophysics Data System (ADS)

Babazadeh, Hossein; Tabrizi, Mahdi Sarai; Darvishi, Hossein Hassanpour

2016-07-01

Several mathematical models are being used for assessing plant response to salinity of the root zone. Objectives of this study included quantifying the yield salinity threshold value of basil plants to irrigation water salinity and investigating the possibilities of using irrigation water salinity instead of saturated extract salinity in the available mathematical models for estimating yield. To achieve the above objectives, an extensive greenhouse experiment was conducted with 13 irrigation water salinity levels, namely 1.175 dS m-1 (control treatment) and 1.8 to 10 dS m-1. The result indicated that, among these models, the modified discount model (one of the most famous root water uptake model which is based on statistics) produced more accurate results in simulating the basil yield reduction function using irrigation water salinities. Overall the statistical model of Steppuhn et al. on the modified discount model and the math-empirical model of van Genuchten and Hoffman provided the best results. In general, all of the statistical models produced very similar results and their results were better than math-empirical models. It was also concluded that if enough leaching was present, there was no significant difference between the soil salinity saturated extract models and the models using irrigation water salinity.

Preparing Prekindergartners with Math Readiness Skills: The Effect of Children's Talk, Focus, and Engagement on Math Achievement

ERIC Educational Resources Information Center

Cummings, Tracy; Hofer, Kerry G.; Farran, Dale C.; Lipsey, Mark W.; Bilbrey, Carol; Vorhaus, Elizabeth

2009-01-01

The "Building Blocks PreK Math Curriculum" (Clements & Sarama, 2007) was designed to facilitate children's engagement in math and talk about math. Much research investigates the effect of curriculum on classrooms or teacher practices. This study used a mediational model to look at a curriculum's effect on children's achievement gain, operating…

Scenario Development Process at the Vertical Motion Simulator

NASA Technical Reports Server (NTRS)

Reardon, Scott E.; Beard, Steven D.; Lewis, Emily

2017-01-01

There has been a significant effort within the simulation community to standardize many aspects of flight simulation. More recently, an effort has begun to develop a formal scenario definition language for aviation. A working group within the AIAA Modeling and Simulation Technical Committee has been created to develop a standard aviation scenario definition language, though much of the initial effort has been tailored to training simulators. Research and development (R&D) simulators, like the Vertical Motion Simulator (VMS), and training simulators have different missions and thus have different scenario requirements. The purpose of this paper is to highlight some of the unique tasks and scenario elements used at the VMS so they may be captured by scenario standardization efforts. The VMS most often performs handling qualities studies and transfer of training studies. Three representative handling qualities simulation studies and two transfer of training simulation studies are described in this paper. Unique scenario elements discussed in this paper included special out-the-window (OTW) targets and environmental conditions, motion system parameters, active inceptor parameters, and configurable vehicle math model parameters.

The role of social support in students' perceived abilities and attitudes toward math and science.

PubMed

Rice, Lindsay; Barth, Joan M; Guadagno, Rosanna E; Smith, Gabrielle P A; McCallum, Debra M

2013-07-01

Social cognitive models examining academic and career outcomes emphasize constructs such as attitude, interest, and self-efficacy as key factors affecting students' pursuit of STEM (science, technology, engineering and math) courses and careers. The current research examines another under-researched component of social cognitive models: social support, and the relationship between this component and attitude and self-efficacy in math and science. A large cross-sectional design was used gathering data from 1,552 participants in four adolescent school settings from 5th grade to early college (41 % female, 80 % white). Students completed measures of perceived social support from parents, teachers and friends as well as their perceived ability and attitudes toward math and science. Fifth grade and college students reported higher levels of support from teachers and friends when compared to students at other grade levels. In addition, students who perceived greater social support for math and science from parents, teachers, and friends reported better attitudes and had higher perceptions of their abilities in math and science. Lastly, structural equation modeling revealed that social support had both a direct effect on math and science perceived abilities and an indirect effect mediated through math and science attitudes. Findings suggest that students who perceive greater social support for math and science from parents, teachers, and friends have more positive attitudes toward math and science and a higher sense of their own competence in these subjects.

Simulation of selected genealogies.

PubMed

Slade, P F

2000-02-01

Algorithms for generating genealogies with selection conditional on the sample configuration of n genes in one-locus, two-allele haploid and diploid models are presented. Enhanced integro-recursions using the ancestral selection graph, introduced by S. M. Krone and C. Neuhauser (1997, Theor. Popul. Biol. 51, 210-237), which is the non-neutral analogue of the coalescent, enables accessible simulation of the embedded genealogy. A Monte Carlo simulation scheme based on that of R. C. Griffiths and S. Tavaré (1996, Math. Comput. Modelling 23, 141-158), is adopted to consider the estimation of ancestral times under selection. Simulations show that selection alters the expected depth of the conditional ancestral trees, depending on a mutation-selection balance. As a consequence, branch lengths are shown to be an ineffective criterion for detecting the presence of selection. Several examples are given which quantify the effects of selection on the conditional expected time to the most recent common ancestor. Copyright 2000 Academic Press.

Mathematical learning instruction and teacher motivation factors affecting science technology engineering and math (STEM) major choices in 4-year colleges and universities: Multilevel structural equation modeling

NASA Astrophysics Data System (ADS)

Lee, Ahlam

2011-12-01

Using the Educational Longitudinal Study of 2002/06, this study examined the effects of the selected mathematical learning and teacher motivation factors on graduates' science, technology, engineering, and math (STEM) related major choices in 4-year colleges and universities, as mediated by math performance and math self-efficacy. Using multilevel structural equation modeling, I analyzed: (1) the association between mathematical learning instruction factors (i.e., computer, individual, and lecture-based learning activities in mathematics) and students' STEM major choices in 4-year colleges and universities as mediated by math performance and math self-efficacy and (2) the association between school factor, teacher motivation and students' STEM major choices in 4-year colleges and universities via mediators of math performance and math self-efficacy. The results revealed that among the selected learning experience factors, computer-based learning activities in math classrooms yielded the most positive effects on math self-efficacy, which significantly predicted the increase in the proportion of students' STEM major choice as mediated by math self-efficacy. Further, when controlling for base-year math Item Response Theory (IRT) scores, a positive relationship between individual-based learning activities in math classrooms and the first follow-up math IRT scores emerged, which related to the high proportion of students' STEM major choices. The results also indicated that individual and lecture-based learning activities in math yielded positive effects on math self-efficacy, which related to STEM major choice. Concerning between-school levels, teacher motivation yielded positive effects on the first follow up math IRT score, when controlling for base year IRT score. The results from this study inform educators, parents, and policy makers on how mathematics instruction can improve student math performance and encourage more students to prepare for STEM careers. Students should receive all possible opportunities to use computers to enhance their math self-efficacy, be encouraged to review math materials, and concentrate on listening to math teachers' lectures. While all selected math-learning activities should be embraced in math instruction, computer and individual-based learning activities, which reflect student-driven learning, should be emphasized in the high school instruction. Likewise, students should be encouraged to frequently engage in individual-based learning activities to improve their math performance.

Mechanism test bed. Flexible body model report

NASA Technical Reports Server (NTRS)

Compton, Jimmy

1991-01-01

The Space Station Mechanism Test Bed is a six degree-of-freedom motion simulation facility used to evaluate docking and berthing hardware mechanisms. A generalized rigid body math model was developed which allowed the computation of vehicle relative motion in six DOF due to forces and moments from mechanism contact, attitude control systems, and gravity. No vehicle size limitations were imposed in the model. The equations of motion were based on Hill's equations for translational motion with respect to a nominal circular earth orbit and Newton-Euler equations for rotational motion. This rigid body model and supporting software were being refined.

Modeling and control study of the NASA 0.3-meter transonic cryogenic tunnel for use with sulfur hexafluoride medium

NASA Technical Reports Server (NTRS)

Balakrishna, S.; Kilgore, W. Allen

1992-01-01

The NASA Langley 0.3-m Transonic Cryogenic Tunnel is to be modified to operate with sulfur hexafluoride gas while retaining its present capability to operate with nitrogen. The modified tunnel will provide high Reynolds number flow on aerodynamic models with two different test gases. The document details a study of the SF6 tunnel performance boundaries, thermodynamic modeling of the tunnel process, nonlinear dynamical simulation of math model to yield tunnel responses, the closed loop control requirements, control laws, and mechanization of the control laws on the microprocessor based controller.

Kennedy Space Center (KSC) Launch Complex 39 (LC-39) Gaseous Hydrogen (GH2) Vent Arm Behavior Prediction Model Review Technical Assessment Report

NASA Technical Reports Server (NTRS)

Wilson, Timmy R.; Beech, Geoffrey; Johnston, Ian

2009-01-01

The NESC Assessment Team reviewed a computer simulation of the LC-39 External Tank (ET) GH2 Vent Umbilical system developed by United Space Alliance (USA) for the Space Shuttle Program (SSP) and designated KSC Analytical Tool ID 451 (KSC AT-451). The team verified that the vent arm kinematics were correctly modeled, but noted that there were relevant system sensitivities. Also, the structural stiffness used in the math model varied somewhat from the analytic calculations. Results of the NESC assessment were communicated to the model developers.

Completing the Remedial Sequence and College-Level Credit-Bearing Math: Comparing Binary, Cumulative, and Continuation Ratio Logistic Regression Models

ERIC Educational Resources Information Center

Davidson, J. Cody

2016-01-01

Mathematics is the most common subject area of remedial need and the majority of remedial math students never pass a college-level credit-bearing math class. The majorities of studies that investigate this phenomenon are conducted at community colleges and use some type of regression model; however, none have used a continuation ratio model. The…

Unsteady Separated Flows: Vorticity and Turbulence.

DTIC Science & Technology

1982-10-01

investigation. The vortex train used in the mathe- matical model is adapted to simulate the flow generated in the wake of an oscillating spoiler moving...weak wake structure. C H - At K = 1.5, the trailing edge vortex clearly leads the vorte : generated from the leading edge in the normal geonetry tests...flows is summarized. Specific projects reviewed include: (a) oscillating airfoil dynamic stall; (b) vortex entrapment and stability analysis -and (c

Aerial Refueling Simulator Validation Using Operational Experimentation and Response Surface Methods with Time Series Responses

DTIC Science & Technology

2013-03-21

10 2.3 Time Series Response Data ................................................................................. 12 2.4 Comparison of Response...to 12 evaluating the efficiency of the parameter estimates. In the past, the most popular form of response surface design used the D-optimality...as well. A model can refer to almost anything in math , statistics, or computer science. It can be any “physical, mathematical, or logical

The Menu for Every Young Mathematician's Appetite

ERIC Educational Resources Information Center

Legnard, Danielle S.; Austin, Susan L.

2012-01-01

Math Workshop offers differentiated instruction to foster a deep understanding of rich, rigorous mathematics that is attainable by all learners. The inquiry-based model provides a menu of multilevel math tasks, within the daily math block, that focus on similar mathematical content. Math Workshop promotes a culture of engagement and…

Stable lattice Boltzmann model for Maxwell equations in media

NASA Astrophysics Data System (ADS)

Hauser, A.; Verhey, J. L.

2017-12-01

The present work shows a method for stable simulations via the lattice Boltzmann (LB) model for electromagnetic waves (EM) transiting homogeneous media. LB models for such media were already presented in the literature, but they suffer from numerical instability when the media transitions are sharp. We use one of these models in the limit of pure vacuum derived from Liu and Yan [Appl. Math. Model. 38, 1710 (2014), 10.1016/j.apm.2013.09.009] and apply an extension that treats the effects of polarization and magnetization separately. We show simulations of simple examples in which EM waves travel into media to quantify error scaling, stability, accuracy, and time scaling. For conductive media, we use the Strang splitting and check the simulations accuracy at the example of the skin effect. Like pure EM propagation, the error for the static limits, which are constructed with a current density added in a first-order scheme, can be less than 1 % . The presented method is an easily implemented alternative for the stabilization of simulation for EM waves propagating in spatially complex structured media properties and arbitrary transitions.

Impact of aeroelasticity on propulsion and longitudinal flight dynamics of an air-breathing hypersonic vehicle

NASA Technical Reports Server (NTRS)

Raney, David L.; Mcminn, John D.; Pototzky, Anthony S.; Wooley, Christine L.

1993-01-01

Many air-breathing hypersonic aerospacecraft design concepts incorporate an elongated fuselage forebody acting as the aerodynamic compression surface for a hypersonic combustion module, or scram jet. This highly integrated design approach creates the potential for an unprecedented form of aero-propulsive-elastic interaction in which deflections of the vehicle fuselage give rise to propulsion transients, producing force and moment variations that may adversely impact the rigid body flight dynamics and/or further excite the fuselage bending modes. To investigate the potential for such interactions, a math model was developed which included the longitudinal flight dynamics, propulsion system, and first seven elastic modes of a hypersonic air-breathing vehicle. Perturbation time histories from a simulation incorporating this math model are presented that quantify the propulsive force and moment variations resulting from aeroelastic vehicle deflections. Root locus plots are presented to illustrate the effect of feeding the propulsive perturbations back into the aeroelastic model. A concluding section summarizes the implications of the observed effects for highly integrated hypersonic air-breathing vehicle concepts.

Impact of aeroelasticity on propulsion and longitudinal flight dynamics of an air-breathing hypersonic vehicle

NASA Astrophysics Data System (ADS)

Raney, David L.; McMinn, John D.; Pototzky, Anthony S.; Wooley, Christine L.

1993-04-01

Many air-breathing hypersonic aerospacecraft design concepts incorporate an elongated fuselage forebody acting as the aerodynamic compression surface for a hypersonic combustion module, or scram jet. This highly integrated design approach creates the potential for an unprecedented form of aero-propulsive-elastic interaction in which deflections of the vehicle fuselage give rise to propulsion transients, producing force and moment variations that may adversely impact the rigid body flight dynamics and/or further excite the fuselage bending modes. To investigate the potential for such interactions, a math model was developed which included the longitudinal flight dynamics, propulsion system, and first seven elastic modes of a hypersonic air-breathing vehicle. Perturbation time histories from a simulation incorporating this math model are presented that quantify the propulsive force and moment variations resulting from aeroelastic vehicle deflections. Root locus plots are presented to illustrate the effect of feeding the propulsive perturbations back into the aeroelastic model. A concluding section summarizes the implications of the observed effects for highly integrated hypersonic air-breathing vehicle concepts.

How preschool executive functioning predicts several aspects of math achievement in Grades 1 and 3: A longitudinal study.

PubMed

Viterbori, Paola; Usai, M Carmen; Traverso, Laura; De Franchis, Valentina

2015-12-01

This longitudinal study analyzes whether selected components of executive function (EF) measured during the preschool period predict several indices of math achievement in primary school. Six EF measures were assessed in a sample of 5-year-old children (N = 175). The math achievement of the same children was then tested in Grades 1 and 3 using both a composite math score and three single indices of written calculation, arithmetical facts, and problem solving. Using previous results obtained from the same sample of children, a confirmatory factor analysis examining the latent EF structure in kindergarten indicated that a two-factor model provided the best fit for the data. In this model, inhibition and working memory (WM)-flexibility were separate dimensions. A full structural equation model was then used to test the hypothesis that math achievement (the composite math score and single math scores) in Grades 1 and 3 could be explained by the two EF components comprising the kindergarten model. The results indicate that the WM-flexibility component measured during the preschool period substantially predicts mathematical achievement, especially in Grade 3. The math composite scores were predicted by the WM-flexibility factor at both grade levels. In Grade 3, both problem solving and arithmetical facts were predicted by the WM-flexibility component. The results empirically support interventions that target EF as an important component of early childhood mathematics education. Copyright © 2015 Elsevier Inc. All rights reserved.

Early Math Interest and the Development of Math Skills

ERIC Educational Resources Information Center

Fisher, Paige H.; Dobbs-Oates, Jennifer; Doctoroff, Greta L.; Arnold, David H.

2012-01-01

Prior models suggest that math attitudes and ability might strengthen each other over time in a reciprocal fashion (Ma, 1997). The current study investigated the relationship between math interest and skill both concurrently and over time in a preschool sample. Analyses of concurrent relationships indicated that high levels of interest were…

When approximate number acuity predicts math performance: The moderating role of math anxiety

PubMed Central

Libertus, Melissa E.

2018-01-01

Separate lines of research suggest that people who are better at estimating numerical quantities using the approximate number system (ANS) have better math performance, and that people with high levels of math anxiety have worse math performance. Only a handful of studies have examined both ANS acuity and math anxiety in the same participants and those studies report contradictory results. To address these inconsistencies, in the current study 87 undergraduate students completed assessments of ANS acuity, math anxiety, and three different measures of math. We considered moderation models to examine the interplay of ANS acuity and math anxiety on different aspects of math performance. Math anxiety and ANS acuity were both unique significant predictors of the ability to automatically recall basic number facts. ANS acuity was also a unique significant predictor of the ability to solve applied math problems, and this relation was further qualified by a significant interaction with math anxiety: the positive association between ANS acuity and applied problem solving was only present in students with high math anxiety. Our findings suggest that ANS acuity and math anxiety are differentially related to various aspects of math and should be considered together when examining their respective influences on math ability. Our findings also raise the possibility that good ANS acuity serves as a protective factor for highly math-anxious students on certain types of math assessments. PMID:29718939

When approximate number acuity predicts math performance: The moderating role of math anxiety.

PubMed

Braham, Emily J; Libertus, Melissa E

2018-01-01

Separate lines of research suggest that people who are better at estimating numerical quantities using the approximate number system (ANS) have better math performance, and that people with high levels of math anxiety have worse math performance. Only a handful of studies have examined both ANS acuity and math anxiety in the same participants and those studies report contradictory results. To address these inconsistencies, in the current study 87 undergraduate students completed assessments of ANS acuity, math anxiety, and three different measures of math. We considered moderation models to examine the interplay of ANS acuity and math anxiety on different aspects of math performance. Math anxiety and ANS acuity were both unique significant predictors of the ability to automatically recall basic number facts. ANS acuity was also a unique significant predictor of the ability to solve applied math problems, and this relation was further qualified by a significant interaction with math anxiety: the positive association between ANS acuity and applied problem solving was only present in students with high math anxiety. Our findings suggest that ANS acuity and math anxiety are differentially related to various aspects of math and should be considered together when examining their respective influences on math ability. Our findings also raise the possibility that good ANS acuity serves as a protective factor for highly math-anxious students on certain types of math assessments.

Math Anxiety and Math Ability in Early Primary School Years.

PubMed

Krinzinger, Helga; Kaufmann, Liane; Willmes, Klaus

2009-06-01

Mathematical learning disabilities (MLDs) are often associated with math anxiety, yet until now, very little is known about the causal relations between calculation ability and math anxiety during early primary school years. The main aim of this study was to longitudinally investigate the relationship between calculation ability, self-reported evaluation of mathematics, and math anxiety in 140 primary school children between the end of first grade and the middle of third grade. Structural equation modeling revealed a strong influence of calculation ability and math anxiety on the evaluation of mathematics but no effect of math anxiety on calculation ability or vice versa-contrasting with the frequent clinical reports of math anxiety even in very young MLD children. To summarize, our study is a first step toward a better understanding of the link between math anxiety and math performance in early primary school years performance during typical and atypical courses of development.

Promotive and Corrosive Factors in African American Students' Math Beliefs and Achievement.

PubMed

Diemer, Matthew A; Marchand, Aixa D; McKellar, Sarah E; Malanchuk, Oksana

2016-06-01

Framed by expectancy-value theory (which posits that beliefs about and the subjective valuation of a domain predict achievement and decision-making in that domain), this study examined the relationships among teacher differential treatment and relevant math instruction on African American students' self-concept of math ability, math task value, and math achievement. These questions were examined by applying structural equation modeling to 618 African American youth (45.6 % female) followed from 7th to 11th grade in the Maryland Adolescent Development in Context Study. While controlling for gender and prior math achievement, relevant math instruction promoted and teacher differential treatment corroded students' math beliefs and achievement over time. Further, teacher discrimination undermined students' perceptions of their teachers, a mediating process under-examined in previous inquiry. These findings suggest policy and practice levers to narrow opportunity gaps, as well as foster math achievement and science, technology, engineering and math success.

Math Anxiety and Math Ability in Early Primary School Years

PubMed Central

Krinzinger, Helga; Kaufmann, Liane; Willmes, Klaus

2010-01-01

Mathematical learning disabilities (MLDs) are often associated with math anxiety, yet until now, very little is known about the causal relations between calculation ability and math anxiety during early primary school years. The main aim of this study was to longitudinally investigate the relationship between calculation ability, self-reported evaluation of mathematics, and math anxiety in 140 primary school children between the end of first grade and the middle of third grade. Structural equation modeling revealed a strong influence of calculation ability and math anxiety on the evaluation of mathematics but no effect of math anxiety on calculation ability or vice versa—contrasting with the frequent clinical reports of math anxiety even in very young MLD children. To summarize, our study is a first step toward a better understanding of the link between math anxiety and math performance in early primary school years performance during typical and atypical courses of development. PMID:20401159

Exploratory Studies in Generalized Predictive Control for Active Gust Load Alleviation

NASA Technical Reports Server (NTRS)

Kvaternik, Raymond G.; Eure, Kenneth W.; Juang, Jer-Nan

2006-01-01

The results of numerical simulations aimed at assessing the efficacy of Generalized Predictive Control (GPC) for active gust load alleviation using trailing- and leading-edge control surfaces are presented. The equations underlying the method are presented and discussed, including system identification, calculation of control law matrices, and calculation of commands applied to the control effectors. Both embedded and explicit feedforward paths for inclusion of disturbance effects are addressed. Results from two types of simulations are shown. The first used a 3-DOF math model of a mass-spring-dashpot system subject to user-defined external disturbances. The second used open-loop data from a wind-tunnel test in which a wing model was excited by sinusoidal vertical gusts; closed-loop behavior was simulated in post-test calculations. Results obtained from these simulations have been decidedly positive. In particular, results of closed-loop simulations for the wing model showed reductions in root moments by factors as high as 1000, depending on whether the excitation is from a constant- or variable-frequency gust and on the direction of the response.

Recent Dynamic Measurements and Considerations for Aerodynamic Modeling of Fighter Airplane Configurations

NASA Technical Reports Server (NTRS)

Brandon, Jay M.; Foster, John V.

1998-01-01

As airplane designs have trended toward the expansion of flight envelopes into the high angle of attack and high angular rate regimes, concerns regarding modeling the complex unsteady aerodynamics for simulation have arisen. Most current modeling methods still rely on traditional body axis damping coefficients that are measured using techniques which were intended for relatively benign flight conditions. This paper presents recent wind tunnel results obtained during large-amplitude pitch, roll and yaw testing of several fighter airplane configurations. A review of the similitude requirements for applying sub-scale test results to full-scale conditions is presented. Data is then shown to be a strong function of Strouhal number - both the traditional damping terms, but also the associated static stability terms. Additionally, large effects of sideslip are seen in the damping parameter that should be included in simulation math models. Finally, an example of the inclusion of frequency effects on the data in a simulation is shown.

The Domain-Specific Software Architecture Program

DTIC Science & Technology

1992-06-01

Kang, K.C; Cohen, S.C: Jess, J.A; Novak, W.E; Peterson, A.S. Feature- Oriented Domain Analysis ( FODA ) Feasibility Study. (CMU/SEI-90-TR-21, ADA235785...perspective of a con- trols engineer solving a problem using an iterative process of simulation and analysis . The CMU/SEI-92-SR-9 1 I ~math AnalysislP...for schedulability analysis and Markov processes for the determination of reliability. Software architectures are derived from these formal models. ORA

Supercritical Quasi-Conduction States in Stochastic Rayleigh-Benard Convection

DTIC Science & Technology

2011-09-15

is 10 (see table 1). The sensitivity (in the sense of Sobol [39]) of the integrated Nusselt number with respect to the amplitude of the boundary...using a multi-element quadrature formula [32]. Following Sobol [39], we shall define global sensitivity indices as the ratio between the variance of...39] I. M. Sobol , Global sensitivity indices for nonlinear mathematical models and their monte carlo estimates, Math. Comput. Simul. 55 (2001) 271

ASTP ranging system mathematical model

NASA Technical Reports Server (NTRS)

Ellis, M. R.; Robinson, L. H.

1973-01-01

A mathematical model is presented of the VHF ranging system to analyze the performance of the Apollo-Soyuz test project (ASTP). The system was adapted for use in the ASTP. The ranging system mathematical model is presented in block diagram form, and a brief description of the overall model is also included. A procedure for implementing the math model is presented along with a discussion of the validation of the math model and the overall summary and conclusions of the study effort. Detailed appendices of the five study tasks are presented: early late gate model development, unlock probability development, system error model development, probability of acquisition and model development, and math model validation testing.

Social Cognitive Predictors of Mexican American High School Students' Math/Science Career Goals

ERIC Educational Resources Information Center

Garriott, Patton O.; Raque-Bogdan, Trisha L.; Zoma, Lorrine; Mackie-Hernandez, Dylan; Lavin, Kelly

2017-01-01

This study tested a social cognitive model of math/science career goals in a sample (N = 258) of Mexican American high school students. Familism and proximal family supports for math/science careers were examined as predictors of math/science: performance accomplishments, self-efficacy, interests, and goals. Results showed that the hypothesized…

Beginning School Math Competence: Minority and Majority Comparisons. Report No. 34.

ERIC Educational Resources Information Center

Entwisle, Doris R.; Alexander, Karl L.

This paper uses a structural model with a large random sample of urban children to explain children's competence in math concepts and computation at the time they begin first grade. These two aspects of math ability respond differently to environmental resources, with math concepts much more responsive to family factors before formal schooling…

Modifying high-order aeroelastic math model of a jet transport using maximum likelihood estimation

NASA Technical Reports Server (NTRS)

Anissipour, Amir A.; Benson, Russell A.

1989-01-01

The design of control laws to damp flexible structural modes requires accurate math models. Unlike the design of control laws for rigid body motion (e.g., where robust control is used to compensate for modeling inaccuracies), structural mode damping usually employs narrow band notch filters. In order to obtain the required accuracy in the math model, maximum likelihood estimation technique is employed to improve the accuracy of the math model using flight data. Presented here are all phases of this methodology: (1) pre-flight analysis (i.e., optimal input signal design for flight test, sensor location determination, model reduction technique, etc.), (2) data collection and preprocessing, and (3) post-flight analysis (i.e., estimation technique and model verification). In addition, a discussion is presented of the software tools used and the need for future study in this field.

The Role of Crop Systems Simulation in Agriculture and Environment

USDA-ARS?s Scientific Manuscript database

Over the past 30 to 40 years, simulation of crop systems has advanced from a neophyte science with inadequate computing power into a robust and increasingly accepted science supported by improved software, languages, development tools, and computer capabilities. Crop system simulators contain mathe...

Boys' and girls' weight status and math performance from kindergarten entry through fifth grade: a mediated analysis.

PubMed

Gable, Sara; Krull, Jennifer L; Chang, Yiting

2012-01-01

This study tests a mediated model of boys' and girls' weight status and math performance with 6,250 children from the Early Childhood Longitudinal Study. Five data points spanning kindergarten entry (mean age=68.46 months) through fifth grade (mean age=134.60 months) were analyzed. Three weight status groups were identified: persistent obesity, later onset obesity, and never obese. Multilevel models tested relations between weight status and math performance, weight status and interpersonal skills and internalizing behaviors, and interpersonal skills and internalizing behaviors and math performance. Interpersonal skills mediated the association between weight status and math performance for girls, and internalizing behaviors mediated the association between weight status and math performance for both sexes, with effects varying by group and time. © 2012 The Authors. Child Development © 2012 Society for Research in Child Development, Inc.

Early Math Trajectories: Low-Income Children's Mathematics Knowledge From Ages 4 to 11.

PubMed

Rittle-Johnson, Bethany; Fyfe, Emily R; Hofer, Kerry G; Farran, Dale C

2017-09-01

Early mathematics knowledge is a strong predictor of later academic achievement, but children from low-income families enter school with weak mathematics knowledge. An early math trajectories model is proposed and evaluated within a longitudinal study of 517 low-income American children from ages 4 to 11. This model includes a broad range of math topics, as well as potential pathways from preschool to middle grades mathematics achievement. In preschool, nonsymbolic quantity, counting, and patterning knowledge predicted fifth-grade mathematics achievement. By the end of first grade, symbolic mapping, calculation, and patterning knowledge were the important predictors. Furthermore, the first-grade predictors mediated the relation between preschool math knowledge and fifth-grade mathematics achievement. Findings support the early math trajectories model among low-income children. © 2016 The Authors. Child Development © 2016 Society for Research in Child Development, Inc.

Neurocognitive Predictors of Mathematical Processing in School-Aged Children with Spina Bifida and Their Typically Developing Peers: Attention, Working Memory, and Fine Motor Skills

PubMed Central

Raghubar, Kimberly P.; Barnes, Marcia A.; Dennis, Maureen; Cirino, Paul T.; Taylor, Heather; Landry, Susan

2015-01-01

Objective Math and attention are related in neurobiological and behavioral models of mathematical cognition. This study employed model-driven assessments of attention and math in children with spina bifida myelomeningocele (SBM), who have known math difficulties and specific attentional deficits, to more directly examine putative relations between attention and mathematical processing. The relation of other domain general abilities and math was also investigated. Method Participants were 9.5-year-old children with SBM (N = 44) and typically developing children (N = 50). Participants were administered experimental exact and approximate arithmetic tasks, and standardized measures of math fluency and calculation. Cognitive measures included the Attention Network Test (ANT), and standardized measures of fine motor skills, verbal working memory (WM), and visual-spatial WM. Results Children with SBM performed similarly to peers on exact arithmetic but more poorly on approximate and standardized arithmetic measures. On the ANT, children with SBM differed from controls on orienting attention but not alerting and executive attention. Multiple mediation models showed that: fine motor skills and verbal WM mediated the relation of group to approximate arithmetic; fine motor skills and visual-spatial WM mediated the relation of group to math fluency; and verbal and visual-spatial WM mediated the relation of group to math calculation. Attention was not a significant mediator of the effects of group for any aspect of math in this study. Conclusions Results are discussed with reference to models of attention, WM, and mathematical cognition. PMID:26011113

Neurocognitive predictors of mathematical processing in school-aged children with spina bifida and their typically developing peers: Attention, working memory, and fine motor skills.

PubMed

Raghubar, Kimberly P; Barnes, Marcia A; Dennis, Maureen; Cirino, Paul T; Taylor, Heather; Landry, Susan

2015-11-01

Math and attention are related in neurobiological and behavioral models of mathematical cognition. This study employed model-driven assessments of attention and math in children with spina bifida myelomeningocele (SBM), who have known math difficulties and specific attentional deficits, to more directly examine putative relations between attention and mathematical processing. The relation of other domain general abilities and math was also investigated. Participants were 9.5-year-old children with SBM (n = 44) and typically developing children (n = 50). Participants were administered experimental exact and approximate arithmetic tasks, and standardized measures of math fluency and calculation. Cognitive measures included the Attention Network Test (ANT), and standardized measures of fine motor skills, verbal working memory (WM), and visual-spatial WM. Children with SBM performed similarly to peers on exact arithmetic, but more poorly on approximate and standardized arithmetic measures. On the ANT, children with SBM differed from controls on orienting attention, but not on alerting and executive attention. Multiple mediation models showed that fine motor skills and verbal WM mediated the relation of group to approximate arithmetic; fine motor skills and visual-spatial WM mediated the relation of group to math fluency; and verbal and visual-spatial WM mediated the relation of group to math calculation. Attention was not a significant mediator of the effects of group for any aspect of math in this study. Results are discussed with reference to models of attention, WM, and mathematical cognition. (c) 2015 APA, all rights reserved).

Environmental Systems Simulations for Carbon, Energy, Nitrogen, Water, and Watersheds: Design Principles and Pilot Testing

ERIC Educational Resources Information Center

Lant, Christopher; Pérez-Lapeña, Blanca; Xiong, Weidong; Kraft, Steven; Kowalchuk, Rhonda; Blair, Michael

2016-01-01

Guided by the Next Generation Science Standards and elements of problem-based learning, four human-environment systems simulations are described in brief--carbon, energy, water, and watershed--and a fifth simulation on nitrogen is described in more depth. These science, technology, engineering, and math (STEM) education simulations illustrate…

High Fidelity Modeling of Field-Reversed Configuration (FRC) Thrusters (Briefing Charts)

DTIC Science & Technology

2017-05-24

Converged Math → Irrelevant Solutions? Validation: Fluids Example Stoke’s Flow MARTIN, SOUSA, TRAN (AFRL/RQRS) DISTRIBUTION A - APPROVED FOR PUBLIC RELEASE...Convergence Tests Converged Math → Irrelevant Solutions? Must be Aware of Valid Assumption Regions Validation: Fluids Example Stoke’s Flow Potential...AND VALIDATION Verification: Asymptotic Models → Analytical Solutions Yields Exact Convergence Tests Converged Math → Irrelevant Solutions? Must be

Piloted simulation study of an ILS approach of a twin-pusher business/commuter turboprop aircraft configuration

NASA Technical Reports Server (NTRS)

Riley, Donald R.; Brandon, Jay M.; Glaab, Louis J.

1994-01-01

A six-degree-of-freedom nonlinear simulation of a twin-pusher, turboprop business/commuter aircraft configuration representative of the Cessna ATPTB (Advanced turboprop test bed) was developed for use in piloted studies with the Langley General Aviation Simulator. The math models developed are provided, simulation predictions are compared with with Cessna flight-test data for validation purposes, and results of a handling quality study during simulated ILS (instrument landing system) approaches and missed approaches are presented. Simulated flight trajectories, task performance measures, and pilot evaluations are presented for the ILS approach and missed-approach tasks conducted with the vehicle in the presence of moderate turbulence, varying horizontal winds and engine-out conditions. Six test subjects consisting of two research pilots, a Cessna test pilot, and three general aviation pilots participated in the study. This effort was undertaken in cooperation with the Cessna Aircraft Company.

Atlas Career Path Guidebook: Patterns and Common Practices in Systems Engineers’ Development

DTIC Science & Technology

2018-01-16

Overview of Atlas Proficiency Model .............................................................................. 68 5.1.2. Math /Science/General... Math /Science/General Engineering ................................ 72 Figure 42. Distribution for individuals with highest proficiency self...assessment in Math /Science/General Engineering ..................................................................................... 73 Figure 43

War-gaming application for future space systems acquisition: MATLAB implementation of war-gaming acquisition models and simulation results

NASA Astrophysics Data System (ADS)

Vienhage, Paul; Barcomb, Heather; Marshall, Karel; Black, William A.; Coons, Amanda; Tran, Hien T.; Nguyen, Tien M.; Guillen, Andy T.; Yoh, James; Kizer, Justin; Rogers, Blake A.

2017-05-01

The paper describes the MATLAB (MathWorks) programs that were developed during the REU workshop1 to implement The Aerospace Corporation developed Unified Game-based Acquisition Framework and Advanced Game - based Mathematical Framework (UGAF-AGMF) and its associated War-Gaming Engine (WGE) models. Each game can be played from the perspectives of the Department of Defense Acquisition Authority (DAA) or of an individual contractor (KTR). The programs also implement Aerospace's optimum "Program and Technical Baseline (PTB) and associated acquisition" strategy that combines low Total Ownership Cost (TOC) with innovative designs while still meeting warfighter needs. The paper also describes the Bayesian Acquisition War-Gaming approach using Monte Carlo simulations, a numerical analysis technique to account for uncertainty in decision making, which simulate the PTB development and acquisition processes and will detail the procedure of the implementation and the interactions between the games.

The hybrid bio-inspired aerial vehicle: Concept and SIMSCAPE flight simulation.

PubMed

Tao Zhang; Su, Steven; Nguyen, Hung T

2016-08-01

This paper introduces a Silver Gull-inspired hybrid aerial vehicle, the Super Sydney Silver Gull (SSSG), which is able to vary its structure, under different manoeuvre requirements, to implement three flight modes: the flapping wing flight, the fixed wing flight, and the quadcopter flight (the rotary wing flight of Unmanned Air Vehicle). Specifically, through proper mechanism design and flight mode transition, the SSSG can imitate the Silver Gull's flight gesture during flapping flight, save power consuming by switching to the fixed wing flight mode during long-range cruising, and hover at targeted area when transferring to quadcopter flight mode. Based on the aerodynamic models, the Simscape, a product of MathWorks, is used to simulate and analyse the performance of the SSSG's flight modes. The entity simulation results indicate that the created SSSG's 3D model is feasible and ready to be manufactured for further flight tests.

The Relative Value of Growth in Math Fact Skills across Late Elementary and Middle School

ERIC Educational Resources Information Center

Nelson, Peter M.; Parker, David C.; Zaslofsky, Anne F.

2016-01-01

The purpose of the current study was to evaluate the importance of growth in math fact skills within the context of overall math proficiency. Data for 1,493 elementary and middle school students were included for analysis. Regression models were fit to examine the relative value of math fact fluency growth, prior state test performance, and a fall…

The Internal/External Frame of Reference of Academic Self-Concept: Extension to a Foreign Language and the Role of Language of Instruction

ERIC Educational Resources Information Center

Xu, Man K.; Marsh, Herbert W.; Hau, Kit-Tai; Ho, Irene T.; Morin, Alexandre J. S.; Abduljabbar, Adel S.

2013-01-01

The internal/external frame of reference (I/E) model (Marsh, 1986) posits that the effects of contrasting math and verbal domains of achievement are positive for matching academic self-concepts (ASCs) but negative for nonmatching ASCs (i.e., math achievement on verbal ASC; verbal achievement on math ASC). We extend the classic I/E model by…

Regularity Results for a Class of Functionals with Non-Standard Growth

NASA Astrophysics Data System (ADS)

Acerbi, Emilio; Mingione, Giuseppe

We consider the integral functional under non-standard growth assumptions that we call p(x) type: namely, we assume that a relevant model case being the functional Under sharp assumptions on the continuous function p(x)>1 we prove regularity of minimizers. Energies exhibiting this growth appear in several models from mathematical physics.

Turbofan Volume Dynamics Model for Investigations of Aero-Propulso-Servo-Elastic Effects in a Supersonic Commercial Transport

NASA Technical Reports Server (NTRS)

Connolly, Joseph W.; Kopasakis, George; Lemon, Kimberly A.

2010-01-01

A turbofan simulation has been developed for use in aero-propulso-servo-elastic coupling studies, on supersonic vehicles. A one-dimensional lumped volume approach is used whereby each component (fan, high-pressure compressor, combustor, etc.) is represented as a single volume using characteristic performance maps and conservation equations for continuity, momentum and energy. The simulation is developed in the MATLAB/SIMULINK (The MathWorks, Inc.) environment in order to facilitate controls development, and ease of integration with a future aero-servo-elastic vehicle model being developed at NASA Langley. The complete simulation demonstrated steady state results that closely match a proposed engine suitable for a supersonic business jet at the cruise condition. Preliminary investigation of the transient simulation revealed expected trends for fuel flow disturbances as well as upstream pressure disturbances. A framework for system identification enables development of linear models for controller design. Utilizing this framework, a transfer function modeling an upstream pressure disturbance s impacts on the engine speed is developed as an illustrative case of the system identification. This work will eventually enable an overall vehicle aero-propulso-servo-elastic model

An approach to high speed ship ride quality simulation

NASA Technical Reports Server (NTRS)

Malone, W. L.; Vickery, J. M.

1975-01-01

The high speeds attained by certain advanced surface ships result in a spectrum of motion which is higher in frequency than that of conventional ships. This fact along with the inclusion of advanced ride control features in the design of these ships resulted in an increased awareness of the need for ride criteria. Such criteria can be developed using data from actual ship operations in varied sea states or from clinical laboratory experiments. A third approach is to simulate ship conditions using measured or calculated ship motion data. Recent simulations have used data derived from a math model of Surface Effect Ship (SES) motion. The model in turn is based on equations of motion which have been refined with data from scale models and SES of up to 101 600-kg (100-ton) displacement. Employment of broad band motion emphasizes the use of the simulators as a design tool to evaluate a given ship configuration in several operational situations and also serves to provide data as to the overall effect of a given motion on crew performance and physiological status.

Flight Software Math Library

NASA Technical Reports Server (NTRS)

McComas, David

2013-01-01

The flight software (FSW) math library is a collection of reusable math components that provides typical math utilities required by spacecraft flight software. These utilities are intended to increase flight software quality reusability and maintainability by providing a set of consistent, well-documented, and tested math utilities. This library only has dependencies on ANSI C, so it is easily ported. Prior to this library, each mission typically created its own math utilities using ideas/code from previous missions. Part of the reason for this is that math libraries can be written with different strategies in areas like error handling, parameters orders, naming conventions, etc. Changing the utilities for each mission introduces risks and costs. The obvious risks and costs are that the utilities must be coded and revalidated. The hidden risks and costs arise in miscommunication between engineers. These utilities must be understood by both the flight software engineers and other subsystem engineers (primarily guidance navigation and control). The FSW math library is part of a larger goal to produce a library of reusable Guidance Navigation and Control (GN&C) FSW components. A GN&C FSW library cannot be created unless a standardized math basis is created. This library solves the standardization problem by defining a common feature set and establishing policies for the library s design. This allows the libraries to be maintained with the same strategy used in its initial development, which supports a library of reusable GN&C FSW components. The FSW math library is written for an embedded software environment in C. This places restrictions on the language features that can be used by the library. Another advantage of the FSW math library is that it can be used in the FSW as well as other environments like the GN&C analyst s simulators. This helps communication between the teams because they can use the same utilities with the same feature set and syntax.

Aloha Teachers: Teacher Autonomy Support Promotes Native Hawaiian and Pacific Islander Students' Motivation, School Belonging, Course-Taking and Math Achievement

ERIC Educational Resources Information Center

Froiland, John Mark; Davison, Mark L.; Worrell, Frank C.

2016-01-01

Among 110 Native Hawaiians and Pacific Islanders, teacher autonomy support in 9th grade significantly predicted intrinsic motivation for math in 9th grade as well as math course-taking over the next 2 years, both of which in turn significantly predicted math achievement by 11th grade. In a second model, teacher autonomy support was positively…

The Effect of Cognitively Guided Instruction on Primary Students' Math Achievement, Problem-Solving Abilities and Teacher Questioning

ERIC Educational Resources Information Center

Medrano, Juan

2012-01-01

The purpose of this study is to impact the teaching and learning of math of 2nd through 4th grade math students at Porfirio H. Gonzales Elementary School. The Cognitively Guided Instruction (CGI) model serves as the independent variable for this study. Its intent is to promote math instruction that emphasizes problem-solving to a greater degree…

Cognitive Prediction of Reading, Math, and Attention: Shared and Unique Influences.

PubMed

Peterson, Robin L; Boada, Richard; McGrath, Lauren M; Willcutt, Erik G; Olson, Richard K; Pennington, Bruce F

The current study tested a multiple-cognitive predictor model of word reading, math ability, and attention in a community-based sample of twins ages 8 to 16 years ( N = 636). The objective was to identify cognitive predictors unique to each skill domain as well as cognitive predictors shared among skills that could help explain their overlap and thus help illuminate the basis for comorbidity of related disorders (reading disability, math disability, and attention deficit hyperactivity disorder). Results indicated that processing speed contributes to the overlap between reading and attention as well as math and attention, whereas verbal comprehension contributes to the overlap between reading and math. There was no evidence that executive functioning skills help account for covariation among these skill domains. Instead, specific executive functions differentially related to certain outcomes (i.e., working memory to math and inhibition to attention). We explored whether the model varied in younger versus older children and found only minor differences. Results are interpreted within the context of the multiple deficit framework for neurodevelopmental disorders.

Fluid reasoning predicts future mathematics among children and adolescents

PubMed Central

Green, Chloe T.; Bunge, Silvia A.; Chiongbian, Victoria Briones; Barrow, Maia; Ferrer, Emilio

2017-01-01

The aim of this longitudinal study was to determine whether fluid reasoning (FR) plays a significant role in the acquisition of mathematics skills, above and beyond the effects of other cognitive and numerical abilities. Using a longitudinal cohort sequential design, we examined how FR measured at three assessment occasions, spaced approximately 1.5 years apart, predicted math outcomes for a group of 69 participants between ages 6 and 21 across all three assessment occasions. We used structural equation modeling (SEM) to examine the direct and indirect relations between children's prior cognitive abilities and their future math achievement. A model including age, FR, vocabulary, and spatial skills accounted for 90% of the variance in future math achievement. In this model, FR was the only significant predictor of future math achievement; neither age, vocabulary, nor spatial skills were significant predictors. Thus, FR was the only predictor of future math achievement across a wide age range that spanned primary and secondary school. These findings build on Cattell's conceptualization of FR (Cattell, 1987) as a scaffold for learning, showing that this domain-general ability supports the acquisition of rudimentary math skills as well as the ability to solve more complex mathematical problems. PMID:28152390

A Model for Math Modeling

ERIC Educational Resources Information Center

Lin, Tony; Erfan, Sasan

2016-01-01

Mathematical modeling is an open-ended research subject where no definite answers exist for any problem. Math modeling enables thinking outside the box to connect different fields of studies together including statistics, algebra, calculus, matrices, programming and scientific writing. As an integral part of society, it is the foundation for many…

No doubt about it: when doubtful role models undermine men's and women's math performance under threat.

PubMed

Marx, David M; Monroe, Allyce H; Cole, Chris E; Gilbert, Patricia N

2013-01-01

Past work has shown that female role models are effective buffers against stereotype threat. The present research examines the boundary conditions of this role model effect. Specifically, we argue that female role models should avoid expressing doubt about their math abilities; otherwise they may cease to buffer women from stereotype threat. For men, a non-doubtful male role model should be seen as threatening, thus harming performance. A doubtful male role model, however, should be seen as non-threatening, thus allowing men to perform up to their ability in math. To test this reasoning, men and women were exposed to either an outgroup or ingroup role model who either expressed doubt or did not. Participants then took a math exam under stereotype threat conditions. As expected, doubtful ingroup role models hurt women, but helped men's performance. Outgroup role models' expressed doubt had no differential effect on performance. We also show that expressions of doubt take on a different meaning when expressed by a female rather than a male role model.

Well-posedness of the Cauchy problem for models of large amplitude internal waves

NASA Astrophysics Data System (ADS)

Guyenne, Philippe; Lannes, David; Saut, Jean-Claude

2010-02-01

We consider in this paper the 'shallow-water/shallow-water' asymptotic model obtained in Choi and Camassa (1999 J. Fluid Mech. 396 1-36), Craig et al (2005 Commun. Pure. Appl. Math. 58 1587-641) (one-dimensional interface) and Bona et al (2008 J. Math. Pures Appl. 89 538-66) (two-dimensional interface) from the two-layer system with rigid lid, for the description of large amplitude internal waves at the interface of two layers of immiscible fluids of different densities. For one-dimensional interfaces, this system is of hyperbolic type and its local well-posedness does not raise serious difficulties, although other issues (blow-up, loss of hyperbolicity, etc) turn out to be delicate. For two-dimensional interfaces, the system is nonlocal. Nevertheless, we prove that it conserves some properties of 'hyperbolic type' and show that the associated Cauchy problem is locally well posed in suitable Sobolev classes provided some natural restrictions are imposed on the data. These results are illustrated by numerical simulations with emphasis on the formation of shock waves.

A Novel Technique for Running the NASA Legacy Code LAPIN Synchronously With Simulations Developed Using Simulink

NASA Technical Reports Server (NTRS)

Vrnak, Daniel R.; Stueber, Thomas J.; Le, Dzu K.

2012-01-01

This report presents a method for running a dynamic legacy inlet simulation in concert with another dynamic simulation that uses a graphical interface. The legacy code, NASA's LArge Perturbation INlet (LAPIN) model, was coded using the FORTRAN 77 (The Portland Group, Lake Oswego, OR) programming language to run in a command shell similar to other applications that used the Microsoft Disk Operating System (MS-DOS) (Microsoft Corporation, Redmond, WA). Simulink (MathWorks, Natick, MA) is a dynamic simulation that runs on a modern graphical operating system. The product of this work has both simulations, LAPIN and Simulink, running synchronously on the same computer with periodic data exchanges. Implementing the method described in this paper avoided extensive changes to the legacy code and preserved its basic operating procedure. This paper presents a novel method that promotes inter-task data communication between the synchronously running processes.

Math anxiety and its relationship with basic arithmetic skills among primary school children.

PubMed

Sorvo, Riikka; Koponen, Tuire; Viholainen, Helena; Aro, Tuija; Räikkönen, Eija; Peura, Pilvi; Dowker, Ann; Aro, Mikko

2017-09-01

Children have been found to report and demonstrate math anxiety as early as the first grade. However, previous results concerning the relationship between math anxiety and performance are contradictory, with some studies establishing a correlation between them while others do not. These contradictory results might be related to varying operationalizations of math anxiety. In this study, we aimed to examine the prevalence of math anxiety and its relationship with basic arithmetic skills in primary school children, with explicit focus on two aspects of math anxiety: anxiety about failure in mathematics and anxiety in math-related situations. The participants comprised 1,327 children at grades 2-5. Math anxiety was assessed using six items, and basic arithmetic skills were assessed using three assessment tasks. Around one-third of the participants reported anxiety about being unable to do math, one-fifth about having to answer teachers' questions, and one tenth about having to do math. Confirmatory factor analysis indicated that anxiety about math-related situations and anxiety about failure in mathematics are separable aspects of math anxiety. Structural equation modelling suggested that anxiety about math-related situations was more strongly associated with arithmetic fluency than anxiety about failure. Anxiety about math-related situations was most common among second graders and least common among fifth graders. As math anxiety, particularly about math-related situations, was related to arithmetic fluency even as early as the second grade, children's negative feelings and math anxiety should be identified and addressed from the early primary school years. © 2017 The British Psychological Society.

Animating climate model data

NASA Astrophysics Data System (ADS)

DaPonte, John S.; Sadowski, Thomas; Thomas, Paul

2006-05-01

This paper describes a collaborative project conducted by the Computer Science Department at Southern Connecticut State University and NASA's Goddard Institute for Space Science (GISS). Animations of output from a climate simulation math model used at GISS to predict rainfall and circulation have been produced for West Africa from June to September 2002. These early results have assisted scientists at GISS in evaluating the accuracy of the RM3 climate model when compared to similar results obtained from satellite imagery. The results presented below will be refined to better meet the needs of GISS scientists and will be expanded to cover other geographic regions for a variety of time frames.

Searching for the Golden Model of Education: Cross-National Analysis of Math Achievement

PubMed Central

Bodovski, Katerina; Byun, Soo-yong; Chykina, Volha; Chung, Hee Jin

2017-01-01

We utilized four waves of TIMSS data in addition to the information we have collected on countries’ educational systems to examine whether different degrees of standardization, differentiation, proportion of students in private schools and governmental spending on education influence students’ math achievement, its variation and socioeconomic status (SES) gaps in math achievement. Findings: A higher level of standardization of educational systems was associated with higher average math achievement. Greater expenditure on education (as % of total government expenditure) was associated with a lower level of dispersion of math achievement and smaller SES gaps in math achievement. Wealthier countries exhibited higher average math achievement and a narrower variation. Higher income inequality (measured by Gini index) was associated with a lower average math achievement and larger SES gaps. Further, we found that higher level of standardization alleviates the negative effects of differentiation in the systems with more rigid tracking. PMID:29151667

Number-specific and general cognitive markers of preschoolers' math ability profiles.

PubMed

Gray, Sarah A; Reeve, Robert A

2016-07-01

Different number-specific and general cognitive markers have been claimed to underlie preschoolers' math ability. It is unclear, however, whether similar/different cognitive markers, or combinations of them, are associated with different patterns of emerging math abilities (i.e., different patterns of strength and weakness). To examine this question, 103 preschoolers (40-60 months of age) completed six math tasks (count sequence, object counting, give a number, naming numbers, ordinal relations, and arithmetic), three number-specific markers of math ability (dot enumeration, magnitude comparison, and spontaneous focusing on numerosity), and four general markers (working memory, response inhibition, attention, and vocabulary). A three-step latent profile modeling procedure identified five math ability profiles that differed in their patterns of math strengths and weaknesses; specifically, the profiles were characterized by (a) excellent math ability on all math tasks, (b) good arithmetic ability, (c) good math ability but relatively poor count sequence recitation ability, (d) average ability on all math tasks, and (e) poor ability on all math tasks. After controlling for age, only dot enumeration and spontaneous focusing on numerosity were associated with the math ability profiles, whereas vocabulary was also marginally significant, and these markers were differentially associated with different profiles; that is, different cognitive markers were associated with different patterns of strengths and weaknesses in math abilities. Findings are discussed in terms of their implications for the development of math cognition. Copyright © 2016 Elsevier Inc. All rights reserved.

DOE Office of Scientific and Technical Information (OSTI.GOV)

Smith, R.; Harrison, D. E. Jr.

A variable time step integration algorithm for carrying out molecular dynamics simulations of atomic collision cascades is proposed which evaluates the interaction forces only once per time step. The algorithm is tested on some model problems which have exact solutions and is compared against other common methods. These comparisons show that the method has good stability and accuracy. Applications to Ar/sup +/ bombardment of Cu and Si show good accuracy and improved speed to the original method (D. E. Harrison, W. L. Gay, and H. M. Effron, J. Math. Phys. /bold 10/, 1179 (1969)).

Development of a Nonlinear 6-Degree of Freedom Miniature Rotary-Wing Unmanned Aerial Vehicle Software Model and PID Flight Path Controller Using MathWorks Simulink Simulation Environment

DTIC Science & Technology

2009-09-01

the cyclic behavior of the rotor angle of attack. The last form of pilot command is the rudder pedal . The rudder pedal provides collective input...response of [1, p. 112], as expected. The yaw angle increases in a counter-clockwise direction with right pedal input and damps down to almost zero yaw...FORCES.........................................................................45 1. Determination of Drag and Main Rotor Tip-Path Plane Angle ....45

Increasing Success Rates in Developmental Math: The Complementary Role of Individual and Institutional Characteristics

ERIC Educational Resources Information Center

Fong, Kristen E.; Melguizo, Tatiana; Prather, George

2015-01-01

This study tracks students' progression through developmental math sequences and defines progression as both attempting and passing each level of the sequence. A model of successful progression in developmental education was built utilizing individual-, institutional-, and developmental math-level factors. Employing step-wise logistic regression…

Atlas 1.1: An Update to the Theory of Effective Systems Engineers

DTIC Science & Technology

2018-01-16

Proficiency Model ........................................................................................................... 21 5.1.1 Area 1: Math ... Math /Science/General Engineering: Foundational concepts from mathematics, physical sciences, and general engineering; 2. System’s Domain...Table 5. Atlas Proficiency Areas, Categories, and Topics Area Category Topic 1. Math / Science / General Engineering 1.1. Natural Science

Behavioral Engagement in Learning and Math Achievement over Kindergarten: A Contextual Analysis

ERIC Educational Resources Information Center

Robinson, Keith; Mueller, Anna S.

2014-01-01

Using nationally representative data on 12,462 kindergarten children, this report examines the link between behavioral engagement and math achievement growth during kindergarten. Multilevel models show that students with higher individual engagement tend to experience larger math achievement growth over kindergarten, that classroom engagement…

enVisionMATH. What Works Clearinghouse Intervention Report

ERIC Educational Resources Information Center

What Works Clearinghouse, 2013

2013-01-01

"enVisionMATH," published by Pearson Education, Inc., is a core curriculum for students in kindergarten through grade 6. The program seeks to help students develop an understanding of math concepts through problem-based instruction, small-group interaction, and visual learning with a focus on reasoning and modeling. Differentiated…

Uncertainty propagation by using spectral methods: A practical application to a two-dimensional turbulence fluid model

NASA Astrophysics Data System (ADS)

Riva, Fabio; Milanese, Lucio; Ricci, Paolo

2017-10-01

To reduce the computational cost of the uncertainty propagation analysis, which is used to study the impact of input parameter variations on the results of a simulation, a general and simple to apply methodology based on decomposing the solution to the model equations in terms of Chebyshev polynomials is discussed. This methodology, based on the work by Scheffel [Am. J. Comput. Math. 2, 173-193 (2012)], approximates the model equation solution with a semi-analytic expression that depends explicitly on time, spatial coordinates, and input parameters. By employing a weighted residual method, a set of nonlinear algebraic equations for the coefficients appearing in the Chebyshev decomposition is then obtained. The methodology is applied to a two-dimensional Braginskii model used to simulate plasma turbulence in basic plasma physics experiments and in the scrape-off layer of tokamaks, in order to study the impact on the simulation results of the input parameter that describes the parallel losses. The uncertainty that characterizes the time-averaged density gradient lengths, time-averaged densities, and fluctuation density level are evaluated. A reasonable estimate of the uncertainty of these distributions can be obtained with a single reduced-cost simulation.

Designing Tasks for Math Modeling in College Algebra: A Critical Review

ERIC Educational Resources Information Center

Staats, Susan; Robertson, Douglas

2014-01-01

Over the last decade, the pedagogical approach known as mathematical modeling has received increased interest in college algebra classes in the United States. Math modeling assignments ask students to develop their own problem-solving tools to address non-routine, realistic scenarios. The open-ended quality of modeling activities creates dilemmas…

Payload test philosophy. [to provide confidence in Shuttle structural math models

NASA Technical Reports Server (NTRS)

Mayhew, D.

1979-01-01

Shuttle payload test philosophy is discussed with reference to testing to provide confidence in Shuttle structural math models. Particular attention is given the Shuttle quarter-scale program and the Mated Vertical Ground Vibration Test Program.

Young-age gender differences in mathematics mediated by independent control or uncontrollability.

PubMed

Zirk-Sadowski, Jan; Lamptey, Charlotte; Devine, Amy; Haggard, Mark; Szűcs, Dénes

2014-05-01

We studied whether the origins of math anxiety can be related to a biologically supported framework of stress induction: (un)controllability perception, here indicated by self-reported independent efforts in mathematics. Math anxiety was tested in 182 children (8- to 11-year-olds). Latent factor modeling was used to test hypotheses on plausible causal processes and mediations within competing models in quasi-experimental contrasts. Uncontrollability perception in mathematics, or (in)dependence of efforts, best fit the data as an antecedent of math anxiety. In addition, the relationship of math anxiety with gender was fully mediated by adaptive perception of control (i.e. controllability). That is, young boys differ from girls in terms of their experience of control in mathematics learning. These differences influence math anxiety. Our findings are consistent with recent suggestions in clinical literature according to which uncontrollability makes women more susceptible to fear and anxiety disorders. © 2014 John Wiley & Sons Ltd.

Mathematical Modeling: Are Prior Experiences Important?

ERIC Educational Resources Information Center

Czocher, Jennifer A.; Moss, Diana L.

2017-01-01

Why are math modeling problems the source of such frustration for students and teachers? The conceptual understanding that students have when engaging with a math modeling problem varies greatly. They need opportunities to make their own assumptions and design the mathematics to fit these assumptions (CCSSI 2010). Making these assumptions is part…

A High-Fidelity Simulation of a Generic Commercial Aircraft Engine and Controller

NASA Technical Reports Server (NTRS)

May, Ryan D.; Csank, Jeffrey; Lavelle, Thomas M.; Litt, Jonathan S.; Guo, Ten-Huei

2010-01-01

A new high-fidelity simulation of a generic 40,000 lb thrust class commercial turbofan engine with a representative controller, known as CMAPSS40k, has been developed. Based on dynamic flight test data of a highly instrumented engine and previous engine simulations developed at NASA Glenn Research Center, this non-proprietary simulation was created especially for use in the development of new engine control strategies. C-MAPSS40k is a highly detailed, component-level engine model written in MATLAB/Simulink (The MathWorks, Inc.). Because the model is built in Simulink, users have the ability to use any of the MATLAB tools for analysis and control system design. The engine components are modeled in C-code, which is then compiled to allow faster-than-real-time execution. The engine controller is based on common industry architecture and techniques to produce realistic closed-loop transient responses while ensuring that no safety or operability limits are violated. A significant feature not found in other non-proprietary models is the inclusion of transient stall margin debits. These debits provide an accurate accounting of the compressor surge margin, which is critical in the design of an engine controller. This paper discusses the development, characteristics, and capabilities of the C-MAPSS40k simulation

The Mediating Relation between Symbolic and Nonsymbolic Foundations of Math Competence

PubMed Central

Price, Gavin R.; Fuchs, Lynn S.

2016-01-01

This study investigated the relation between symbolic and nonsymbolic magnitude processing abilities with 2 standardized measures of math competence (WRAT Arithmetic and KeyMath Numeration) in 150 3rd- grade children (mean age 9.01 years). Participants compared sets of dots and pairs of Arabic digits with numerosities 1–9 for relative numerical magnitude. In line with previous studies, performance on both symbolic and nonsymbolic magnitude processing was related to math ability. Performance metrics combining reaction and accuracy, as well as weber fractions, were entered into mediation models with standardized math test scores. Results showed that symbolic magnitude processing ability fully mediates the relation between nonsymbolic magnitude processing and math ability, regardless of the performance metric or standardized test. PMID:26859564

The Mediating Relation between Symbolic and Nonsymbolic Foundations of Math Competence.

PubMed

Price, Gavin R; Fuchs, Lynn S

2016-01-01

This study investigated the relation between symbolic and nonsymbolic magnitude processing abilities with 2 standardized measures of math competence (WRAT Arithmetic and KeyMath Numeration) in 150 3rd-grade children (mean age 9.01 years). Participants compared sets of dots and pairs of Arabic digits with numerosities 1-9 for relative numerical magnitude. In line with previous studies, performance on both symbolic and nonsymbolic magnitude processing was related to math ability. Performance metrics combining reaction and accuracy, as well as weber fractions, were entered into mediation models with standardized math test scores. Results showed that symbolic magnitude processing ability fully mediates the relation between nonsymbolic magnitude processing and math ability, regardless of the performance metric or standardized test.

Spacecraft boost and abort guidance and control systems requirement study, boost dynamics and control analysis study. Exhibit A: Boost dynamics and control anlaysis

NASA Technical Reports Server (NTRS)

Williams, F. E.; Price, J. B.; Lemon, R. S.

1972-01-01

The simulation developments for use in dynamics and control analysis during boost from liftoff to orbit insertion are reported. Also included are wind response studies of the NR-GD 161B/B9T delta wing booster/delta wing orbiter configuration, the MSC 036B/280 inch solid rocket motor configuration, the MSC 040A/L0X-propane liquid injection TVC configuration, the MSC 040C/dual solid rocket motor configuration, and the MSC 049/solid rocket motor configuration. All of the latest math models (rigid and flexible body) developed for the MSC/GD Space Shuttle Functional Simulator, are included.

Multivariate Latent Change Modeling of Developmental Decline in Academic Intrinsic Math Motivation and Achievement: Childhood through Adolescence

ERIC Educational Resources Information Center

Gottfried, Adele Eskeles; Marcoulides, George A.; Gottfried, Allen W.; Oliver, Pamella H.; Guerin, Diana Wright

2007-01-01

Research has established that academic intrinsic motivation, enjoyment of school learning without receipt of external rewards, significantly declines across childhood through adolescence. Math intrinsic motivation evidences the most severe decline compared with other subject areas. This study addresses this developmental decline in math intrinsic…

Assessing Impacts of "Math in Focus," a "Singapore Math" Program

ERIC Educational Resources Information Center

Jaciw, Andrew P.; Hegseth, Whitney Michelle; Lin, Li; Toby, Megan; Newman, Denis; Ma, Boya; Zacamy, Jenna

2016-01-01

This study investigates, through a cluster randomized trial, the impact of "Math in Focus," a core mathematics program modeled after instructional approaches used in Singapore, on third- through fifth-grade students' achievement in mathematics. The program is currently being used in more than 400 school districts in the United States.…

Applied Math. Course Materials: Math 111, 112, 113. Seattle Tech Prep Applied Academics Project.

ERIC Educational Resources Information Center

South Seattle Community Coll., Washington.

This publication contains materials for three courses in Applied Math in the Applied Academics program at South Seattle Community College. It begins with the article, "Community College Applied Academics: The State of the Art?" (George B. Neff), which describes the characteristics, model, courses, and coordination activity that make up…

Predicting first-grade mathematics achievement: the contributions of domain-general cognitive abilities, nonverbal number sense, and early number competence.

PubMed

Hornung, Caroline; Schiltz, Christine; Brunner, Martin; Martin, Romain

2014-01-01

Early number competence, grounded in number-specific and domain-general cognitive abilities, is theorized to lay the foundation for later math achievement. Few longitudinal studies have tested a comprehensive model for early math development. Using structural equation modeling and mediation analyses, the present work examined the influence of kindergarteners' nonverbal number sense and domain-general abilities (i.e., working memory, fluid intelligence, and receptive vocabulary) and their early number competence (i.e., symbolic number skills) on first grade math achievement (i.e., arithmetic, shape and space skills, and number line estimation) assessed 1 year later. Latent regression models revealed that nonverbal number sense and working memory are central building blocks for developing early number competence in kindergarten and that early number competence is key for first grade math achievement. After controlling for early number competence, fluid intelligence significantly predicted arithmetic and number line estimation while receptive vocabulary significantly predicted shape and space skills. In sum we suggest that early math achievement draws on different constellations of number-specific and domain-general mechanisms.

Predicting first-grade mathematics achievement: the contributions of domain-general cognitive abilities, nonverbal number sense, and early number competence

PubMed Central

Hornung, Caroline; Schiltz, Christine; Brunner, Martin; Martin, Romain

2014-01-01

Early number competence, grounded in number-specific and domain-general cognitive abilities, is theorized to lay the foundation for later math achievement. Few longitudinal studies have tested a comprehensive model for early math development. Using structural equation modeling and mediation analyses, the present work examined the influence of kindergarteners' nonverbal number sense and domain-general abilities (i.e., working memory, fluid intelligence, and receptive vocabulary) and their early number competence (i.e., symbolic number skills) on first grade math achievement (i.e., arithmetic, shape and space skills, and number line estimation) assessed 1 year later. Latent regression models revealed that nonverbal number sense and working memory are central building blocks for developing early number competence in kindergarten and that early number competence is key for first grade math achievement. After controlling for early number competence, fluid intelligence significantly predicted arithmetic and number line estimation while receptive vocabulary significantly predicted shape and space skills. In sum we suggest that early math achievement draws on different constellations of number-specific and domain-general mechanisms. PMID:24772098

Motivated Forgetting in Early Mathematics: A Proof-of-Concept Study

PubMed Central

Ramirez, Gerardo

2017-01-01

Educators assume that students are motivated to retain what they are taught. Yet, students commonly report that they forget most of what they learn, especially in mathematics. In the current study I ask whether students may be motivated to forget mathematics because of academic experiences threaten the self-perceptions they are committed to maintaining. Using a large dataset of 1st and 2nd grade children (N = 812), I hypothesize that math anxiety creates negative experiences in the classroom that threaten children’s positive math self-perceptions, which in turn spurs a motivation to forget mathematics. I argue that this motivation to forget is activated during the winter break, which in turn reduces the extent to which children grow in achievement across the school year. Children were assessed for math self-perceptions, math anxiety and math achievement in the fall before going into winter break. During the spring, children’s math achievement was measured once again. A math achievement growth score was devised from a regression model of fall math achievement predicting spring achievement. Results show that children with higher math self-perceptions showed reduced growth in math achievement across the school year as a function of math anxiety. Children with lower math interest self-perceptions did not show this relationship. Results serve as a proof-of-concept for a scientific account of motivated forgetting within the context of education. PMID:29255439

Motivated Forgetting in Early Mathematics: A Proof-of-Concept Study.

PubMed

Ramirez, Gerardo

2017-01-01

Educators assume that students are motivated to retain what they are taught. Yet, students commonly report that they forget most of what they learn, especially in mathematics. In the current study I ask whether students may be motivated to forget mathematics because of academic experiences threaten the self-perceptions they are committed to maintaining. Using a large dataset of 1st and 2nd grade children ( N = 812), I hypothesize that math anxiety creates negative experiences in the classroom that threaten children's positive math self-perceptions, which in turn spurs a motivation to forget mathematics. I argue that this motivation to forget is activated during the winter break, which in turn reduces the extent to which children grow in achievement across the school year. Children were assessed for math self-perceptions, math anxiety and math achievement in the fall before going into winter break. During the spring, children's math achievement was measured once again. A math achievement growth score was devised from a regression model of fall math achievement predicting spring achievement. Results show that children with higher math self-perceptions showed reduced growth in math achievement across the school year as a function of math anxiety. Children with lower math interest self-perceptions did not show this relationship. Results serve as a proof-of-concept for a scientific account of motivated forgetting within the context of education.

Theoretical modeling of the MILES hit profiles in military weapon low-data rate simulators

NASA Astrophysics Data System (ADS)

Andrews, L. C.; Phillips, R. L.; Smith, C. A.; Belichki, S. B.; Crabbs, R.; Cofarro, J. T.; Fountain, W.; Tucker, F. M.; Parrish, B. J.

2016-09-01

Math modeling of a low-data-rate optical communication system is presented and compared with recent testing results over ranges up to 100 m in an indoor tunnel at Kennedy Space Center. Additional modeling of outdoor testing results at longer ranges in the open atmosphere is also presented. The system modeled is the Army's Multiple Integrated Laser Engagement System (MILES) that has been used as a tactical training system since the early 1980s. The objective of the current modeling and testing is to obtain target hit zone profiles for the M16A2/M4 rifles and establish a data baseline for MILES that will aid in its upgrade using more recently developed lasers and detectors.

Locomotor Stability in a Model Swimmer: Coupling Fluid Dynamics, Neurophysiology and Muscle Mechanics

DTIC Science & Technology

2017-07-05

springs which resist deformation. (C) Inset that shows the position of the muscle segments. Cohen, Holmes, Rand, J. Math Biol. 1982 A representative...numbers are the segment number, labeled from head to tail. Cohen, Holmes, Rand, J. Math Biol. 1982 The signals are periodic. Cohen, Holmes, Rand, J... Math Biol. 1982 From head to tail there is a phase lag on each side. Cohen, Holmes, Rand, J. Math Biol. 1982 On a given segment, the signals are in

Math Model for Naval Ship Handling Trainer.

ERIC Educational Resources Information Center

Golovcsenko, Igor V.

The report describes the math model for an experimental ship handling trainer. The training task is that of a replenishment operation at sea. The model includes equations for ship dynamics of a destroyer, propeller-engine response times, ship separation, interaction effects between supply ship and destroyer, and outputs to a visual display system.…

Optimal Transport, Convection, Magnetic Relaxation and Generalized Boussinesq Equations

NASA Astrophysics Data System (ADS)

Brenier, Yann

2009-10-01

We establish a connection between optimal transport theory (see Villani in Topics in optimal transportation. Graduate studies in mathematics, vol. 58, AMS, Providence, 2003, for instance) and classical convection theory for geophysical flows (Pedlosky, in Geophysical fluid dynamics, Springer, New York, 1979). Our starting point is the model designed few years ago by Angenent, Haker, and Tannenbaum (SIAM J. Math. Anal. 35:61-97, 2003) to solve some optimal transport problems. This model can be seen as a generalization of the Darcy-Boussinesq equations, which is a degenerate version of the Navier-Stokes-Boussinesq (NSB) equations. In a unified framework, we relate different variants of the NSB equations (in particular what we call the generalized hydrostatic-Boussinesq equations) to various models involving optimal transport (and the related Monge-Ampère equation, Brenier in Commun. Pure Appl. Math. 64:375-417, 1991; Caffarelli in Commun. Pure Appl. Math. 45:1141-1151, 1992). This includes the 2D semi-geostrophic equations (Hoskins in Annual review of fluid mechanics, vol. 14, pp. 131-151, Palo Alto, 1982; Cullen et al. in SIAM J. Appl. Math. 51:20-31, 1991, Arch. Ration. Mech. Anal. 185:341-363, 2007; Benamou and Brenier in SIAM J. Appl. Math. 58:1450-1461, 1998; Loeper in SIAM J. Math. Anal. 38:795-823, 2006) and some fully nonlinear versions of the so-called high-field limit of the Vlasov-Poisson system (Nieto et al. in Arch. Ration. Mech. Anal. 158:29-59, 2001) and of the Keller-Segel for Chemotaxis (Keller and Segel in J. Theor. Biol. 30:225-234, 1971; Jäger and Luckhaus in Trans. Am. Math. Soc. 329:819-824, 1992; Chalub et al. in Mon. Math. 142:123-141, 2004). Mathematically speaking, we establish some existence theorems for local smooth, global smooth or global weak solutions of the different models. We also justify that the inertia terms can be rigorously neglected under appropriate scaling assumptions in the generalized Navier-Stokes-Boussinesq equations. Finally, we show how a “stringy” generalization of the AHT model can be related to the magnetic relaxation model studied by Arnold and Moffatt to obtain stationary solutions of the Euler equations with prescribed topology (see Arnold and Khesin in Topological methods in hydrodynamics. Applied mathematical sciences, vol. 125, Springer, Berlin, 1998; Moffatt in J. Fluid Mech. 159:359-378, 1985, Topological aspects of the dynamics of fluids and plasmas. NATO adv. sci. inst. ser. E, appl. sci., vol. 218, Kluwer, Dordrecht, 1992; Schonbek in Theory of the Navier-Stokes equations, Ser. adv. math. appl. sci., vol. 47, pp. 179-184, World Sci., Singapore, 1998; Vladimirov et al. in J. Fluid Mech. 390:127-150, 1999; Nishiyama in Bull. Inst. Math. Acad. Sin. (N.S.) 2:139-154, 2007).

The influence of math anxiety on symbolic and non-symbolic magnitude processing.

PubMed

Dietrich, Julia F; Huber, Stefan; Moeller, Korbinian; Klein, Elise

2015-01-01

Deficits in basic numerical abilities have been investigated repeatedly as potential risk factors of math anxiety. Previous research suggested that also a deficient approximate number system (ANS), which is discussed as being the foundation for later math abilities, underlies math anxiety. However, these studies examined this hypothesis by investigating ANS acuity using a symbolic number comparison task. Recent evidence questions the view that ANS acuity can be assessed using a symbolic number comparison task. To investigate whether there is an association between math anxiety and ANS acuity, we employed both a symbolic number comparison task and a non-symbolic dot comparison task, which is currently the standard task to assess ANS acuity. We replicated previous findings regarding the association between math anxiety and the symbolic distance effect for response times. High math anxious individuals showed a larger distance effect than less math anxious individuals. However, our results revealed no association between math anxiety and ANS acuity assessed using a non-symbolic dot comparison task. Thus, our results did not provide evidence for the hypothesis that a deficient ANS underlies math anxiety. Therefore, we propose that a deficient ANS does not constitute a risk factor for the development of math anxiety. Moreover, our results suggest that previous interpretations regarding the interaction of math anxiety and the symbolic distance effect have to be updated. We suggest that impaired number comparison processes in high math anxious individuals might account for the results rather than deficient ANS representations. Finally, impaired number comparison processes might constitute a risk factor for the development of math anxiety. Implications for current models regarding the origins of math anxiety are discussed.

The influence of math anxiety on symbolic and non-symbolic magnitude processing

PubMed Central

Dietrich, Julia F.; Huber, Stefan; Moeller, Korbinian; Klein, Elise

2015-01-01

Deficits in basic numerical abilities have been investigated repeatedly as potential risk factors of math anxiety. Previous research suggested that also a deficient approximate number system (ANS), which is discussed as being the foundation for later math abilities, underlies math anxiety. However, these studies examined this hypothesis by investigating ANS acuity using a symbolic number comparison task. Recent evidence questions the view that ANS acuity can be assessed using a symbolic number comparison task. To investigate whether there is an association between math anxiety and ANS acuity, we employed both a symbolic number comparison task and a non-symbolic dot comparison task, which is currently the standard task to assess ANS acuity. We replicated previous findings regarding the association between math anxiety and the symbolic distance effect for response times. High math anxious individuals showed a larger distance effect than less math anxious individuals. However, our results revealed no association between math anxiety and ANS acuity assessed using a non-symbolic dot comparison task. Thus, our results did not provide evidence for the hypothesis that a deficient ANS underlies math anxiety. Therefore, we propose that a deficient ANS does not constitute a risk factor for the development of math anxiety. Moreover, our results suggest that previous interpretations regarding the interaction of math anxiety and the symbolic distance effect have to be updated. We suggest that impaired number comparison processes in high math anxious individuals might account for the results rather than deficient ANS representations. Finally, impaired number comparison processes might constitute a risk factor for the development of math anxiety. Implications for current models regarding the origins of math anxiety are discussed. PMID:26579012

Mission Engineering Competencies Technical Report

DTIC Science & Technology

2018-04-30

generate a mission capability. Note that foundational skills – e.g. math , natural or social sciences, general engineering skills - are not listed in...basic understanding of math , sciences, and the fundamentals of engineering are assumed, the foundational building block for mission...April 30, 2018 69 The Helix model focuses on 6 proficiency areas (Hutchison et al. 2018): 1. Math /Science/General

Increasing Latino/a Representation in Math and Science: An Insider's Look

ERIC Educational Resources Information Center

Aguirre, Jarrad

2009-01-01

Recent Yale alumnus Jarrad Aguirre relates his experience creating MAS Familias, a campus organization that supports Latino/a undergraduates studying math and science. Alarmed by Latino/a students' academic struggles and the lack of Latino/a role models in the fields of math and science--and increasingly aware of the social benefits of a diverse…

Using a Regression Discontinuity Design to Estimate the Impact of Placement Decisions in Developmental Math

ERIC Educational Resources Information Center

Melguizo, Tatiana; Bos, Johannes M.; Ngo, Federick; Mills, Nicholas; Prather, George

2016-01-01

This study evaluates the effectiveness of math placement policies for entering community college students on these students' academic success in math. We estimate the impact of placement decisions by using a discrete-time survival model within a regression discontinuity framework. The primary conclusion that emerges is that initial placement in a…

Effectiveness of the Touch Math Technique in Teaching Basic Addition to Children with Autism

ERIC Educational Resources Information Center

Yikmis, Ahmet

2016-01-01

This study aims to reveal whether the touch math technique is effective in teaching basic addition to children with autism. The dependent variable of this study is the children's skills to solve addition problems correctly, whereas teaching with the touch math technique is the independent variable. Among the single-subject research models, a…

The National Teacher Training Institute for Math, Science and Technology: Exemplary Practice in a Climate of Higher Standards.

ERIC Educational Resources Information Center

Donlevy, James G., Ed.; Donlevy, Tia Rice, Ed.

1999-01-01

Reviews the NTTI (National Teacher Training Institute) for Math, Science and Technology model that trains teachers to use video and Internet resources to enhance math and science instruction. Discusses multimedia methodology; standards-based training; program impact in schools; and lesson plans available on the NTTI Web site. (Author/LRW)

Experimental Flow Models for SSME Flowfield Characterization

NASA Technical Reports Server (NTRS)

Abel, L. C.; Ramsey, P. E.

1989-01-01

Full scale flow models with extensive instrumentation were designed and manufactured to provide data necessary for flow field characterization in rocket engines of the Space Shuttle Main Engine (SSME) type. These models include accurate flow path geometries from the pre-burner outlet through the throat of the main combustion chamber. The turbines are simulated with static models designed to provide the correct pressure drop and swirl for specific power levels. The correct turbopump-hot gas manifold interfaces were designed into the flow models to permit parametric/integration studies for new turbine designs. These experimental flow models provide a vehicle for understanding the fluid dynamics associated with specific engine issues and also fill the more general need for establishing a more detailed fluid dynamic base to support development and verification of advanced math models.

Integrating Quantitative Reasoning into STEM Courses Using an Energy and Environment Context

NASA Astrophysics Data System (ADS)

Myers, J. D.; Lyford, M. E.; Mayes, R. L.

2010-12-01

Many secondary and post-secondary science classes do not integrate math into their curriculum, while math classes commonly teach concepts without meaningful context. Consequently, students lack basic quantitative skills and the ability to apply them in real-world contexts. For the past three years, a Wyoming Department of Education funded Math Science Partnership at the University of Wyoming (UW) has brought together middle and high school science and math teachers to model how math and science can be taught together in a meaningful way. The UW QR-STEM project emphasizes the importance of Quantitative Reasoning (QR) to student success in Science, Technology, Engineering and Mathematics (STEM). To provide a social context, QR-STEM has focused on energy and the environment. In particular, the project has examined how QR and STEM concepts play critical roles in many of the current global challenges of energy and environment. During four 3-day workshops each summer and over several virtual and short face-to-face meetings during the academic year, UW and community college science and math faculty work with math and science teachers from middle and high schools across the state to improve QR instruction in math and science classes. During the summer workshops, faculty from chemistry, physics, earth sciences, biology and math lead sessions to: 1) improve the basic science content knowledge of teachers; 2) improve teacher understanding of math and statistical concepts, 3) model how QR can be taught by engaging teachers in sessions that integrate math and science in an energy and environment context; and 4) focus curricula using Understanding by Design to identify enduring understandings on which to center instructional strategies and assessment. In addition to presenting content, faculty work with teachers as they develop classroom lessons and larger units to be implemented during the school year. Teachers form interdisciplinary groups which often consist of math and science teachers from the same school or district. By jointly developing units focused on energy and environment, math and science curricula can be coordinated during the school year. During development, teams present their curricular ideas for peer-review. Throughout the school year, teachers implement their units and collect pre-post data on student learning. Ultimately, science teachers integrate math into their science courses, and math teachers integrate science content in their math courses. Following implementation, participants share their experiences with their peers and faculty. Of central interest during these presentations are: 1) How did the QR-STEM experience change teacher practices in the classroom?; and 2) How did the modification of their teaching practices impact student learning and their ability to successfully master QR? The UW QR-STEM has worked with Wyoming science and math teachers from across the state over the three year grant period.

Abort Region Determinator (ARD) module feasibility report. Mission planning, mission analysis and software formulation

NASA Technical Reports Server (NTRS)

Draeger, B. G.; Joyner, J. A.

1976-01-01

A detailed performance evaluation of the Abort Region Determinator (ARD) module design was provided in support of OFT-1 ascent and OFT-1 intact launch aborts. The evaluation method used compared ARD results against results obtained using the full-up Space Vehicle Dynamic Simulations program under the same conditions. Results were presented for each of the three major ARD math models: (1) the ascent numerical integrator; (2) the mass model, and (3) the second stage predictor as well as the total ARD module. These results demonstrate that the baselined ARD module meets all design objectives for mission control center orbital flight test launch/abort support.

Measuring Math Anxiety (in Spanish) with the Rasch Rating Scale Model.

PubMed

Prieto, Gerardo; Delgado, Ana R

2007-01-01

Two successive studies probed the psychometric properties of a Math Anxiety questionnaire (in Spanish) by means of the Rasch Rating Scale Model. Participants were 411 and 216 Spanish adolescents. Convergent validity was examined by correlating the scale with both the Fennema and Sherman Attitude Scale and a math achievement test. The results show that the scores are psychometrically appropriate, and replicate those reported in meta-analyses: medium-sized negative correlations with achievement and with attitudes toward mathematics, as well as moderate sex-related differences (with girls presenting higher anxiety levels than boys).

A structural equation modeling of executive functions, IQ and mathematical skills in primary students: Differential effects on number production, mental calculus and arithmetical problems.

PubMed

Arán Filippetti, Vanessa; Richaud, María Cristina

2017-10-01

Though the relationship between executive functions (EFs) and mathematical skills has been well documented, little is known about how both EFs and IQ differentially support diverse math domains in primary students. Inconsistency of results may be due to the statistical techniques employed, specifically, if the analysis is conducted with observed variables, i.e., regression analysis, or at the latent level, i.e., structural equation modeling (SEM). The current study explores the contribution of both EFs and IQ in mathematics through an SEM approach. A total of 118 8- to 12-year-olds were administered measures of EFs, crystallized (Gc) and fluid (Gf) intelligence, and math abilities (i.e., number production, mental calculus and arithmetical problem-solving). Confirmatory factor analysis (CFA) offered support for the three-factor solution of EFs: (1) working memory (WM), (2) shifting, and (3) inhibition. Regarding the relationship among EFs, IQ and math abilities, the results of the SEM analysis showed that (i) WM and age predict number production and mental calculus, and (ii) shifting and sex predict arithmetical problem-solving. In all of the SEM models, EFs partially or totally mediated the relationship between IQ, age and math achievement. These results suggest that EFs differentially supports math abilities in primary-school children and is a more significant predictor of math achievement than IQ level.

Critical conditions for the buoyancy-driven detachment of a wall-bound pendant drop

NASA Astrophysics Data System (ADS)

Lamorgese, A.; Mauri, R.

2016-03-01

We investigate numerically the critical conditions for detachment of an isolated, wall-bound emulsion droplet acted upon by surface tension and wall-normal buoyancy forces alone. To that end, we present a simple extension of a diffuse-interface model for partially miscible binary mixtures that was previously employed for simulating several two-phase flow phenomena far and near the critical point [A. G. Lamorgese et al. "Phase-field approach to multiphase flow modeling," Milan J. Math. 79(2), 597-642 (2011)] to allow for static contact angles other than 90°. We use the same formulation of the Cahn boundary condition as first proposed by Jacqmin ["Contact-line dynamics of a diffuse fluid interface," J. Fluid Mech. 402, 57-88 (2000)], which accommodates a cubic (Hermite) interpolation of surface tensions between the wall and each phase at equilibrium. We show that this model can be successfully employed for simulating three-phase contact line problems in stable emulsions with nearly immiscible components. We also show a numerical determination of critical Bond numbers as a function of static contact angle by phase-field simulation.

Avoidance temperament and social-evaluative threat in college students' math performance: a mediation model of math and test anxiety.

PubMed

Liew, Jeffrey; Lench, Heather C; Kao, Grace; Yeh, Yu-Chen; Kwok, Oi-man

2014-01-01

Standardized testing has become a common form of student evaluation with high stakes, and limited research exists on understanding the roles of students' personality traits and social-evaluative threat on their academic performance. This study examined the roles of avoidance temperament (i.e., fear and behavioral inhibition) and evaluative threat (i.e., fear of failure and being viewed as unintelligent) in standardized math test and course grades in college students. Undergraduate students (N=184) from a large public university were assessed on temperamental fear and behavioral inhibition. They were then given 15 minutes to complete a standardized math test. After the test, students provided data on evaluative threat and their math performance (scores on standardized college entrance exam and average grades in college math courses). Results indicate that avoidance temperament was linked to social-evaluative threat and low standardized math test scores. Furthermore, evaluative threat mediated the influence of avoidance temperament on both types of math performance. Results have educational and clinical implications, particularly for students at risk for test anxiety and underperformance. Interventions targeting emotion regulation and stress management skills may help individuals reduce their math and test anxieties.

An explanatory model of maths achievement:Perceived parental involvement and academic motivation.

PubMed

Rodríguez, Susana; Piñeiro, Isabel; Gómez-Taibo, Mª L; Regueiro, Bibiana; Estévez, Iris; Valle, Antonio

2017-05-01

Although numerous studies have tried to explain performance in maths very few have deeply explored the relationship between different variables and how they jointly explain mathematical performance. With a sample of 897 students in 5th and 6th grade in Primary Education and using structural equation modeling (SEM), this study analyzes how the perception of parents’ beliefs is related to children´s beliefs, their involvement in mathematical tasks and their performance. Perceived parental involvement contributes to the motivation of their children in mathematics. Direct supervision of students’ academic work by parents may increase students’ concerns about the image and rating of their children, but not their academic performance. In fact, maths achievement depends directly and positively on the parents’ expectations and children’s maths self-efficacy and negatively on the parents’ help in tasks and performance goal orientation. Perceived parental involvement contributes to children’s motivation in maths essentially conveying confidence in their abilities and showing interest in their progress and schoolwork.

Family Factors Associated with Sixth-Grade Adolescents' Math and Science Career Interests

ERIC Educational Resources Information Center

Turner, Sherri L.; Steward, Jason C.; Lapan, Richard T.

2004-01-01

This study tested a causal model, based on social cognitive career theory (SCCT; R. W. Lent, S. D. Brown, & G. Hackett, 1994, 2000), of math and science career interests among 6th-grade adolescents (N = 318). Consistent with SCCT, it was found that career gender-typing, mother's and father's support for pursuing math and science careers, as well…

Trajectories of Change in Students' Self-Concepts of Ability and Values in Math and College Major Choice

ERIC Educational Resources Information Center

Musu-Gillette, Lauren E.; Wigfield, Allan; Harring, Jeffrey R.; Eccles, Jacquelynne S.

2015-01-01

This study extends previous research on the long-term connections between motivation constructs in expectancy-value theory and achievement outcomes. Using growth mixture modelling, we examined trajectories of change for 421 students from 4th grade through college in their self-concept of ability (SCA) in math, interest in math, and perceived…

Improving Learning for All Students through Equity-Based Inclusive Reform Practices: Effectiveness of a Fully Integrated Schoolwide Model on Student Reading and Math Achievement

ERIC Educational Resources Information Center

Choi, Jeong Hoon; Meisenheimer, Jessica M.; McCart, Amy B.; Sailor, Wayne

2017-01-01

The present investigation examines the schoolwide applications model (SAM) as a potentially effective school reform model for increasing equity-based inclusive education practices while enhancing student reading and math achievement for all students. A 3-year quasi-experimental comparison group analysis using latent growth modeling (LGM) was used…

Growth Texture and Mechanism of Zinc Nanowires Produced by Mechanical Elongation of Nanocontacts.

PubMed

Yamabe, Kammu; Kizuka, Tokushi

2018-01-01

Two zinc nanotips were brought into contact and elongated inside a transmission electron microscope, thereby growing single-crystal nanowires. The growth dynamics was observed in situ via a lattice imaging method. The preferential crystal growth directions were identified as [101-0], [112-0], [101-2-], and [0001]. Of these, the nanowires grown along the [101-0] and [112-0] directions accounted for 75% of the total and were surrounded by low-energy side surfaces, i.e., {0001}, {101-1}, and {101-0}. On the basis of these features, models of the nanowire morphology were proposed. In either growth direction, the tensile force aligned parallel to the direction along which slip events corresponding to the predominant slip system were unlikely to occur. This led to a high tensile stress for extracting atoms from the growth region, i.e., the promotion of nanowire growth.

An integrated model of academic self-concept development: Academic self-concept, grades, test scores, and tracking over 6 years.

PubMed

Marsh, Herbert W; Pekrun, Reinhard; Murayama, Kou; Arens, A Katrin; Parker, Philip D; Guo, Jiesi; Dicke, Theresa

2018-02-01

Our newly proposed integrated academic self-concept model integrates 3 major theories of academic self-concept formation and developmental perspectives into a unified conceptual and methodological framework. Relations among math self-concept (MSC), school grades, test scores, and school-level contextual effects over 6 years, from the end of primary school through the first 5 years of secondary school (a representative sample of 3,370 German students, 42 secondary schools, 50% male, M age at grade 5 = 11.75) support the (1) internal/external frame of reference model: Math school grades had positive effects on MSC, but the effects of German grades were negative; (2) reciprocal effects (longitudinal panel) model: MSC was predictive of and predicted by math test scores and school grades; (3) big-fish-little-pond effect: The effects on MSC were negative for school-average achievement based on 4 indicators (primary school grades in math and German, school-track prior to the start of secondary school, math test scores in the first year of secondary school). Results for all 3 theoretical models were consistent across the 5 secondary school years: This supports the prediction of developmental equilibrium. This integration highlights the robustness of support over the potentially volatile early to middle adolescent period; the interconnectedness and complementarity of 3 ASC models; their counterbalancing strengths and weaknesses; and new theoretical, developmental, and substantive implications at their intersections. (PsycINFO Database Record (c) 2018 APA, all rights reserved).

NREL Model Car Competitions | NREL

Science.gov Websites

skills in both math and science. The goals of the competition include: Generating enthusiasm for science , technology, engineering, and math (STEM) Improving students' understanding of scientific concepts and

The Critical Z-Invariant Ising Model via Dimers: Locality Property

NASA Astrophysics Data System (ADS)

Boutillier, Cédric; de Tilière, Béatrice

2011-01-01

We study a large class of critical two-dimensional Ising models, namely critical Z-invariant Ising models. Fisher (J Math Phys 7:1776-1781, 1966) introduced a correspondence between the Ising model and the dimer model on a decorated graph, thus setting dimer techniques as a powerful tool for understanding the Ising model. In this paper, we give a full description of the dimer model corresponding to the critical Z-invariant Ising model, consisting of explicit expressions which only depend on the local geometry of the underlying isoradial graph. Our main result is an explicit local formula for the inverse Kasteleyn matrix, in the spirit of Kenyon (Invent Math 150(2):409-439, 2002), as a contour integral of the discrete exponential function of Mercat (Discrete period matrices and related topics, 2002) and Kenyon (Invent Math 150(2):409-439, 2002) multiplied by a local function. Using results of Boutillier and de Tilière (Prob Theor Rel Fields 147(3-4):379-413, 2010) and techniques of de Tilière (Prob Th Rel Fields 137(3-4):487-518, 2007) and Kenyon (Invent Math 150(2):409-439, 2002), this yields an explicit local formula for a natural Gibbs measure, and a local formula for the free energy. As a corollary, we recover Baxter's formula for the free energy of the critical Z-invariant Ising model (Baxter, in Exactly solved models in statistical mechanics, Academic Press, London, 1982), and thus a new proof of it. The latter is equal, up to a constant, to the logarithm of the normalized determinant of the Laplacian obtained in Kenyon (Invent Math 150(2):409-439, 2002).

Analysis and evaluation of the biofidelity of the human body finite element model in lateral impact simulations according to ISO-TR9790 procedures.

PubMed

Ruan, Jesse S; El-Jawahri, Raed; Rouhana, Stephen W; Barbat, Saeed; Prasad, Priya

2006-11-01

The biofidelity of the Ford Motor Company human body finite element (FE) model in side impact simulations was analyzed and evaluated following the procedures outlined in ISO technical report TR9790. This FE model, representing a 50th percentile adult male, was used to simulate the biomechanical impact tests described in ISO-TR9790. These laboratory tests were considered as suitable for assessing the lateral impact biofidelity of the head, neck, shoulder, thorax, abdomen, and pelvis of crash test dummies, subcomponent test devices, and math models that are used to represent a 50th percentile adult male. The simulated impact responses of the head, neck, shoulder, thorax, abdomen, and pelvis of the FE model were compared with the PMHS (Post Mortem Human Subject) data upon which the response requirements for side impact surrogates was based. An overall biofidelity rating of the human body FE model was determined using the ISO-TR9790 rating method. The resulting rating for the human body FE model was 8.5 on a 0 to 10 scale with 8.6-10 being excellent biofidelity. In addition, in order to explore whether there is a dependency of the impact responses of the FE model on different analysis codes, three commercially available analysis codes, namely, LS-DYNA, Pamcrash, and Radioss were used to run the human body FE model. Effects of these codes on biofidelity when compared with ISO-TR9790 data are discussed. Model robustness and numerical issues arising with three different code simulations are also discussed.

Avionics Simulation, Development and Software Engineering

NASA Technical Reports Server (NTRS)

Francis, Ronald C.; Settle, Gray; Tobbe, Patrick A.; Kissel, Ralph; Glaese, John; Blanche, Jim; Wallace, L. D.

2001-01-01

This monthly report summarizes the work performed under contract NAS8-00114 for Marshall Space Flight Center in the following tasks: 1) Purchase Order No. H-32831D, Task Order 001A, GPB Program Software Oversight; 2) Purchase Order No. H-32832D, Task Order 002, ISS EXPRESS Racks Software Support; 3) Purchase Order No. H-32833D, Task Order 003, SSRMS Math Model Integration; 4) Purchase Order No. H-32834D, Task Order 004, GPB Program Hardware Oversight; 5) Purchase Order No. H-32835D, Task Order 005, Electrodynamic Tether Operations and Control Analysis; 6) Purchase Order No. H-32837D, Task Order 007, SRB Command Receiver/Decoder; and 7) Purchase Order No. H-32838D, Task Order 008, AVGS/DART SW and Simulation Support

Collaborative Workshops and Student Academic Performance in Introductory College Mathematics Courses: A Study of a Treisman Model Math Excel Program.

ERIC Educational Resources Information Center

Duncan, Hollis; Dick, Thomas

2000-01-01

Describes the Treisman model which involves supplemental workshops in which college students solve problems in collaborative learning groups. Reports on the effectiveness of Math Excel, an implementation of the Treisman model for introductory mathematics courses at Oregon State University over five academic terms. Reveals a significant effect on…

Ship electric propulsion simulator based on networking technology

NASA Astrophysics Data System (ADS)

Zheng, Huayao; Huang, Xuewu; Chen, Jutao; Lu, Binquan

2006-11-01

According the new ship building tense, a novel electric propulsion simulator (EPS) had been developed in Marine Simulation Center of SMU. The architecture, software function and FCS network technology of EPS and integrated power system (IPS) were described. In allusion to the POD propeller in ship, a special physical model was built. The POD power was supplied from the simulative 6.6 kV Medium Voltage Main Switchboard, its control could be realized in local or remote mode. Through LAN, the simulated feature information of EPS will pass to the physical POD model, which would reflect the real thruster working status in different sea conditions. The software includes vessel-propeller math module, thruster control system, distribution and emergency integrated management, double closed loop control system, vessel static water resistance and dynamic software; instructor main control software. The monitor and control system is realized by real time data collection system and CAN bus technology. During the construction, most devices such as monitor panels and intelligent meters, are developed in lab which were based on embedded microcomputer system with CAN interface to link the network. They had also successfully used in practice and would be suitable for the future demands of digitalization ship.

A math model for high velocity sensoring with a focal plane shuttered camera.

NASA Technical Reports Server (NTRS)

Morgan, P.

1971-01-01

A new mathematical model is presented which describes the image produced by a focal plane shutter-equipped camera. The model is based upon the well-known collinearity condition equations and incorporates both the translational and rotational motion of the camera during the exposure interval. The first differentials of the model with respect to exposure interval, delta t, yield the general matrix expressions for image velocities which may be simplified to known cases. The exposure interval, delta t, may be replaced under certain circumstances with a function incorporating blind velocity and image position if desired. The model is tested using simulated Lunar Orbiter data and found to be computationally stable as well as providing excellent results, provided that some external information is available on the velocity parameters.

A Panel Analysis of Student Mathematics Achievement in the US in the 1990s: Does Increasing the Amount of Time in Learning Activities Affect Math Achievement?

ERIC Educational Resources Information Center

Aksoy, Tevfik; Link, Charles R.

2000-01-01

Uses panel estimation techniques to estimate econometric models of mathematics achievement determinants for a nationally representative sample of high-school students. Extra time spent on math homework increases test scores; an extra hour of TV viewing negatively affects scores. Longer math periods also help. (Contains 56 references.) (MLH)

Mapping Changes in Students' English and Math Self-Concepts: A Latent Growth Model Study

ERIC Educational Resources Information Center

King, Ronnel B.; McInerney, Dennis M.

2014-01-01

The aims of this study were to examine changes in students' English and math self-concepts and to investigate the effects of gender and school ability level on these changes. Self-concept in English and math were measured thrice across three years among a sample of 2618 secondary school students from Hong Kong. Gender and school ability level were…

Training in Influencing Skills from Neuro-Linguistic Programming (Modelled from Hypnosis and Family Therapy), in Combination with Innovative Maths Pedagogy, Raises Maths Attainment in Adult Numeracy Learners

ERIC Educational Resources Information Center

Allan, F.; Bourne, J.; Bouch, D.; Churches, R.; Dennison, J.; Evans, J.; Fowler, J.; Jeffers, A.; Prior, E.; Rhodes, L.

2012-01-01

Case study research suggests that NLP [neuro-linguistic programming] influencing strategies benefit teacher effectiveness. Maths pedagogy involving higher-order questioning, challenge, problem solving and collaborative working may be a way of improving attainment in adult numeracy learning, however, such strategies may be less effective if the…

Enhanced learning of proportional math through music training and spatial-temporal training.

PubMed

Graziano, A B; Peterson, M; Shaw, G L

1999-03-01

It was predicted, based on a mathematical model of the cortex, that early music training would enhance spatial-temporal reasoning. We have demonstrated that preschool children given six months of piano keyboard lessons improved dramatically on spatial-temporal reasoning while children in appropriate control groups did not improve. It was then predicted that the enhanced spatial-temporal reasoning from piano keyboard training could lead to enhanced learning of specific math concepts, in particular proportional math, which is notoriously difficult to teach using the usual language-analytic methods. We report here the development of Spatial-Temporal Math Video Game software designed to teach fractions and proportional math, and its strikingly successful use in a study involving 237 second-grade children (age range six years eight months-eight years five months). Furthermore, as predicted, children given piano keyboard training along with the Math Video Game training scored significantly higher on proportional math and fractions than children given a control training along with the Math Video Game. These results were readily measured using the companion Math Video Game Evaluation Program. The training time necessary for children on the Math Video Game is very short, and they rapidly reach a high level of performance. This suggests that, as predicted, we are tapping into fundamental cortical processes of spatial-temporal reasoning. This spatial-temporal approach is easily generalized to teach other math and science concepts in a complementary manner to traditional language-analytic methods, and at a younger age. The neural mechanisms involved in thinking through fractions and proportional math during training with the Math Video Game might be investigated in EEG coherence studies along with priming by specific music.

Math Anxiety Assessment with the Abbreviated Math Anxiety Scale: Applicability and Usefulness: Insights from the Polish Adaptation

PubMed Central

Cipora, Krzysztof; Szczygieł, Monika; Willmes, Klaus; Nuerk, Hans-Christoph

2015-01-01

Math anxiety has an important impact on mathematical development and performance. However, although math anxiety is supposed to be a transcultural trait, assessment instruments are scarce and are validated mainly for Western cultures so far. Therefore, we aimed at examining the transcultural generality of math anxiety by a thorough investigation of the validity of math anxiety assessment in Eastern Europe. We investigated the validity and reliability of a Polish adaptation of the Abbreviated Math Anxiety Scale (AMAS), known to have very good psychometric characteristics in its original, American-English version as well as in its Italian and Iranian adaptations. We also observed high reliability, both for internal consistency and test-retest stability of the AMAS in the Polish sample. The results also show very good construct, convergent and discriminant validity: The factorial structure in Polish adult participants (n = 857) was very similar to the one previously found in other samples; AMAS scores correlated moderately in expected directions with state and trait anxiety, self-assessed math achievement and skill as well temperamental traits of emotional reactivity, briskness, endurance, and perseverance. Average scores obtained by participants as well as gender differences and correlations with external measures were also similar across cultures. Beyond the cultural comparison, we used path model analyses to show that math anxiety relates to math grades and self-competence when controlling for trait anxiety. The current study shows transcultural validity of math anxiety assessment with the AMAS. PMID:26648893

Math Anxiety Assessment with the Abbreviated Math Anxiety Scale: Applicability and Usefulness: Insights from the Polish Adaptation.

PubMed

Cipora, Krzysztof; Szczygieł, Monika; Willmes, Klaus; Nuerk, Hans-Christoph

2015-01-01

Math anxiety has an important impact on mathematical development and performance. However, although math anxiety is supposed to be a transcultural trait, assessment instruments are scarce and are validated mainly for Western cultures so far. Therefore, we aimed at examining the transcultural generality of math anxiety by a thorough investigation of the validity of math anxiety assessment in Eastern Europe. We investigated the validity and reliability of a Polish adaptation of the Abbreviated Math Anxiety Scale (AMAS), known to have very good psychometric characteristics in its original, American-English version as well as in its Italian and Iranian adaptations. We also observed high reliability, both for internal consistency and test-retest stability of the AMAS in the Polish sample. The results also show very good construct, convergent and discriminant validity: The factorial structure in Polish adult participants (n = 857) was very similar to the one previously found in other samples; AMAS scores correlated moderately in expected directions with state and trait anxiety, self-assessed math achievement and skill as well temperamental traits of emotional reactivity, briskness, endurance, and perseverance. Average scores obtained by participants as well as gender differences and correlations with external measures were also similar across cultures. Beyond the cultural comparison, we used path model analyses to show that math anxiety relates to math grades and self-competence when controlling for trait anxiety. The current study shows transcultural validity of math anxiety assessment with the AMAS.

Navigating Tensions Between Conceptual and Metaconceptual Goals in the Use of Models

NASA Astrophysics Data System (ADS)

Delgado, Cesar

2015-04-01

Science education involves learning about phenomena at three levels: concrete (facts and generalizations), conceptual (concepts and theories), and metaconceptual (epistemology) (Snir et al. in J Sci Educ Technol 2(2):373-388, 1993). Models are key components in science, can help build conceptual understanding, and may also build metaconceptual understanding. Technology can transform teaching and learning by turning models into interactive simulations that learners can investigate. This paper identifies four characteristics of models and simulations that support conceptual learning but misconstrue models and science at a metaconceptual level. Ahistorical models combine the characteristics of several historical models; they conveniently compile ideas but misrepresent the history of science (Gilbert in Int J Sci Math Educ 2(2):115-130, 2004). Teleological models explain behavior in terms of a final cause; they can lead to useful heuristics but imply purpose in processes driven by chance and probability (Talanquer in Int J Sci Educ 29(7):853-870, 2007). Epistemological overreach occurs when models or simulations imply greater certainty and knowledge about phenomena than warranted; conceptualizing nature as being well known (e.g., having a mathematical structure) poses the danger of conflating model and reality or data and theory. Finally, models are inevitably ontologically impoverished. Real-world deviations and many variables are left out of models, as models' role is to simplify. Models and simulations also lose much of the sensory data present in phenomena. Teachers, designers, and professional development designers and facilitators must thus navigate the tension between conceptual and metaconceptual learning when using models and simulations. For each characteristic, examples are provided, along with recommendations for instruction and design. Prompts for explicit reflective activities around models are provided for each characteristic

Stereotype threat and executive functions: which functions mediate different threat-related outcomes?

PubMed

Rydell, Robert J; Van Loo, Katie J; Boucher, Kathryn L

2014-03-01

Stereotype threat research shows that women's math performance can be reduced by activating gender-based math stereotypes. Models of stereotype threat assert that threat reduces cognitive functioning, thereby accounting for its negative effects. This work provides a more detailed understanding of the cognitive processes through which stereotype threat leads women to underperform at math and to take risks, by examining which basic executive functions (inhibition, shifting, and updating) account for these outcomes. In Experiments 1 and 2, women under threat showed reduced inhibition, reduced updating, and reduced math performance compared with women in a control condition (or men); however, only updating accounted for women's poor math performance under threat. In Experiment 3, only updating accounted for stereotype threat's effect on women's math performance, whereas only inhibition accounted for the effect of threat on risk-taking, suggesting that distinct executive functions can account for different stereotype threat-related outcomes.

Taoscore Teacher's Guides: Phase 3.

ERIC Educational Resources Information Center

Taos Municipal Schools, NM.

The teacher's guide to elementary level career education is comprised of 11 units of learning activities, two each for grades 1-6. Each unit is a simulation of a career cluster; through active participation in the simulation, the students develop career awareness as well as curriculum-related concepts in math, language, reading, social studies,…

Special data base of Informational - Computational System 'INM RAS - Black Sea' for solving inverse and data assimilation problems

NASA Astrophysics Data System (ADS)

Zakharova, Natalia; Piskovatsky, Nicolay; Gusev, Anatoly

2014-05-01

Development of Informational-Computational Systems (ICS) for data assimilation procedures is one of multidisciplinary problems. To study and solve these problems one needs to apply modern results from different disciplines and recent developments in: mathematical modeling; theory of adjoint equations and optimal control; inverse problems; numerical methods theory; numerical algebra and scientific computing. The above problems are studied in the Institute of Numerical Mathematics of the Russian Academy of Science (INM RAS) in ICS for personal computers. In this work the results on the Special data base development for ICS "INM RAS - Black Sea" are presented. In the presentation the input information for ICS is discussed, some special data processing procedures are described. In this work the results of forecast using ICS "INM RAS - Black Sea" with operational observation data assimilation are presented. This study was supported by the Russian Foundation for Basic Research (project No 13-01-00753) and by Presidium Program of Russian Academy of Sciences (project P-23 "Black sea as an imitational ocean model"). References 1. V.I. Agoshkov, M.V. Assovskii, S.A. Lebedev, Numerical simulation of Black Sea hydrothermodynamics taking into account tide-forming forces. Russ. J. Numer. Anal. Math. Modelling (2012) 27, No.1, pp. 5-31. 2. E.I. Parmuzin, V.I. Agoshkov, Numerical solution of the variational assimilation problem for sea surface temperature in the model of the Black Sea dynamics. Russ. J. Numer. Anal. Math. Modelling (2012) 27, No.1, pp. 69-94. 3. V.B. Zalesny, N.A. Diansky, V.V. Fomin, S.N. Moshonkin, S.G. Demyshev, Numerical model of the circulation of Black Sea and Sea of Azov. Russ. J. Numer. Anal. Math. Modelling (2012) 27, No.1, pp. 95-111. 4. Agoshkov V.I.,Assovsky M.B., Giniatulin S. V., Zakharova N.B., Kuimov G.V., Parmuzin E.I., Fomin V.V. Informational Computational system of variational assimilation of observation data "INM RAS - Black sea"// Ecological safety of coastal and shelf zones and complex use of shelf resources: Collection of scientific works. Issue 26, Volume 2. - National Academy of Sciences of Ukraine, Marine Hydrophysical Institute, Sebastopol, 2012. Pages 352-360. (In russian)

Detecting Math Anxiety with a Mixture Partial Credit Model

ERIC Educational Resources Information Center

Ölmez, Ibrahim Burak; Cohen, Allan S.

2017-01-01

The purpose of this study was to investigate a new methodology for detection of differences in middle grades students' math anxiety. A mixture partial credit model analysis revealed two distinct latent classes based on homogeneities in response patterns within each latent class. Students in Class 1 had less anxiety about apprehension of math…

Reciprocal Relationships between Math Self-Concept and Math Anxiety

ERIC Educational Resources Information Center

Ahmed, Wondimu; Minnaert, Alexander; Kuyper, Hans; van der Werf, Greetje

2012-01-01

The present study examined the reciprocal relationships between self-concept and anxiety in mathematics. A sample of 495 grade 7 students (51% girls) completed self-report measures assessing self-concept and anxiety three times in a school year. Structural equation modeling was used to test a cross-lagged panel model of reciprocal effects between…

The Role of Social Support in Students' Perceived Abilities and Attitudes toward Math and Science

ERIC Educational Resources Information Center

Rice, Lindsay; Barth, Joan M.; Guadagno, Rosanna E.; Smith, Gabrielle P. A.; McCallum, Debra M.

2013-01-01

Social cognitive models examining academic and career outcomes emphasize constructs such as attitude, interest, and self-efficacy as key factors affecting students' pursuit of STEM (science, technology, engineering and math) courses and careers. The current research examines another under-researched component of social cognitive models: social…

A descriptive study of high school Latino and Caucasian students' values about math, perceived math achievement and STEM career choice

NASA Astrophysics Data System (ADS)

Rodriguez Flecha, Samuel

The purpose of this study was to examine high school students' math values, perceived math achievement, and STEM career choice. Participants (N=515) were rural high school students from the U.S. Northwest. Data was collected by administering the "To Do or Not to Do:" STEM pilot survey. Most participants (n=294) were Latinos, followed by Caucasians (n=142). Fifty-three percent of the students rated their math achievement as C or below. Of high math students, 57% were male. Females were 53% of low math students. Caucasians (61%) rated themselves as high in math in a greater proportion than Latinos (39%). Latinos (58%) rated themselves as low in math in a greater proportion than Caucasians (39%). Math Values play a significant role in students' perceived math achievement. Internal math values (r =.68, R2 =.46, p =.001) influenced perceived math achievement regardless of gender (males: r =.70, R2 =.49, p =.001; females: r =.65, R2 =.43, p =.001), for Latinos (r =.66, R2 =.44, p =.001), and Caucasians (r =.72, R2 =.51, p =.001). External math values (r =.53, R2 =.28, p =.001) influenced perceived math achievement regardless of gender (males: r =.54, R2 =.30, p =.001; females: r =.49, R2 =.24, p =.001), for Latinos (r =.47, R2 =.22, p =.001), and Caucasians (r =.58, R2 =.33, p =.001). Most high-math students indicated an awareness of being good at math at around 11 years old. Low-math students said that they realized that math was difficult for them at approximately 13 years of age. The influence of parents, teachers, and peers may vary at different academic stages. Approximately half of the participants said there was not a person who had significantly impacted their career choice; only a minority said their parents and teachers were influencing them to a STEM career. Parents and teachers are the most influential relationships in students' career choice. More exposure to STEM role models and in a variety of professions is needed. Possible strategies to impact students' career choice, future directions and recommendations are provided. In sum, positive experiences in STEM can favorably contribute to students' sense of competence and satisfaction.

Verbal and Math Self-Concepts: An Extension of the Internal/External Frame of Reference Model.

ERIC Educational Resources Information Center

Marsh, Herbert W.; Byrne, Barbara M.

The internal/external (I/E) frame of reference model describes relations among Verbal self-concept (VSC), Math self-concept (MSC), and corresponding achievement scores (VACH, MACH). In support of the model Marsh (1986) found that: (1) VSC and MSC were nearly uncorrelated; (2) the effect of VACH on VSC, and of MACH on MSC, were positive; but (3)…

The belief in a negative interdependence of math and verbal abilities as determinant of academic self-concepts.

PubMed

Möller, Jens; Streblow, Lilian; Pohlmann, Britta

2006-03-01

The internal/external frame of reference (I/E) model by Marsh (1986) assumes intra-individual dimensional comparisons in which students compare their own achievements in one subject with their achievements in other subjects. These comparison processes should lead to negative paths from achievement in one subject (e.g. maths) on self-concept in another subject (e.g. verbal domains). Within this study, we investigated the impact of students' belief in a negative interdependence of maths and verbal abilities, that is, whether students think of maths and verbal abilities as negatively correlated or not, on the impact of dimensional comparisons. Maths and German grades, academic self-concepts in maths and German, and a new scale on the beliefs in a negative interdependence of maths and verbal abilities students were assessed (N = 1,443). The importance of the negative interdependence beliefs could be shown: stronger beliefs in a negative interdependence of maths and verbal ability are accompanied by more negative path coefficients from grades in one subject to academic self-concepts in the other subject. Dimensional comparisons seem to be of particular importance for students with negative interdependence beliefs.

Benefits to the Simulation Training Community of a New ANSI Standard for the Exchange of Aero Simulation Models

NASA Technical Reports Server (NTRS)

Hildreth, Bruce L.; Jackson, E. Bruce

2009-01-01

The American Institute of Aeronautics Astronautics (AIAA) Modeling and Simulation Technical Committee is in final preparation of a new standard for the exchange of flight dynamics models. The standard will become an ANSI standard and is under consideration for submission to ISO for acceptance by the international community. The standard has some a spects that should provide benefits to the simulation training community. Use of the new standard by the training simulation community will reduce development, maintenance and technical refresh investment on each device. Furthermore, it will significantly lower the cost of performing model updates to improve fidelity or expand the envelope of the training device. Higher flight fidelity should result in better transfer of training, a direct benefit to the pilots under instruction. Costs of adopting the standard are minimal and should be paid back within the cost of the first use for that training device. The standard achie ves these advantages by making it easier to update the aerodynamic model. It provides a standard format for the model in a custom eXtensible Markup Language (XML) grammar, the Dynamic Aerospace Vehicle Exchange Markup Language (DAVE-ML). It employs an existing XML grammar, MathML, to describe the aerodynamic model in an input data file, eliminating the requirement for actual software compilation. The major components of the aero model become simply an input data file, and updates are simply new XML input files. It includes naming and axis system conventions to further simplify the exchange of information.

Color-gradient lattice Boltzmann model for simulating droplet motion with contact-angle hysteresis.

PubMed

Ba, Yan; Liu, Haihu; Sun, Jinju; Zheng, Rongye

2013-10-01

Lattice Boltzmann method (LBM) is an effective tool for simulating the contact-line motion due to the nature of its microscopic dynamics. In contact-line motion, contact-angle hysteresis is an inherent phenomenon, but it is neglected in most existing color-gradient based LBMs. In this paper, a color-gradient based multiphase LBM is developed to simulate the contact-line motion, particularly with the hysteresis of contact angle involved. In this model, the perturbation operator based on the continuum surface force concept is introduced to model the interfacial tension, and the recoloring operator proposed by Latva-Kokko and Rothman is used to produce phase segregation and resolve the lattice pinning problem. At the solid surface, the color-conserving wetting boundary condition [Hollis et al., IMA J. Appl. Math. 76, 726 (2011)] is applied to improve the accuracy of simulations and suppress spurious currents at the contact line. In particular, we present a numerical algorithm to allow for the effect of the contact-angle hysteresis, in which an iterative procedure is used to determine the dynamic contact angle. Numerical simulations are conducted to verify the developed model, including the droplet partial wetting process and droplet dynamical behavior in a simple shear flow. The obtained results are compared with theoretical solutions and experimental data, indicating that the model is able to predict the equilibrium droplet shape as well as the dynamic process of partial wetting and thus permits accurate prediction of contact-line motion with the consideration of contact-angle hysteresis.

Remediation of Childhood Math Anxiety and Associated Neural Circuits through Cognitive Tutoring

PubMed Central

Iuculano, Teresa; Chen, Lang

2015-01-01

Math anxiety is a negative emotional reaction that is characterized by feelings of stress and anxiety in situations involving mathematical problem solving. High math-anxious individuals tend to avoid situations involving mathematics and are less likely to pursue science, technology, engineering, and math-related careers than those with low math anxiety. Math anxiety during childhood, in particular, has adverse long-term consequences for academic and professional success. Identifying cognitive interventions and brain mechanisms by which math anxiety can be ameliorated in children is therefore critical. Here we investigate whether an intensive 8 week one-to-one cognitive tutoring program designed to improve mathematical skills reduces childhood math anxiety, and we identify the neurobiological mechanisms by which math anxiety can be reduced in affected children. Forty-six children in grade 3, a critical early-onset period for math anxiety, participated in the cognitive tutoring program. High math-anxious children showed a significant reduction in math anxiety after tutoring. Remarkably, tutoring remediated aberrant functional responses and connectivity in emotion-related circuits anchored in the basolateral amygdala. Crucially, children with greater tutoring-induced decreases in amygdala reactivity had larger reductions in math anxiety. Our study demonstrates that sustained exposure to mathematical stimuli can reduce math anxiety and highlights the key role of the amygdala in this process. Our findings are consistent with models of exposure-based therapy for anxiety disorders and have the potential to inform the early treatment of a disability that, if left untreated in childhood, can lead to significant lifelong educational and socioeconomic consequences in affected individuals. SIGNIFICANCE STATEMENT Math anxiety during early childhood has adverse long-term consequences for academic and professional success. It is therefore important to identify ways to alleviate math anxiety in young children. Surprisingly, there have been no studies of cognitive interventions and the underlying neurobiological mechanisms by which math anxiety can be ameliorated in young children. Here, we demonstrate that intensive 8 week one-to-one cognitive tutoring not only reduces math anxiety but also remarkably remediates aberrant functional responses and connectivity in emotion-related circuits anchored in the amygdala. Our findings are likely to propel new ways of thinking about early treatment of a disability that has significant implications for improving each individual's academic and professional chances of success in today's technological society that increasingly demands strong quantitative skills. PMID:26354922

Prediction of lymph node involvement in patients with breast tumors measuring 3-5 cm in a middle-income setting: the role of CancerMath.

PubMed

Pijnappel, E N; Bhoo-Pathy, N; Suniza, J; See, M H; Tan, G H; Yip, C H; Hartman, M; Taib, N A; Verkooijen, H M

2014-12-01

In settings with limited resources, sentinel lymph node biopsy (SNB) is only offered to breast cancer patients with small tumors and a low a priori risk of axillary metastases. We investigated whether CancerMath, a free online prediction tool for axillary lymph node involvement, is able to identify women at low risk of axillary lymph node metastases in Malaysian women with 3-5 cm tumors, with the aim to offer SNB in a targeted, cost-effective way. Women with non-metastatic breast cancers, measuring 3-5 cm were identified within the University Malaya Medical Centre (UMMC) breast cancer registry. We compared CancerMath-predicted probabilities of lymph node involvement between women with versus without lymph node metastases. The discriminative performance of CancerMath was tested using receiver operating characteristic (ROC) analysis. Out of 1,017 patients, 520 (51 %) had axillary involvement. Tumors of women with axillary involvement were more often estrogen-receptor positive, progesterone-receptor positive, and human epidermal growth factor receptor (HER)-2 positive. The mean CancerMath score was higher in women with axillary involvement than in those without (53.5 vs. 51.3, p = 0.001). In terms of discrimination, CancerMath performed poorly, with an area under the ROC curve of 0.553 (95 % confidence interval CI 0.518-0.588). Attempts to optimize the CancerMath model by adding ethnicity and HER2 to the model did not improve discriminatory performance. For Malaysian women with tumors measuring 3-5 cm, CancerMath is unable to accurately predict lymph node involvement and is therefore not helpful in the identification of women at low risk of node-positive disease who could benefit from SNB.

Do student self-efficacy and teacher-student interaction quality contribute to emotional and social engagement in fifth grade math?

PubMed

Martin, Daniel P; Rimm-Kaufman, Sara E

2015-10-01

This study examined (a) the contribution of math self-efficacy to students' perception of their emotional and social engagement in fifth grade math classes, and (b) the extent to which high quality teacher-student interactions compensated for students' low math self-efficacy in contributing to engagement. Teachers (n = 73) were observed three times during the year during math to measure the quality of teacher-student interactions (emotional, organizational, and instructional support). Fifth graders (n = 387) reported on their math self-efficacy at the beginning of the school year and then were surveyed about their feelings of engagement in math class three times during the year immediately after the lessons during which teachers were observed. Results of multi-level models indicated that students initially lower in math self-efficacy reported lower emotional and social engagement during math class than students with higher self-efficacy. However, in classrooms with high levels of teacher emotional support, students reported similar levels of both emotional and social engagement, regardless of their self-efficacy. No comparable findings emerged for organizational and instructional support. The discussion considers the significance of students' own feelings about math in relation to their engagement, as well as the ways in which teacher and classroom supports can compensate for students lack of agency. The work has implications for school psychologists and teachers eager to boost students' engagement in math class. Copyright © 2015 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.

Threats and Supports to Female Students' Math Beliefs and Achievement.

PubMed

McKellar, Sarah E; Marchand, Aixa D; Diemer, Matthew A; Malanchuk, Oksana; Eccles, Jacquelynne S

2018-03-23

This study examines how student perceptions of teacher practices contribute to female high school students' math beliefs and achievement. Guided by the expectancy-value framework, we hypothesized that students' motivation beliefs and achievement outcomes in mathematics are fostered by teachers' emphasis on the relevance of mathematics and constrained by gender-based differential treatment. To examine these questions, structural equation modeling was applied to a longitudinal panel of 518 female students from the Maryland Adolescent Development in Context Study. While controlling for prior achievement and race, gendered differential treatment was negatively associated with math beliefs and achievement, whereas relevant math instruction was positively associated with these outcomes. These findings suggest inroads that may foster positive math motivational beliefs and achievement among young women. © 2018 Society for Research on Adolescence.

Earth Observing System (EOS)/Advanced Microwave Sounding Unit-A (AMSU-A) Structural Math Model - A1

NASA Technical Reports Server (NTRS)

Ely, W.

1996-01-01

This report presents the description for the NASTRAN finite element for the AMSU-A1 module. The purpose of this report is to document the NASTRAN bulk data deck, transmitted under separate cover. The structural Math Model is to be used by the spacecraft contractor for dynamic loads analysis.

Educational Investment, Family Context, and Children's Math and Reading Growth from Kindergarten through the Third Grade

ERIC Educational Resources Information Center

Cheadle, Jacob E.

2008-01-01

Drawing on longitudinal data from the Early Childhood Longitudinal Study, Kindergarten Class of 1998-1999, this study used IRT modeling to operationalize a measure of parental educational investments based on Lareau's notion of concerted cultivation. It used multilevel piece-wise growth models regressing children's math and reading achievement…

Examining the Relations between Executive Function, Math, and Literacy during the Transition to Kindergarten: A Multi-Analytic Approach

ERIC Educational Resources Information Center

Schmitt, Sara A.; Geldhof, G. John; Purpura, David J.; Duncan, Robert; McClelland, Megan M.

2017-01-01

The present study explored the bidirectional and longitudinal associations between executive function (EF) and early academic skills (math and literacy) across 4 waves of measurement during the transition from preschool to kindergarten using 2 complementary analytical approaches: cross-lagged panel modeling and latent growth curve modeling (LCGM).…

Programs for Students and Teachers | NREL

Science.gov Websites

competition that tests the brainpower of middle and high school teams on science and math topics. Model Car 8th grade students. Student teams apply math, science, and creativity to construct solar and battery

It's a Kid's Job: Playing Helps Kids Learn and Grow

MedlinePlus

... and their colleagues found a link between preschoolers’ math skills and their ability to copy models of ... the later study of science, technology, engineering or math. “In a way, a child is becoming a ...

Physics career intentions: The effect of physics identity, math identity, and gender

NASA Astrophysics Data System (ADS)

Lock, Robynne M.; Hazari, Zahra; Potvin, Geoff

2013-01-01

Although nearly half of high school physics students are female, only 21% of physics bachelor's degrees are earned by women. Using data from a national survey of college students in introductory English courses (on science-related experiences, particularly in high school), we examine the influence of students' physics and math identities on their choice to pursue a physics career. Males have higher math and physics identities than females in all three dimensions of our identity framework. These dimensions include: performance/competence (perceptions of ability to perform/understand), recognition (perception of recognition by others), and interest (desire to learn more). A regression model predicting students' intentions to pursue physics careers shows, as expected, that males are significantly more likely to choose physics than females. Surprisingly, however, when physics and math identity are included in the model, females are shown to be equally likely to choose physics careers as compared to males.

Dynamics of two-strain influenza model with cross-immunity and no quarantine class.

PubMed

Chung, K W; Lui, Roger

2016-12-01

The question about whether a periodic solution can exists for a given epidemiological model is a complicated one and has a long history (Hethcote and Levin, Applied math. ecology, biomathematics, vol 18. Springer, Berlin, pp 193-211, 1989). For influenza models, it is well known that a periodic solution can exists for a single-strain model with periodic contact rate (Aron and Schwartz, J Math Biol 110:665-679, 1984; Kuznetsov and Piccardi, J Math Biol 32:109-121, 1994), or a multiple-strain model with cross-immunity and quarantine class or age-structure (Nuño et al., Mathematical epidemiology. Lecture notes in mathematics, vol 1945. Springer, Berlin, 2008, chapter 13). In this paper, we prove the local asymptotic stability of the interior steady-state of a two-strain influenza model with sufficiently close cross-immunity and no quarantine class or age-structure. We also show that if the cross-immunity between two strains are far apart; then it is possible for the interior steady-state to lose its stability and bifurcation of periodic solutions can occur. Our results extend those obtained by Nuño et.al. (SIAM J Appl Math 65:964-982, 2005). This problem is important because understanding the reasons behind periodic outbreaks of seasonal flu is an important issue in public health.

Multilevel Structural Equation Models for Investigating the Effects of Computer-Based Learning in Math Classrooms on Science Technology Engineering and Math (STEM) Major Selection in 4-Year Postsecondary Institutions

ERIC Educational Resources Information Center

Lee, Ahlam

2017-01-01

Background/Context: Because of the growing concern over the decline of bachelor degree recipients in the disciplines of science, technology, engineering, and math (STEM) in the U.S., several studies have been devoted to identifying the factors that affect students' STEM major choices. A majority of these studies have focused on factors relevant to…

Residential energy demand models: Current status and future improvements

NASA Astrophysics Data System (ADS)

Peabody, G.

1980-12-01

Two models currently used to analyze energy use by the residential sector are described. The ORNL model is used to forecast energy use by fuel type for various end uses on a yearly basis. The MATH/CHRDS model analyzes variations in energy expenditures by households of various socioeconomic and demographic characteristics. The essential features of the ORNL and MATH/CHRDS models are retained in a proposed model and integrated into a framework that is more flexible than either model. The important determinants of energy use by households are reviewed.

Recent research related to prediction of stall/spin characteristics of fighter aircraft

NASA Technical Reports Server (NTRS)

Nguyen, L. T.; Anglin, E. L.; Gilbert, W. P.

1976-01-01

The NASA Langley Research Center is currently engaged in a stall/spin research program to provide the fundamental information and design guidelines required to predict the stall/spin characteristics of fighter aircraft. The prediction methods under study include theoretical spin prediction techniques and piloted simulation studies. The paper discusses the overall status of theoretical techniques including: (1) input data requirements, (2) math model requirements, and (3) correlation between theoretical and experimental results. The Langley Differential Maneuvering Simulator (DMS) facility has been used to evaluate the spin susceptibility of several current fighters during typical air combat maneuvers and to develop and evaluate the effectiveness of automatic departure/spin prevention concepts. The evaluation procedure is described and some of the more significant results of the studies are presented.

Quantitative assessment of computational models for retinotopic map formation

PubMed Central

Sterratt, David C; Cutts, Catherine S; Willshaw, David J; Eglen, Stephen J

2014-01-01

ABSTRACT Molecular and activity‐based cues acting together are thought to guide retinal axons to their terminal sites in vertebrate optic tectum or superior colliculus (SC) to form an ordered map of connections. The details of mechanisms involved, and the degree to which they might interact, are still not well understood. We have developed a framework within which existing computational models can be assessed in an unbiased and quantitative manner against a set of experimental data curated from the mouse retinocollicular system. Our framework facilitates comparison between models, testing new models against known phenotypes and simulating new phenotypes in existing models. We have used this framework to assess four representative models that combine Eph/ephrin gradients and/or activity‐based mechanisms and competition. Two of the models were updated from their original form to fit into our framework. The models were tested against five different phenotypes: wild type, Isl2‐EphA3 ki/ki, Isl2‐EphA3 ki/+, ephrin‐A2,A3,A5 triple knock‐out (TKO), and Math5 −/− (Atoh7). Two models successfully reproduced the extent of the Math5 −/− anteromedial projection, but only one of those could account for the collapse point in Isl2‐EphA3 ki/+. The models needed a weak anteroposterior gradient in the SC to reproduce the residual order in the ephrin‐A2,A3,A5 TKO phenotype, suggesting either an incomplete knock‐out or the presence of another guidance molecule. Our article demonstrates the importance of testing retinotopic models against as full a range of phenotypes as possible, and we have made available MATLAB software, we wrote to facilitate this process. © 2014 Wiley Periodicals, Inc. Develop Neurobiol 75: 641–666, 2015 PMID:25367067

Mathematical outcomes and working memory in children with TBI and orthopedic injury.

PubMed

Raghubar, Kimberly P; Barnes, Marcia A; Prasad, Mary; Johnson, Chad P; Ewing-Cobbs, Linda

2013-03-01

This study compared mathematical outcomes in children with predominantly moderate to severe traumatic brain injury (TBI; n550) or orthopedic injury (OI; n547) at 2 and 24 months post-injury. Working memory and its contribution to math outcomes at 24 months post-injury was also examined. Participants were administered an experimental cognitive addition task and standardized measures of calculation, math fluency, and applied problems; as well as experimental measures of verbal and visual-spatial working memory. Although children with TBI did not have deficits in foundational math fact retrieval, they performed more poorly than OIs on standardized measures of math. In the TBI group, performance on standardized measures was predicted by age at injury, socioeconomic status, and the duration of impaired consciousness. Children with TBI showed impairments on verbal, but not visual working memory relative to children with OI. Verbal working memory mediated group differences on math calculations and applied problems at 24 months post-injury. Children with TBI have difficulties in mathematics, but do not have deficits in math fact retrieval, a signature deficit of math disabilities. Results are discussed with reference to models of mathematical cognition and disability and the role of working memory in math learning and performance for children with TBI.

Mathematical Outcomes and Working Memory in Children With TBI and Orthopedic Injury

PubMed Central

Raghubar, Kimberly P.; Barnes, Marcia A.; Prasad, Mary; Johnson, Chad P.; Ewing-Cobbs, Linda

2013-01-01

This study compared mathematical outcomes in children with predominantly moderate to severe traumatic brain injury (TBI; n =50) or orthopedic injury (OI; n=47) at 2 and 24 months post-injury. Working memory and its contribution to math outcomes at 24 months post-injury was also examined. Participants were administered an experimental cognitive addition task and standardized measures of calculation, math fluency, and applied problems; as well as experimental measures of verbal and visual-spatial working memory. Although children with TBI did not have deficits in foundational math fact retrieval, they performed more poorly than OIs on standardized measures of math. In the TBI group, performance on standardized measures was predicted by age at injury, socioeconomic status, and the duration of impaired consciousness. Children with TBI showed impairments on verbal, but not visual working memory relative to children with OI. Verbal working memory mediated group differences on math calculations and applied problems at 24 months post-injury. Children with TBI have difficulties in mathematics, but do not have deficits in math fact retrieval, a signature deficit of math disabilities. Results are discussed with reference to models of mathematical cognition and disability and the role of working memory in math learning and performance for children with TBI. PMID:23164058

An overview of the mathematical and statistical analysis component of RICIS

NASA Technical Reports Server (NTRS)

Hallum, Cecil R.

1987-01-01

Mathematical and statistical analysis components of RICIS (Research Institute for Computing and Information Systems) can be used in the following problem areas: (1) quantification and measurement of software reliability; (2) assessment of changes in software reliability over time (reliability growth); (3) analysis of software-failure data; and (4) decision logic for whether to continue or stop testing software. Other areas of interest to NASA/JSC where mathematical and statistical analysis can be successfully employed include: math modeling of physical systems, simulation, statistical data reduction, evaluation methods, optimization, algorithm development, and mathematical methods in signal processing.

Extreme events in a vortex gas simulation of a turbulent half-jet

NASA Astrophysics Data System (ADS)

Suryanarayanan, Saikishan; Pathikonda, Gokul; Narasimha, Roddam

2012-11-01

Extensive simulations [arXiv:1008.2876v1 [physics.flu-dyn], BAPS.2010.DFD.LE.4] have shown that the temporally evolving vortex gas mixing layer has 3 regimes, including one which has a universal spreading rate. The present study explores the development of spatially evolving mixing layers, using a vortex gas model based on Basu et al. (1995 Appl. Math. Modelling). The effects of the velocity ratio (r) are analyzed via the most extensive simulations of this kind till date, involving up to 10000 vortices and averaging over up to 1000 convective times. While the temporal limit is approached as r approaches unity, striking features such as extreme events involving coherent structures, bending, deviation of the convection velocity from mean velocity, spatial feedback and greater sensitivity to downstream and free stream boundary conditions are observed in the half-jet (r = 0) limit. A detailed statistical analysis reveals possible causes for the large scatter across experiments, as opposed to the commonly adopted explanation of asymptotic dependence on initial conditions. Supported in part by contract no. Intel/RN/4288.

Markovian Anderson Model: Bounds for the Rate of Propagation

NASA Astrophysics Data System (ADS)

Tcheremchantsev, Serguei

We consider the Anderson model in with potentials whose values at any site of the lattice are Markovian independent random functions of time. For solutions to the time-dependent Schrödinger equation we show under some conditions that with probability 1 where for d=1,2 and for .

Early Math Trajectories: Low-Income Children's Mathematics Knowledge from Ages 4 to 11

ERIC Educational Resources Information Center

Rittle-Johnson, Bethany; Fyfe, Emily R.; Hofer, Kerry G.; Farran, Dale C.

2017-01-01

Early mathematics knowledge is a strong predictor of later academic achievement, but children from low-income families enter school with weak mathematics knowledge. An early math trajectories model is proposed and evaluated within a longitudinal study of 517 low-income American children from ages 4 to 11. This model includes a broad range of math…

Early Math Trajectories: Low-Income Children's Mathematics Knowledge from Age 4 to 11

ERIC Educational Resources Information Center

Rittle-Johnson, Bethany; Fyfe, Emily R.; Hofer, Kerry G.; Farran, Dale C.

2016-01-01

Early mathematics knowledge is a strong predictor of later academic achievement, but children from low-income families enter school with weak mathematics knowledge. An Early Math Trajectories model is proposed and evaluated within a longitudinal study of 517 low-income American children from age 4 to 11. This model includes a broad range of math…

Math anxiety: Brain cortical network changes in anticipation of doing mathematics.

PubMed

Klados, Manousos A; Pandria, Niki; Micheloyannis, Sifis; Margulies, Daniel; Bamidis, Panagiotis D

2017-12-01

Following our previous work regarding the involvement of math anxiety (MA) in math-oriented tasks, this study tries to explore the differences in the cerebral networks' topology between self-reported low math-anxious (LMA) and high math-anxious (HMA) individuals, during the anticipation phase prior to a mathematical related experiment. For this reason, multichannel EEG recordings were adopted, while the solution of the inverse problem was applied in a generic head model, in order to obtain the cortical signals. The cortical networks have been computed for each band separately, using the magnitude square coherence metric. The main graph theoretical parameters, showed differences in segregation and integration in almost all EEG bands of the HMAs in comparison to LMAs, indicative of a great influence of the anticipatory anxiety prior to mathematical performance. Copyright © 2017 Elsevier B.V. All rights reserved.

Distinct influences of affective and cognitive factors on children's non-verbal and verbal mathematical abilities.

PubMed

Wu, Sarah S; Chen, Lang; Battista, Christian; Smith Watts, Ashley K; Willcutt, Erik G; Menon, Vinod

2017-09-01

Individual differences in children's math performance have been associated with math anxiety, attention problems, working memory (WM), and reading skills, but the mechanisms by which these factors jointly contribute to children's math achievement are unknown. Here, we use structural equation modeling to characterize the relation between these factors and their influence on non-verbal Numerical Operations (NO) and verbal Math Reasoning (MR) in 330 children (M=8.34years). Our findings indicate that WM plays a central role in both non-verbal NO and verbal MR, whereas math anxiety and reading comprehension have unique and more pronounced influences on MR, compared to NO. Our study elucidates how affective and cognitive factors distinctly influence non-verbal and verbal mathematical problem solving. Copyright © 2017 Elsevier B.V. All rights reserved.

The influence of female social models in corporate STEM initiatives on girls' math and science attitudes

NASA Astrophysics Data System (ADS)

Medeiros, Donald J.

The United States' Science, Technology, Engineering, and Mathematics (STEM) workforce is growing slower than in the past, in comparison to demand, and in comparison to other countries. Competitive talent conditions require the United States to develop a strong pipeline of STEM talent within its own citizens. Given the number of female college graduates and their underrepresentation in the STEM workforce, women provide the greatest opportunity for fulfilling this need. The term social model represents the individuals and media that shape children's self-perceptions. Social models have been shown to positively influence girl's perceptions of the value of math and science as well as their expectations of success. This study examined differences in attitudes towards math and science among student participants in corporate STEM programs. Differences were measured based on participant gender and ethnicity, their mentor's gender and ethnicity, and program design differences. The research purpose was to inform the design of corporate STEM programs to improve female participants' attitudes towards math and science and eventually increase the number of women in the STEM workforce. Over three hundred students in differing corporate STEM programs completed math and science attitudinal scales at the start and end of their programs. Study results revealed, prior to program start, female participants had a better attitude towards math and science than male participants. Analysis of the Trends in International Mathematics and Science Study data showed similar results. Overall program results demonstrated higher post program math and science attitudes with no differences based on gender, age, or ethnicity of the participant or mentor. Participants with high program or mentor satisfaction were found to have higher attitudes towards math and science. These results may suggest improving female academic choice requires more focus on their expectations of success than perceived task value. Male attitudes towards women's role in STEM fields may also require attention. Increasing attitudes seems best achieved through ensuring a highly satisfying experience with the program and their mentor. Study results suggest this requires more considerations than simply matching mentor and mentee race or gender. Reliability results of attitudinal scales provided guidance on assessment strategies.

Mathematical modeling of human brain physiological data

NASA Astrophysics Data System (ADS)

Böhm, Matthias; Faltermeier, Rupert; Brawanski, Alexander; Lang, Elmar W.

2013-12-01

Recently, a mathematical model of the basic physiological processes regulating the cerebral perfusion and oxygen supply was introduced [Jung , J. Math. Biol.JMBLAJ0303-681210.1007/s00285-005-0343-5 51, 491 (2005)]. Although this model correctly describes the interdependence of arterial blood pressure (ABP) and intracranial pressure (ICP), it fails badly when it comes to explaining certain abnormal correlations seen in about 80% of the recordings of ABP together with ICP and the partial oxygen pressure (TiPO2) of the neuronal tissue, taken at an intensive care unit during neuromonitoring of patients with a severe brain trauma. Such recordings occasionally show segments, where the mean arterial blood pressure is correlated with the partial oxygen pressure in tissue but anticorrelated with the intracranial pressure. The origin of such abnormal correlations has not been fully understood yet. Here, two extensions to the previous approach are proposed which can reproduce such abnormal correlations in simulations quantitatively. Furthermore, as the simulations are based on a mathematical model, additional insight into the physiological mechanisms from which such abnormal correlations originate can be gained.

Eulerian Dynamics with a Commutator Forcing

DTIC Science & Technology

2017-01-09

SIAM Review 56(4) (2014) 577–621. [Pes2015] J. Peszek. Discrete Cucker-Smale flocking model with a weakly singular weight. SIAM J. Math . Anal., to...viscosities in bounded domains. J. Math . Pures Appl. (9), 87(2):227– 235, 2007. [CV2010] L. Caffarelli, A. Vasseur, Drift diffusion equations with...Further time regularity for fully non-linear parabolic equations. Math . Res. Lett., 22(6):1749–1766, 2015. [CCTT2016] José A. Carrillo, Young-Pil

A GRASS GIS module to obtain an estimation of glacier behavior under climate change: A pilot study on Italian glacier

NASA Astrophysics Data System (ADS)

Strigaro, Daniele; Moretti, Massimiliano; Mattavelli, Matteo; Frigerio, Ivan; Amicis, Mattia De; Maggi, Valter

2016-09-01

The aim of this work is to integrate the Minimal Glacier Model in a Geographic Information System Python module in order to obtain spatial simulations of glacier retreat and to assess the future scenarios with a spatial representation. The Minimal Glacier Models are a simple yet effective way of estimating glacier response to climate fluctuations. This module can be useful for the scientific and glaciological community in order to evaluate glacier behavior, driven by climate forcing. The module, called r.glacio.model, is developed in a GRASS GIS (GRASS Development Team, 2016) environment using Python programming language combined with different libraries as GDAL, OGR, CSV, math, etc. The module is applied and validated on the Rutor glacier, a glacier in the south-western region of the Italian Alps. This glacier is very large in size and features rather regular and lively dynamics. The simulation is calibrated by reconstructing the 3-dimensional dynamics flow line and analyzing the difference between the simulated flow line length variations and the observed glacier fronts coming from ortophotos and DEMs. These simulations are driven by the past mass balance record. Afterwards, the future assessment is estimated by using climatic drivers provided by a set of General Circulation Models participating in the Climate Model Inter-comparison Project 5 effort. The approach devised in r.glacio.model can be applied to most alpine glaciers to obtain a first-order spatial representation of glacier behavior under climate change.

Correlation of Wissler Human Thermal Model Blood Flow and Shiver Algorithms

NASA Technical Reports Server (NTRS)

Bue, Grant; Makinen, Janice; Cognata, Thomas

2010-01-01

The Wissler Human Thermal Model (WHTM) is a thermal math model of the human body that has been widely used to predict the human thermoregulatory response to a variety of cold and hot environments. The model has been shown to predict core temperature and skin temperatures higher and lower, respectively, than in tests of subjects in crew escape suit working in a controlled hot environments. Conversely the model predicts core temperature and skin temperatures lower and higher, respectively, than in tests of lightly clad subjects immersed in cold water conditions. The blood flow algorithms of the model has been investigated to allow for more and less flow, respectively, for the cold and hot case. These changes in the model have yielded better correlation of skin and core temperatures in the cold and hot cases. The algorithm for onset of shiver did not need to be modified to achieve good agreement in cold immersion simulations

Remediation of Childhood Math Anxiety and Associated Neural Circuits through Cognitive Tutoring.

PubMed

Supekar, Kaustubh; Iuculano, Teresa; Chen, Lang; Menon, Vinod

2015-09-09

Math anxiety is a negative emotional reaction that is characterized by feelings of stress and anxiety in situations involving mathematical problem solving. High math-anxious individuals tend to avoid situations involving mathematics and are less likely to pursue science, technology, engineering, and math-related careers than those with low math anxiety. Math anxiety during childhood, in particular, has adverse long-term consequences for academic and professional success. Identifying cognitive interventions and brain mechanisms by which math anxiety can be ameliorated in children is therefore critical. Here we investigate whether an intensive 8 week one-to-one cognitive tutoring program designed to improve mathematical skills reduces childhood math anxiety, and we identify the neurobiological mechanisms by which math anxiety can be reduced in affected children. Forty-six children in grade 3, a critical early-onset period for math anxiety, participated in the cognitive tutoring program. High math-anxious children showed a significant reduction in math anxiety after tutoring. Remarkably, tutoring remediated aberrant functional responses and connectivity in emotion-related circuits anchored in the basolateral amygdala. Crucially, children with greater tutoring-induced decreases in amygdala reactivity had larger reductions in math anxiety. Our study demonstrates that sustained exposure to mathematical stimuli can reduce math anxiety and highlights the key role of the amygdala in this process. Our findings are consistent with models of exposure-based therapy for anxiety disorders and have the potential to inform the early treatment of a disability that, if left untreated in childhood, can lead to significant lifelong educational and socioeconomic consequences in affected individuals. Significance statement: Math anxiety during early childhood has adverse long-term consequences for academic and professional success. It is therefore important to identify ways to alleviate math anxiety in young children. Surprisingly, there have been no studies of cognitive interventions and the underlying neurobiological mechanisms by which math anxiety can be ameliorated in young children. Here, we demonstrate that intensive 8 week one-to-one cognitive tutoring not only reduces math anxiety but also remarkably remediates aberrant functional responses and connectivity in emotion-related circuits anchored in the amygdala. Our findings are likely to propel new ways of thinking about early treatment of a disability that has significant implications for improving each individual's academic and professional chances of success in today's technological society that increasingly demands strong quantitative skills. Copyright © 2015 the authors 0270-6474/15/3512574-10$15.00/0.

Predictive model for early math skills based on structural equations.

PubMed

Aragón, Estíbaliz; Navarro, José I; Aguilar, Manuel; Cerda, Gamal; García-Sedeño, Manuel

2016-12-01

Early math skills are determined by higher cognitive processes that are particularly important for acquiring and developing skills during a child's early education. Such processes could be a critical target for identifying students at risk for math learning difficulties. Few studies have considered the use of a structural equation method to rationalize these relations. Participating in this study were 207 preschool students ages 59 to 72 months, 108 boys and 99 girls. Performance with respect to early math skills, early literacy, general intelligence, working memory, and short-term memory was assessed. A structural equation model explaining 64.3% of the variance in early math skills was applied. Early literacy exhibited the highest statistical significance (β = 0.443, p < 0.05), followed by intelligence (β = 0.286, p < 0.05), working memory (β = 0.220, p < 0.05), and short-term memory (β = 0.213, p < 0.05). Correlations between the independent variables were also significant (p < 0.05). According to the results, cognitive variables should be included in remedial intervention programs. © 2016 Scandinavian Psychological Associations and John Wiley & Sons Ltd.

Effects of Small-Group Tutoring with and without Validated Classroom Instruction on At-Risk Students' Math Problem Solving: Are Two Tiers of Prevention Better Than One?

PubMed

Fuchs, Lynn S; Fuchs, Douglas; Craddock, Caitlin; Hollenbeck, Kurstin N; Hamlett, Carol L; Schatschneider, Christopher

2008-01-01

The purpose of this study was to assess the effects of small-group tutoring with and without validated classroom instruction on at-risk (AR) students' math problem solving. Stratifying within schools, 119 3(rd)-grade classes were randomly assigned to conventional or validated problem-solving instruction (Hot Math [schema-broadening instruction]). Students identified as AR (n = 243) were randomly assigned, within classroom conditions, to receive Hot Math tutoring or not. Students were tested on problem-solving and math applications measures before and after 16 weeks of intervention. Analyses of variance, which accounted for the nested structure of the data, revealed the tutored students who received validated classroom instruction achieved better than tutored students who received conventional classroom instruction (ES = 1.34). However, the advantage for tutoring over no tutoring was similar whether or not students received validated or conventional classroom instruction (ESs = 1.18 and 1.13). Tutoring, not validated classroom instruction reduced the prevalence of math difficulty. Implications for responsiveness-to-intervention prevention models and for enhancing math problem-solving instruction are discussed.

Effects of Small-Group Tutoring with and without Validated Classroom Instruction on At-Risk Students' Math Problem Solving: Are Two Tiers of Prevention Better Than One?

PubMed Central

Fuchs, Lynn S.; Fuchs, Douglas; Craddock, Caitlin; Hollenbeck, Kurstin N.; Hamlett, Carol L.; Schatschneider, Christopher

2008-01-01

The purpose of this study was to assess the effects of small-group tutoring with and without validated classroom instruction on at-risk (AR) students' math problem solving. Stratifying within schools, 119 3rd-grade classes were randomly assigned to conventional or validated problem-solving instruction (Hot Math [schema-broadening instruction]). Students identified as AR (n = 243) were randomly assigned, within classroom conditions, to receive Hot Math tutoring or not. Students were tested on problem-solving and math applications measures before and after 16 weeks of intervention. Analyses of variance, which accounted for the nested structure of the data, revealed the tutored students who received validated classroom instruction achieved better than tutored students who received conventional classroom instruction (ES = 1.34). However, the advantage for tutoring over no tutoring was similar whether or not students received validated or conventional classroom instruction (ESs = 1.18 and 1.13). Tutoring, not validated classroom instruction reduced the prevalence of math difficulty. Implications for responsiveness-to-intervention prevention models and for enhancing math problem-solving instruction are discussed. PMID:19122881

Development of an Innovative Interactive Virtual Classroom System for K-12 Education Using Google App Engine

ERIC Educational Resources Information Center

Mumba, Frackson; Zhu, Mengxia

2013-01-01

This paper presents a Simulation-based interactive Virtual ClassRoom web system (SVCR: www.vclasie.com) powered by the state-of-the-art cloud computing technology from Google SVCR integrates popular free open-source math, science and engineering simulations and provides functions such as secure user access control and management of courses,…

Variational Integrators for Interconnected Lagrange-Dirac Systems

NASA Astrophysics Data System (ADS)

Parks, Helen; Leok, Melvin

2017-10-01

Interconnected systems are an important class of mathematical models, as they allow for the construction of complex, hierarchical, multiphysics, and multiscale models by the interconnection of simpler subsystems. Lagrange-Dirac mechanical systems provide a broad category of mathematical models that are closed under interconnection, and in this paper, we develop a framework for the interconnection of discrete Lagrange-Dirac mechanical systems, with a view toward constructing geometric structure-preserving discretizations of interconnected systems. This work builds on previous work on the interconnection of continuous Lagrange-Dirac systems (Jacobs and Yoshimura in J Geom Mech 6(1):67-98, 2014) and discrete Dirac variational integrators (Leok and Ohsawa in Found Comput Math 11(5), 529-562, 2011). We test our results by simulating some of the continuous examples given in Jacobs and Yoshimura (2014).

A Temperature-Dependent Phase-Field Model for Phase Separation and Damage

NASA Astrophysics Data System (ADS)

Heinemann, Christian; Kraus, Christiane; Rocca, Elisabetta; Rossi, Riccarda

2017-07-01

In this paper we study a model for phase separation and damage in thermoviscoelastic materials. The main novelty of the paper consists in the fact that, in contrast with previous works in the literature concerning phase separation and damage processes in elastic media, in our model we encompass thermal processes, nonlinearly coupled with the damage, concentration and displacement evolutions. More particularly, we prove the existence of "entropic weak solutions", resorting to a solvability concept first introduced in Feireisl (Comput Math Appl 53:461-490, 2007) in the framework of Fourier-Navier-Stokes systems and then recently employed in Feireisl et al. (Math Methods Appl Sci 32:1345-1369, 2009) and Rocca and Rossi (Math Models Methods Appl Sci 24:1265-1341, 2014) for the study of PDE systems for phase transition and damage. Our global-in-time existence result is obtained by passing to the limit in a carefully devised time-discretization scheme.

Integrating Security into the Curriculum

DTIC Science & Technology

1998-12-01

predicate calculus, discrete math , and finite-state machine the- ory. In addition to applying standard mathematical foundations to constructing hardware and...models, specifi- cations, and the use of formal methods for verification and covert channel analysis. The means for analysis is based on discrete math , information

Autonomous Driver Based on an Intelligent System of Decision-Making.

PubMed

Czubenko, Michał; Kowalczuk, Zdzisław; Ordys, Andrew

The paper presents and discusses a system ( xDriver ) which uses an Intelligent System of Decision-making (ISD) for the task of car driving. The principal subject is the implementation, simulation and testing of the ISD system described earlier in our publications (Kowalczuk and Czubenko in artificial intelligence and soft computing lecture notes in computer science, lecture notes in artificial intelligence, Springer, Berlin, 2010, 2010, In Int J Appl Math Comput Sci 21(4):621-635, 2011, In Pomiary Autom Robot 2(17):60-5, 2013) for the task of autonomous driving. The design of the whole ISD system is a result of a thorough modelling of human psychology based on an extensive literature study. Concepts somehow similar to the ISD system can be found in the literature (Muhlestein in Cognit Comput 5(1):99-105, 2012; Wiggins in Cognit Comput 4(3):306-319, 2012), but there are no reports of a system which would model the human psychology for the purpose of autonomously driving a car. The paper describes assumptions for simulation, the set of needs and reactions (characterizing the ISD system), the road model and the vehicle model, as well as presents some results of simulation. It proves that the xDriver system may behave on the road as a very inexperienced driver.

ERRATUM: Papers published in incorrect sections

NASA Astrophysics Data System (ADS)

2004-04-01

A number of J. Phys. A: Math. Gen. articles have mistakenly been placed in the wrong subject section in recent issues of the journal. We would like to apologize to the authors of these articles for publishing their papers in the Fluid and Plasma Theory section. The correct section for each article is given below. Statistical Physics Issue 4: Microcanonical entropy for small magnetizations Behringer H 2004 J. Phys. A: Math. Gen. 37 1443 Mathematical Physics Issue 9: On the solution of fractional evolution equations Kilbas A A, Pierantozzi T, Trujillo J J and Vázquez L 2004 J. Phys. A: Math. Gen. 37 3271 Quantum Mechanics and Quantum Information Theory Issue 6: New exactly solvable isospectral partners for PT-symmetric potentials Sinha A and Roy P 2004 J. Phys. A: Math. Gen. 37 2509 Issue 9: Symplectically entangled states and their applications to coding Vourdas A 2004 J. Phys. A: Math. Gen. 37 3305 Classical and Quantum Field Theory Issue 6: Pairing of parafermions of order 2: seniority model Nelson C A 2004 J. Phys. A: Math. Gen. 37 2497 Issue 7: Jordan-Schwinger map, 3D harmonic oscillator constants of motion, and classical and quantum parameters characterizing electromagnetic wave polarization Mota R D, Xicoténcatl M A and Granados V D 2004 J. Phys. A: Math. Gen. 37 2835 Issue 9: Could only fermions be elementary? Lev F M 2004 J. Phys. A: Math. Gen. 37 3285

Studying Gender and Ethnic Differences in Participation in Math, Physical Science, and Information Technology

ERIC Educational Resources Information Center

Eccles, Jacquelynne S.

2005-01-01

This chapter describes the history of the Eccles et al. Expectancy Value Model and research on the influence of social and psychological factors on gender and ethnic differences in math, science, and information technology choices. (Contains 1 figure.)

Performing Big Math Ideas across the Grades

ERIC Educational Resources Information Center

Gadanidis, George; Hughes, Janette M.

2011-01-01

A storied math context helps students engage both emotionally and cognitively with mathematics and helps show that mathematics develops out of human experience. Children's literature also models mathematical storytelling for students, and creates opportunities for them to retell and extend stories. This article describes mathematics investigations…

Special health care needs explains the effect of extremely low birth weight on math but not language achievement.

PubMed

Litt, Jonathan S; Minich, Nori; Taylor, H Gerry; Hack, Maureen

2017-12-01

Extremely low birth weight (ELBW; <1kg) adolescents are at risk for special health care needs (SHCN) and poor math achievement compared to normal birth weight (NBW) peers. SHCN are associated with poor academic achievement among NBW children. We hypothesize that SHCN explain the effect of ELBW on math achievement. We compared age 14 Woodcock-Johnson Calculation standard scores between 181 ELBW infants and 115 NBW controls. Persistent SHCN included: 1) prescription medication or equipment use, 2) subspecialty or therapeutic service use, or 3) hospitalization. We used nonlinear marginal effects models to decompose the total effect of ELBW on math into the following 4 components: the effect of ELBW controlling for SHCN, the effect of SHCN controlling for ELBW, effect modification by SHCN, and mediated interaction where SHCN is both causal mediator and effect modifier. Models were adjusted for sociodemographic factors. ELBW adolescents had lower mean math scores than NBW peers (81.3 vs. 96.4). SHCN were more common among ELBW adolescents (54.1% vs. 27%). The total effect of ELBW on math scores was -15.7 points (95% CI -21.0, -10.5). The effect of birth weight alone was -7.6 points (95% CI -13.7, -1.4); the effect of SHCN alone was negligible. SHCN interaction and mediated interaction effects each accounted for 25% of the total effect. Birth weight alone explains only half of the effect of ELBW on math achievement. We found evidence of effect modification and mediation by SHCN. Understanding these explanatory pathways may lead to targeted interventions for improved outcomes. Copyright © 2017. Published by Elsevier B.V.

Correlation of AH-1G airframe test data with a NASTRAN mathematical model

NASA Technical Reports Server (NTRS)

Cronkhite, J. D.; Berry, V. L.

1976-01-01

Test data was provided for evaluating a mathematical vibration model of the Bell AH-1G helicopter airframe. The math model was developed and analyzed using the NASTRAN structural analysis computer program. Data from static and dynamic tests were used for comparison with the math model. Static tests of the fuselage and tailboom were conducted to verify the stiffness representation of the NASTRAN model. Dynamic test data were obtained from shake tests of the airframe and were used to evaluate the NASTRAN model for representing the low frequency (below 30 Hz) vibration response of the airframe.

Generalized Poisson-Kac Processes: Basic Properties and Implications in Extended Thermodynamics and Transport

NASA Astrophysics Data System (ADS)

Giona, Massimiliano; Brasiello, Antonio; Crescitelli, Silvestro

2016-04-01

We introduce a new class of stochastic processes in Rn,{{{mathbb R}}^n}, referred to as generalized Poisson-Kac (GPK) processes, that generalizes the Poisson-Kac telegrapher's random motion in higher dimensions. These stochastic processes possess finite propagation velocity, almost everywhere smooth trajectories, and converge in the Kac limit to Brownian motion. GPK processes are defined by coupling the selection of a bounded velocity vector from a family of N distinct ones with a Markovian dynamics controlling probabilistically this selection. This model can be used as a probabilistic tool for a stochastically consistent formulation of extended thermodynamic theories far from equilibrium.

Expanding Girls' Horizons: Strengthening Persistence in the Early Math and Science Education Pipeline

NASA Astrophysics Data System (ADS)

Virnoche, Mary E.

Little longitudinal or follow-up data is available on the impact of Expanding Your Horizons (EYH) conferences. The purpose of the conferences is to encourage girls to take more math and science in high school by exposing them to hands-on activities and role models in math and science professions. This paper is based on 2005 and 2006 one-to-one and small-group interview data from 22 high school girls who attended an EYH conference during their middle school years. The data suggests that EYH strengthens girls' persistence in math and science pathways. Most girls came to the conferences already interested in math and science and at the urging of parents or teachers. Most felt empowered through the shared experience with hundreds of other girls and women, and relayed detailed and enthusiastic descriptions of hands-on activities. Many of the girls also drew connections between EYH and their course-taking actions and career goals. This paper highlights examples of these experiences and makes recommendations for future math and science early pipeline diversity work.

Designing Studies to Test Causal Questions About Early Math: The Development of Making Pre-K Count.

PubMed

Mattera, Shira K; Morris, Pamela A; Jacob, Robin; Maier, Michelle; Rojas, Natalia

2017-01-01

A growing literature has demonstrated that early math skills are associated with later outcomes for children. This research has generated interest in improving children's early math competencies as a pathway to improved outcomes for children in elementary school. The Making Pre-K Count study was designed to test the effects of an early math intervention for preschoolers. Its design was unique in that, in addition to causally testing the effects of early math skills, it also allowed for the examination of a number of additional questions about scale-up, the influence of contextual factors and the counterfactual environment, the mechanism of long-term fade-out, and the role of measurement in early childhood intervention findings. This chapter outlines some of the design considerations and decisions put in place to create a rigorous test of the causal effects of early math skills that is also able to answer these questions in early childhood mathematics and intervention. The study serves as a potential model for how to advance science in the fields of preschool intervention and early mathematics. © 2017 Elsevier Inc. All rights reserved.

The moderating effect of self-efficacy on normal-weight, overweight, and obese children's math achievement: a longitudinal analysis.

PubMed

Kranjac, Ashley Wendell

2015-03-01

Increased body weight is associated with decreased cognitive function in school-aged children. The role of self-efficacy in shaping the connection between children's educational achievement and obesity-related comorbidities has not been examined to date. Evidence of the predictive ability of self-efficacy in children is demonstrated in cognitive tasks, including math achievement scores. This study examined the relationship between self-efficacy and math achievement in normal weight, overweight, and obese children. I hypothesized that overweight and obese children with higher self-efficacy will be less affected in math achievement than otherwise comparable children with lower self-efficacy. I tested this prediction with multilevel growth modeling techniques using the ECLS-K 1998-1999 survey data, a nationally representative sample of children. Increased self-efficacy moderates the link between body weight and children's math achievement by buffering the risks that increased weight status poses to children's cognitive function. My findings indicate that self-efficacy moderates math outcomes in overweight, but not obese, children. Copyright © 2015 Elsevier Ltd. All rights reserved.

International Space Station Centrifuge Rotor Models A Comparison of the Euler-Lagrange and the Bond Graph Modeling Approach

NASA Technical Reports Server (NTRS)

Nguyen, Louis H.; Ramakrishnan, Jayant; Granda, Jose J.

2006-01-01

The assembly and operation of the International Space Station (ISS) require extensive testing and engineering analysis to verify that the Space Station system of systems would work together without any adverse interactions. Since the dynamic behavior of an entire Space Station cannot be tested on earth, math models of the Space Station structures and mechanical systems have to be built and integrated in computer simulations and analysis tools to analyze and predict what will happen in space. The ISS Centrifuge Rotor (CR) is one of many mechanical systems that need to be modeled and analyzed to verify the ISS integrated system performance on-orbit. This study investigates using Bond Graph modeling techniques as quick and simplified ways to generate models of the ISS Centrifuge Rotor. This paper outlines the steps used to generate simple and more complex models of the CR using Bond Graph Computer Aided Modeling Program with Graphical Input (CAMP-G). Comparisons of the Bond Graph CR models with those derived from Euler-Lagrange equations in MATLAB and those developed using multibody dynamic simulation at the National Aeronautics and Space Administration (NASA) Johnson Space Center (JSC) are presented to demonstrate the usefulness of the Bond Graph modeling approach for aeronautics and space applications.

Attitude determination of a high altitude balloon system. Part 2: Development of the parameter determination process

NASA Technical Reports Server (NTRS)

Nigro, N. J.; Elkouh, A. F.

1975-01-01

The attitude of the balloon system is determined as a function of time if: (a) a method for simulating the motion of the system is available, and (b) the initial state is known. The initial state is obtained by fitting the system motion (as measured by sensors) to the corresponding output predicted by the mathematical model. In the case of the LACATE experiment the sensors consisted of three orthogonally oriented rate gyros and a magnetometer all mounted on the research platform. The initial state was obtained by fitting the angular velocity components measured with the gyros to the corresponding values obtained from the solution of the math model. A block diagram illustrating the attitude determination process employed for the LACATE experiment is shown. The process consists of three essential parts; a process for simulating the balloon system, an instrumentation system for measuring the output, and a parameter estimation process for systematically and efficiently solving the initial state. Results are presented and discussed.

Finite element analysis and performance study of switched reluctance generator

NASA Astrophysics Data System (ADS)

Zhang, Qianhan; Guo, Yingjun; Xu, Qi; Yu, Xiaoying; Guo, Yajie

2017-03-01

Analyses a three-phase 12/8 switched reluctance generator (SRG) which is based on its structure and performance principle. The initial size data were calculated by MathCAD, and the simulation model was set up in the ANSOFT software environment with the maximum efficiency and the maximum output power as the main reference parameters. The outer diameter of the stator and the inner diameter of the rotor were parameterized. The static magnetic field distribution, magnetic flux, magnetic energy, torque, inductance characteristics, back electromotive force and phase current waveform of SRG is obtained by analyzing the static magnetic field and the steady state motion of two-dimensional transient magnetic field in ANSOFT environment. Finally, the experimental data of the prototype are compared with the simulation results, which provide a reliable basis for the design and research of SRG wind turbine system.

Peer group contexts of girls' and boys' academic experiences.

PubMed

Crosnoe, Robert; Riegle-Crumb, Catherine; Field, Sam; Frank, Kenneth; Muller, Chandra

2008-01-01

Girls have caught up with boys in math course taking in high school but reasons for taking math still differ by gender. This study, therefore, investigated gender differences in the linkage between peer relations and math course taking by applying multilevel modeling to a nationally representative data set that includes peer networks and school transcripts (N= 6,457 American 9th to 11th graders, aged 13-19). For all adolescents, math course taking was associated with the achievement of their close friends and, to a lesser extent, their coursemates. These associations tended to be stronger toward the end of high school and weaker among adolescents with a prior record of failure in school. Each of these patterns was somewhat more consistent among girls.

Undergraduate nursing students' perceptions regarding factors that affect math abilities

NASA Astrophysics Data System (ADS)

Pyo, Katrina A.

2011-07-01

A review of the nursing literature reveals many undergraduate nursing students lack proficiency with basic mathematical skills, those necessary for safe medication preparation and administration. Few studies exploring the phenomenon from the undergraduate nursing student perspective are reported in the nursing literature. The purpose of this study was to explore undergraduate nursing students’ perceptions of math abilities, factors that affect math abilities, the use of math in nursing, and the extent to which specific math skills were addressed throughout a nursing curriculum. Polya’s Model for Problem Solving and the Bloom’s Taxonomy of Educational Objectives, Affective Domain served as the theoretical background for the study. Qualitative and quantitative methods were utilized to obtain data from a purposive sample of undergraduate nursing students from a private university in western Pennsylvania. Participants were selected based on the proficiency level with math skills, as determined by a score on the Elsevier’s HESI™ Admission Assessment (A2) Exam, Math Portion. Ten students from the “Excellent” benchmark group and eleven students from the “Needing Additional Assistance or Improvement” benchmark group participated in one-on-one, semi-structured interviews, and completed a 25-item, 4-point Likert scale survey that rated confidence levels with specific math skills and the extent to which these skills were perceived to be addressed in the nursing curriculum. Responses from the two benchmark groups were compared and contrasted. Eight themes emerged from the qualitative data. Findings related to mathematical approach and confidence levels with specific math skills were determined to be statistically significant.

Beyond adoption status: Post-adoptive parental involvement and children's reading and math performance from kindergarten to first grade.

PubMed

Tan, Tony Xing; Kim, Eun Sook; Baggerly, Jennifer; Mahoney, E Emily; Rice, Jessica

2017-01-01

In this study, we went beyond adoption status to examine the associations between postadoption parental involvement and children's reading and math performance from kindergarten to first grade. Secondary data on a sample of adopted children and nonadopted children were drawn from the Early Childhood Longitudinal Study-Kindergarten Class of 1998 to 1999 (ECLS-K). Weighted data on the children's reading performance were available for 13,900 children (181 were adopted); weighted data on the children's math performance were available for 14,128 children (184 were adopted). Descriptive data showed no group difference in reading scores at all 3 Waves but adopted children scored lower than nonadopted children in math at Wave 2 (Spring of kindergarten) and Wave 3 (Spring of first grade). However, controlling for 6 covariates, latent growth modeling showed that adoption status was unrelated to Wave 1 reading and math scores or subsequent growth rate. Rather, parents' beliefs on skills needed to succeed in kindergarten were a significant predictor of reading and math performance at Wave 1 and subsequent growth rates, and parents' educational expectation was a significant predictor of growth rate in reading and math. Our findings highlight the importance of parental involvement in adopted children's learning. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

Searching for the Golden Model of Education: Cross-National Analysis of Math Achievement

ERIC Educational Resources Information Center

Bodovski, Katerina; Byun, Soo-yong; Chykina, Volha; Chung, Hee Jin

2017-01-01

We utilised four waves of TIMSS data in addition to the information we have collected on countries' educational systems to examine whether different degrees of standardisation, differentiation, proportion of students in private schools and governmental spending on education influence students' math achievement, its variation and socioeconomic…

Exploring Adolescent Motivations for Pursuing Maths-Related Careers

ERIC Educational Resources Information Center

Watt, Helen M. G.

2005-01-01

Adolescents from grade 9 in Sydney Australia (N = 60) were interviewed regarding why they would or would not consider pursuing maths-related careers. Open-ended interview data explored the comprehensiveness of explanations within the Expectancy-Value framework. The Expectancy-Value model is the major motivational framework for explaining students'…

Preparing Elementary Mathematics-Science Teaching Specialists.

ERIC Educational Resources Information Center

Miller, L. Diane

1992-01-01

Describes a professional development program to train math/science specialists for the upper elementary school grades. Using results from an interest survey, 30 teachers were chosen to participate in a 3-year program to become math/science specialists. Presents the teaching model used and the advantages for teachers and students in having subject…

Tactical Communications Network Modelling and Reliability Analysis: An Overview

DTIC Science & Technology

1991-11-01

Transactions on Reliability. Vol 31 (1982), pp 359-361. [62] B. N. Clark and C. L. Colbourn. "Unit Disk Graphs", Discrete Math ., Vol 86 (1990), pp 165-177. [63...C. L. Colbourn, "Network Resiliance". SIAM Journal of Algebra and Discrete Math . Vol 8. (1987), pp 404-409. [64] W. H. Debany, P. K. Varshney, and C...34Bibliography on Dominatinn in Graphs and Some Basic Definitions of Domination Parameters". Discrete Math .. Vol 86 (1990). pp 257-277. [76] C. L. Hwang. F. A

A study of the application of differential techniques to the global positioning system for a helicopter precision approach

NASA Technical Reports Server (NTRS)

Mccall, D. L.

1984-01-01

The results of a simulation study to define the functional characteristics of a airborne and ground reference GPS receiver for use in a Differential GPS system are doumented. The operations of a variety of receiver types (sequential-single channel, continuous multi-channel, etc.) are evaluated for a typical civil helicopter mission scenario. The math model of each receiver type incorporated representative system errors including intentional degradation. The results include the discussion of the receiver relative performance, the spatial correlative properties of individual range error sources, and the navigation algorithm used to smooth the position data.

Longitudinal Relations among Parents' Reactions to Children's Negative Emotions, Effortful Control, and Math Achievement in Early Elementary School

ERIC Educational Resources Information Center

Swanson, Jodi; Valiente, Carlos; Lemery-Chalfant, Kathryn; Bradley, Robert H.; Eggum-Wilkens, Natalie D.

2014-01-01

Panel mediation models and fixed-effects models were used to explore longitudinal relations among parents' reactions to children's displays of negative emotions, children's effortful control (EC), and children's math achievement (N = 291; M age in fall of kindergarten = 5.66 years, SD = 0.39 year) across kindergarten through…

From least squares to multilevel modeling: A graphical introduction to Bayesian inference

NASA Astrophysics Data System (ADS)

Loredo, Thomas J.

2016-01-01

This tutorial presentation will introduce some of the key ideas and techniques involved in applying Bayesian methods to problems in astrostatistics. The focus will be on the big picture: understanding the foundations (interpreting probability, Bayes's theorem, the law of total probability and marginalization), making connections to traditional methods (propagation of errors, least squares, chi-squared, maximum likelihood, Monte Carlo simulation), and highlighting problems where a Bayesian approach can be particularly powerful (Poisson processes, density estimation and curve fitting with measurement error). The "graphical" component of the title reflects an emphasis on pictorial representations of some of the math, but also on the use of graphical models (multilevel or hierarchical models) for analyzing complex data. Code for some examples from the talk will be available to participants, in Python and in the Stan probabilistic programming language.

Finite-Difference Time-Domain Analysis of Tapered Photonic Crystal Fiber

NASA Astrophysics Data System (ADS)

Ali, M. I. Md; Sanusidin, S. N.; Yusof, M. H. M.

2018-03-01

This paper brief about the simulation of tapered photonic crystal fiber (PCF) LMA-8 single-mode type based on correlation of scattering pattern at wavelength of 1.55 μm, analyzation of transmission spectrum at wavelength over the range of 1.0 until 2.5 μm and correlation of transmission spectrum with the refractive index change in photonic crystal holes with respect to taper size of 0.1 until 1.0 using Optiwave simulation software. The main objective is to simulate using Finite-Difference Time-Domain (FDTD) technique of tapered LMA-8 PCF and for sensing application by improving the capabilities of PCF without collapsing the crystal holes. The types of FDTD techniques used are scattering pattern and transverse transmission and principal component analysis (PCA) used as a mathematical tool to model the data obtained by MathCad software. The simulation results showed that there is no obvious correlation of scattering pattern at a wavelength of 1.55 μm, a correlation obtained between taper sizes with a transverse transmission and there is a parabolic relationship between the refractive index changes inside the crystal structure.

Using Computer Simulations to Integrate Learning.

ERIC Educational Resources Information Center

Liao, Thomas T.

1983-01-01

Describes the primary design criteria and the classroom activities involved in "The Yellow Light Problem," a minicourse on decision making in the secondary school Mathematics, Engineering and Science Achievement (MESA) program in California. Activities include lectures, discussions, science and math labs, computer labs, and development…

76 FR 64330 - Advanced Scientific Computing Advisory Committee

Federal Register 2010, 2011, 2012, 2013, 2014

2011-10-18

... talks on HPC Reliability, Diffusion on Complex Networks, and Reversible Software Execution Systems Report from Applied Math Workshop on Mathematics for the Analysis, Simulation, and Optimization of Complex Systems Report from ASCR-BES Workshop on Data Challenges from Next Generation Facilities Public...

Girls Entering Technology, Science, Math and Research Training (get Smart): a Model for Preparing Girls in Science and Engineering Disciplines

NASA Astrophysics Data System (ADS)

Mawasha, P. Ruby; Lam, Paul C.; Vesalo, John; Leitch, Ronda; Rice, Stacey

In this article, it is postulated that the development of a successful training program for women in science, math, engineering, and technology (SMET) disciplines is dependent upon a combination of several factors, including (a) career orientation: commitment to SMET as a career, reasons for pursuing SMET as a career, and opportunity to pursue a SMET career; (b) knowledge of SMET: SMET courses completed, SMET achievement, and hands-on SMET activities; (c) academic and social support: diversity initiatives, role models, cooperative learning, and peer counseling; and (d) self-concept: program emphasis on competence and peer competition. The proposed model is based on the GET SMART (Girls Entering Technology, Science, Math and Research Training) workshop program to prepare and develop female high school students as competitive future SMET professionals. The proposed model is not intended to serve as an elaborate theory, but as a general guide in training females entering SMET disciplines.

Using Game Development to Engage Students in Science and Technology

NASA Technical Reports Server (NTRS)

Wiacek, John

2011-01-01

Game design workshops, camps and activities engage K-12 students In STEM disciplines that use game engine and development tools. Game development will have students create games and simulations that Will inspire them to love technology while learning math, physics, and,logic. By using tools such as Gamemaker, Alice, Unity, Gamesalad and others, students will get a sense of confidence and accomplishment creating games and simulations.

Math and science community college faculty: A culture apart

NASA Astrophysics Data System (ADS)

Bradley, Jane

This is a quantitative, survey-based study of Iowa community college faculty members. The survey was administered in the spring of 2011 to all faculty members identified by their colleges as being employed full time. This study compares the demographics of math and science faculty members to faculty within the arts and sciences who do not teach math or science. Comparisons of how the two groups interact with students and what they identify as barriers to student success are included, as well as their attitudes about mentoring, encouraging students, and their roles in student recruitment and student retention. Highly correlated variables are grouped as factors and used in the construction of prediction models for faculty engagement in student recruitment and student retention efforts. A contrast in the cultures of the math/science faculty members as compared to the non-math/science faculty is considered for its impact on faculty engagement with students and those variables believed to support undergraduate student success.

Peer Group Contexts of Girls’ and Boys’ Academic Experiences

PubMed Central

Crosnoe, Robert; Riegle-Crumb, Catherine; Frank, Kenneth; Field, Sam; Muller, Chandra

2010-01-01

Girls have caught up with boys in math course taking in high school but reasons for taking math still differ by gender. This study, therefore, investigated gender differences in the linkage between peer relations and math course taking by applying multilevel modeling to a nationally representative data set that includes peer networks and school transcripts (N = 6,457 American 9th to 11th graders, aged 13 – 19). For all adolescents, math course taking was associated with the achievement of their close friends and, to a lesser extent, their coursemates. These associations tended to be stronger toward the end of high school and weaker among adolescents with a prior record of failure in school. Each of these patterns was somewhat more consistent among girls. PMID:18269514

Thermal Management Tools for Propulsion System Trade Studies and Analysis

NASA Technical Reports Server (NTRS)

McCarthy, Kevin; Hodge, Ernie

2011-01-01

Energy-related subsystems in modern aircraft are more tightly coupled with less design margin. These subsystems include thermal management subsystems, vehicle electric power generation and distribution, aircraft engines, and flight control. Tighter coupling, lower design margins, and higher system complexity all make preliminary trade studies difficult. A suite of thermal management analysis tools has been developed to facilitate trade studies during preliminary design of air-vehicle propulsion systems. Simulink blocksets (from MathWorks) for developing quasi-steady-state and transient system models of aircraft thermal management systems and related energy systems have been developed. These blocksets extend the Simulink modeling environment in the thermal sciences and aircraft systems disciplines. The blocksets include blocks for modeling aircraft system heat loads, heat exchangers, pumps, reservoirs, fuel tanks, and other components at varying levels of model fidelity. The blocksets have been applied in a first-principles, physics-based modeling and simulation architecture for rapid prototyping of aircraft thermal management and related systems. They have been applied in representative modern aircraft thermal management system studies. The modeling and simulation architecture has also been used to conduct trade studies in a vehicle level model that incorporates coupling effects among the aircraft mission, engine cycle, fuel, and multi-phase heat-transfer materials.

A Short Note on the Scaling Function Constant Problem in the Two-Dimensional Ising Model

NASA Astrophysics Data System (ADS)

Bothner, Thomas

2018-02-01

We provide a simple derivation of the constant factor in the short-distance asymptotics of the tau-function associated with the 2-point function of the two-dimensional Ising model. This factor was first computed by Tracy (Commun Math Phys 142:297-311, 1991) via an exponential series expansion of the correlation function. Further simplifications in the analysis are due to Tracy and Widom (Commun Math Phys 190:697-721, 1998) using Fredholm determinant representations of the correlation function and Wiener-Hopf approximation results for the underlying resolvent operator. Our method relies on an action integral representation of the tau-function and asymptotic results for the underlying Painlevé-III transcendent from McCoy et al. (J Math Phys 18:1058-1092, 1977).

Model predictive and reallocation problem for CubeSat fault recovery and attitude control

NASA Astrophysics Data System (ADS)

Franchi, Loris; Feruglio, Lorenzo; Mozzillo, Raffaele; Corpino, Sabrina

2018-01-01

In recent years, thanks to the increase of the know-how on machine-learning techniques and the advance of the computational capabilities of on-board processing, expensive computing algorithms, such as Model Predictive Control, have begun to spread in space applications even on small on-board processor. The paper presents an algorithm for an optimal fault recovery of a 3U CubeSat, developed in MathWorks Matlab & Simulink environment. This algorithm involves optimization techniques aiming at obtaining the optimal recovery solution, and involves a Model Predictive Control approach for the attitude control. The simulated system is a CubeSat in Low Earth Orbit: the attitude control is performed with three magnetic torquers and a single reaction wheel. The simulation neglects the errors in the attitude determination of the satellite, and focuses on the recovery approach and control method. The optimal recovery approach takes advantage of the properties of magnetic actuation, which gives the possibility of the redistribution of the control action when a fault occurs on a single magnetic torquer, even in absence of redundant actuators. In addition, the paper presents the results of the implementation of Model Predictive approach to control the attitude of the satellite.

Fueling Interest in Science: An After-School Program Model that Works

ERIC Educational Resources Information Center

Koenig, Kathleen; Hanson, Margaret

2008-01-01

As our society becomes more technologically advanced and jobs require additional related skills, it is important that all girls, not just those interested in science, technology, engineering, and math (commonly referred to as the STEM disciplines), take advanced levels of science and math in high school. Evidence suggests that intervention…

An Inquiry into Flipped Learning in Fourth Grade Math Instruction

ERIC Educational Resources Information Center

D'addato, Teresa; Miller, Libbi R.

2016-01-01

The objective of this action research project was to better understand the impact of flipped learning on fourth grade math students in a socioeconomically disadvantaged setting. A flipped instructional model was implemented with the group of students enrolled in the researcher's class. Data was collected in the form of classroom observations,…

Racism, Parent Support, and Math-Based Career Interests, Efficacy, and Outcome Expectations among African American Adolescents

ERIC Educational Resources Information Center

Alliman-Brissett, Annette E.; Turner, Sherri L.

2010-01-01

Using an extended model of social cognitive career theory, this study investigated ways in which African American middle school adolescents perceive racism and the associations among various aspects of perceptions of racism, other background factors, and math-based career interests, efficacy, and outcome expectations. Results indicated that…

ICT for Children of Immigrants: Indirect and Total Effects via Self-Efficacy on Math Performance

ERIC Educational Resources Information Center

Kim, Sunha

2018-01-01

This study compared the direct, indirect, and total effects of information, communication, and technology (ICT) variables on math achievement for second-generation immigrant, first-generation immigrant, and nonimmigrant students. A path model was used to analyze U.S. nationally representative data from the Program for International Student…

Neuropsychological Predictors of Math Calculation and Reasoning in School-Aged Children

ERIC Educational Resources Information Center

Schneider, Dana Lynn

2012-01-01

After multiple reviews of the literature, which documented that multiple cognitive processes may be involved in mathematics ability and disability, Geary (1993) proposed a model that included three subtypes of math disability: Semantic, Procedural, and Visuospatial. A review of the extant literature produced three studies that examined Geary's…

Locus of Control and Academic Achievement: Integrating Social Learning Theory and Expectancy-Value Theory

ERIC Educational Resources Information Center

Youse, Keith Edward

2012-01-01

The current study examines predictors of math achievement and college graduation by integrating social learning theory and expectancy-value theory. Data came from a nationally-representative longitudinal database tracking 12,144 students over twelve years from 8th grade forward. Models for math achievement and college graduation were tested…

Teaching Math to My Scholars: Inner City Middle School Students

ERIC Educational Resources Information Center

Iyer, Ranjani; Pitts, Joseph

2017-01-01

Teaching in an inner city school requires classroom management, resilience, and most importantly strategies to promote learning and growth. There is a constant need for acceleration in student growth in core subjects, especially Math. A blended learning model can be an effective option for schools to personalize learning experiences for students…

Building Links between Early Socioeconomic Status, Cognitive Ability, and Math and Science Achievement

ERIC Educational Resources Information Center

Blums, Angela; Belsky, Jay; Grimm, Kevin; Chen, Zhe

2017-01-01

The present study examined whether and how socioeconomic status (SES) predicts school achievement in science, technology, engineering, and math (STEM) using structural equation modeling and data from the National Institute of Child Health and Human Development Study of Child Care and Youth Development. The present inquiry addresses gaps in…

The academic trajectories of children of immigrants and their school environments.

PubMed

Han, Wen-Jui

2008-11-01

Data from approximately 14,000 children in the Early Childhood Longitudinal Survey--Kindergarten Cohort were analyzed to examine the associations between children's immigrant status and their academic trajectories from kindergarten to 3rd grade, with particular attention to the effects of school environments. Growth curve modeling results indicated that most children of Latin American origin improved their reading and math scores faster than non-Hispanic White children, thus narrowing their initial score gap and sometimes even surpassing White children by 3rd grade. In contrast, although they maintained higher reading and math scores, children from East Asia and India showed decreasing scores over time, which tended to narrow their initial score advantage over non-Hispanic White children. School-level factors accounted partially for these differences. Particularly in terms of the academic trajectories, children of Latin American origin responded more to school-level factors than did children of Asian origin, who responded more to child and family background, with the exception of children from Vietnam, Thailand, Cambodia, and Laos, who responded more to school-level factors. Simulation results point to the importance of school resources for the academic trajectories of children of immigrants.

Numerical algorithms for cold-relativistic plasma models in the presence of discontinuties

NASA Astrophysics Data System (ADS)

Hakim, Ammar; Cary, John; Bruhwiler, David; Geddes, Cameron; Leemans, Wim; Esarey, Eric

2006-10-01

A numerical algorithm is presented to solve cold-relativistic electron fluid equations in the presence of sharp gradients and discontinuities. The intended application is to laser wake-field accelerator simulations in which the laser induces accelerating fields thousands of times those achievable in conventional RF accelerators. The relativistic cold-fluid equations are formulated as non-classical system of hyperbolic balance laws. It is shown that the flux Jacobian for this system can not be diagonalized which causes numerical difficulties when developing shock-capturing algorithms. Further, the system is shown to admit generalized delta-shock solutions, first discovered in the context of sticky-particle dynamics (Bouchut, Ser. Adv. Math App. Sci., 22 (1994) pp. 171--190). A new approach, based on relaxation schemes proposed by Jin and Xin (Comm. Pure Appl. Math. 48 (1995) pp. 235--276) and LeVeque and Pelanti (J. Comput. Phys. 172 (2001) pp. 572--591) is developed to solve this system of equations. The method consists of finding an exact solution to a Riemann problem at each cell interface and coupling these to advance the solution in time. Applications to an intense laser propagating in an under-dense plasma are presented.

Boundary layer transition: A review of theory, experiment and related phenomena

NASA Technical Reports Server (NTRS)

Kistler, E. L.

1971-01-01

The overall problem of boundary layer flow transition is reviewed. Evidence indicates a need for new, basic physical hypotheses in classical fluid mechanics math models based on the Navier-Stokes equations. The Navier-Stokes equations are challenged as inadequate for the investigation of fluid transition, since they are based on several assumptions which should be expected to alter significantly the stability characteristics of the resulting math model. Strong prima facie evidence is presented to this effect.

The role of self-math overlap in understanding math anxiety and the relation between math anxiety and performance

PubMed Central

Necka, Elizabeth A.; Sokolowski, H. Moriah; Lyons, Ian M.

2015-01-01

Recent work has demonstrated that math anxiety is more than just the product of poor math skills. Psychosocial factors may play a key role in understanding what it means to be math anxious, and hence may aid in attempts to sever the link between math anxiety and poor math performance. One such factor may be the extent to which individuals integrate math into their sense of self. We adapted a well-established measure of this degree of integration (i.e., self-other overlap) to assess individuals’ self-math overlap. This non-verbal single-item measure showed that identifying oneself with math (having higher self-math overlap) was strongly associated with lower math anxiety (r = -0.610). We also expected that having higher self-math overlap would leave one especially susceptible to the threat of poor math performance to the self. We identified two competing hypotheses regarding how this plays out in terms of math anxiety. Those higher in self-math overlap might be more likely to worry about poor math performance, exacerbating the negative relation between math anxiety and math ability. Alternatively, those higher in self-math overlap might exhibit self-serving biases regarding their math ability, which would instead predict a decoupling of the relation between their perceived and actual math ability, and in turn the relation between their math ability and math anxiety. Results clearly favored the latter hypothesis: those higher in self-math overlap exhibited almost no relation between math anxiety and math ability, whereas those lower in self-math overlap showed a strong negative relation between math anxiety and math ability. This was partially explained by greater self-serving biases among those higher in self-math overlap. In sum, these results reveal that the degree to which one integrates math into one’s self – self-math overlap – may provide insight into how the pernicious negative relation between math anxiety and math ability may be ameliorated. PMID:26528210

The role of self-math overlap in understanding math anxiety and the relation between math anxiety and performance.

PubMed

Necka, Elizabeth A; Sokolowski, H Moriah; Lyons, Ian M

2015-01-01

Recent work has demonstrated that math anxiety is more than just the product of poor math skills. Psychosocial factors may play a key role in understanding what it means to be math anxious, and hence may aid in attempts to sever the link between math anxiety and poor math performance. One such factor may be the extent to which individuals integrate math into their sense of self. We adapted a well-established measure of this degree of integration (i.e., self-other overlap) to assess individuals' self-math overlap. This non-verbal single-item measure showed that identifying oneself with math (having higher self-math overlap) was strongly associated with lower math anxiety (r = -0.610). We also expected that having higher self-math overlap would leave one especially susceptible to the threat of poor math performance to the self. We identified two competing hypotheses regarding how this plays out in terms of math anxiety. Those higher in self-math overlap might be more likely to worry about poor math performance, exacerbating the negative relation between math anxiety and math ability. Alternatively, those higher in self-math overlap might exhibit self-serving biases regarding their math ability, which would instead predict a decoupling of the relation between their perceived and actual math ability, and in turn the relation between their math ability and math anxiety. Results clearly favored the latter hypothesis: those higher in self-math overlap exhibited almost no relation between math anxiety and math ability, whereas those lower in self-math overlap showed a strong negative relation between math anxiety and math ability. This was partially explained by greater self-serving biases among those higher in self-math overlap. In sum, these results reveal that the degree to which one integrates math into one's self - self-math overlap - may provide insight into how the pernicious negative relation between math anxiety and math ability may be ameliorated.

Second-Order Fermi Acceleration and Emission in Blazar Jets

NASA Astrophysics Data System (ADS)

Asano, Katsuaki; Takahara, Fumio; Toma, Kenji; Kusunose, Masaaki; Kakuwa, Jun

The second-order Fermi acceleration (Fermi-II) driven by turbulence may be responsible for the electron acceleration in blazar jets. We test this model with time-dependent simulations, adopt it for 1ES 1101-232, and Mrk 421. The Fermi-II model with radial evolution of the electron injection rate and/or diffusion coefficient can reproduce the spectra from the radio to the gamma-ray regime. For Mrk 421, an external radio photon field with a luminosity of 4.9 begin{math} {times} 10 (38) erg s (-1) is required to agree with the observed GeV flux. The temporal variability of the diffusion coefficient or injection rate causes flare emission. The observed synchronicity of X-ray and TeV flares implies a decrease of the magnetic field in the flaring source region.

Quasi-additive estimates on the Hamiltonian for the one-dimensional long range Ising model

NASA Astrophysics Data System (ADS)

Littin, Jorge; Picco, Pierre

2017-07-01

In this work, we study the problem of getting quasi-additive bounds for the Hamiltonian of the long range Ising model, when the two-body interaction term decays proportionally to 1/d2 -α , α ∈(0,1 ) . We revisit the paper by Cassandro et al. [J. Math. Phys. 46, 053305 (2005)] where they extend to the case α ∈[0 ,ln3/ln2 -1 ) the result of the existence of a phase transition by using a Peierls argument given by Fröhlich and Spencer [Commun. Math. Phys. 84, 87-101 (1982)] for α =0 . The main arguments of Cassandro et al. [J. Math. Phys. 46, 053305 (2005)] are based in a quasi-additive decomposition of the Hamiltonian in terms of hierarchical structures called triangles and contours, which are related to the original definition of contours introduced by Fröhlich and Spencer [Commun. Math. Phys. 84, 87-101 (1982)]. In this work, we study the existence of a quasi-additive decomposition of the Hamiltonian in terms of the contours defined in the work of Cassandro et al. [J. Math. Phys. 46, 053305 (2005)]. The most relevant result obtained is Theorem 4.3 where we show that there is a quasi-additive decomposition for the Hamiltonian in terms of contours when α ∈[0,1 ) but not in terms of triangles. The fact that it cannot be a quasi-additive bound in terms of triangles lead to a very interesting maximization problem whose maximizer is related to a discrete Cantor set. As a consequence of the quasi-additive bounds, we prove that we can generalise the [Cassandro et al., J. Math. Phys. 46, 053305 (2005)] result, that is, a Peierls argument, to the whole interval α ∈[0,1 ) . We also state here the result of Cassandro et al. [Commun. Math. Phys. 327, 951-991 (2014)] about cluster expansions which implies that Theorem 2.4 that concerns interfaces and Theorem 2.5 that concerns n point truncated correlation functions in Cassandro et al. [Commun. Math. Phys. 327, 951-991 (2014)] are valid for all α ∈[0,1 ) instead of only α ∈[0 ,ln3/ln2 -1 ) .

Measuring Growth on a Museum Field Trip: Dinosaur Bones and Tree Cross Sections

ERIC Educational Resources Information Center

Sedzielarz, Maija; Robinson, Christopher

2007-01-01

The MathPacks program at the Science Museum of Minnesota provides students with in-depth understanding of real-world applications of mathematics and science. Students measure museum specimens and investigate ratios, patterns, and mapping while simulating the work of scientists.

Data Acquisition Unit for SATCOM Signal Analyzer

DTIC Science & Technology

1980-01-01

APSIM simulator program APDEBUG debugging program APTEST diagnostic and test program MATH Library IOP-16 16 bit I/O port 223 APPENDIX C Table...3. SYNTEST Corporation, Frequency Synthesizer Module, Data Sheet, The Syntest SM-101 Frequency Synthesizer Module, not dated . 4. DATEL Systems Inc

Plug-and -Play Model Architecture and Development Environment for Powertrain/Propulsion System - Final CRADA Report

DOE Office of Scientific and Technical Information (OSTI.GOV)

Rousseau, Aymeric

2013-02-01

Several tools already exist to develop detailed plant model, including GT-Power, AMESim, CarSim, and SimScape. The objective of Autonomie is not to provide a language to develop detailed models; rather, Autonomie supports the assembly and use of models from design to simulation to analysis with complete plug-and-play capabilities. Autonomie provides a plug-and-play architecture to support this ideal use of modeling and simulation for math-based automotive control system design. Models in the standard format create building blocks, which are assembled at runtime into a simulation model of a vehicle, system, subsystem, or component to simulate. All parts of the graphical usermore » interface (GUI) are designed to be flexible to support architectures, systems, components, and processes not yet envisioned. This allows the software to be molded to individual uses, so it can grow as requirements and technical knowledge expands. This flexibility also allows for implementation of legacy code, including models, controller code, processes, drive cycles, and post-processing equations. A library of useful and tested models and processes is included as part of the software package to support a full range of simulation and analysis tasks, immediately. Autonomie also includes a configuration and database management front end to facilitate the storage, versioning, and maintenance of all required files, such as the models themselves, the model’s supporting files, test data, and reports. During the duration of the CRADA, Argonne has worked closely with GM to implement and demonstrate each one of their requirements. A use case was developed by GM for every requirement and demonstrated by Argonne. Each of the new features were verified by GM experts through a series of Gate. Once all the requirements were validated they were presented to the directors as part of GM Gate process.« less

Specific learning disability in mathematics: a comprehensive review.

PubMed

Soares, Neelkamal; Evans, Teresa; Patel, Dilip R

2018-01-01

Math skills are necessary for success in the childhood educational and future adult work environment. This article reviews the changing terminology for specific learning disabilities (SLD) in math and describes the emerging genetics and neuroimaging studies that relate to individuals with math disability (MD). It is important to maintain a developmental perspective on MD, as presentation changes with age, instruction, and the different models (educational and medical) of identification. Intervention requires a systematic approach to screening and remediation that has evolved with more evidence-based literature. Newer directions in behavioral, educational and novel interventions are described.

Specific learning disability in mathematics: a comprehensive review

PubMed Central

Evans, Teresa; Patel, Dilip R.

2018-01-01

Math skills are necessary for success in the childhood educational and future adult work environment. This article reviews the changing terminology for specific learning disabilities (SLD) in math and describes the emerging genetics and neuroimaging studies that relate to individuals with math disability (MD). It is important to maintain a developmental perspective on MD, as presentation changes with age, instruction, and the different models (educational and medical) of identification. Intervention requires a systematic approach to screening and remediation that has evolved with more evidence-based literature. Newer directions in behavioral, educational and novel interventions are described. PMID:29441282

The effects of gender composition on women's experience in math work groups.

PubMed

Grover, Sarah S; Ito, Tiffany A; Park, Bernadette

2017-06-01

The present studies tested a model outlining the effects of group gender composition on self- and others' perceptions of women's math ability in a truly interactive setting with groups composed entirely of naïve participants (N = 158 4-person groups across 3 studies). One woman in each group was designated to be the "expert" by having her complete a tutorial that gave her task-relevant knowledge for a subsequent group task. Group gender composition was hypothesized to influence perceptions of women's math ability through intrapersonal processes (stereotype threat effects on performance) and interpersonal processes (social cohesion between the expert and other group members). Group composition affected the experts' performance in the group math task, but importantly, it also affected their social cohesion with group members. Moreover, both of these effects-lowered performance and poorer social cohesion in male-dominated groups-made independent contributions in accounting for group gender composition effects on perceptions of women's math ability (Studies 1 and 2). Boundary conditions were examined in a 3rd study. Women who had a history of excelling in math and had chosen a math-intensive STEM major were selected to be the designated experts. We predicted and found this would be sufficient to eliminate the effect of group gender composition on interpersonal processes, and correspondingly the effect on women's perceived math ability. Interestingly (and consistent with past work on stereotype threat effects among highly domain-identified individuals), there were continued performance differences indicative of effects on intrapersonal processes. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

Development of flat-plate solar collectors for the heating and cooling of buildings

NASA Technical Reports Server (NTRS)

Ramsey, J. W.; Borzoni, J. T.; Holland, T. H.

1975-01-01

The relevant design parameters in the fabrication of a solar collector for heating liquids were examined. The objective was to design, fabricate, and test a low-cost, flat-plate solar collector with high collection efficiency, high durability, and requiring little maintenance. Computer-aided math models of the heat transfer processes in the collector assisted in the design. The preferred physical design parameters were determined from a heat transfer standpoint and the absorber panel configuration, the surface treatment of the absorber panel, the type and thickness of insulation, and the number, spacing and material of the covers were defined. Variations of this configuration were identified, prototypes built, and performance tests performed using a solar simulator. Simulated operation of the baseline collector configuration was combined with insolation data for a number of locations and compared with a predicted load to determine the degree of solar utilization.

Sample Analysis at Mars Instrument Simulator

NASA Technical Reports Server (NTRS)

Benna, Mehdi; Nolan, Tom

2013-01-01

The Sample Analysis at Mars Instrument Simulator (SAMSIM) is a numerical model dedicated to plan and validate operations of the Sample Analysis at Mars (SAM) instrument on the surface of Mars. The SAM instrument suite, currently operating on the Mars Science Laboratory (MSL), is an analytical laboratory designed to investigate the chemical and isotopic composition of the atmosphere and volatiles extracted from solid samples. SAMSIM was developed using Matlab and Simulink libraries of MathWorks Inc. to provide MSL mission planners with accurate predictions of the instrument electrical, thermal, mechanical, and fluid responses to scripted commands. This tool is a first example of a multi-purpose, full-scale numerical modeling of a flight instrument with the purpose of supplementing or even eliminating entirely the need for a hardware engineer model during instrument development and operation. SAMSIM simulates the complex interactions that occur between the instrument Command and Data Handling unit (C&DH) and all subsystems during the execution of experiment sequences. A typical SAM experiment takes many hours to complete and involves hundreds of components. During the simulation, the electrical, mechanical, thermal, and gas dynamics states of each hardware component are accurately modeled and propagated within the simulation environment at faster than real time. This allows the simulation, in just a few minutes, of experiment sequences that takes many hours to execute on the real instrument. The SAMSIM model is divided into five distinct but interacting modules: software, mechanical, thermal, gas flow, and electrical modules. The software module simulates the instrument C&DH by executing a customized version of the instrument flight software in a Matlab environment. The inputs and outputs to this synthetic C&DH are mapped to virtual sensors and command lines that mimic in their structure and connectivity the layout of the instrument harnesses. This module executes, and thus validates, complex command scripts prior to their up-linking to the SAM instrument. As an output, this module generates synthetic data and message logs at a rate that is similar to the actual instrument.

Intergenerational Effects of Parents' Math Anxiety on Children's Math Achievement and Anxiety.

PubMed

Maloney, Erin A; Ramirez, Gerardo; Gunderson, Elizabeth A; Levine, Susan C; Beilock, Sian L

2015-09-01

A large field study of children in first and second grade explored how parents' anxiety about math relates to their children's math achievement. The goal of the study was to better understand why some students perform worse in math than others. We tested whether parents' math anxiety predicts their children's math achievement across the school year. We found that when parents are more math anxious, their children learn significantly less math over the school year and have more math anxiety by the school year's end-but only if math-anxious parents report providing frequent help with math homework. Notably, when parents reported helping with math homework less often, children's math achievement and attitudes were not related to parents' math anxiety. Parents' math anxiety did not predict children's reading achievement, which suggests that the effects of parents' math anxiety are specific to children's math achievement. These findings provide evidence of a mechanism for intergenerational transmission of low math achievement and high math anxiety. © The Author(s) 2015.

Rural Math Excel Partnership (RMEP) Project Final Performance Report

ERIC Educational Resources Information Center

Harmon, Hobart; Tate, Veronica; Stevens, Jennifer; Wilborn, Sandy; Adams, Sue

2018-01-01

The goal of the Rural Math Excel Partnership (RMEP) project, a development project funded by the U.S. Department of Education Investing in Innovation (i3) grant program, was to develop a model of shared responsibility among families, teachers, and communities in rural areas as collective support for student success in and preparation for advanced…

The Role of PS Ability and RC Skill in Predicting Growth Trajectories of Mathematics Achievement

ERIC Educational Resources Information Center

Vista, Alvin

2016-01-01

There are relatively few studies in Australia and South-East Asian region that combine investigating models of math growth trajectories with predictors such as reasoning ability and reading comprehension skills. Math achievement is one of the major components of overall academic achievement and it is important to determine what factors (especially…

The Relation between Parental Involvement and Math Anxiety: Implications for Mathematics Achievement

ERIC Educational Resources Information Center

Roberts, Steven O.; Vukovic, Rose K.

2011-01-01

Previous research served as the platform for this study's research question: Does math anxiety mediate the relation between parental involvement and mathematics achievement? The primary purpose of this study was to examine this mediation model in a sample of at-risk second graders. Due to previous research, the investigators hypothesized that math…

Young-Age Gender Differences in Mathematics Mediated by Independent Control or Uncontrollability

ERIC Educational Resources Information Center

Zirk-Sadowski, Jan; Lamptey, Charlotte; Devine, Amy; Haggard, Mark; Szucs, Dénes

2014-01-01

We studied whether the origins of math anxiety can be related to a biologically supported framework of stress induction: (un)controllability perception, here indicated by self-reported independent efforts in mathematics. Math anxiety was tested in 182 children (8- to 11-year-olds). "Latent factor modeling" was used to test hypotheses on…

Southmoreland Middle School: A Model of True Collaboration

ERIC Educational Resources Information Center

Principal Leadership, 2013

2013-01-01

In 2003, Southmoreland was a seventh- and eighth-grade junior high school in the warning category under NCLB for failing to make adequate yearly progress. Scores on state tests were grim--only 39% of the students were proficient or advanced in math and 55% in reading. Two years later, the combined improvement in reading and math scores resulted in…

Summary of Research on the Effectiveness of Math Professional Development Approaches. REL 2014-010

ERIC Educational Resources Information Center

Gersten, Russell; Taylor, Mary Jo; Keys, Tran D.; Rolfhus, Eric; Newman-Gonchar, Rebecca

2014-01-01

This study used a systematic process modeled after the What Works Clearinghouse (WWC) study review process to answer the question: What does the causal research say are effective math professional development interventions for K-12 teachers aimed at improving student achievement? The study identified and screened 910 research studies in a…

A Joint Probabilistic Classification Model of Relevant and Irrelevant Sentences in Mathematical Word Problems

ERIC Educational Resources Information Center

Cetintas, Suleyman; Si, Luo; Xin, Yan Ping; Zhang, Dake; Park, Joo Young; Tzur, Ron

2010-01-01

Estimating the difficulty level of math word problems is an important task for many educational applications. Identification of relevant and irrelevant sentences in math word problems is an important step for calculating the difficulty levels of such problems. This paper addresses a novel application of text categorization to identify two types of…

Preparing Graduate Students to Teach Math: Engaging with Activities and Viewing Teaching Models

ERIC Educational Resources Information Center

Mongillo, Maria Boeke

2016-01-01

Teacher self-efficacy is the belief a teacher holds that he or she can make a difference in student achievement, even when the student is difficult or unmotivated (Guskey & Passaro, 1994). It has been linked to positive teacher practices and student outcomes. This mixed methods study of preservice elementary and early childhood math teachers…

Rigor "and" Relevance: Enhancing High School Students' Math Skills through Career and Technical Education

ERIC Educational Resources Information Center

Stone, James R., III; Alfeld, Corinne; Pearson, Donna

2008-01-01

Numerous high school students, including many who are enrolled in career and technical education (CTE) courses, do not have the math skills necessary for today's high-skill workplace or college entrance requirements. This study tests a model for enhancing mathematics instruction in five high school CTE programs (agriculture, auto technology,…

Common Core Standards for High School Mathematics: A Quick-Start Guide

ERIC Educational Resources Information Center

Dempsey, Kathleen; Schwols, Armitra

2012-01-01

Shifting your high school's math program to new Common Core standards is much easier when teachers and leaders have this handy guide. Getting a copy for every staff member involved in the process ensures everyone knows: (1) How the six conceptual categories throughout the math standards are connected and reinforced; (2) How the modeling standards…

A Latent Curve Model of Parental Motivational Practices and Developmental Decline in Math and Science Academic Intrinsic Motivation

ERIC Educational Resources Information Center

Gottfried, Adele Eskeles; Marcoulides, George A.; Gottfried, Allen W.; Oliver, Pamella H.

2009-01-01

A longitudinal approach was used to examine the effects of parental task-intrinsic and task-extrinsic motivational practices on academic intrinsic motivation in the subject areas of math and science. Parental task-intrinsic practices comprise encouragement of children's pleasure and engagement in the learning process, whereas task-extrinsic…

Parent-child math anxiety and math-gender stereotypes predict adolescents' math education outcomes

PubMed Central

Casad, Bettina J.; Hale, Patricia; Wachs, Faye L.

2015-01-01

Two studies examined social determinants of adolescents' math anxiety including parents' own math anxiety and children's endorsement of math-gender stereotypes. In Study 1, parent-child dyads were surveyed and the interaction between parent and child math anxiety was examined, with an eye to same- and other-gender dyads. Results indicate that parent's math anxiety interacts with daughters' and sons' anxiety to predict math self-efficacy, GPA, behavioral intentions, math attitudes, and math devaluing. Parents with lower math anxiety showed a positive relationship to children's math outcomes when children also had lower anxiety. The strongest relationships were found with same-gender dyads, particularly Mother-Daughter dyads. Study 2 showed that endorsement of math-gender stereotypes predicts math anxiety (and not vice versa) for performance beliefs and outcomes (self-efficacy and GPA). Further, math anxiety fully mediated the relationship between gender stereotypes and math self-efficacy for girls and boys, and for boys with GPA. These findings address gaps in the literature on the role of parents' math anxiety in the effects of children's math anxiety and math anxiety as a mechanism affecting performance. Results have implications for interventions on parents' math anxiety and dispelling gender stereotypes in math classrooms. PMID:26579000

Parent-child math anxiety and math-gender stereotypes predict adolescents' math education outcomes.

PubMed

Casad, Bettina J; Hale, Patricia; Wachs, Faye L

2015-01-01

Two studies examined social determinants of adolescents' math anxiety including parents' own math anxiety and children's endorsement of math-gender stereotypes. In Study 1, parent-child dyads were surveyed and the interaction between parent and child math anxiety was examined, with an eye to same- and other-gender dyads. Results indicate that parent's math anxiety interacts with daughters' and sons' anxiety to predict math self-efficacy, GPA, behavioral intentions, math attitudes, and math devaluing. Parents with lower math anxiety showed a positive relationship to children's math outcomes when children also had lower anxiety. The strongest relationships were found with same-gender dyads, particularly Mother-Daughter dyads. Study 2 showed that endorsement of math-gender stereotypes predicts math anxiety (and not vice versa) for performance beliefs and outcomes (self-efficacy and GPA). Further, math anxiety fully mediated the relationship between gender stereotypes and math self-efficacy for girls and boys, and for boys with GPA. These findings address gaps in the literature on the role of parents' math anxiety in the effects of children's math anxiety and math anxiety as a mechanism affecting performance. Results have implications for interventions on parents' math anxiety and dispelling gender stereotypes in math classrooms.

Mathematical modeling of high and low temperature heat pipes

NASA Technical Reports Server (NTRS)

Chi, S. W.

1971-01-01

Following a review of heat and mass transfer theory relevant to heat pipe performance, math models are developed for calculating heat-transfer limitations of high-temperature heat pipes and heat-transfer limitations and temperature gradient of low temperature heat pipes. Calculated results are compared with the available experimental data from various sources to increase confidence in the present math models. Complete listings of two computer programs for high- and low-temperature heat pipes respectively are included. These programs enable the performance to be predicted of heat pipes with wrapped-screen, rectangular-groove, or screen-covered rectangular-groove wick.

Inspection of the Math Model Tools for On-Orbit Assessment of Impact Damage Report

NASA Technical Reports Server (NTRS)

Harris, Charles E.; Raju, Ivatury S.; Piascik, Robert S> ; KramerWhite, Julie A.; KramerWhite, Julie A.; Labbe, Steve G.; Rotter, Hank A.

2007-01-01

In Spring of 2005, the NASA Engineering Safety Center (NESC) was engaged by the Space Shuttle Program (SSP) to peer review the suite of analytical tools being developed to support the determination of impact and damage tolerance of the Orbiter Thermal Protection Systems (TPS). The NESC formed an independent review team with the core disciplines of materials, flight sciences, structures, mechanical analysis and thermal analysis. The Math Model Tools reviewed included damage prediction and stress analysis, aeroheating analysis, and thermal analysis tools. Some tools are physics-based and other tools are empirically-derived. Each tool was created for a specific use and timeframe, including certification, real-time pre-launch assessments. In addition, the tools are used together in an integrated strategy for assessing the ramifications of impact damage to tile and RCC. The NESC teams conducted a peer review of the engineering data package for each Math Model Tool. This report contains the summary of the team observations and recommendations from these reviews.

Seven-panel solar wing deployment and on-orbit maneuvering analyses

NASA Astrophysics Data System (ADS)

Hwang, Earl

2005-05-01

BSS developed a new generation high power (~20kW) solar array to meet the customer demands. The high power solar array had the north and south solar wings of which designs were identical. Each side of the solar wing consists of three main conventional solar panels and the four-side panel swing-out new design. The fully deployed solar array surface area is 966 ft2. It was a quite challenging task to define the solar array's optimum design parameters and deployment scheme for such a huge solar array's successful deployment and on-orbit maneuvering. Hence, a deployable seven-flex-panel solar wing nonlinear math model and a fully deployed solar array/bus-payload math model were developed with the Dynamic Analysis and Design System (DADS) program codes utilizing the inherited and empirical data. Performing extensive parametric analyses with the math model, the optimum design parameters and the orbit maneuvering /deployment schemes were determined to meet all the design requirements, and for the successful solar wing deployment on-orbit.

The Deubiquitylase MATH-33 Controls DAF-16 Stability and Function in Metabolism and Longevity

PubMed Central

Heimbucher, Thomas; Liu, Zheng; Bossard, Carine; McCloskey, Richard; Carrano, Andrea C.; Riedel, Christian G.; Tanasa, Bogdan; Klammt, Christian; Fonslow, Bryan R.; Riera, Celine E.; Lillemeier, Bjorn F.; Kemphues, Kenneth; Yates, John R.; O'Shea, Clodagh; Hunter, Tony; Dillin, Andrew

2015-01-01

SUMMARY One of the major determinants of aging in organisms ranging from worms to man are FOXO family transcription factors, which are downstream effectors of Insulin/IGF-1 signaling (IIS). The molecular mechanisms that actively promote DAF16/FOXO stability and function are unknown. Here we identify the deubiquitylating enzyme MATH-33 as an essential DAF-16 regulator in IIS, which stabilizes active DAF-16 protein levels and, as a consequence, influences DAF-16 functions, such as metabolism, stress response and longevity in C. elegans. MATH-33 associates with DAF-16 in cellulo and in vitro. MATH-33 functions as a deubiquitylase by actively removing ubiquitin moieties from DAF-16, thus counteracting the action of the RLE-1 E3-ubiquitin ligase. Our findings support a model in which MATH-33 promotes DAF-16 stability in response to decreased IIS by directly modulating its ubiquitylation state, suggesting that regulated oscillations in the stability of DAF-16 protein play an integral role in controlling processes such as metabolism and longevity. PMID:26154057

Clinical and Cognitive Characteristics Associated with Mathematics Problem Solving in Adolescents with Autism Spectrum Disorder.

PubMed

Oswald, Tasha M; Beck, Jonathan S; Iosif, Ana-Maria; McCauley, James B; Gilhooly, Leslie J; Matter, John C; Solomon, Marjorie

2016-04-01

Mathematics achievement in autism spectrum disorder (ASD) has been understudied. However, the ability to solve applied math problems is associated with academic achievement, everyday problem-solving abilities, and vocational outcomes. The paucity of research on math achievement in ASD may be partly explained by the widely-held belief that most individuals with ASD are mathematically gifted, despite emerging evidence to the contrary. The purpose of the study was twofold: to assess the relative proportions of youth with ASD who demonstrate giftedness versus disability on applied math problems, and to examine which cognitive (i.e., perceptual reasoning, verbal ability, working memory) and clinical (i.e., test anxiety) characteristics best predict achievement on applied math problems in ASD relative to typically developing peers. Twenty-seven high-functioning adolescents with ASD and 27 age- and Full Scale IQ-matched typically developing controls were assessed on standardized measures of math problem solving, perceptual reasoning, verbal ability, and test anxiety. Results indicated that 22% of the ASD sample evidenced a mathematics learning disability, while only 4% exhibited mathematical giftedness. The parsimonious linear regression model revealed that the strongest predictor of math problem solving was perceptual reasoning, followed by verbal ability and test anxiety, then diagnosis of ASD. These results inform our theories of math ability in ASD and highlight possible targets of intervention for students with ASD struggling with mathematics. © 2015 International Society for Autism Research, Wiley Periodicals, Inc.

Smith college secondary math and science outreach program

DOE Office of Scientific and Technical Information (OSTI.GOV)

Powell, J.A.; Clark, C.

1994-12-31

The Smith College Secondary Math and Science Outreach Program works collaboratively with front-line educators to encourage young women students of all abilities, especially underrepresented and underserved minorities, to continue studying math and science throughout high school. The program includes three main components: (1) Twenty-five to thirty teams of math/science teachers and guidance counselors participate in a year-long program which begins with a three-day Current Students/Future Scientists and Engineering Workshop. This event includes a keynote address, presentations and workshops by successful women in science and engineering, and hands-on laboratory sessions. Each participant receives a stipend and free room and board. Returningmore » to their schools, the teacher-counselor teams implement ongoing plans designed to counteract gender bias in the sciences and to alert female students to the broad range of math, science, and engineering career choices open to them. A follow-up session in the spring allows the teams to present and discuss their year-long activities. (2) TRI-ON, a day of science for 120 ninth- and tenth- grade girls from schools with a large underserved and underrepresented population, is held in early spring. Girls discover the excitement of laboratory investigation and interact with female college science and math majors. (3) Teaching Internships, initiated in 1991, involve ten to fifteen Smith College math and science majors in teaching in public schools. The teaching interns experience the rewards and challenges of classroom teaching, and they also serve as role models for younger students.« less

Reactive Transport at the Pore Scale with Applications to the Dissolution of Carbonate Rocks for CO2 Sequestration Operations

NASA Astrophysics Data System (ADS)

Boek, E.; Gray, F.; Welch, N.; Shah, S.; Crawshaw, J.

2014-12-01

In CO2 sequestration operations, CO2 injected into a brine aquifer dissolves in the liquid to create an acidic solution. This may result in dissolution of the mineral grains in the porous medium. Experimentally, it is hard to investigate this process at the pore scale. Therefore we develop a new hybrid particle simulation algorithm to study the dissolution of solid objects in a laminar flow field, as encountered in porous media flow situations. First, we calculate the flow field using a multi-relaxation-time lattice Boltzmann (LB) algorithm implemented on GPUs, which demonstrates a very efficient use of the GPU device and a considerable performance increase over CPU calculations. Second, using a stochastic particle approach, we solve the advection-diffusion equation for a single reactive species and dissolve solid voxels according to our reaction model. To validate our simulation, we first calculate the dissolution of a solid sphere as a function of time under quiescent conditions. We compare with the analytical solution for this problem [1] and find good agreement. Then we consider the dissolution of a solid sphere in a laminar flow field and observe a significant change in the sphericity with time due to the coupled dissolution - flow process. Second, we calculate the dissolution of a cylinder in channel flow in direct comparison with corresponding dissolution experiments. We discuss the evolution of the shape and dissolution rate. Finally, we calculate the dissolution of carbonate rock samples at the pore scale in direct comparison with micro-CT experiments. This work builds on our recent research on calculation of multi-phase flow [2], [3] and hydrodynamic dispersion and molecular propagator distributions for solute transport in homogeneous and heterogeneous porous media using LB simulations [4]. It turns out that the hybrid simulation model is a suitable tool to study reactive flow processes at the pore scale. This is of great importance for CO2 storage and Enhanced Oil Recovery applications. References[1] Rice, R. G. and Do, D.D., Chem. Eng. Sci., 61, 775-778 (2006)[2] Boek, E.S. and Venturoli, M., Comp. and Maths with Appl. 59, 2305-2314 (2010)[3] Yang, J. and Boek, E.S., Comp. and Maths with Appl. 65, 882-890 (2013)[4] Yang, J. Crawshaw, J. and Boek, E.S., Water Resources Research 49, 8531-8538 (2013)

Analysing model fit of psychometric process models: An overview, a new test and an application to the diffusion model.

PubMed

Ranger, Jochen; Kuhn, Jörg-Tobias; Szardenings, Carsten

2017-05-01

Cognitive psychometric models embed cognitive process models into a latent trait framework in order to allow for individual differences. Due to their close relationship to the response process the models allow for profound conclusions about the test takers. However, before such a model can be used its fit has to be checked carefully. In this manuscript we give an overview over existing tests of model fit and show their relation to the generalized moment test of Newey (Econometrica, 53, 1985, 1047) and Tauchen (J. Econometrics, 30, 1985, 415). We also present a new test, the Hausman test of misspecification (Hausman, Econometrica, 46, 1978, 1251). The Hausman test consists of a comparison of two estimates of the same item parameters which should be similar if the model holds. The performance of the Hausman test is evaluated in a simulation study. In this study we illustrate its application to two popular models in cognitive psychometrics, the Q-diffusion model and the D-diffusion model (van der Maas, Molenaar, Maris, Kievit, & Boorsboom, Psychol Rev., 118, 2011, 339; Molenaar, Tuerlinckx, & van der Maas, J. Stat. Softw., 66, 2015, 1). We also compare the performance of the test to four alternative tests of model fit, namely the M 2 test (Molenaar et al., J. Stat. Softw., 66, 2015, 1), the moment test (Ranger et al., Br. J. Math. Stat. Psychol., 2016) and the test for binned time (Ranger & Kuhn, Psychol. Test. Asess. , 56, 2014b, 370). The simulation study indicates that the Hausman test is superior to the latter tests. The test closely adheres to the nominal Type I error rate and has higher power in most simulation conditions. © 2017 The British Psychological Society.

Aerospace Toolbox--a flight vehicle design, analysis, simulation, and software development environment II: an in-depth overview

NASA Astrophysics Data System (ADS)

Christian, Paul M.

2002-07-01

This paper presents a demonstrated approach to significantly reduce the cost and schedule of non real-time modeling and simulation, real-time HWIL simulation, and embedded code development. The tool and the methodology presented capitalize on a paradigm that has become a standard operating procedure in the automotive industry. The tool described is known as the Aerospace Toolbox, and it is based on the MathWorks Matlab/Simulink framework, which is a COTS application. Extrapolation of automotive industry data and initial applications in the aerospace industry show that the use of the Aerospace Toolbox can make significant contributions in the quest by NASA and other government agencies to meet aggressive cost reduction goals in development programs. The part I of this paper provided a detailed description of the GUI based Aerospace Toolbox and how it is used in every step of a development program; from quick prototyping of concept developments that leverage built-in point of departure simulations through to detailed design, analysis, and testing. Some of the attributes addressed included its versatility in modeling 3 to 6 degrees of freedom, its library of flight test validated library of models (including physics, environments, hardware, and error sources), and its built-in Monte Carlo capability. Other topics that were covered in part I included flight vehicle models and algorithms, and the covariance analysis package, Navigation System Covariance Analysis Tools (NavSCAT). Part II of this series will cover a more in-depth look at the analysis and simulation capability and provide an update on the toolbox enhancements. It will also address how the Toolbox can be used as a design hub for Internet based collaborative engineering tools such as NASA's Intelligent Synthesis Environment (ISE) and Lockheed Martin's Interactive Missile Design Environment (IMD).

Conditional induction of Math1 specifies embryonic stem cells to cerebellar granule neuron lineage and promotes differentiation into mature granule neurons.

PubMed

Srivastava, Rupali; Kumar, Manoj; Peineau, Stéphane; Csaba, Zsolt; Mani, Shyamala; Gressens, Pierre; El Ghouzzi, Vincent

2013-04-01

Directing differentiation of embryonic stem cells (ESCs) to specific neuronal subtype is critical for modeling disease pathology in vitro. An attractive means of action would be to combine regulatory differentiation factors and extrinsic inductive signals added to the culture medium. In this study, we have generated mature cerebellar granule neurons by combining a temporally controlled transient expression of Math1, a master gene in granule neuron differentiation, with inductive extrinsic factors involved in cerebellar development. Using a Tetracyclin-On transactivation system, we overexpressed Math1 at various stages of ESCs differentiation and found that the yield of progenitors was considerably increased when Math1 was induced during embryonic body stage. Math1 triggered expression of Mbh1 and Mbh2, two target genes directly involved in granule neuron precursor formation and strong expression of early cerebellar territory markers En1 and NeuroD1. Three weeks after induction, we observed a decrease in the number of glial cells and an increase in that of neurons albeit still immature. Combining Math1 induction with extrinsic factors specifically increased the number of neurons that expressed Pde1c, Zic1, and GABAα6R characteristic of mature granule neurons, formed "T-shaped" axons typical of granule neurons, and generated synaptic contacts and action potentials in vitro. Finally, in vivo implantation of Math1-induced progenitors into young adult mice resulted in cell migration and settling of newly generated neurons in the cerebellum. These results show that conditional induction of Math1 drives ESCs toward the cerebellar fate and indicate that acting on both intrinsic and extrinsic factors is a powerful means to modulate ESCs differentiation and maturation into a specific neuronal lineage. Copyright © 2012 AlphaMed Press.

Breadth-Based Models of Women’s Underrepresentation in STEM Fields: An Integrative Commentary on Schmidt (2011) and Nye et al. (2012)

PubMed Central

Valla, Jeffrey M.; Ceci, Stephen J.

2014-01-01

Relative strength of math and verbal abilities and interests drive science, technology, engineering, and math (STEM) career choices more than absolute math ability alone. Having one dominant aptitude (e.g., for mathematics) increases the likelihood of a strong self-concept in that domain and decreases the likelihood of equivocation about career choices in comparison with individuals with equivalent mathematical aptitude who have comparable strength in non-math areas. Males are more likely than females to have an asymmetrical cognitive profile of higher aptitude in math relative to verbal domains. Together, these two points suggest that the academic and career pursuits of high math ability males may be attributable to their narrower options among STEM fields, whereas females’ more symmetrical cognitive profile means their math and verbal interests compete in the formation of their ability self-concept and, hence, in their broader career choices. Such equivocation about STEM careers is in fact already evident in girls with high math aptitude as early as junior high school. Thus, we argue that asymmetry in interests and aptitudes is an underappreciated factor in sex differences in career choice. To the extent this is true, focusing on strengthening young women’s STEM-related abilities and ability self-concepts to increase female STEM representation may be an unproductive approach; to increase representation, it may be more effective to focus on harvesting the potential of those girls and women whose breadth of interest and high ability spans social/verbal and spatial/numerical domains. The use of interventions that play to this greater breadth by socially contextualizing STEM is one potential solution. PMID:25076979

Release the Prisoners Game

ERIC Educational Resources Information Center

Van Hecke, Tanja

2011-01-01

This article presents the mathematical approach of the optimal strategy to win the "Release the prisoners" game and the integration of this analysis in a math class. Outline lesson plans at three different levels are given, where simulations are suggested as well as theoretical findings about the probability distribution function and its mean…

Affective and Motivational Factors Mediate the Relation between Math Skills and Use of Math in Everyday Life

PubMed Central

Jansen, Brenda R. J.; Schmitz, Eva A.; van der Maas, Han L. J.

2016-01-01

This study focused on the use of math in everyday life (the propensity to recognize and solve quantitative issues in real life situations). Data from a Dutch nation-wide research on math among adults (N = 521) were used to investigate the question whether math anxiety and perceived math competence mediated the relationship between math skills and use of math in everyday life, taken gender differences into account. Results showed that women reported higher math anxiety, lower perceived math competence, and lower use of math in everyday life, compared to men. Women's skills were estimated at a lower level than men's. For both women and men, higher skills were associated with higher perceived math competence, which in turn was associated with more use of math in everyday life. Only for women, math anxiety also mediated the relation between math skills and use of math in everyday life. PMID:27148122

Revisiting the Impact of NCLB High-Stakes School Accountability, Capacity, and Resources: State NAEP 1990-2009 Reading and Math Achievement Gaps and Trends

ERIC Educational Resources Information Center

Lee, Jaekyung; Reeves, Todd

2012-01-01

This study examines the impact of high-stakes school accountability, capacity, and resources under NCLB on reading and math achievement outcomes through comparative interrupted time-series analyses of 1990-2009 NAEP state assessment data. Through hierarchical linear modeling latent variable regression with inverse probability of treatment…

Examining Big-Fish-Little-Pond-Effects across 49 Countries: A Multilevel Latent Variable Modelling Approach

ERIC Educational Resources Information Center

Wang, Ze

2015-01-01

Using data from the Trends in International Mathematics and Science Study (TIMSS) 2007, this study examined the big-fish-little-pond-effects (BFLPEs) in 49 countries. In this study, the effect of math ability on math self-concept was decomposed into a within- and a between-level components using implicit mean centring and the complex data…

Unfulfilled Potential: High-Achieving Minority Students and the High School Achievement Gap in Math

ERIC Educational Resources Information Center

Kotok, Stephen

2017-01-01

This study uses multilevel modeling to examine a subset of the highest performing 9th graders and explores the extent that achievement gaps in math widen for high performing African American and Latino students and their high performing White and Asian peers during high school. Using nationally representative data from the High School Longitudinal…

Fluid Intelligence as a Predictor of Learning: A Longitudinal Multilevel Approach Applied to Math

ERIC Educational Resources Information Center

Primi, Ricardo; Ferrao, Maria Eugenia; Almeida, Leandro S.

2010-01-01

The association between fluid intelligence and inter-individual differences was investigated using multilevel growth curve modeling applied to data measuring intra-individual improvement on math achievement tests. A sample of 166 students (88 boys and 78 girls), ranging in age from 11 to 14 (M = 12.3, SD = 0.64), was tested. These individuals took…

Educational and Career Interests in Math: A Longitudinal Examination of the Links between Classroom Environment, Motivational Beliefs, and Interests

ERIC Educational Resources Information Center

Wang, Ming-Te

2012-01-01

Drawing on the expectancy-value model, stage-environment fit theory, and self-determination theory, this study examined the longitudinal associations between classroom characteristics, expectancies-values, high school course enrollment, and career aspirations in the domain of math. Data were collected on 3,048 youth who reported on their classroom…

The Measurement Structure, Stability and Mediating Effects of Achievement Goals in Math with Middle-School Student Data

ERIC Educational Resources Information Center

Chiang, Yu-Tzu; Lin, Sunny S. J.

2014-01-01

This study examined the measurement structure, cross-year stability of achievement goals, and mediating effects of achievement goals between self-efficacy and math grades in a national sample of Taiwan middle school students. The measurement model with factorial structure showed good fit to the data. In the panel data (N?=?343), four achievement…

Cognitive Prediction of Reading, Math, and Attention: Shared and Unique Influences

ERIC Educational Resources Information Center

Peterson, Robin L.; Boada, Richard; McGrath, Lauren M.; Willcutt, Erik G.; Olson, Richard K.; Pennington, Bruce F.

2017-01-01

The current study tested a multiple-cognitive predictor model of word reading, math ability, and attention in a community-based sample of twins ages 8 to 16 years (N = 636). The objective was to identify cognitive predictors unique to each skill domain as well as cognitive predictors shared among skills that could help explain their overlap and…

The Alignment of easyCBM[R] Math Measures to Curriculum Standards. Technical Report #1002

ERIC Educational Resources Information Center

Nese, Joseph F. T.; Lai, Cheng-Fei; Anderson, Daniel; Park, Bitnara Jasmine; Tindal, Gerald; Alonzo, Julie

2010-01-01

The purpose of this study was to examine the alignment of the easyCBM[R] mathematics benchmark and progress monitoring measures to the National Council of Teachers of Mathematics "Curriculum Focal Points" (NCTM, 2006). Based on Webb's alignment model (1997, 2002), we collected expert judgments on individual math items across a sampling of forms…

Boys' and Girls' Weight Status and Math Performance from Kindergarten Entry through Fifth Grade: A Mediated Analysis

ERIC Educational Resources Information Center

Gable, Sara; Krull, Jennifer L.; Chang, Yiting

2012-01-01

This study tests a mediated model of boys' and girls' weight status and math performance with 6,250 children from the Early Childhood Longitudinal Study. Five data points spanning kindergarten entry (mean age = 68.46 months) through fifth grade (mean age = 134.60 months) were analyzed. Three weight status groups were identified: persistent…

Building Academic Skills in Context: Testing the Value of Enhanced Math Learning in CTE. Pilot Study

ERIC Educational Resources Information Center

Stone, James R., III; Alfeld, Corinne; Pearson, Donna; Lewis, Morgan V.; Jensen, Susan

2005-01-01

This report describes the conduct and outcomes of an experimental pilot study conducted in Spring 2004 to develop and test a model that aimed to enhance career and technical education (CTE) instruction with the mathematics already embedded in the curricula of six occupational areas. Although present in the CTE curriculum, math is largely implicit…

Working memory, math performance, and math anxiety.

PubMed

Ashcraft, Mark H; Krause, Jeremy A

2007-04-01

The cognitive literature now shows how critically math performance depends on working memory, for any form of arithmetic and math that involves processes beyond simple memory retrieval. The psychometric literature is also very clear on the global consequences of mathematics anxiety. People who are highly math anxious avoid math: They avoid elective coursework in math, both in high school and college, they avoid college majors that emphasize math, and they avoid career paths that involve math. We go beyond these psychometric relationships to examine the cognitive consequences of math anxiety. We show how performance on a standardized math achievement test varies as a function of math anxiety, and that math anxiety compromises the functioning of working memory. High math anxiety works much like a dual task setting: Preoccupation with one's math fears and anxieties functions like a resource-demanding secondary task. We comment on developmental and educational factors related to math and working memory, and on factors that may contribute to the development of math anxiety.

Global, broad, or specific cognitive differences? Using a MIMIC model to examine differences in CHC abilities in children with learning disabilities.

PubMed

Niileksela, Christopher R; Reynolds, Matthew R

2014-01-01

This study was designed to better understand the relations between learning disabilities and different levels of latent cognitive abilities, including general intelligence (g), broad cognitive abilities, and specific abilities based on the Cattell-Horn-Carroll theory of intelligence (CHC theory). Data from the Differential Ability Scales-Second Edition (DAS-II) were used to create a multiple-indicator multiple cause model to examine the latent mean differences in cognitive abilities between children with and without learning disabilities in reading (LD reading), math (LD math), and reading and writing(LD reading and writing). Statistically significant differences were found in the g factor between the norm group and the LD groups. After controlling for differences in g, the LD reading and LD reading and writing groups showed relatively lower latent processing speed, and the LD math group showed relatively higher latent comprehension-knowledge. There were also some differences in some specific cognitive abilities, including lower scores in spatial relations and numerical facility for the LD math group, and lower scores in visual memory for the LD reading and writing group. These specific mean differences were above and beyond any differences in the latent cognitive factor means.

English Proficiency and Peer Interethnic Relations as Predictors of Math Achievement among Latino and Asian Immigrant Students

PubMed Central

Barrett, Alice N.; Barile, John P.; Malm, Esther K.; Weaver, Scott R.

2013-01-01

Studies show math achievement to be the best predictor of entering post-secondary education. However, less is known about the predictors of math achievement, particularly among immigrant youth. This study examined English proficiency and peer interethnic relations as predictors of mathematics achievement among Latino and Asian high school students, postulating an interaction between the predictors and mediation by academic motivation. A multilevel moderated-mediation model was used to analyze data from a national sample of 2,113 non-native English speaking Latino and Asian students attending high school in the U.S. We found that higher academic motivation mediated the relationship between English proficiency during their sophomore year and gains in senior math achievement scores for both Asian and Latino students. For Latino students however, this indirect path was only significant for students whose perceptions of positive peer interethnic relations at school were average or above average. PMID:22959129

The existence of almost periodic solutions of certain perturbation systems

NASA Astrophysics Data System (ADS)

Xia, Yonghui; Lin, Muren; Cao, Jinde

2005-10-01

Certain almost periodic perturbation systems are considered in this paper. By using the roughness theory of exponential dichotomies and the contraction mapping principle, some sufficient conditions are obtained for the existence and uniqueness of almost periodic solution of the above systems. Our results generalize those in [J.K. Hale, Ordinary Differential Equations, Krieger, Huntington, 1980; C. He, Existence of almost periodic solutions of perturbation systems, Ann. Differential Equations 9 (1992) 173-181; M. Lin, The existence of almost periodic solution and bounded solution of perturbation systems, Acta Math. Sinica 22A (2002) 61-70 (in Chinese); W.A. Coppel, Almost periodic properties of ordinary differential equations, Ann. Math. Pura Appl. 76 (1967) 27-50; A.M. Fink, Almost Periodic Differential Equations, Lecture Notes in Math., vol. 377, Springer-Verlag, New York, 1974; Y. Xia, F. Chen, A. Chen, J. Cao, Existence and global attractivity of an almost periodic ecological model, Appl. Math. Comput. 157 (2004) 449-475].

Changes in the Relation Between Competence Beliefs and Achievement in Math Across Elementary School Years.

PubMed

Weidinger, Anne F; Steinmayr, Ricarda; Spinath, Birgit

2018-03-01

Math competence beliefs and achievement are important outcomes of school-based learning. Previous studies yielded inconsistent results on whether skill development, self-enhancement, or reciprocal effects account for the interplay among them. A development-related change in the direction of their relation in the early school years might explain the inconsistency. To test this, 542 German elementary school students (M = 7.95 years, SD = 0.58) were repeatedly investigated over 24 months from Grade 2 to Grade 4. Math competence beliefs declined and had a growing influence on subsequent math grades. This suggests changes in the dominant direction of the relation from a skill development to a reciprocal effects model during elementary school. Findings are discussed with regard to their theoretical and practical implications. © 2017 The Authors. Child Development © 2017 Society for Research in Child Development, Inc.

Autonomous Acquisition Simulator and Associated Data (AASAD).

DTIC Science & Technology

1981-01-15

7 AA95 709 FORD AEROSPACE AND COMMUNICATIONS CORP NEWPORT EACH -ETC F/ 19/5 AUTONOMOUS ACQUISITI N SIMULAT R AND ASSOCIATED DATA (AASAD)(U) JAN 81...llllllllllllJm AUTONOMOUS ACQUISITION 7 SIMULATOR AND ASSOCIATED DATA I BY S. R. KING J. R. BERCHTOLD H. MACK K. R. TAYLOR A. W. MATHE J. N. CAST A. S...FORT BELVOIR, VIRGINIA 22060 81 2 27 01 UNCLASSIFIED SECURITY CLASSIFICATION OF THIS PAGE (When Data Entered) REPORT DOCUMENTATION PAGE READ

Effects of caffeine and menthol on cognition and mood during simulated firefighting in the heat.

PubMed

Zhang, Yang; Balilionis, Gytis; Casaru, Catalina; Geary, Colleen; Schumacker, Randall E; Neggers, Yasmin H; Curtner-Smith, Matthew D; Richardson, Mark T; Bishop, Phillip A; Green, James M

2014-05-01

This study examined the separate effects of caffeine and menthol on cognition and mood during simulated firefighting in the heat. Participants (N = 10) performed three trials in a counterbalanced order, either with 400 mg caffeine, menthol lozenges, or placebo. The simulated firefighting consisted of 2 bouts of 20-min treadmill exercise and one bout of 20-min stepping exercise in the heat with two brief 15-min rest periods between each exercise phase. Exercise induced significant dehydration (>3%) and elevated rectal temperature (>38.9 °C), for all three conditions. Neither caffeine nor menthol reduced perceived exertion compared to placebo (p > 0.05). Mood ratings (i.e., alertness, hedonic tone, tension) significantly deteriorated over time (p < 0.05), but there was no difference among the three conditions. Simple reaction time, short-term memory, and retrieval memory did not alter with treatments or repeated evaluations. Reaction accuracy from a math test remained unchanged throughout the experimental period; reaction time from the math test was significantly faster after exposure to the heat (p < 0.05). It is concluded that, exhaustive exercise in the heat severely impacted mood, but minimally impacted cognition. These treatments failed to show ergogenic benefits in a simulated firefighting paradigm in a hot environment. Copyright © 2013 Elsevier Ltd and The Ergonomics Society. All rights reserved.

Application of the Tool for Turbine Engine Closed-loop Transient Analysis (TTECTrA) for Dynamic Systems Analysis

NASA Technical Reports Server (NTRS)

Csank, Jeffrey; Zinnecker, Alicia

2014-01-01

Systems analysis involves steady-state simulations of combined components to evaluate the steady-state performance, weight, and cost of a system; dynamic considerations are not included until later in the design process. The Dynamic Systems Analysis task, under NASAs Fixed Wing project, is developing the capability for assessing dynamic issues at earlier stages during systems analysis. To provide this capability the Tool for Turbine Engine Closed-loop Transient Analysis (TTECTrA) has been developed to design a single flight condition controller (defined as altitude and Mach number) and, ultimately, provide an estimate of the closed-loop performance of the engine model. This tool has been integrated with the Commercial Modular Aero-Propulsion System Simulation 40,000(CMAPSS40k) engine model to demonstrate the additional information TTECTrA makes available for dynamic systems analysis. This dynamic data can be used to evaluate the trade-off between performance and safety, which could not be done with steady-state systems analysis data. TTECTrA has been designed to integrate with any turbine engine model that is compatible with the MATLABSimulink (The MathWorks, Inc.) environment.

Application of the Tool for Turbine Engine Closed-loop Transient Analysis (TTECTrA) for Dynamic Systems Analysis

NASA Technical Reports Server (NTRS)

Csank, Jeffrey Thomas; Zinnecker, Alicia Mae

2014-01-01

Systems analysis involves steady-state simulations of combined components to evaluate the steady-state performance, weight, and cost of a system; dynamic considerations are not included until later in the design process. The Dynamic Systems Analysis task, under NASAs Fixed Wing project, is developing the capability for assessing dynamic issues at earlier stages during systems analysis. To provide this capability the Tool for Turbine Engine Closed-loop Transient Analysis (TTECTrA) has been developed to design a single flight condition controller (defined as altitude and Mach number) and, ultimately, provide an estimate of the closed-loop performance of the engine model. This tool has been integrated with the Commercial Modular Aero-Propulsion System Simulation 40,000 (CMAPSS 40k) engine model to demonstrate the additional information TTECTrA makes available for dynamic systems analysis. This dynamic data can be used to evaluate the trade-off between performance and safety, which could not be done with steady-state systems analysis data. TTECTrA has been designed to integrate with any turbine engine model that is compatible with the MATLAB Simulink (The MathWorks, Inc.) environment.

Landscape approaches for determining the ensemble of folding transition states: Success and failure hinge on the degree of frustration

NASA Astrophysics Data System (ADS)

Nymeyer, Hugh; Socci, Nicholas D.; Onuchic, José Nelson

2000-01-01

* Department of Physics, University of California at San Diego, La Jolla, CA 92093-0319; and § Center for Studies in Physics and Biology, The Rockefeller University, New York, NY 10021 Edited by R. Stephen Berry, University of Chicago, Chicago, IL, and approved November 5, 1999 (received for review July 2, 1999) We present a method for determining structural properties of the ensemble of folding transition states from protein simulations. This method relies on thermodynamic quantities (free energies as a function of global reaction coordinates, such as the percentage of native contacts) and not on "kinetic" measurements (rates, transmission coefficients, complete trajectories); consequently, it requires fewer computational resources compared with otherapproaches, making it more suited to large and complex models. We explain the theoretical framework that underlies this method and use it to clarify the connection between the experimentally determined value, a quantity determined by the ratio of rate and stability changes due to point mutations, and the average structure of the transition state ensemble. To determine the accuracy of this thermodynamic approach, we apply it to minimalist protein models and compare these results with the ones obtained by using the standard experimental procedure for determining values. We show that the accuracy of both methods depends sensitively on the amount of frustration. In particular, the results are similar when applied to models with minimal amounts of frustration, characteristic of rapid-folding, single-domain globular proteins.

Mathematics anxiety: separating the math from the anxiety.

PubMed

Lyons, Ian M; Beilock, Sian L

2012-09-01

Anxiety about math is tied to low math grades and standardized test scores, yet not all math-anxious individuals perform equally poorly in math. We used functional magnetic resonance imaging to separate neural activity during the anticipation of doing math from activity during math performance itself. For higher (but not lower) math-anxious individuals, increased activity in frontoparietal regions when simply anticipating doing math mitigated math-specific performance deficits. This network included bilateral inferior frontal junction, a region involved in cognitive control and reappraisal of negative emotional responses. Furthermore, the relation between frontoparietal anticipatory activity and highly math-anxious individuals' math deficits was fully mediated (or accounted for) by activity in caudate, nucleus accumbens, and hippocampus during math performance. These subcortical regions are important for coordinating task demands and motivational factors during skill execution. Individual differences in how math-anxious individuals recruit cognitive control resources prior to doing math and motivational resources during math performance predict the extent of their math deficits. This work suggests that educational interventions emphasizing control of negative emotional responses to math stimuli (rather than merely additional math training) will be most effective in revealing a population of mathematically competent individuals, who might otherwise go undiscovered.

Variational data assimilation system "INM RAS - Black Sea"

NASA Astrophysics Data System (ADS)

Parmuzin, Eugene; Agoshkov, Valery; Assovskiy, Maksim; Giniatulin, Sergey; Zakharova, Natalia; Kuimov, Grigory; Fomin, Vladimir

2013-04-01

Development of Informational-Computational Systems (ICS) for Data Assimilation Procedures is one of multidisciplinary problems. To study and solve these problems one needs to apply modern results from different disciplines and recent developments in: mathematical modeling; theory of adjoint equations and optimal control; inverse problems; numerical methods theory; numerical algebra and scientific computing. The problems discussed above are studied in the Institute of Numerical Mathematics of the Russian Academy of Science (INM RAS) in ICS for Personal Computers (PC). Special problems and questions arise while effective ICS versions for PC are being developed. These problems and questions can be solved with applying modern methods of numerical mathematics and by solving "parallelism problem" using OpenMP technology and special linear algebra packages. In this work the results on the ICS development for PC-ICS "INM RAS - Black Sea" are presented. In the work the following problems and questions are discussed: practical problems that can be studied by ICS; parallelism problems and their solutions with applying of OpenMP technology and the linear algebra packages used in ICS "INM - Black Sea"; Interface of ICS. The results of ICS "INM RAS - Black Sea" testing are presented. Efficiency of technologies and methods applied are discussed. The work was supported by RFBR, grants No. 13-01-00753, 13-05-00715 and by The Ministry of education and science of Russian Federation, project 8291, project 11.519.11.1005 References: [1] V.I. Agoshkov, M.V. Assovskii, S.A. Lebedev, Numerical simulation of Black Sea hydrothermodynamics taking into account tide-forming forces. Russ. J. Numer. Anal. Math. Modelling (2012) 27, No.1, 5-31 [2] E.I. Parmuzin, V.I. Agoshkov, Numerical solution of the variational assimilation problem for sea surface temperature in the model of the Black Sea dynamics. Russ. J. Numer. Anal. Math. Modelling (2012) 27, No.1, 69-94 [3] V.B. Zalesny, N.A. Diansky, V.V. Fomin, S.N. Moshonkin, S.G. Demyshev, Numerical model of the circulation of Black Sea and Sea of Azov. Russ. J. Numer. Anal. Math. Modelling (2012) 27, No.1, 95-111 [4] V.I. Agoshkov, S.V. Giniatulin, G.V. Kuimov. OpenMP technology and linear algebra packages in the variation data assimilation systems. - Abstracts of the 1-st China-Russia Conference on Numerical Algebra with Applications in Radiactive Hydrodynamics, Beijing, China, October 16-18, 2012. [5] Zakharova N.B., Agoshkov V.I., Parmuzin E.I., The new method of ARGO buoys system observation data interpolation. Russian Journal of Numerical Analysis and Mathematical Modelling. Vol. 28, Issue 1, 2013.

Solitary water wave interactions

NASA Astrophysics Data System (ADS)

Craig, W.; Guyenne, P.; Hammack, J.; Henderson, D.; Sulem, C.

2006-05-01

This article concerns the pairwise nonlinear interaction of solitary waves in the free surface of a body of water lying over a horizontal bottom. Unlike solitary waves in many completely integrable model systems, solitary waves for the full Euler equations do not collide elastically; after interactions, there is a nonzero residual wave that trails the post-collision solitary waves. In this report on new numerical and experimental studies of such solitary wave interactions, we verify that this is the case, both in head-on collisions (the counterpropagating case) and overtaking collisions (the copropagating case), quantifying the degree to which interactions are inelastic. In the situation in which two identical solitary waves undergo a head-on collision, we compare the asymptotic predictions of Su and Mirie [J. Fluid Mech. 98, 509 (1980)] and Byatt-Smith [J. Fluid Mech. 49, 625 (1971)], the wavetank experiments of Maxworthy [J. Fluid Mech. 76, 177 (1976)], and the numerical results of Cooker, Weidman, and Bale [J. Fluid Mech. 342, 141 (1997)] with independent numerical simulations, in which we quantify the phase change, the run-up, and the form of the residual wave and its Fourier signature in both small- and large-amplitude interactions. This updates the prior numerical observations of inelastic interactions in Fenton and Rienecker [J. Fluid Mech. 118, 411 (1982)]. In the case of two nonidentical solitary waves, our precision wavetank experiments are compared with numerical simulations, again observing the run-up, phase lag, and generation of a residual from the interaction. Considering overtaking solitary wave interactions, we compare our experimental observations, numerical simulations, and the asymptotic predictions of Zou and Su [Phys. Fluids 29, 2113 (1986)], and again we quantify the inelastic residual after collisions in the simulations. Geometrically, our numerical simulations of overtaking interactions fit into the three categories of Korteweg-deVries two-soliton solutions defined in Lax [Commun. Pure Appl. Math. 21, 467 (1968)], with, however, a modification in the parameter regime. In all cases we have considered, collisions are seen to be inelastic, although the degree to which interactions depart from elastic is very small. Finally, we give several theoretical results: (i) a relationship between the change in amplitude of solitary waves due to a pairwise collision and the energy carried away from the interaction by the residual component, and (ii) a rigorous estimate of the size of the residual component of pairwise solitary wave collisions. This estimate is consistent with the analytic results of Schneider and Wayne [Commun. Pure Appl. Math. 53, 1475 (2000)], Wright [SIAM J. Math. Anal. 37, 1161 (2005)], and Bona, Colin, and Lannes [Arch. Rat. Mech. Anal. 178, 373 (2005)]. However, in light of our numerical data, both (i) and (ii) indicate a need to reevaluate the asymptotic results in Su and Mirie [J. Fluid Mech. 98, 509 (1980)] and Zou and Su [Phys. Fluids 29, 2113 (1986)].

A Two-Step Integrated Theory of Everything (TOE)

NASA Astrophysics Data System (ADS)

Colella, Antonio

2017-01-01

Two opposing TOE visions are my Two-Step (physics/math) and Hawking's single math step. My Two-Step should replace the single step because of the latter's near zero results after a century of attempts. My physics step had 3 goals. First ``Everything'' was defined as 20 interrelated amplified theories (e.g. string, Higgs forces, spontaneous symmetry breaking, particle decays, dark matter, dark energy, stellar black holes) and their intimate physical interrelationships. Amplifications of Higgs forces theory (e.g. matter particles and their associated Higgs forces were one and inseparable, spontaneous symmetry breaking was bidirectional and caused by high temperatures not Higgs forces, and sum of 8 Higgs forces of 8 permanent matter particles was dark energy) were key to my Two-Step TOE. The second goal answered all outstanding physics questions: what were Higgs forces, dark energy, dark matter, stellar black holes, our universe's creation, etc.? The third goal provided correct inputs for the two part second math step, an E8 Lie algebra for particles and an N-body cosmology simulation (work in progress). Scientific advancement occurs only if the two opposing TOEs are openly discussed/debated.

Female teachers' math anxiety affects girls' math achievement.

PubMed

Beilock, Sian L; Gunderson, Elizabeth A; Ramirez, Gerardo; Levine, Susan C

2010-02-02

People's fear and anxiety about doing math--over and above actual math ability--can be an impediment to their math achievement. We show that when the math-anxious individuals are female elementary school teachers, their math anxiety carries negative consequences for the math achievement of their female students. Early elementary school teachers in the United States are almost exclusively female (>90%), and we provide evidence that these female teachers' anxieties relate to girls' math achievement via girls' beliefs about who is good at math. First- and second-grade female teachers completed measures of math anxiety. The math achievement of the students in these teachers' classrooms was also assessed. There was no relation between a teacher's math anxiety and her students' math achievement at the beginning of the school year. By the school year's end, however, the more anxious teachers were about math, the more likely girls (but not boys) were to endorse the commonly held stereotype that "boys are good at math, and girls are good at reading" and the lower these girls' math achievement. Indeed, by the end of the school year, girls who endorsed this stereotype had significantly worse math achievement than girls who did not and than boys overall. In early elementary school, where the teachers are almost all female, teachers' math anxiety carries consequences for girls' math achievement by influencing girls' beliefs about who is good at math.

Testing Math or Testing Language? The Construct Validity of the KeyMath-Revised for Children With Intellectual Disability and Language Difficulties.

PubMed

Rhodes, Katherine T; Branum-Martin, Lee; Morris, Robin D; Romski, MaryAnn; Sevcik, Rose A

2015-11-01

Although it is often assumed that mathematics ability alone predicts mathematics test performance, linguistic demands may also predict achievement. This study examined the role of language in mathematics assessment performance for children with intellectual disability (ID) at less severe levels, on the KeyMath-Revised Inventory (KM-R) with a sample of 264 children, in grades 2-5. Using confirmatory factor analysis, the hypothesis that the KM-R would demonstrate discriminant validity with measures of language abilities in a two-factor model was compared to two plausible alternative models. Results indicated that KM-R did not have discriminant validity with measures of children's language abilities and was a multidimensional test of both mathematics and language abilities for this population of test users. Implications are considered for test development, interpretation, and intervention.

Learning-related skills and academic achievement in academically at-risk first graders

PubMed Central

Cerda, Carissa A.; Im, Myung Hee; Hughes, Jan N.

2015-01-01

Using an academically at-risk, ethnically diverse sample of 744 first-grade children, this study tested a multi-method (i.e., child performance measures, teacher ratings, and peer ratings) measurement model of learning-related skills (i.e., effortful control [EC], behavioral self-regulation [BSR], and social competence [SC]), and their shared and unique contributions to children's reading and math achievement, above the effect of demographic variables. The hypothesized correlated factor measurement model demonstrated relatively good fit, with BSR and SC correlated highly with one another and moderately with EC. When entered in separate regression equations, EC and BSR each predicted children's reading and math achievement; SC only predicted reading achievement. When considered simultaneously, neither EC, BSR, nor SC contributed independently to reading achievement; however, EC had a direct effect on math achievement and an indirect effect on reading achievement via both BSR and SC. Implications for research and early intervention efforts are discussed. PMID:25908886

Universals and Specifics of Math Self-Concept, Math Self-Efficacy, and Math Anxiety across 41 PISA 2003 Participating Countries

ERIC Educational Resources Information Center

Lee, Jihyun

2009-01-01

The overarching goal of the present study is to investigate the factorial structure of three closely related constructs: math self-concept, math self-efficacy, and math anxiety. The factorial structure consisting of three factors, each representing math self-concept, math self-efficacy, and math anxiety, is supported in all 41 countries employed…

Optimisation de fonctionnements de pompe à chaleur chimique : synchronisation et commande du procédé

NASA Astrophysics Data System (ADS)

Cassou, T.; Amouroux, M.; Labat, P.

1995-04-01

We present the mathematical modelling of a chemical heat pump and the associated simulator. This simulator is able to determine the influence of different parameters (which would be associated to the heat exchanges or to the chemical kinetics), but also to simulate the main operating modes. An optimal management of process represents the objective to reach; we materialize it by a continuous and steady production of the power delivered by the machine. Nous présentons le modèle mathématique d'un pilote de pompe à chaleur chimique et le simulateur numérique correspondant. Ce simulateur est capable de déterminer l'influence de divers paramètres (qu'ils soient liés aux échanges de chaleur ou à la cinétique chimique), mais aussi de simuler les principaux modes de fonctionnement. Une gestion optimale du procédé représente le but à atteindre: une conduite optimisée du système permet, par une gestion des différentes phases, une production continue et stable de la puissance délivrée par la machine.

BioFVM: an efficient, parallelized diffusive transport solver for 3-D biological simulations

PubMed Central

Ghaffarizadeh, Ahmadreza; Friedman, Samuel H.; Macklin, Paul

2016-01-01

Motivation: Computational models of multicellular systems require solving systems of PDEs for release, uptake, decay and diffusion of multiple substrates in 3D, particularly when incorporating the impact of drugs, growth substrates and signaling factors on cell receptors and subcellular systems biology. Results: We introduce BioFVM, a diffusive transport solver tailored to biological problems. BioFVM can simulate release and uptake of many substrates by cell and bulk sources, diffusion and decay in large 3D domains. It has been parallelized with OpenMP, allowing efficient simulations on desktop workstations or single supercomputer nodes. The code is stable even for large time steps, with linear computational cost scalings. Solutions are first-order accurate in time and second-order accurate in space. The code can be run by itself or as part of a larger simulator. Availability and implementation: BioFVM is written in C ++ with parallelization in OpenMP. It is maintained and available for download at http://BioFVM.MathCancer.org and http://BioFVM.sf.net under the Apache License (v2.0). Contact: paul.macklin@usc.edu. Supplementary information: Supplementary data are available at Bioinformatics online. PMID:26656933

Using Lunar Module Shadows To Scale the Effects of Rocket Exhaust Plumes

NASA Technical Reports Server (NTRS)

2008-01-01

Excavating granular materials beneath a vertical jet of gas involves several physical mechanisms. These occur, for example, beneath the exhaust plume of a rocket landing on the soil of the Moon or Mars. We performed a series of experiments and simulations (Figure 1) to provide a detailed view of the complex gas-soil interactions. Measurements taken from the Apollo lunar landing videos (Figure 2) and from photographs of the resulting terrain helped demonstrate how the interactions extrapolate into the lunar environment. It is important to understand these processes at a fundamental level to support the ongoing design of higher fidelity numerical simulations and larger-scale experiments. These are needed to enable future lunar exploration wherein multiple hardware assets will be placed on the Moon within short distances of one another. The high-velocity spray of soil from the landing spacecraft must be accurately predicted and controlled or it could erode the surfaces of nearby hardware. This analysis indicated that the lunar dust is ejected at an angle of less than 3 degrees above the surface, the results of which can be mitigated by a modest berm of lunar soil. These results assume that future lunar landers will use a single engine. The analysis would need to be adjusted for a multiengine lander. Figure 3 is a detailed schematic of the Lunar Module camera calibration math model. In this chart, formulas relating the known quantities, such as sun angle and Lunar Module dimensions, to the unknown quantities are depicted. The camera angle PSI is determined by measurement of the imaged aspect ratio of a crater, where the crater is assumed to be circular. The final solution is the determination of the camera calibration factor, alpha. Figure 4 is a detailed schematic of the dust angle math model, which again relates known to unknown parameters. The known parameters now include the camera calibration factor and Lunar Module dimensions. The final computation is the ejected dust angle, as a function of Lunar Module altitude.

On the relationship between math anxiety and math achievement in early elementary school: The role of problem solving strategies.

PubMed

Ramirez, Gerardo; Chang, Hyesang; Maloney, Erin A; Levine, Susan C; Beilock, Sian L

2016-01-01

Even at young ages, children self-report experiencing math anxiety, which negatively relates to their math achievement. Leveraging a large dataset of first and second grade students' math achievement scores, math problem solving strategies, and math attitudes, we explored the possibility that children's math anxiety (i.e., a fear or apprehension about math) negatively relates to their use of more advanced problem solving strategies, which in turn relates to their math achievement. Our results confirm our hypothesis and, moreover, demonstrate that the relation between math anxiety and math problem solving strategies is strongest in children with the highest working memory capacity. Ironically, children who have the highest cognitive capacity avoid using advanced problem solving strategies when they are high in math anxiety and, as a result, underperform in math compared with their lower working memory peers. Copyright © 2015 Elsevier Inc. All rights reserved.

Identifying the Correlation between Professional Learning Communities and Collective Teacher Efficacy for Math Data Teams in Kaua'i Complex Area Secondary Schools

ERIC Educational Resources Information Center

Ellwood, Cheryl Kathryn

2013-01-01

Professional learning communities and teacher efficacy are at the core of many of the current educational reform models. The intention of this dissertation was to identify the correlation between professional learning communities and collective teacher efficacy for math data teams in the six Kaua'i Complex Area secondary schools, as measured by…

The Effect of Using Flipped Classroom in Teaching Calculus on Students' Achievements at University of Tabuk

ERIC Educational Resources Information Center

Albalawi, Abdullah S.

2018-01-01

This study aimed at investigating the effectiveness of using flipped classrooms in teaching the Math2 course for the preparatory year's students at the University of Tabuk, Saudi Arabia. The Math2 course was organized via an (ADDE) design model, with recorded videos of the topics included in the study; it was implemented by a Moodle platform and…

Trajectories of Career Aspirations through Adolescence and Young Adulthood: Early Math Achievement as a Critical Filter

ERIC Educational Resources Information Center

Shapka, Jennifer D.; Domene, Jose F.; Keating, Daniel P.

2006-01-01

Growth curve modelling was used to trace the trajectory of the prestige dimension of career aspirations from Grade 9 through to 3 years after high school, as a function of gender and early high school math achievement. The sample consisted of 218 university-bound adolescents (129 female, 89 male). Initial aspiration levels, the slope, and the…

Broadway High School: Moving Ahead in Math. Onward to Excellence II: Committing to CHANGE with OTE II.

ERIC Educational Resources Information Center

Northwest Regional Educational Lab., Portland, OR. School Improvement Program.

This document describes the school reform movement at Broadway High School in rural Virginia which has led to great success in mathematics achievement as proven by the Virginia Standards of Learning (SOL) tests. The Onward to Excellence II model provided a way for the faculty to focus on math, especially Algebra I, and to involve the entire school…

Teaching-as-Research Internships: A Model for the Development of Future Chemistry Faculty and the Improvement of Teaching in Science, Technology, Engineering, and Math

ERIC Educational Resources Information Center

Gillian-Daniel, Donald L.; Walz, Kenneth A.

2016-01-01

Over the past decade, the University of Wisconsin-Madison (UW-Madison) and Madison Area Technical College (Madison College) partnered to create an internship pathway for graduate students pursuing careers as future science, technology, engineering and math (STEM) faculty members. Since 2003, 10 doctoral students from the university completed…

A Kit to Develop and Present a Math/Science Conference for Females in Middle School.

ERIC Educational Resources Information Center

Ongley, Betty Lee

A workshop on mathematics and science careers for girls was part of an effort to remediate the effects of past sex bias on females' career and vocational choices. A model for organizing and conducting a conference with emphasis on careers for women in math and science is offered for educators in this publication. The guide includes: (1) planning…

The Returns to Educational Training in Math and Science for American Women.

ERIC Educational Resources Information Center

Hills, Stephen M.; De Souza, Gita

The economic returns of taking math and science courses in high school are estimated for women who do not go on to college and for women entrepreneurs. A human capital model is used to estimate returns for respondents drawn from the National Longitudinal Survey's New Youth Cohort. Wage rates in 1990 of women who were ages 14-21 in 1979 were…

Is Math Anxiety Always Bad for Math Learning? The Role of Math Motivation.

PubMed

Wang, Zhe; Lukowski, Sarah L; Hart, Sara A; Lyons, Ian M; Thompson, Lee A; Kovas, Yulia; Mazzocco, Michèle M M; Plomin, Robert; Petrill, Stephen A

2015-12-01

The linear relations between math anxiety and math cognition have been frequently studied. However, the relations between anxiety and performance on complex cognitive tasks have been repeatedly demonstrated to follow a curvilinear fashion. In the current studies, we aimed to address the lack of attention given to the possibility of such complex interplay between emotion and cognition in the math-learning literature by exploring the relations among math anxiety, math motivation, and math cognition. In two samples-young adolescent twins and adult college students-results showed inverted-U relations between math anxiety and math performance in participants with high intrinsic math motivation and modest negative associations between math anxiety and math performance in participants with low intrinsic math motivation. However, this pattern was not observed in tasks assessing participants' nonsymbolic and symbolic number-estimation ability. These findings may help advance the understanding of mathematics-learning processes and provide important insights for treatment programs that target improving mathematics-learning experiences and mathematical skills. © The Author(s) 2015.

Principals in Partnership with Math Coaches

ERIC Educational Resources Information Center

Grant, Catherine Miles; Davenport, Linda Ruiz

2009-01-01

One of the most promising developments in math education is the fact that many districts are hiring math coaches--also called math resource teachers, math facilitators, math lead teachers, or math specialists--to assist elementary-level teachers with math instruction. What must not be lost, however, is that principals play an essential role in…

Gender, Math Confidence, and Grit: Relationships with Quantitative Skills and Performance in an Undergraduate Biology Course

PubMed Central

Flanagan, K. M.; Einarson, J.

2017-01-01

In a world filled with big data, mathematical models, and statistics, the development of strong quantitative skills is becoming increasingly critical for modern biologists. Teachers in this field must understand how students acquire quantitative skills and explore barriers experienced by students when developing these skills. In this study, we examine the interrelationships among gender, grit, and math confidence for student performance on a pre–post quantitative skills assessment and overall performance in an undergraduate biology course. Here, we show that females significantly underperformed relative to males on a quantitative skills assessment at the start of term. However, females showed significantly higher gains over the semester, such that the gender gap in performance was nearly eliminated by the end of the semester. Math confidence plays an important role in the performance on both the pre and post quantitative skills assessments and overall performance in the course. The effect of grit on student performance, however, is mediated by a student’s math confidence; as math confidence increases, the positive effect of grit decreases. Consequently, the positive impact of a student’s grittiness is observed most strongly for those students with low math confidence. We also found grit to be positively associated with the midterm score and the final grade in the course. Given the relationships established in this study among gender, grit, and math confidence, we provide “instructor actions” from the literature that can be applied in the classroom to promote the development of quantitative skills in light of our findings. PMID:28798209

Does school mobility place elementary school children at risk for lower math achievement? The mediating role of cognitive dysregulation.

PubMed

Friedman-Krauss, Allison H; Raver, C Cybele

2015-12-01

Children growing up in poverty have a higher likelihood of exposure to multiple forms of adversity that jeopardize their chances of academic success. The current paper identifies school mobility, or changing schools, as 1 such poverty-related risk. Using a sample of low-income, predominantly ethnic-minority children (n = 381) in Chicago, this study tests the hypothesis that repeatedly changing schools during the 5-year period between Head Start (preschool) and third grade is a potent predictor of children's math achievement in fourth grade and that children's cognitive dysregulation serves as a mechanism through which school mobility may negatively affect children's math achievement. Hierarchical linear models controlling for baseline child and family characteristics (including children's early math and dysregulation measured during Head Start) revealed an inverse relation between the number of times low-income children changed schools between preschool and third grade and children's math achievement on state standardized tests in fourth grade. Furthermore, frequently changing schools (3 or 4 school changes over the same time period) was positively associated with teacher-reported cognitive dysregulation in third grade and negatively associated with children's math achievement in fourth grade. Evidence for the role of children's cognitive dysregulation as a partial statistical mediator was found for the relation between frequently changing schools and math achievement, even after accounting for baseline risk. Results are discussed in terms of school policies, practices, and intervention strategies to prevent the disruptive and potentially stressful experiences of school mobility for young, low-income children. (c) 2015 APA, all rights reserved).

Does School Mobility Place Elementary School Children at Risk for Lower Math Achievement? The Mediating Role of Cognitive Dysregulation

PubMed Central

Friedman-Krauss, Allison H.; Raver, C. Cybele

2015-01-01

Children growing up in poverty have a higher likelihood of exposure to multiple forms of adversity that jeopardize their chances of academic success. The current paper identifies school mobility, or changing schools, as 1 such poverty-related risk. Using a sample of low-income, predominantly ethnic-minority children (n = 381) in Chicago, this study tests the hypothesis that repeatedly changing schools during the 5-year period between Head Start (preschool) and third grade is a potent predictor of children’s math achievement in fourth grade and that children’s cognitive dysregulation serves as a mechanism through which school mobility may negatively affect children’s math achievement. Hierarchical linear models controlling for baseline child and family characteristics (including children’s early math and dysregulation measured during Head Start) revealed an inverse relation between the number of times low-income children changed schools between preschool and third grade and children’s math achievement on state standardized tests in fourth grade. Furthermore, frequently changing schools (3 or 4 school changes over the same time period) was positively associated with teacher-reported cognitive dysregulation in third grade and negatively associated with children’s math achievement in fourth grade. Evidence for the role of children’s cognitive dysregulation as a partial statistical mediator was found for the relation between frequently changing schools and math achievement, even after accounting for baseline risk. Results are discussed in terms of school policies, practices, and intervention strategies to prevent the disruptive and potentially stressful experiences of school mobility for young, low-income children. PMID:26436870

Is Mathematical Anxiety Always Bad for Math Learning: The Role of Math Motivation

PubMed Central

Wang, Zhe; Lukowski, Sarah L.; Hart, Sara Ann; Lyons, Ian M.; Thompson, Lee A.; Kovas, Yulia; Mazzocco, Michèle M.; Plomin, Robert; Petrill, Stephen A.

2015-01-01

The linear relations between math anxiety and math cognition have been frequently studied. However, the relations between anxiety and performance on complex cognitive tasks have been repeatedly demonstrated to follow a curvilinear fashion. Given the lack of attention to the possibility of such complex interplay between emotion and cognition in the math learning literature, the current study aimed to address this gap via exploring the relations between math anxiety, math motivation, and math cognition. The current study consisted of two samples. One sample included 262 pairs of young adolescent twins and the other included 237 adult college students. Participants self-reported their math anxiety and math motivation. Math cognition was assessed using a comprehensive battery of mathematics tasks. In both samples, results showed inverted-U relations between math anxiety and math performance in students with high intrinsic math motivation, and modest negative associations between math anxiety and math performance in students with low intrinsic math motivation. However, this pattern was not observed in tasks assessing student’s nonsymbolic and symbolic number estimation. These findings may help advance our understanding of mathematics learning processes and may provide important insights for treatment programs that target improving mathematics learning experiences and mathematical skills. PMID:26518438

The isolation of spatial patterning modes in a mathematical model of juxtacrine cell signalling.

PubMed

O'Dea, R D; King, J R

2013-06-01

Juxtacrine signalling mechanisms are known to be crucial in tissue and organ development, leading to spatial patterns in gene expression. We investigate the patterning behaviour of a discrete model of juxtacrine cell signalling due to Owen & Sherratt (1998, Mathematical modelling of juxtacrine cell signalling. Math. Biosci., 153, 125-150) in which ligand molecules, unoccupied receptors and bound ligand-receptor complexes are modelled. Feedback between the ligand and receptor production and the level of bound receptors is incorporated. By isolating two parameters associated with the feedback strength and employing numerical simulation, linear stability and bifurcation analysis, the pattern-forming behaviour of the model is analysed under regimes corresponding to lateral inhibition and induction. Linear analysis of this model fails to capture the patterning behaviour exhibited in numerical simulations. Via bifurcation analysis, we show that since the majority of periodic patterns fold subcritically from the homogeneous steady state, a wide variety of stable patterns exists at a given parameter set, providing an explanation for this failure. The dominant pattern is isolated via numerical simulation. Additionally, by sampling patterns of non-integer wavelength on a discrete mesh, we highlight a disparity between the continuous and discrete representations of signalling mechanisms: in the continuous case, patterns of arbitrary wavelength are possible, while sampling such patterns on a discrete mesh leads to longer wavelength harmonics being selected where the wavelength is rational; in the irrational case, the resulting aperiodic patterns exhibit 'local periodicity', being constructed from distorted stable shorter wavelength patterns. This feature is consistent with experimentally observed patterns, which typically display approximate short-range periodicity with defects.

Math anxiety and math performance in children: The mediating roles of working memory and math self-concept.

PubMed

Justicia-Galiano, M José; Martín-Puga, M Eva; Linares, Rocío; Pelegrina, Santiago

2017-12-01

Numerous studies, most of them involving adolescents and adults, have evidenced a moderate negative relationship between math anxiety and math performance. There are, however, a limited number of studies that have addressed the mechanisms underlying this relation. This study aimed to investigate the role of two possible mediational mechanisms between math anxiety and math performance. Specifically, we sought to test the simultaneous mediating role of working memory and math self-concept. A total of 167 children aged 8-12 years participated in this study. Children completed a set of questionnaires used to assess math and trait anxiety, math self-concept as well as measures of math fluency and math problem-solving. Teachers were asked to rate each student's math achievement. As measures of working memory, two backward span tasks were administered to the children. A series of multiple mediation analyses were conducted. Results indicated that both mediators (working memory and math self-concept) contributed to explaining the relationship between math anxiety and math achievement. Results suggest that working memory and self-concept could be worth considering when designing interventions aimed at helping students with math anxiety. Longitudinal designs could also be used to better understand the mediational mechanisms that may explain the relationship between math anxiety and math performance. © 2017 The British Psychological Society.

A micro-computer-based system to compute magnetic variation

NASA Technical Reports Server (NTRS)

Kaul, Rajan

1987-01-01

A mathematical model of magnetic variation in the continental United States was implemented in the Ohio University Loran-C receiver. The model is based on a least squares fit of a polynomial function. The implementation on the microprocessor based Loran-C receiver is possible with the help of a math chip which performs 32 bit floating point mathematical operations. A Peripheral Interface Adapter is used to communicate between the 6502 based microcomputer and the 9511 math chip. The implementation provides magnetic variation data to the pilot as a function of latitude and longitude. The model and the real time implementation in the receiver are described.

Who Chooses STEM Careers? Using A Relative Cognitive Strength and Interest Model to Predict Careers in Science, Technology, Engineering, and Mathematics.

PubMed

Wang, Ming-Te; Ye, Feifei; Degol, Jessica Lauren

2017-08-01

Career aspirations in science, technology, engineering, and mathematics (STEM) are formulated in adolescence, making the high school years a critical time period for identifying the cognitive and motivational factors that increase the likelihood of future STEM employment. While past research has mainly focused on absolute cognitive ability levels in math and verbal domains, the current study tested whether relative cognitive strengths and interests in math, science, and verbal domains in high school were more accurate predictors of STEM career decisions. Data were drawn from a national longitudinal study in the United States (N = 1762; 48 % female; the first wave during ninth grade and the last wave at age 33). Results revealed that in the high-verbal/high-math/high-science ability group, individuals with higher science task values and lower orientation toward altruism were more likely to select STEM occupations. In the low-verbal/moderate-math/moderate-science ability group, individuals with higher math ability and higher math task values were more likely to select STEM occupations. The findings suggest that youth with asymmetrical cognitive ability profiles are more likely to select careers that utilize their cognitive strengths rather than their weaknesses, while symmetrical cognitive ability profiles may grant youth more flexibility in their options, allowing their interests and values to guide their career decisions.

Simulations of linear and Hamming codes using SageMath

NASA Astrophysics Data System (ADS)

Timur, Tahta D.; Adzkiya, Dieky; Soleha

2018-03-01

Digital data transmission over a noisy channel could distort the message being transmitted. The goal of coding theory is to ensure data integrity, that is, to find out if and where this noise has distorted the message and what the original message was. Data transmission consists of three stages: encoding, transmission, and decoding. Linear and Hamming codes are codes that we discussed in this work, where encoding algorithms are parity check and generator matrix, and decoding algorithms are nearest neighbor and syndrome. We aim to show that we can simulate these processes using SageMath software, which has built-in class of coding theory in general and linear codes in particular. First we consider the message as a binary vector of size k. This message then will be encoded to a vector with size n using given algorithms. And then a noisy channel with particular value of error probability will be created where the transmission will took place. The last task would be decoding, which will correct and revert the received message back to the original message whenever possible, that is, if the number of error occurred is smaller or equal to the correcting radius of the code. In this paper we will use two types of data for simulations, namely vector and text data.

Cultural differences in complex addition: efficient Chinese versus adaptive Belgians and Canadians.

PubMed

Imbo, Ineke; LeFevre, Jo-Anne

2009-11-01

In the present study, the authors tested the effects of working-memory load on math problem solving in 3 different cultures: Flemish-speaking Belgians, English-speaking Canadians, and Chinese-speaking Chinese currently living in Canada. Participants solved complex addition problems (e.g., 58 + 76) in no-load and working-memory load conditions, in which either the central executive or the phonological loop was loaded. The authors used the choice/no-choice method to obtain unbiased measures of strategy selection and strategy efficiency. The Chinese participants were faster than the Belgians, who were faster and more accurate than the Canadians. The Chinese also required fewer working-memory resources than did the Belgians and Canadians. However, the Chinese chose less adaptively from the available strategies than did the Belgians and Canadians. These cultural differences in math problem solving are likely the result of different instructional approaches during elementary school (practice and training in Asian countries vs. exploration and flexibility in non-Asian countries), differences in the number language, and informal cultural norms and standards. The relevance of being adaptive is discussed as well as the implications of the results in regards to the strategy choice and discovery simulation model of strategy selection (J. Shrager & R. S. Siegler, 1998).

Enhancing Student Learning in Food Engineering Using Computational Fluid Dynamics Simulations

ERIC Educational Resources Information Center

Wong, Shin Y.; Connelly, Robin K.; Hartel, Richard W.

2010-01-01

The current generation of students coming into food science and engineering programs is very visually oriented from their early experiences. To increase their interest in learning, new and visually appealing teaching materials need to be developed. Two diverse groups of students may be identified based on their math skills. Food science students…

Effects of Participation in a Simulation Game on Marketing Students' Numeracy and Financial Skills

ERIC Educational Resources Information Center

Brennan, Ross; Vos, Lynn

2013-01-01

The need to endow marketing graduates with skills relevant to employability grows ever more important. Marketing math and elementary financial understanding are essential employability skills, particularly given the contemporary emphasis on marketing metrics, but the evidence is that marketing graduates are often relatively weak in such skills.…

Teaching Technology with Technology. An Off-the-Shelf Robotics Course Builds Technical Center Enrollment.

ERIC Educational Resources Information Center

Hannemann, Jim; Rice, Thomas R.

1991-01-01

At the Oakland Technical Center, which provides vocational programs for nine Michigan high schools, a one-semester course in Foundations of Technology Systems uses a computer-simulated manufacturing environment to teach applied math, science, language arts, communication skills, problem solving, and teamwork in the context of technology education.…

Multimedia Transformation: A Special Report on Multimedia in Schools

ERIC Educational Resources Information Center

Education Week, 2011

2011-01-01

In science and math classes across the country, digital tools are being used to conduct experiments, analyze data, and run 3-D simulations to explain complex concepts. Language arts teachers are now pushing the definition of literacy to include the ability to express ideas through media. This report, "Multimedia Transformation," examines the many…

Taoscore Teacher's Guides: Phase 4.

ERIC Educational Resources Information Center

Taos Municipal Schools, NM.

A teacher's guide to six career education units--one for each of the elementary grades--has been compiled from a series of complete guides for each grade. Each of the six representative units includes step-by-step instructions for teacher activities in preparing and carrying out a simulated career experience; related curriculum concepts in math,…

Beauty and the beast: Aligning national curriculum standards with state (high school) graduation requirements

DOE Office of Scientific and Technical Information (OSTI.GOV)

Linder-Scholer, B.

1994-12-31

An overview of SCI/MATH/MN - Minnesota`s standards-based, systemic approach to the reform and improvement of the K-12 science and mathematics education delivery system - is offered as an illustration of the challenges of aligning state educational practices with the national curriculum standards, and as a model for business involvement in state educational policy issues that will enable fundamental, across-the-system reform. SCI/MATH/MN illustrates the major challenges involved in developing a statewide vision for math and science education reform, articulating frameworks aligned with the national standards, building capacity for system-oriented change at the local level, and involving business in systemic reform.

The science of complexity and the role of mathematics

NASA Astrophysics Data System (ADS)

Bountis, T.; Johnson, J.; Provata, A.; Tsironis, G.

2016-09-01

In the middle of the second decade of the 21st century, Complexity Science has reached a turning point. Its rapid advancement over the last 30 years has led to remarkable new concepts, methods and techniques, whose applications to complex systems of the physical, biological and social sciences has produced a great number of exciting results. The approach has so far depended almost exclusively on the solution of a wide variety of mathematical models by sophisticated numerical techniques and extensive simulations that have inspired a new generation of researchers interested in complex systems. Still, the impact of Complexity beyond the natural sciences, its applications to Medicine, Technology, Economics, Society and Policy are only now beginning to be explored. Furthermore, its basic principles and methods have so far remained within the realm of high level research institutions, out of reach of society's urgent need for practical applications. To address these issues, evaluate the current situation and bring Complexity Science closer to university students, a series of Ph.D. Schools on Mathematical Modeling of Complex Systems was launched, starting in July 2011 at the University of Patras, Greece (see http://www.math.upatras.gr/˜phdsch11). These Schools lasted two weeks each and included, beyond introductory lectures, a conference component of 2-3 days where students were exposed to recent results mainly presented by young researchers. The Ph.D. Schools continued successfully, the 2nd one taking place at Pescara, Italy (2012), (see http://www.nodycosy.unich.it), the 3d one at Heraklion, Crete, Greece (2013) (see http://nlsconf2013.physics.uoc.gr) and the 4th one in Athens, Greece (2014) (see http://nlsconf2014.physics.uoc.gr) (2014). This Special Theme volume contains the proceedings of the 5th Ph.D. School-Conference of this series held at the University of Patras, Greece, 20 30 July, 2015 (see http://www.math.upatras.gr/˜phdsch15) and includes many of the introductory lectures and research talks presented at this event. The primary concern of all those that participated in these events was to emphasize the role of mathematics, modeling and numerical simulation, which are indispensable for understanding what we call complex behavior of physical, biological, technological and socio - economical systems. In the discussions that took place, a great number of participants expressed the need to formulate a unifying theory of complex systems based on the main conclusions that have been reached so far in the science of Complexity. As Guest Editors of this volume, we also feel that it is important to reach some fundamental conclusions concerning common phenomena, theories and methodologies that arise in Complexity. We should all work to explore common rules and approaches, particularly in view of the remarkable challenges that face us all regarding complex social problems that threaten present day society and civilization as we know them.

Bearing tester data compilation, analysis, and reporting and bearing math modeling

NASA Technical Reports Server (NTRS)

1986-01-01

A test condition data base was developed for the Bearing and Seal Materials Tester (BSMT) program which permits rapid retrieval of test data for trend analysis and evaluation. A model was developed for the Space shuttle Main Engine (SSME) Liquid Oxygen (LOX) turbopump shaft/bearing system. The model was used to perform parametric analyses to determine the sensitivity of bearing operating characteristics and temperatures to variations in: axial preload, contact friction, coolant flow and subcooling, heat transfer coefficients, outer race misalignments, and outer race to isolator clearances. The bearing program ADORE (Advanced Dynamics of Rolling Elements) was installed on the UNIVAC 1100/80 computer system and is operational. ADORE is an advanced FORTRAN computer program for the real time simulation of the dynamic performance of rolling bearings. A model of the 57 mm turbine-end bearing is currently being checked out. Analyses were conducted to estimate flow work energy for several flow diverter configurations and coolant flow rates for the LOX BSMT.

A latent profile analysis of math achievement, numerosity, and math anxiety in twins

PubMed Central

Hart, Sara A.; Logan, Jessica A.R.; Thompson, Lee; Kovas, Yulia; McLoughlin, Gráinne; Petrill, Stephen A.

2015-01-01

Underperformance in math is a problem with increasing prevalence, complex etiology, and severe repercussions. This study examined the etiological heterogeneity of math performance in a sample of 264 pairs of 12-year-old twins assessed on measures of math achievement, numerosity and math anxiety. Latent profile analysis indicated five groupings of individuals representing different patterns of math achievement, numerosity and math anxiety, coupled with differing degrees of familial transmission. These results suggest that there may be distinct profiles of math achievement, numerosity and anxiety; particularly for students who struggle in math. PMID:26957650

A latent profile analysis of math achievement, numerosity, and math anxiety in twins.

PubMed

Hart, Sara A; Logan, Jessica A R; Thompson, Lee; Kovas, Yulia; McLoughlin, Gráinne; Petrill, Stephen A

2016-02-01

Underperformance in math is a problem with increasing prevalence, complex etiology, and severe repercussions. This study examined the etiological heterogeneity of math performance in a sample of 264 pairs of 12-year-old twins assessed on measures of math achievement, numerosity and math anxiety. Latent profile analysis indicated five groupings of individuals representing different patterns of math achievement, numerosity and math anxiety, coupled with differing degrees of familial transmission. These results suggest that there may be distinct profiles of math achievement, numerosity and anxiety; particularly for students who struggle in math.

Inspection of the Math Model Tools for On-Orbit Assessment of Impact Damage Report. Version 1.0

NASA Technical Reports Server (NTRS)

Harris, Charles E.; Raju, Ivatury S.; Piascik, Robert S.; Kramer White, Julie; Labbe, Steve G.; Rotter, Hank A.

2005-01-01

In Spring of 2005, the NASA Engineering Safety Center (NESC) was engaged by the Space Shuttle Program (SSP) to peer review the suite of analytical tools being developed to support the determination of impact and damage tolerance of the Orbiter Thermal Protection Systems (TPS). The NESC formed an independent review team with the core disciplines of materials, flight sciences, structures, mechanical analysis and thermal analysis. The Math Model Tools reviewed included damage prediction and stress analysis, aeroheating analysis, and thermal analysis tools. Some tools are physics-based and other tools are empirically-derived. Each tool was created for a specific use and timeframe, including certification, real-time pre-launch assessments, and real-time on-orbit assessments. The tools are used together in an integrated strategy for assessing the ramifications of impact damage to tile and RCC. The NESC teams conducted a peer review of the engineering data package for each Math Model Tool. This report contains the summary of the team observations and recommendations from these reviews.

The Effects of the Elevate Math Summer Program on Math Achievement and Algebra Readiness. REL 2015-096

ERIC Educational Resources Information Center

Snipes, Jason; Huang, Chun-Wei; Jaquet, Karina; Finkelstein, Neal

2015-01-01

The Effects of the Elevate Math summer program on math achievement and algebra readiness: This randomized trial examined the effects of the Elevate Math summer program on math achievement and algebra readiness, as well as math interest and self-efficacy, among rising 8th grade students in California's Silicon Valley. The Elevate Math summer math…

The effectiveness of problem-based learning on students’ problem solving ability in vector analysis course

NASA Astrophysics Data System (ADS)

Mushlihuddin, R.; Nurafifah; Irvan

2018-01-01

The student’s low ability in mathematics problem solving proved to the less effective of a learning process in the classroom. Effective learning was a learning that affects student’s math skills, one of which is problem-solving abilities. Problem-solving capability consisted of several stages: understanding the problem, planning the settlement, solving the problem as planned, re-examining the procedure and the outcome. The purpose of this research was to know: (1) was there any influence of PBL model in improving ability Problem solving of student math in a subject of vector analysis?; (2) was the PBL model effective in improving students’ mathematical problem-solving skills in vector analysis courses? This research was a quasi-experiment research. The data analysis techniques performed from the test stages of data description, a prerequisite test is the normality test, and hypothesis test using the ANCOVA test and Gain test. The results showed that: (1) there was an influence of PBL model in improving students’ math problem-solving abilities in vector analysis courses; (2) the PBL model was effective in improving students’ problem-solving skills in vector analysis courses with a medium category.

Autonomous Control of a Quadrotor UAV Using Fuzzy Logic

NASA Astrophysics Data System (ADS)

Sureshkumar, Vijaykumar

UAVs are being increasingly used today than ever before in both military and civil applications. They are heavily preferred in "dull, dirty or dangerous" mission scenarios. Increasingly, UAVs of all kinds are being used in policing, fire-fighting, inspection of structures, pipelines etc. Recently, the FAA gave its permission for UAVs to be used on film sets for motion capture and high definition video recording. The rapid development in MEMS and actuator technology has made possible a plethora of UAVs that are suited for commercial applications in an increasingly cost effective manner. An emerging popular rotary wing UAV platform is the Quadrotor A Quadrotor is a helicopter with four rotors, that make it more stable; but more complex to model and control. Characteristics that provide a clear advantage over other fixed wing UAVs are VTOL and hovering capabilities as well as a greater maneuverability. It is also simple in construction and design compared to a scaled single rotorcraft. Flying such UAVs using a traditional radio Transmitter-Receiver setup can be a daunting task especially in high stress situations. In order to make such platforms widely applicable, a certain level of autonomy is imperative to the future of such UAVs. This thesis paper presents a methodology for the autonomous control of a Quadrotor UAV using Fuzzy Logic. Fuzzy logic control has been chosen over conventional control methods as it can deal effectively with highly nonlinear systems, allows for imprecise data and is extremely modular. Modularity and adaptability are the key cornerstones of FLC. The objective of this thesis is to present the steps of designing, building and simulating an intelligent flight control module for a Quadrotor UAV. In the course of this research effort, a Quadrotor UAV is indigenously developed utilizing the resources of an online open source project called Aeroquad. System design is comprehensively dealt with. A math model for the Quadrotor is developed and a simulation environment is built in the MATLAB/Simulink framework. The Fuzzy flight controller development is discussed intensively. Validation of the math model developed is presented using actual flight data. Excellent attitude tracking is demonstrated for near hover flight regimes. The responses are analyzed and future work involving implementation is discussed.

The Effect of Using Mind Maps on the Development of Maths and Science Skills

ERIC Educational Resources Information Center

Polat, Ozgul; Yavuz, Ezgi Aksin; Tunc, Ayse Betul Ozkarabak

2017-01-01

The aim of this study is to examine the effect of mind mapping activities on the maths and science skills of children 48 to 60 months of age. The study was designed using an experimental model with a pre-test post-test and a control group. Accordingly, the hypotheses of the study was that there would be meaningful differences in the values…

An Investigation of the Linkage between Technology-Based Activities and STEM Major Selection in 4-Year Postsecondary Institutions in the United States: Multilevel Structural Equation Modelling

ERIC Educational Resources Information Center

Lee, Ahlam

2015-01-01

Among the disciplines of science, technology, engineering, and math (STEM), much attention has been paid to the influences of math- and science-related learning contexts on students' STEM major selection. However, the technology and engineering learning contexts that are linked to STEM major selection have been overlooked. In response, a…

Use of a Survival Analysis Technique in Understanding Game Performance in Instructional Games. CRESST Report 812

ERIC Educational Resources Information Center

Kim, Jinok; Chung, Gregory K. W. K.

2012-01-01

In this study we compared the effects of two math game designs on math and game performance, using discrete-time survival analysis (DTSA) to model players' risk of not advancing to the next level in the game. 137 students were randomly assigned to two game conditions. The game covered the concept of a unit and the addition of like-sized fractional…

Teacher Beliefs, Teacher Concerns, and School Leadership Support as Influences on School Readiness for Implementing a Research-Based Reform Model

ERIC Educational Resources Information Center

Carhart, Elizabeth Hoag

2013-01-01

Federal policy makers and school leaders increasingly recognize middle school math as a turning point in students' academic success. An i3 scale-up grant allowed grant partners to conduct a large-scale implementation of PowerTeaching (PT), a research-based reform to increase student math achievement. In a mixed-methods study during the pilot phase…

Modeling Student Choice of STEM Fields of Study: Testing a Conceptual Framework of Motivation, High School Learning, and Postsecondary Context of Support. WISCAPE Working Paper

ERIC Educational Resources Information Center

Wang, Xueli

2012-01-01

This study draws upon social cognitive career theory and higher education literature to propose and test a conceptual framework for understanding the selection of postsecondary STEM fields of study by recent high school graduates who attend four-year institutions. Results suggest that high school math achievement, exposure to math and science…

Verbal and visual-spatial working memory and mathematical ability in different domains throughout primary school.

PubMed

Van de Weijer-Bergsma, Eva; Kroesbergen, Evelyn H; Van Luit, Johannes E H

2015-04-01

The relative importance of visual-spatial and verbal working memory for mathematics performance and learning seems to vary with age, the novelty of the material, and the specific math domain that is investigated. In this study, the relations between verbal and visual-spatial working memory and performance in four math domains (i.e., addition, subtraction, multiplication, and division) at different ages during primary school are investigated. Children (N = 4337) from grades 2 through 6 participated. Visual-spatial and verbal working memory were assessed using online computerized tasks. Math performance was assessed at the start, middle, and end of the school year using a speeded arithmetic test. Multilevel Multigroup Latent Growth Modeling was used to model individual differences in level and growth in math performance, and examine the predictive value of working memory per grade, while controlling for effects of classroom membership. The results showed that as grade level progressed, the predictive value of visual-spatial working memory for individual differences in level of mathematics performance waned, while the predictive value of verbal working memory increased. Working memory did not predict individual differences between children in their rate of performance growth throughout the school year. These findings are discussed in relation to three, not mutually exclusive, explanations for such age-related findings.

Thermal Pollution Math Model. Volume 1. Thermal Pollution Model Package Verification and Transfer. [environment impact of thermal discharges from power plants

NASA Technical Reports Server (NTRS)

Lee, S. S.; Sengupta, S.

1980-01-01

Two three dimensional, time dependent models, one free surface, the other rigid lid, were verified at Anclote Anchorage and Lake Keowee respectively. The first site is a coastal site in northern Florida; the other is a man-made lake in South Carolina. These models describe the dispersion of heated discharges from power plants under the action of ambient conditions. A one dimensional, horizontally-averaged model was also developed and verified at Lake Keowee. The data base consisted of archival in situ measurements and data collected during field missions. The field missions were conducted during winter and summer conditions at each site. Each mission consisted of four infrared scanner flights with supporting ground truth and in situ measurements. At Anclote, special care was taken to characterize the complete tidal cycle. The three dimensional model results compared with IR data for thermal plumes on an average within 1 C root mean square difference. The one dimensional model performed satisfactorily in simulating the 1971-1979 period.

Drifting solutions with elliptic symmetry for the compressible Navier-Stokes equations with density-dependent viscosity

DOE Office of Scientific and Technical Information (OSTI.GOV)

An, Hongli, E-mail: kaixinguoan@163.com; Yuen, Manwai, E-mail: nevetsyuen@hotmail.com

2014-05-15

In this paper, we investigate the analytical solutions of the compressible Navier-Stokes equations with dependent-density viscosity. By using the characteristic method, we successfully obtain a class of drifting solutions with elliptic symmetry for the Navier-Stokes model wherein the velocity components are governed by a generalized Emden dynamical system. In particular, when the viscosity variables are taken the same as Yuen [M. W. Yuen, “Analytical solutions to the Navier-Stokes equations,” J. Math. Phys. 49, 113102 (2008)], our solutions constitute a generalization of that obtained by Yuen. Interestingly, numerical simulations show that the analytical solutions can be used to explain the driftingmore » phenomena of the propagation wave like Tsunamis in oceans.« less

DOE Office of Scientific and Technical Information (OSTI.GOV)

Bastian, Mark; Trigueros, Jose V.

Phoenix is a Java Virtual Machine (JVM) based library for performing mathematical and astrodynamics calculations. It consists of two primary sub-modules, phoenix-math and phoenix-astrodynamics. The mathematics package has a variety of mathematical classes for performing 3D transformations, geometric reasoning, and numerical analysis. The astrodynamics package has various classes and methods for computing locations, attitudes, accesses, and other values useful for general satellite modeling and simulation. Methods for computing celestial locations, such as the location of the Sun and Moon, are also included. Phoenix is meant to be used as a library within the context of a larger application. For example,more » it could be used for a web service, desktop client, or to compute simple values in a scripting environment.« less

Schoolbook Texts: Behavioral Achievement Priming in Math and Language.

PubMed

Engeser, Stefan; Baumann, Nicola; Baum, Ingrid

2016-01-01

Prior research found reliable and considerably strong effects of semantic achievement primes on subsequent performance. In order to simulate a more natural priming condition to better understand the practical relevance of semantic achievement priming effects, running texts of schoolbook excerpts with and without achievement primes were used as priming stimuli. Additionally, we manipulated the achievement context; some subjects received no feedback about their achievement and others received feedback according to a social or individual reference norm. As expected, we found a reliable (albeit small) positive behavioral priming effect of semantic achievement primes on achievement in math (Experiment 1) and language tasks (Experiment 2). Feedback moderated the behavioral priming effect less consistently than we expected. The implication that achievement primes in schoolbooks can foster performance is discussed along with general theoretical implications.

Schoolbook Texts: Behavioral Achievement Priming in Math and Language

PubMed Central

Engeser, Stefan; Baumann, Nicola; Baum, Ingrid

2016-01-01

Prior research found reliable and considerably strong effects of semantic achievement primes on subsequent performance. In order to simulate a more natural priming condition to better understand the practical relevance of semantic achievement priming effects, running texts of schoolbook excerpts with and without achievement primes were used as priming stimuli. Additionally, we manipulated the achievement context; some subjects received no feedback about their achievement and others received feedback according to a social or individual reference norm. As expected, we found a reliable (albeit small) positive behavioral priming effect of semantic achievement primes on achievement in math (Experiment 1) and language tasks (Experiment 2). Feedback moderated the behavioral priming effect less consistently than we expected. The implication that achievement primes in schoolbooks can foster performance is discussed along with general theoretical implications. PMID:26938446

Identifying Maths Anxiety in Student Nurses and Focusing Remedial Work

ERIC Educational Resources Information Center

Bull, Heather

2009-01-01

Maths anxiety interferes with maths cognition and thereby increases the risk of maths errors. To initiate strategies for preventing anxiety-related errors progressing into nursing practice, this study explored the hypothesis that student nurses experience high maths anxiety in association with poor maths performance, and that high maths anxiety is…

Optimal run-and-tumble-based transportation of a Janus particle with active steering

NASA Astrophysics Data System (ADS)

Mano, Tomoyuki; Delfau, Jean-Baptiste; Iwasawa, Junichiro; Sano, Masaki

2017-03-01

Although making artificial micrometric swimmers has been made possible by using various propulsion mechanisms, guiding their motion in the presence of thermal fluctuations still remains a great challenge. Such a task is essential in biological systems, which present a number of intriguing solutions that are robust against noisy environmental conditions as well as variability in individual genetic makeup. Using synthetic Janus particles driven by an electric field, we present a feedback-based particle-guiding method quite analogous to the “run-and-tumbling” behavior of Escherichia coli but with a deterministic steering in the tumbling phase: the particle is set to the run state when its orientation vector aligns with the target, whereas the transition to the “steering” state is triggered when it exceeds a tolerance angle αα. The active and deterministic reorientation of the particle is achieved by a characteristic rotational motion that can be switched on and off by modulating the ac frequency of the electric field, which is reported in this work. Relying on numerical simulations and analytical results, we show that this feedback algorithm can be optimized by tuning the tolerance angle αα. The optimal resetting angle depends on signal to noise ratio in the steering state, and it is shown in the experiment. The proposed method is simple and robust for targeting, despite variability in self-propelling speeds and angular velocities of individual particles.

Achievement, motivation, and educational choices: A longitudinal study of expectancy and value using a multiplicative perspective.

PubMed

Guo, Jiesi; Parker, Philip D; Marsh, Herbert W; Morin, Alexandre J S

2015-08-01

Drawing on the expectancy-value model, the present study explored individual and gender differences in university entry and selection of educational pathway (e.g., science, technology, engineering, and mathematics [STEM] course selection). In particular, we examined the multiplicative effects of expectancy and task values on educational outcomes during the transition into early adulthood. Participants were from a nationally representative longitudinal sample of 15-year-old Australian youths (N = 10,370). The results suggest that (a) both math self-concept and intrinsic value interact in predicting advanced math course selection, matriculation results, entrance into university, and STEM fields of study; (b) prior reading achievement has negative effects on advanced math course selection and STEM fields through math motivational beliefs; and (c) gender differences in educational outcomes are mediated by gender differences in motivational beliefs and prior academic achievement, while the processes underlying choice of educational pathway were similar for males and females. (c) 2015 APA, all rights reserved).

Positive Attitude Toward Math Supports Early Academic Success: Behavioral Evidence and Neurocognitive Mechanisms.

PubMed

Chen, Lang; Bae, Se Ri; Battista, Christian; Qin, Shaozheng; Chen, Tianwen; Evans, Tanya M; Menon, Vinod

2018-03-01

Positive attitude is thought to impact academic achievement and learning in children, but little is known about its underlying neurocognitive mechanisms. Using a large behavioral sample of 240 children, we found that positive attitude toward math uniquely predicted math achievement, even after we accounted for multiple other cognitive-affective factors. We then investigated the neural mechanisms underlying the link between positive attitude and academic achievement in two independent cohorts of children (discovery cohort: n = 47; replication cohort: n = 28) and tested competing hypotheses regarding the differential roles of affective-motivational and learning-memory systems. In both cohorts, we found that positive attitude was associated with increased engagement of the hippocampal learning-memory system. Structural equation modeling further revealed that, in both cohorts, increased hippocampal activity and more frequent use of efficient memory-based strategies mediated the relation between positive attitude and higher math achievement. Our study is the first to elucidate the neurocognitive mechanisms by which positive attitude influences learning and academic achievement.

Mathematical Ability of 10-Year-Old Boys and Girls: Genetic and Environmental Etiology of Typical and Low Performance

PubMed Central

Kovas, Yulia; Haworth, Claire M. A.; Petrill, Stephen A.; Plomin, Robert

2009-01-01

The genetic and environmental etiologies of 3 aspects of low mathematical performance (math disability) and the full range of variability (math ability) were compared for boys and girls in a sample of 5,348 children age 10 years (members of 2,674 pairs of same-sex and opposite-sex twins) from the United Kingdom (UK). The measures, which we developed for Web-based testing, included problems from 3 domains of mathematics taught as part of the UK National Curriculum. Using quantitative genetic model-fitting analyses, similar results were found for math disabilities and abilities for all 3 measures: Moderate genetic influence and environmental influence were mainly due to nonshared environmental factors that were unique to the individual, with little influence from shared environment. No sex differences were found in the etiologies of math abilities and disabilities. We conclude that low mathematical performance is the quantitative extreme of the same genetic and environmental factors responsible for variation throughout the distribution. PMID:18064980

Math Anxiety in Second and Third Graders and Its Relation to Mathematics Achievement

PubMed Central

Wu, Sarah S.; Barth, Maria; Amin, Hitha; Malcarne, Vanessa; Menon, Vinod

2012-01-01

Although the detrimental effects of math anxiety in adults are well understood, few studies have examined how it affects younger children who are beginning to learn math in a formal academic setting. Here, we examine the relationship between math anxiety and math achievement in second and third graders. In response to the need for a grade-appropriate measure of assessing math anxiety in this group we first describe the development of Scale for Early Mathematics Anxiety (SEMA), a new measure for assessing math anxiety in second and third graders that is based on the Math Anxiety Rating Scale. We demonstrate the construct validity and reliability of the SEMA and use it to characterize the effect of math anxiety on standardized measures of math abilities, as assessed using the Mathematical Reasoning and Numerical Operations subtests of the Wechsler Individual Achievement Test (WIAT-II). Math achievement, as measured by the WIAT-II Math Composite score, was significantly and negatively correlated with SEMA but not with trait anxiety scores. Additional analyses showed that SEMA scores were strongly correlated with Mathematical Reasoning scores, which involves more complex verbal problem solving. SEMA scores were weakly correlated with Numerical Operations which assesses basic computation skills, suggesting that math anxiety has a pronounced effect on more demanding calculations. We also found that math anxiety has an equally detrimental impact on math achievement regardless of whether children have an anxiety related to numbers or to the situational and social experience of doing math. Critically, these effects were unrelated to trait anxiety, providing the first evidence that the specific effects of math anxiety can be detected in the earliest stages of formal math learning in school. Our findings provide new insights into the developmental origins of math anxiety, and further underscore the need to remediate math anxiety and its deleterious effects on math achievement in young children. PMID:22701105

Math anxiety in second and third graders and its relation to mathematics achievement.

PubMed

Wu, Sarah S; Barth, Maria; Amin, Hitha; Malcarne, Vanessa; Menon, Vinod

2012-01-01

Although the detrimental effects of math anxiety in adults are well understood, few studies have examined how it affects younger children who are beginning to learn math in a formal academic setting. Here, we examine the relationship between math anxiety and math achievement in second and third graders. In response to the need for a grade-appropriate measure of assessing math anxiety in this group we first describe the development of Scale for Early Mathematics Anxiety (SEMA), a new measure for assessing math anxiety in second and third graders that is based on the Math Anxiety Rating Scale. We demonstrate the construct validity and reliability of the SEMA and use it to characterize the effect of math anxiety on standardized measures of math abilities, as assessed using the Mathematical Reasoning and Numerical Operations subtests of the Wechsler Individual Achievement Test (WIAT-II). Math achievement, as measured by the WIAT-II Math Composite score, was significantly and negatively correlated with SEMA but not with trait anxiety scores. Additional analyses showed that SEMA scores were strongly correlated with Mathematical Reasoning scores, which involves more complex verbal problem solving. SEMA scores were weakly correlated with Numerical Operations which assesses basic computation skills, suggesting that math anxiety has a pronounced effect on more demanding calculations. We also found that math anxiety has an equally detrimental impact on math achievement regardless of whether children have an anxiety related to numbers or to the situational and social experience of doing math. Critically, these effects were unrelated to trait anxiety, providing the first evidence that the specific effects of math anxiety can be detected in the earliest stages of formal math learning in school. Our findings provide new insights into the developmental origins of math anxiety, and further underscore the need to remediate math anxiety and its deleterious effects on math achievement in young children.

Math anxiety differentially affects WAIS-IV arithmetic performance in undergraduates.

PubMed

Buelow, Melissa T; Frakey, Laura L

2013-06-01

Previous research has shown that math anxiety can influence the math performance level; however, to date, it is unknown whether math anxiety influences performance on working memory tasks during neuropsychological evaluation. In the present study, 172 undergraduate students completed measures of math achievement (the Math Computation subtest from the Wide Range Achievement Test-IV), math anxiety (the Math Anxiety Rating Scale-Revised), general test anxiety (from the Adult Manifest Anxiety Scale-College version), and the three Working Memory Index tasks from the Wechsler Adult Intelligence Scale-IV Edition (WAIS-IV; Digit Span [DS], Arithmetic, Letter-Number Sequencing [LNS]). Results indicated that math anxiety predicted performance on Arithmetic, but not DS or LNS, above and beyond the effects of gender, general test anxiety, and math performance level. Our findings suggest that math anxiety can negatively influence WAIS-IV working memory subtest scores. Implications for clinical practice include the utilization of LNS in individuals expressing high math anxiety.

RFI Math Model programs for predicting intermodulation interference

NASA Technical Reports Server (NTRS)

Stafford, J. M.

1974-01-01

Receivers operating on a space vehicle or an aircraft having many on-board transmitters are subject to intermodulation interference from mixing in the transmitting antenna systems, the external environment, or the receiver front-ends. This paper presents the techniques utilized in RFI Math Model computer programs that were developed to aid in the prevention of interference by predicting problem areas prior to occurrence. Frequencies and amplitudes of possible intermodulation products generated in the external environment are calculated and compared to receiver sensitivities. Intermodulation products generated in receivers are evaluated to determine the adequacy of preselector ejection.

Boundary Layer Measurements on Slender Blunt Cones at Free-Stream Mach Number 8

DTIC Science & Technology

1979-12-01

34 Angle of a t t a c k , deg Model c o n f i g u r a t i o n d e s i g n a t i o n Center of rotation~ tunnel centerline axial station about...ft/sec X Axial location located from virtual apex of 7-deg cone model, in. ZA ZP ZT ~ . . = ° Anemometer-probe height, distance to probe...300 psla at Math number 6, and 50 to 900 psia at Math number 8, with air supplied by the VKF main compressor plant. Stagnation temperatures sufficient

Short-term retention of a single word relies on retrieval from long-term memory when both rehearsal and refreshing are disrupted.

PubMed

Rose, Nathan S; Buchsbaum, Bradley R; Craik, Fergus I M

2014-07-01

Many working memory (WM) models propose that the focus of attention (or primary memory) has a capacity limit of one to four items, and therefore, that performance on WM tasks involves retrieving some items from long-term (or secondary) memory (LTM). In the present study, we present evidence suggesting that recall of even one item on a WM task can involve retrieving it from LTM. The WM task required participants to make a deep (living/nonliving) or shallow ("e"/no "e") level-of-processing (LOP) judgment on one word and to recall the word after a 10-s delay on each trial. During the delay, participants either rehearsed the word or performed an easy or a hard math task. When the to-be-remembered item could be rehearsed, recall was fast and accurate. When it was followed by a math task, recall was slower, error-prone, and benefited from a deeper LOP at encoding, especially for the hard math condition. The authors suggest that a covert-retrieval mechanism may have refreshed the item during easy math, and that the hard math condition shows that even a single item cannot be reliably held in WM during a sufficiently distracting task--therefore, recalling the item involved retrieving it from LTM. Additionally, performance on a final free recall (LTM) test was better for items recalled following math than following rehearsal, suggesting that initial recall following math involved elaborative retrieval from LTM, whereas rehearsal did not. The authors suggest that the extent to which performance on WM tasks involves retrieval from LTM depends on the amounts of disruption to both rehearsal and covert-retrieval/refreshing maintenance mechanisms.

Efficient development and processing of thermal math models of very large space truss structures

NASA Technical Reports Server (NTRS)

Warren, Andrew H.; Arelt, Joseph E.; Lalicata, Anthony L.

1993-01-01

As the spacecraft moves along the orbit, the truss members are subjected to direct and reflected solar, albedo and planetary infra-red (IR) heating rates, as well as IR heating and shadowing from other spacecraft components. This is a transient process with continuously changing heating loads and the shadowing effects. The resulting nonuniform temperature distribution may cause nonuniform thermal expansion, deflection and stress in the truss elements, truss warping and thermal distortions. There are three challenges in the thermal-structural analysis of the large truss structures. The first is the development of the thermal and structural math models, the second - model processing, and the third - the data transfer between the models. All three tasks require considerable time and computer resources to be done because of a very large number of components involved. To address these challenges a series of techniques of automated thermal math modeling and efficient processing of very large space truss structures were developed. In the process the finite element and finite difference methods are interfaced. A very substantial reduction of the quantity of computations was achieved while assuring a desired accuracy of the results. The techniques are illustrated on the thermal analysis of a segment of the Space Station main truss.

Self-Regulation and Math Attitudes: Effects on Academic Performance in Developmental Math Courses at a Community College

ERIC Educational Resources Information Center

Otts, Cynthia D.

2010-01-01

The purpose of the study was to investigate the relationship among math attitudes, self-regulated learning, and course outcomes in developmental math. Math attitudes involved perceived usefulness of math and math anxiety. Self-regulated learning represented the ability of students to control cognitive, metacognitive, and behavioral aspects of…

College Math Assessment: SAT Scores vs. College Math Placement Scores

ERIC Educational Resources Information Center

Foley-Peres, Kathleen; Poirier, Dawn

2008-01-01

Many colleges and university's use SAT math scores or math placement tests to place students in the appropriate math course. This study compares the use of math placement scores and SAT scores for 188 freshman students. The student's grades and faculty observations were analyzed to determine if the SAT scores and/or college math assessment scores…

A Rigorous Sharp Interface Limit of a Diffuse Interface Model Related to Tumor Growth

NASA Astrophysics Data System (ADS)

Rocca, Elisabetta; Scala, Riccardo

2017-06-01

In this paper, we study the rigorous sharp interface limit of a diffuse interface model related to the dynamics of tumor growth, when a parameter ɛ, representing the interface thickness between the tumorous and non-tumorous cells, tends to zero. More in particular, we analyze here a gradient-flow-type model arising from a modification of the recently introduced model for tumor growth dynamics in Hawkins-Daruud et al. (Int J Numer Math Biomed Eng 28:3-24, 2011) (cf. also Hilhorst et al. Math Models Methods Appl Sci 25:1011-1043, 2015). Exploiting the techniques related to both gradient flows and gamma convergence, we recover a condition on the interface Γ relating the chemical and double-well potentials, the mean curvature, and the normal velocity.

Aerospace Toolbox---a flight vehicle design, analysis, simulation ,and software development environment: I. An introduction and tutorial

NASA Astrophysics Data System (ADS)

Christian, Paul M.; Wells, Randy

2001-09-01

This paper presents a demonstrated approach to significantly reduce the cost and schedule of non real-time modeling and simulation, real-time HWIL simulation, and embedded code development. The tool and the methodology presented capitalize on a paradigm that has become a standard operating procedure in the automotive industry. The tool described is known as the Aerospace Toolbox, and it is based on the MathWorks Matlab/Simulink framework, which is a COTS application. Extrapolation of automotive industry data and initial applications in the aerospace industry show that the use of the Aerospace Toolbox can make significant contributions in the quest by NASA and other government agencies to meet aggressive cost reduction goals in development programs. The part I of this paper provides a detailed description of the GUI based Aerospace Toolbox and how it is used in every step of a development program; from quick prototyping of concept developments that leverage built-in point of departure simulations through to detailed design, analysis, and testing. Some of the attributes addressed include its versatility in modeling 3 to 6 degrees of freedom, its library of flight test validated library of models (including physics, environments, hardware, and error sources), and its built-in Monte Carlo capability. Other topics to be covered in this part include flight vehicle models and algorithms, and the covariance analysis package, Navigation System Covariance Analysis Tools (NavSCAT). Part II of this paper, to be published at a later date, will conclude with a description of how the Aerospace Toolbox is an integral part of developing embedded code directly from the simulation models by using the Mathworks Real Time Workshop and optimization tools. It will also address how the Toolbox can be used as a design hub for Internet based collaborative engineering tools such as NASA's Intelligent Synthesis Environment (ISE) and Lockheed Martin's Interactive Missile Design Environment (IMD).

Is math anxiety in the secondary classroom limiting physics mastery? A study of math anxiety and physics performance

NASA Astrophysics Data System (ADS)

Mercer, Gary J.

This quantitative study examined the relationship between secondary students with math anxiety and physics performance in an inquiry-based constructivist classroom. The Revised Math Anxiety Rating Scale was used to evaluate math anxiety levels. The results were then compared to the performance on a physics standardized final examination. A simple correlation was performed, followed by a multivariate regression analysis to examine effects based on gender and prior math background. The correlation showed statistical significance between math anxiety and physics performance. The regression analysis showed statistical significance for math anxiety, physics performance, and prior math background, but did not show statistical significance for math anxiety, physics performance, and gender.

Numerical simulation of mushrooms during freezing using the FEM and an enthalpy: Kirchhoff formulation

NASA Astrophysics Data System (ADS)

Santos, M. V.; Lespinard, A. R.

2011-12-01

The shelf life of mushrooms is very limited since they are susceptible to physical and microbial attack; therefore they are usually blanched and immediately frozen for commercial purposes. The aim of this work was to develop a numerical model using the finite element technique to predict freezing times of mushrooms considering the actual shape of the product. The original heat transfer equation was reformulated using a combined enthalpy-Kirchhoff formulation, therefore an own computational program using Matlab 6.5 (MathWorks, Natick, Massachusetts) was developed, considering the difficulties encountered when simulating this non-linear problem in commercial softwares. Digital images were used to generate the irregular contour and the domain discretization. The numerical predictions agreed with the experimental time-temperature curves during freezing of mushrooms (maximum absolute error <3.2°C) obtaining accurate results and minimum computer processing times. The codes were then applied to determine required processing times for different operating conditions (external fluid temperatures and surface heat transfer coefficients).

A micro-computer based system to compute magnetic variation

NASA Technical Reports Server (NTRS)

Kaul, R.

1984-01-01

A mathematical model of magnetic variation in the continental United States (COT48) was implemented in the Ohio University LORAN C receiver. The model is based on a least squares fit of a polynomial function. The implementation on the microprocessor based LORAN C receiver is possible with the help of a math chip, Am9511 which performs 32 bit floating point mathematical operations. A Peripheral Interface Adapter (M6520) is used to communicate between the 6502 based micro-computer and the 9511 math chip. The implementation provides magnetic variation data to the pilot as a function of latitude and longitude. The model and the real time implementation in the receiver are described.

Bearing tester data compilation, analysis, and reporting and bearing math modeling

NASA Technical Reports Server (NTRS)

1983-01-01

The Shaberth bearing analysis computer program was developed for the analysis of jet engine shaft/bearing systems operating above room temperature with normal hydrocarbon lubricants. It is also possible to use this tool to evaluate the shaft bearing systems operating in cryogenics. Effects such as fluid drag, radial temperature gradients, outer race misalignments and clearance changes were simulated and evaluated. In addition, the speed and preload effects on bearing radial stiffness was evaluated. The Shaberth program was also used to provide contact stresses from which contact geometry was calculated to support other analyses such as the determination of cryogenic fluid film thickness in the contacts and evaluation of surface and subsurface stresses necessary for bearing failure evaluation. This program was a vital tool for the thermal analysis of the bearing in that it provides the heat generation rates at the rolling element/race contacts for input into a thermal model of the bearing/shaft assembly.

Feedback linearizing control of a MIMO power system

NASA Astrophysics Data System (ADS)

Ilyes, Laszlo

Prior research has demonstrated that either the mechanical or electrical subsystem of a synchronous electric generator may be controlled using single-input single-output (SISO) nonlinear feedback linearization. This research suggests a new approach which applies nonlinear feedback linearization to a multi-input multi-output (MIMO) model of the synchronous electric generator connected to an infinite bus load model. In this way, the electrical and mechanical subsystems may be linearized and simultaneously decoupled through the introduction of a pair of auxiliary inputs. This allows well known, linear, SISO control methods to be effectively applied to the resulting systems. The derivation of the feedback linearizing control law is presented in detail, including a discussion on the use of symbolic math processing as a development tool. The linearizing and decoupling properties of the control law are validated through simulation. And finally, the robustness of the control law is demonstrated.

Application of nomographs for analysis and prediction of receiver spurious response EMI

NASA Astrophysics Data System (ADS)

Heather, F. W.

1985-07-01

Spurious response EMI for the front end of a superheterodyne receiver follows a simple mathematic formula; however, the application of the formula to predict test frequencies produces more data than can be evaluated. An analysis technique has been developed to graphically depict all receiver spurious responses usig a nomograph and to permit selection of optimum test frequencies. The discussion includes the math model used to simulate a superheterodyne receiver, the implementation of the model in the computer program, the approach to test frequency selection, interpretation of the nomographs, analysis and prediction of receiver spurious response EMI from the nomographs, and application of the nomographs. In addition, figures are provided of sample applications. This EMI analysis and prediction technique greatly improves the Electromagnetic Compatibility (EMC) test engineer's ability to visualize the scope of receiver spurious response EMI testing and optimize test frequency selection.

Math practice and its influence on math skills and executive functions in adolescents with mild to borderline intellectual disability.

PubMed

Jansen, Brenda R J; De Lange, Eva; Van der Molen, Mariët J

2013-05-01

Adolescents with mild to borderline intellectual disability (MBID) often complete schooling without mastering basic math skills, even though basic math is essential for math-related challenges in everyday life. Limited attention to cognitive skills and low executive functioning (EF) may cause this delay. We aimed to improve math skills in an MBID-sample using computerized math training. Also, it was investigated whether EF and math performance were related and whether computerized math training had beneficial effects on EF. The sample consisted of a total of 58 adolescents (12-15 years) from special education. Participants were randomly assigned to either the experimental group or a treatment as usual (TAU) group. In the experimental condition, participants received 5 weeks of training. Math performance and EF were assessed before and after the training period. Math performance improved equally in both groups. However, frequently practicing participants improved more than participants in the control group. Visuo-spatial memory skills were positively related to addition and subtraction skills. Transfer effects from math training to EF were absent. It is concluded that math skills may increase if a reasonable effort in practicing math skills is made. The relation between visuo-spatial memory skills provides opportunities for improving math performance. Copyright © 2013 Elsevier Ltd. All rights reserved.

An Interactive Videodisc Program To Evaluate and Train Job-Related Math Skills for Transition. Final Report.

ERIC Educational Resources Information Center

Harris, Carolyn DeMeyer; And Others

The project designed and developed a videodisc package that provides both assessment and related instruction programs for job-related mathematics problem solving, using simulations to provide direct access to vocational situations. The materials are intended to meet the needs of youth and young adults with mild mental handicaps in transition from…

In Their Shoes: Teachers Experience the Needs of English Language Learners through a Math Simulation

ERIC Educational Resources Information Center

de Oliveira, Luciana C.

2011-01-01

Given the increase in the number of culturally and linguistically diverse students in American schools, it is vital for teacher education programs to address the needs of English Language Learners (ELLs) in their courses. Mainstream, general education teachers who did not previously experience this student population in their classes are now…

Principals as Enablers in the Use of Technology in High Schools

ERIC Educational Resources Information Center

Pye, Jane M.

2013-01-01

Use of educational technology, hardware and software such as whiteboards, simulators, math solvers, and language programs, has been shown to enhance learning by providing a more vivid, interactive experience. Yet a number of studies in the last 5 to 7 years have reported low use of educational technology (e-technology) by high school teachers and…

Global Warming & the Greenhouse Effect. Grades 7-10. Teacher's Guide. Great Explorations in Math and Science (GEMS).

ERIC Educational Resources Information Center

Hocking, Colin; And Others

This series of educational activities is intended to help teachers communicate basic scientific concepts related to global warming and the greenhouse effect to students grades 7-10. Seven sessions provide laboratory activities, simulations, and discussions that can be used to improve student understanding of a number of important scientific…

Does Math Self-Efficacy Mediate the Effect of the Perceived Classroom Environment on Standardized Math Test Performance?

ERIC Educational Resources Information Center

Fast, Lisa A.; Lewis, James L.; Bryant, Michael J.; Bocian, Kathleen A.; Cardullo, Richard A.; Rettig, Michael; Hammond, Kimberly A.

2010-01-01

We examined the effect of the perceived classroom environment on math self-efficacy and the effect of math self-efficacy on standardized math test performance. Upper elementary school students (N = 1,163) provided self-reports of their perceived math self-efficacy and the degree to which their math classroom environment was mastery oriented,…

The role of expressive writing in math anxiety.

PubMed

Park, Daeun; Ramirez, Gerardo; Beilock, Sian L

2014-06-01

Math anxiety is a negative affective reaction to situations involving math. Previous work demonstrates that math anxiety can negatively impact math problem solving by creating performance-related worries that disrupt the working memory needed for the task at hand. By leveraging knowledge about the mechanism underlying the math anxiety-performance relationship, we tested the effectiveness of a short expressive writing intervention that has been shown to reduce intrusive thoughts and improve working memory availability. Students (N = 80) varying in math anxiety were asked to sit quietly (control group) prior to completing difficulty-matched math and word problems or to write about their thoughts and feelings regarding the exam they were about to take (expressive writing group). For the control group, high math-anxious individuals (HMAs) performed significantly worse on the math problems than low math-anxious students (LMAs). In the expressive writing group, however, this difference in math performance across HMAs and LMAs was significantly reduced. Among HMAs, the use of words related to anxiety, cause, and insight in their writing was positively related to math performance. Expressive writing boosts the performance of anxious students in math-testing situations. PsycINFO Database Record (c) 2014 APA, all rights reserved.

Existence of almost periodic solutions for forced perturbed systems with piecewise constant argument

NASA Astrophysics Data System (ADS)

Xia, Yonghui; Huang, Zhenkun; Han, Maoan

2007-09-01

Certain almost periodic forced perturbed systems with piecewise argument are considered in this paper. By using the contraction mapping principle and some new analysis technique, some sufficient conditions are obtained for the existence and uniqueness of almost periodic solution of these systems. Furthermore, we study the harmonic and subharmonic solutions of these systems. The obtained results generalize the previous known results such as [A.M. Fink, Almost Periodic Differential Equation, Lecture Notes in Math., volE 377, Springer-Verlag, Berlin, 1974; C.Y. He, Almost Periodic Differential Equations, Higher Education Press, Beijing, 1992 (in Chinese); Z.S. Lin, The existence of almost periodic solution of linear system, Acta Math. Sinica 22 (5) (1979) 515-528 (in Chinese); C.Y. He, Existence of almost periodic solutions of perturbation systems, Ann. Differential Equations 9 (2) (1992) 173-181; Y.H. Xia, M. Lin, J. Cao, The existence of almost periodic solutions of certain perturbation system, J. Math. Anal. Appl. 310 (1) (2005) 81-96]. Finally, a tangible example and its numeric simulations show the feasibility of our results, the comparison between non-perturbed system and perturbed system, the relation between systems with and without piecewise argument.

Nonlinear Wave Propagation

DTIC Science & Technology

1984-09-01

Asymptotic Results for a Model Equation for Low Reynolds Number Flow, SIAM J. Appi. Math., 35, July 1978. 3. A. S. Yokes : Group Theoretical Aspects of...Quadratic and Cubic Invariants in’ Classical Mechanics, J. Math. Anal. Appl.,’ 74, 342, (1980). 5. A. S. Pokas , P. A. Lagerstrom: On the Use of Lie...Mathematical Methods in Hydrodynamics and %Integrability in Dynamical System, pp. 237-241. 24. 14. J. Ablovitz and A. S. Pokas : A Direct Linearization

A Descriptive Analysis of the Impact of Co-Teaching on the Reading/Language Arts and Math Achievement of Selected Middle School Students in a Middle Tennessee School District

ERIC Educational Resources Information Center

Maultsby-Springer, Barbara Michelle

2009-01-01

This research examined the impact of collaborative teaching (co-teaching) on the Reading/Language Arts and Math achievement of Middle Tennessee students in grades 5-8, as measured by the Tennessee Comprehensive Assessment Program (TCAP) Achievement test. Within the context of this study, the co-teaching model of instruction is defined as the…

Neural correlates of math anxiety - an overview and implications.

PubMed

Artemenko, Christina; Daroczy, Gabriella; Nuerk, Hans-Christoph

2015-01-01

Math anxiety is a common phenomenon which can have a negative impact on numerical and arithmetic performance. However, so far little is known about the underlying neurocognitive mechanisms. This mini review provides an overview of studies investigating the neural correlates of math anxiety which provide several hints regarding its influence on math performance: while behavioral studies mostly observe an influence of math anxiety on difficult math tasks, neurophysiological studies show that processing efficiency is already affected in basic number processing. Overall, the neurocognitive literature suggests that (i) math anxiety elicits emotion- and pain-related activation during and before math activities, (ii) that the negative emotional response to math anxiety impairs processing efficiency, and (iii) that math deficits triggered by math anxiety may be compensated for by modulating the cognitive control or emotional regulation network. However, activation differs strongly between studies, depending on tasks, paradigms, and samples. We conclude that neural correlates can help to understand and explore the processes underlying math anxiety, but the data are not very consistent yet.

Neural correlates of math anxiety – an overview and implications

PubMed Central

Artemenko, Christina; Daroczy, Gabriella; Nuerk, Hans-Christoph

2015-01-01

Math anxiety is a common phenomenon which can have a negative impact on numerical and arithmetic performance. However, so far little is known about the underlying neurocognitive mechanisms. This mini review provides an overview of studies investigating the neural correlates of math anxiety which provide several hints regarding its influence on math performance: while behavioral studies mostly observe an influence of math anxiety on difficult math tasks, neurophysiological studies show that processing efficiency is already affected in basic number processing. Overall, the neurocognitive literature suggests that (i) math anxiety elicits emotion- and pain-related activation during and before math activities, (ii) that the negative emotional response to math anxiety impairs processing efficiency, and (iii) that math deficits triggered by math anxiety may be compensated for by modulating the cognitive control or emotional regulation network. However, activation differs strongly between studies, depending on tasks, paradigms, and samples. We conclude that neural correlates can help to understand and explore the processes underlying math anxiety, but the data are not very consistent yet. PMID:26388824

The Sum of All Fears: The Effects of Math Anxiety on Math Achievement in Fifth Grade Students and the Implications for School Counselors

ERIC Educational Resources Information Center

Ruff, Sarah E.; Boes, Susan R.

2014-01-01

Low math achievement is a recurring weakness in many students. Math anxiety is a persistent and significant theme to math avoidance and low achievement. Causes for math anxiety include social, cognitive, and academic factors. Interventions to reduce math anxiety are limited as they exclude the expert skills of professional school counselors to…

A Study of Perceptions of Math Mindset, Math Anxiety, and View of Math by Young Adults

ERIC Educational Resources Information Center

Hocker, Tami

2017-01-01

This study's purpose was to determine whether instruction in growth math mindset led to change in perceptions of 18-22-year-old at-risk students in math mindset, math anxiety, and view of math. The experimental curriculum was created by the researcher with the guidance of experts in mathematics and education and focused on the impact of brain…

Errors in Multi-Digit Arithmetic and Behavioral Inattention in Children With Math Difficulties

PubMed Central

Raghubar, Kimberly; Cirino, Paul; Barnes, Marcia; Ewing-Cobbs, Linda; Fletcher, Jack; Fuchs, Lynn

2009-01-01

Errors in written multi-digit computation were investigated in children with math difficulties. Third-and fourth-grade children (n = 291) with coexisting math and reading difficulties, math difficulties, reading difficulties, or no learning difficulties were compared. A second analysis compared those with severe math learning difficulties, low average achievement in math, and no learning difficulties. Math fact errors were related to the severity of the math difficulties, not to reading status. Contrary to predictions, children with poorer reading, regardless of math achievement, committed more visually based errors. Operation switch errors were not systematically related to group membership. Teacher ratings of behavioral inattention were related to accuracy, math fact errors, and procedural bugs. The findings are discussed with respect to hypotheses about the cognitive origins of arithmetic errors and in relation to current discussions about how to conceptualize math disabilities. PMID:19380494

Estimation of heat loss from a cylindrical cavity receiver based on simultaneous energy and exergy analyses

NASA Astrophysics Data System (ADS)

Madadi, Vahid; Tavakoli, Touraj; Rahimi, Amir

2015-03-01

This study undertakes the experimental and theoretical investigation of heat losses from a cylindrical cavity receiver employed in a solar parabolic dish collector. Simultaneous energy and exergy equations are used for a thermal performance analysis of the system. The effects of wind speed and its direction on convection loss has also been investigated. The effects of operational parameters, such as heat transfer fluid mass flow rate and wind speed, and structural parameters, such as receiver geometry and inclination, are investigated. The portion of radiative heat loss is less than 10%. An empirical and simplified correlation for estimating the dimensionless convective heat transfer coefficient in terms of the Re mathrm {Re} number and the average receiver wall temperature is proposed. This correlation is applicable for a wind speed range of 0.10.1 to 10 m/s. Moreover, the proposed correlation for Nu mathrm {Nu} number is validated using experimental data obtained through the experiments carried out with a conical receiver with two aperture diameters. The coefficient of determination R2 and the normalized root mean square error (NRMSE) parameters were calculated, and the results show that there is a good agreement between predicted results and experimental data. R2 is greater than 0.950.95 and the NRMSE parameters is less than 0.060.06 in this analysis.

Numerical Investigation of Dual-Mode Scramjet Combustor with Large Upstream Interaction

NASA Technical Reports Server (NTRS)

Mohieldin, T. O.; Tiwari, S. N.; Reubush, David E. (Technical Monitor)

2004-01-01

Dual-mode scramjet combustor configuration with significant upstream interaction is investigated numerically, The possibility of scaling the domain to accelerate the convergence and reduce the computational time is explored. The supersonic combustor configuration was selected to provide an understanding of key features of upstream interaction and to identify physical and numerical issues relating to modeling of dual-mode configurations. The numerical analysis was performed with vitiated air at freestream Math number of 2.5 using hydrogen as the sonic injectant. Results are presented for two-dimensional models and a three-dimensional jet-to-jet symmetric geometry. Comparisons are made with experimental results. Two-dimensional and three-dimensional results show substantial oblique shock train reaching upstream of the fuel injectors. Flow characteristics slow numerical convergence, while the upstream interaction slowly increases with further iterations. As the flow field develops, the symmetric assumption breaks down. A large separation zone develops and extends further upstream of the step. This asymmetric flow structure is not seen in the experimental data. Results obtained using a sub-scale domain (both two-dimensional and three-dimensional) qualitatively recover the flow physics obtained from full-scale simulations. All results show that numerical modeling using a scaled geometry provides good agreement with full-scale numerical results and experimental results for this configuration. This study supports the argument that numerical scaling is useful in simulating dual-mode scramjet combustor flowfields and could provide an excellent convergence acceleration technique for dual-mode simulations.

Computational Science and Innovation

NASA Astrophysics Data System (ADS)

Dean, D. J.

2011-09-01

Simulations - utilizing computers to solve complicated science and engineering problems - are a key ingredient of modern science. The U.S. Department of Energy (DOE) is a world leader in the development of high-performance computing (HPC), the development of applied math and algorithms that utilize the full potential of HPC platforms, and the application of computing to science and engineering problems. An interesting general question is whether the DOE can strategically utilize its capability in simulations to advance innovation more broadly. In this article, I will argue that this is certainly possible.

Effects of methylphenidate on acute math performance in children with attention-deficit hyperactivity disorder.

PubMed

Grizenko, Natalie; Cai, Emmy; Jolicoeur, Claude; Ter-Stepanian, Mariam; Joober, Ridha

2013-11-01

Examine the short-term (acute) effects of methylphenidate (MPH) on math performance in children with attention-deficit hyperactivity disorder (ADHD) and what factors predict improvement in math performance. One hundred ninety-eight children with ADHD participated in a double-blind, placebo-controlled, randomized crossover MPH trial. Math response to MPH was determined through administration of math problems adjusted to their academic level during the Restricted Academic Situation Scale (RASS). Student t tests were conducted to assess change in math performance with psychostimulants. Correlation between change on the RASS and change on the math performance was also examined. Linear regression was performed to determine predictor variables. Children with ADHD improved significantly in their math with MPH (P < 0.001). The degree of improvement on the RASS (which evaluates motor activity and orientation to task) and on math performance on MPH was highly correlated. A child's age at baseline and Wechsler Individual Achievement Test (WIAT)-Numerical Operations standard scores at baseline accounted for 15% of variances for acute math improvement. MPH improves acute math performance in children with ADHD. Younger children with lower math scores (as assessed by the WIAT) improved most on math scores when given psychostimulants. NCT00483106.

Math anxiety and exposure to statistics in messages about genetically modified foods: effects of numeracy, math self-efficacy, and form of presentation.

PubMed

Silk, Kami J; Parrott, Roxanne L

2014-01-01

Health risks are often communicated to the lay public in statistical formats even though low math skills, or innumeracy, have been found to be prevalent among lay individuals. Although numeracy has been a topic of much research investigation, the role of math self-efficacy and math anxiety on health and risk communication processing has received scant attention from health communication researchers. To advance theoretical and applied understanding regarding health message processing, the authors consider the role of math anxiety, including the effects of math self-efficacy, numeracy, and form of presenting statistics on math anxiety, and the potential effects for comprehension, yielding, and behavioral intentions. The authors also examine math anxiety in a health risk context through an evaluation of the effects of exposure to a message about genetically modified foods on levels of math anxiety. Participants (N = 323) were randomly assigned to read a message that varied the presentation of statistical evidence about potential risks associated with genetically modified foods. Findings reveal that exposure increased levels of math anxiety, with increases in math anxiety limiting yielding. Moreover, math anxiety impaired comprehension but was mediated by perceivers' math confidence and skills. Last, math anxiety facilitated behavioral intentions. Participants who received a text-based message with percentages were more likely to yield than participants who received either a bar graph with percentages or a combined form. Implications are discussed as they relate to math competence and its role in processing health and risk messages.

Lie integrable cases of the simplified multistrain/two-stream model for tuberculosis and dengue fever

NASA Astrophysics Data System (ADS)

Nucci, M. C.; Leach, P. G. L.

2007-09-01

We apply the techniques of Lie's symmetry analysis to a caricature of the simplified multistrain model of Castillo-Chavez and Feng [C. Castillo-Chavez, Z. Feng, To treat or not to treat: The case of tuberculosis, J. Math. Biol. 35 (1997) 629-656] for the transmission of tuberculosis and the coupled two-stream vector-based model of Feng and Velasco-Hernandez [Z. Feng, J.X. Velasco-Hernandez, Competitive exclusion in a vector-host model for the dengue fever, J. Math. Biol. 35 (1997) 523-544] to identify the combinations of parameters which lead to the existence of nontrivial symmetries. In particular we identify those combinations which lead to the possibility of the linearization of the system and provide the corresponding solutions. Many instances of additional symmetry are analyzed.

Motivation and Math Anxiety for Ability Grouped College Math Students

ERIC Educational Resources Information Center

Helming, Luralyn

2013-01-01

The author studied how math anxiety, motivation, and ability group interact to affect performance in college math courses. This clarified the effects of math anxiety and ability grouping on performance. It clarified the interrelationships between math anxiety, motivation, and ability grouping by considering them in a single analysis. It introduces…

All Students Need Advanced Mathematics. Math Works

ERIC Educational Resources Information Center

Achieve, Inc., 2013

2013-01-01

This fact sheet explains that to thrive in today's world, all students will need to graduate with very strong math skills. That can only mean one thing: advanced math courses are now essential math courses. Highlights of this paper include: (1) Advanced math equals college success; (2) Advanced math equals career opportunity; and (3) Advanced math…

Math Anxiety, Working Memory, and Math Achievement in Early Elementary School

ERIC Educational Resources Information Center

Ramirez, Gerardo; Gunderson, Elizabeth A.; Levine, Susan C.; Beilock, Sian L.

2013-01-01

Although math anxiety is associated with poor mathematical knowledge and low course grades (Ashcraft & Krause, 2007), research establishing a connection between math anxiety and math achievement has generally been conducted with young adults, ignoring the emergence of math anxiety in young children. In the current study, we explored whether…

A Real Fear

ERIC Educational Resources Information Center

Ruffins, Paul

2007-01-01

For years, mainstream thinking about math anxiety assumed that people fear math because they are bad at it. However, a growing body of research shows a much more complicated relationship between math ability and anxiety. It is true that people who fear math have a tendency to avoid math-related classes, which decreases their math competence.…

Math Anxiety Is Related to Some, but Not All, Experiences with Math

PubMed Central

O'Leary, Krystle; Fitzpatrick, Cheryll L.; Hallett, Darcy

2017-01-01

Math anxiety has been defined as unpleasant feelings of tension and anxiety that hinder the ability to deal with numbers and math in a variety of situations. Although many studies have looked at situational and demographic factors associated with math anxiety, little research has looked at the self-reported experiences with math that are associated with math anxiety. The present study used a mixed-methods design and surveyed 131 undergraduate students about their experiences with math through elementary school, junior high, and high school, while also assessing math anxiety, general anxiety, and test anxiety. Some reported experiences (e.g., support in high school, giving students plenty of examples) were significantly related to the level of math anxiety, even after controlling for general and test anxiety, but many other factors originally thought to be related to math anxiety did not demonstrate a relation in this study. Overall, this study addresses a gap in the literature and provides some suggestive specifics of the kinds of past experiences that are related to math anxiety and those that are not. PMID:29375410

Mothers, Intrinsic Math Motivation, Arithmetic Skills, and Math Anxiety in Elementary School

PubMed Central

Daches Cohen, Lital; Rubinsten, Orly

2017-01-01

Math anxiety is influenced by environmental, cognitive, and personal factors. Yet, the concurrent relationships between these factors have not been examined. To this end, the current study investigated how the math anxiety of 30 sixth graders is affected by: (a) mother’s math anxiety and maternal behaviors (environmental factors); (b) children’s arithmetic skills (cognitive factors); and (c) intrinsic math motivation (personal factor). A rigorous assessment of children’s math anxiety was made by using both explicit and implicit measures. The results indicated that accessible self-representations of math anxiety, as reflected by the explicit self-report questionnaire, were strongly affected by arithmetic skills. However, unconscious cognitive constructs of math anxiety, as reflected by the numerical dot-probe task, were strongly affected by environmental factors, such as maternal behaviors and mothers’ attitudes toward math. Furthermore, the present study provided preliminary evidence of intergenerational transmission of math anxiety. The conclusions are that in order to better understand the etiology of math anxiety, multiple facets of parenting and children’s skills should be taken into consideration. Implications for researchers, parents, and educators are discussed. PMID:29180973

Math Anxiety Is Related to Some, but Not All, Experiences with Math.

PubMed

O'Leary, Krystle; Fitzpatrick, Cheryll L; Hallett, Darcy

2017-01-01

Math anxiety has been defined as unpleasant feelings of tension and anxiety that hinder the ability to deal with numbers and math in a variety of situations. Although many studies have looked at situational and demographic factors associated with math anxiety, little research has looked at the self-reported experiences with math that are associated with math anxiety. The present study used a mixed-methods design and surveyed 131 undergraduate students about their experiences with math through elementary school, junior high, and high school, while also assessing math anxiety, general anxiety, and test anxiety. Some reported experiences (e.g., support in high school, giving students plenty of examples) were significantly related to the level of math anxiety, even after controlling for general and test anxiety, but many other factors originally thought to be related to math anxiety did not demonstrate a relation in this study. Overall, this study addresses a gap in the literature and provides some suggestive specifics of the kinds of past experiences that are related to math anxiety and those that are not.

Mothers, Intrinsic Math Motivation, Arithmetic Skills, and Math Anxiety in Elementary School.

PubMed

Daches Cohen, Lital; Rubinsten, Orly

2017-01-01

Math anxiety is influenced by environmental, cognitive, and personal factors. Yet, the concurrent relationships between these factors have not been examined. To this end, the current study investigated how the math anxiety of 30 sixth graders is affected by: (a) mother's math anxiety and maternal behaviors (environmental factors); (b) children's arithmetic skills (cognitive factors); and (c) intrinsic math motivation (personal factor). A rigorous assessment of children's math anxiety was made by using both explicit and implicit measures. The results indicated that accessible self-representations of math anxiety, as reflected by the explicit self-report questionnaire, were strongly affected by arithmetic skills. However, unconscious cognitive constructs of math anxiety, as reflected by the numerical dot-probe task, were strongly affected by environmental factors, such as maternal behaviors and mothers' attitudes toward math. Furthermore, the present study provided preliminary evidence of intergenerational transmission of math anxiety. The conclusions are that in order to better understand the etiology of math anxiety, multiple facets of parenting and children's skills should be taken into consideration. Implications for researchers, parents, and educators are discussed.

On the Initiation Mechanism in Exploding Bridgewire and Laser Detonators

NASA Astrophysics Data System (ADS)

Stewart, D. Scott; Thomas, K.; Saenz, J.

2005-07-01

Since its invention by Los Alamos during the Manhattan Project era the exploding bridgewire detonator (EBW) has seen tremendous use and study. Recent development of a laser-powered device with detonation properties similar to an EBW is reviving interest in the basic physics of the Deflagration-to-Detonation (DDT) process in both of these devices,[1]. Cutback experiments using both laser interferometry and streak camera observations are providing new insight into the initiation mechanism in EBWs. These measurements are being correlated to a DDT model of compaction to detonation and shock to detonation developed previously by Xu and Stewart, [2]. The DDT model is incorporated into a high-resolution, multi-material model code for simulating the complete process. Model formulation and predictions against the test data will be discussed. REFS. [1] A. Munger, J. Kennedy, A. Akinci, and K. Thomas, "Dev. of a Laser Detonator" 30th Int. Pyrotechnics Seminar, Fort Collins, CO, (2004). [2] Xu, S. and Stewart, D. S. Deflagration to detonation transition in porous energetic materials: A model study. J. Eng. Math., 31, 143-172 (1997)

Neurocognitive and Behavioral Predictors of Math Performance in Children with and without ADHD

PubMed Central

Antonini, Tanya N.; O’Brien, Kathleen M.; Narad, Megan E.; Langberg, Joshua M.; Tamm, Leanne; Epstein, Jeff N.

2014-01-01

Objective: This study examined neurocognitive and behavioral predictors of math performance in children with and without attention-deficit/hyperactivity disorder (ADHD). Method: Neurocognitive and behavioral variables were examined as predictors of 1) standardized mathematics achievement scores,2) productivity on an analog math task, and 3) accuracy on an analog math task. Results: Children with ADHD had lower achievement scores but did not significantly differ from controls on math productivity or accuracy. N-back accuracy and parent-rated attention predicted math achievement. N-back accuracy and observed attention predicted math productivity. Alerting scores on the Attentional Network Task predicted math accuracy. Mediation analyses indicated that n-back accuracy significantly mediated the relationship between diagnostic group and math achievement. Conclusion: Neurocognition, rather than behavior, may account for the deficits in math achievement exhibited by many children with ADHD. PMID:24071774

Neurocognitive and Behavioral Predictors of Math Performance in Children With and Without ADHD.

PubMed

Antonini, Tanya N; Kingery, Kathleen M; Narad, Megan E; Langberg, Joshua M; Tamm, Leanne; Epstein, Jeffery N

2016-02-01

This study examined neurocognitive and behavioral predictors of math performance in children with and without ADHD. Neurocognitive and behavioral variables were examined as predictors of (a) standardized mathematics achievement scores, (b) productivity on an analog math task, and (c) accuracy on an analog math task. Children with ADHD had lower achievement scores but did not significantly differ from controls on math productivity or accuracy. N-back accuracy and parent-rated attention predicted math achievement. N-back accuracy and observed attention predicted math productivity. Alerting scores on the attentional network task predicted math accuracy. Mediation analyses indicated that n-back accuracy significantly mediated the relationship between diagnostic group and math achievement. Neurocognition, rather than behavior, may account for the deficits in math achievement exhibited by many children with ADHD. © The Author(s) 2013.

Math-gender stereotypes in elementary school children.

PubMed

Cvencek, Dario; Meltzoff, Andrew N; Greenwald, Anthony G

2011-01-01

A total of 247 American children between 6 and 10 years of age (126 girls and 121 boys) completed Implicit Association Tests and explicit self-report measures assessing the association of (a) me with male (gender identity), (b) male with math (math-gender stereotype), and (c) me with math (math self-concept). Two findings emerged. First, as early as second grade, the children demonstrated the American cultural stereotype that math is for boys on both implicit and explicit measures. Second, elementary school boys identified with math more strongly than did girls on both implicit and self-report measures. The findings suggest that the math-gender stereotype is acquired early and influences emerging math self-concepts prior to ages at which there are actual differences in math achievement. © 2011 The Authors. Child Development © 2011 Society for Research in Child Development, Inc.

Simulations, Games, and Virtual Labs for Science Education: a Compendium and Some Examples

NASA Astrophysics Data System (ADS)

Russell, R. M.

2011-12-01

We have assembled a list of computer-based simulations, games, and virtual labs for science education. This list, with links to the sources of these resources, is available online. The entries span a broad range of science, math, and engineering topics. They also span a range of target student ages, from elementary school to university students. We will provide a brief overview of this web site and the resources found on it. We will also briefly demonstrate some of our own educational simulations, including the "Very, Very Simple Climate Model", and report on formative evaluations of these resources. Computer-based simulations and virtual labs are valuable resources for science educators in various settings, allowing learners to experiment and explore "what if" scenarios. Educational computer games can motivate learners in both formal and informal settings, encouraging them to spend much more time exploring a topic than they might otherwise be inclined to do. Part of this presentation is effectively a "literature review" of numerous sources of simulations, games, and virtual labs. Although we have encountered several nice collections of such resources, those collections seem to be restricted in scope. They either represent materials developed by a specific group or agency (e.g. NOAA's games web site) or are restricted to a specific discipline (e.g. geology simulations and virtual labs). This presentation directs viewers to games, simulations, and virtual labs from many different sources and spanning a broad range of STEM disciplines.

A Finite Difference Approximation for a Coupled System of Nonlinear Size-Structured Populations

DTIC Science & Technology

2000-01-01

are available. For a classical Lotka - Volterra competition model which is represented by a system of N di erential equations, conditions on the growth...Methods Appl. Sci., 9 (1999), 1379-1391. [5] S. Ahmed, Extinction of Species in Nonautonomous Lotka - Volterra Systems, Proc. Amer. Math. Soc., 127 (1999...Walter DeGruyter, Berlin, 1995. [7] S. Ahmed and F. Montes de Oca, Extinction in Nonautonomous T -periodic Lotka - Volterra System, Appl. Math. Comput

Thermodynamics of feldspathoid solutions

NASA Astrophysics Data System (ADS)

Sack, Richard O.; Ghiorso, Mark S.

We have developed models for the thermody-namic properties of nephelines, kalsilites, and leucites in the simple system NaAlSiO4-KAlSiO4-Ca0.5AlSiO4-SiO2-H2O that are consistent with all known constraints on subsolidus equilibria and thermodynamic properties, and have integrated them into the existing MELTS software package. The model for nepheline is formulated for the simplifying assumptions that (1) a molecular mixing-type approximation describes changes in the configurational entropy associated with the coupled exchange substitutions □Si?NaAl and □Ca? Na2 and that (2) Na+ and K+ display long-range non-convergent ordering between a large cation and the three small cation sites in the Na4Al4Si4O16 formula unit. Notable features of the model include the prediction that the mineral tetrakalsilite (``panunzite'', sensu stricto) results from anti-ordering of Na and K between the large cation and the three small cation sites in the nepheline structure at high temperatures, an average dT/dP slope of about 55°/kbar for the reaction over the temperature and pressure ranges 800-1050 °C and 500-5000 bars, roughly symmetric (i.e. quadratic) solution behavior of the K-Na substitution along joins between fully ordered components in nepheline, and large positive Gibbs energies for the nepheline reciprocal reactions and and for the leucite reciprocal reaction

Edge Simulation Laboratory Progress and Plans

DOE Office of Scientific and Technical Information (OSTI.GOV)

Cohen, R

The Edge Simulation Laboratory (ESL) is a project to develop a gyrokinetic code for MFE edge plasmas based on continuum (Eulerian) techniques. ESL is a base-program activity of OFES, with an allied algorithm research activity funded by the OASCR base math program. ESL OFES funds directly support about 0.8 FTE of career staff at LLNL, a postdoc and a small fraction of an FTE at GA, and a graduate student at UCSD. In addition the allied OASCR program funds about 1/2 FTE each in the computations directorates at LBNL and LLNL. OFES ESL funding for LLNL and UCSD began inmore » fall 2005, while funding for GA and the math team began about a year ago. ESL's continuum approach is a complement to the PIC-based methods of the CPES Project, and was selected (1) because of concerns about noise issues associated with PIC in the high-density-contrast environment of the edge pedestal, (2) to be able to exploit advanced numerical methods developed for fluid codes, and (3) to build upon the successes of core continuum gyrokinetic codes such as GYRO, GS2 and GENE. The ESL project presently has three components: TEMPEST, a full-f, full-geometry (single-null divertor, or arbitrary-shape closed flux surfaces) code in E, {mu} (energy, magnetic-moment) coordinates; EGK, a simple-geometry rapid-prototype code, presently of; and the math component, which is developing and implementing algorithms for a next-generation code. Progress would be accelerated if we could find funding for a fourth, computer science, component, which would develop software infrastructure, provide user support, and address needs for data handing and analysis. We summarize the status and plans for the three funded activities.« less

FASTSAT-HSV01 Thermal Math Model Correlation

NASA Technical Reports Server (NTRS)

McKelvey, Callie

2011-01-01

This paper summarizes the thermal math model correlation effort for the Fast Affordable Science and Technology SATellite (FASTSAT-HSV01), which was designed, built and tested by NASA's Marshall Space Flight Center (MSFC) and multiple partners. The satellite launched in November 2010 on a Minotaur IV rocket from the Kodiak Launch Complex in Kodiak, Alaska. It carried three Earth science experiments and two technology demonstrations into a low Earth circular orbit with an inclination of 72deg and an altitude of 650 kilometers. The mission has been successful to date with science experiment activities still taking place daily. The thermal control system on this spacecraft was a passive design relying on thermo-optical properties and six heaters placed on specific components. Flight temperature data is being recorded every minute from the 48 Resistance Temperature Devices (RTDs) onboard the satellite structure and many of its avionics boxes. An effort has been made to correlate the thermal math model to the flight temperature data using Cullimore and Ring's Thermal Desktop and by obtaining Earth and Sun vector data from the Attitude Control System (ACS) team to create an "as-flown" orbit. Several model parameters were studied during this task to understand the spacecraft's sensitivity to these changes. Many "lessons learned" have been noted from this activity that will be directly applicable to future small satellite programs.

Critical thinking in higher education: The influence of teaching styles and peer collaboration on science and math learning

NASA Astrophysics Data System (ADS)

Quitadamo, Ian Joseph

Many higher education faculty perceive a deficiency in students' ability to reason, evaluate, and make informed judgments, skills that are deemed necessary for academic and job success in science and math. These skills, often collected within a domain called critical thinking (CT), have been studied and are thought to be influenced by teaching styles (the combination of beliefs, behavior, and attitudes used when teaching) and small group collaborative learning (SGCL). However, no existing studies show teaching styles and SGCL cause changes in student CT performance. This study determined how combinations of teaching styles called clusters and peer-facilitated SGCL (a specific form of SGCL) affect changes in undergraduate student CT performance using a quasi-experimental pre-test/post-test research design and valid and reliable CT performance indicators. Quantitative analyses of three teaching style cluster models (Grasha's cluster model, a weighted cluster model, and a student-centered/teacher-centered cluster model) and peer-facilitated SGCL were performed to evaluate their ability to cause measurable changes in student CT skills. Based on results that indicated weighted teaching style clusters and peer-facilitated SGCL are associated with significant changes in student CT, we conclude that teaching styles and peer-facilitated SGCL influence the development of undergraduate CT in higher education science and math.

MathBrowser: Web-Enabled Mathematical Software with Application to the Chemistry Curriculum, v 1.0

NASA Astrophysics Data System (ADS)

Goldsmith, Jack G.

1997-10-01

MathSoft: Cambridge, MA, 1996; free via ftp from www.mathsoft.com. The movement to provide computer-based applications in chemistry has come to focus on three main areas: software aimed at specific applications (drawing, simulation, data analysis, etc.), multimedia applications designed to assist in the presentation of conceptual information, and packages to be used in conjunction with a particular textbook at a specific point in the chemistry curriculum. The result is a situation where no single software package devoted to problem solving can be used across a large segment of the curriculum. Adoption of World Wide Web (WWW) technology by a manufacturer of mathematical software, however, has produced software that provides an attractive means of providing a problem-solving resource to students in courses from freshman through senior level.

Worrying Thoughts Limit Working Memory Capacity in Math Anxiety

PubMed Central

Shi, Zhan; Liu, Peiru

2016-01-01

Sixty-one high-math-anxious persons and sixty-one low-math-anxious persons completed a modified working memory capacity task, designed to measure working memory capacity under a dysfunctional math-related context and working memory capacity under a valence-neutral context. Participants were required to perform simple tasks with emotionally benign material (i.e., lists of letters) over short intervals while simultaneously reading and making judgments about sentences describing dysfunctional math-related thoughts or sentences describing emotionally-neutral facts about the world. Working memory capacity for letters under the dysfunctional math-related context, relative to working memory capacity performance under the valence-neutral context, was poorer overall in the high-math-anxious group compared with the low-math-anxious group. The findings show a particular difficulty employing working memory in math-related contexts in high-math-anxious participants. Theories that can provide reasonable interpretations for these findings and interventions that can reduce anxiety-induced worrying intrusive thoughts or improve working memory capacity for math anxiety are discussed. PMID:27788235

The role of early language abilities on math skills among Chinese children.

PubMed

Zhang, Juan; Fan, Xitao; Cheung, Sum Kwing; Meng, Yaxuan; Cai, Zhihui; Hu, Bi Ying

2017-01-01

The present study investigated the role of early language abilities in the development of math skills among Chinese K-3 students. About 2000 children in China, who were on average aged 6 years, were assessed for both informal math (e.g., basic number concepts such as counting objects) and formal math (calculations including addition and subtraction) skills, language abilities and nonverbal intelligence. Correlation analysis showed that language abilities were more strongly associated with informal than formal math skills, and regression analyses revealed that children's language abilities could uniquely predict both informal and formal math skills with age, gender, and nonverbal intelligence controlled. Mediation analyses demonstrated that the relationship between children's language abilities and formal math skills was partially mediated by informal math skills. The current findings indicate 1) Children's language abilities are of strong predictive values for both informal and formal math skills; 2) Language abilities impacts formal math skills partially through the mediation of informal math skills.

The role of early language abilities on math skills among Chinese children

PubMed Central

Fan, Xitao; Cheung, Sum Kwing; Cai, Zhihui; Hu, Bi Ying

2017-01-01

Background The present study investigated the role of early language abilities in the development of math skills among Chinese K-3 students. About 2000 children in China, who were on average aged 6 years, were assessed for both informal math (e.g., basic number concepts such as counting objects) and formal math (calculations including addition and subtraction) skills, language abilities and nonverbal intelligence. Methodology Correlation analysis showed that language abilities were more strongly associated with informal than formal math skills, and regression analyses revealed that children’s language abilities could uniquely predict both informal and formal math skills with age, gender, and nonverbal intelligence controlled. Mediation analyses demonstrated that the relationship between children’s language abilities and formal math skills was partially mediated by informal math skills. Results The current findings indicate 1) Children’s language abilities are of strong predictive values for both informal and formal math skills; 2) Language abilities impacts formal math skills partially through the mediation of informal math skills. PMID:28749950

Worrying Thoughts Limit Working Memory Capacity in Math Anxiety.

PubMed

Shi, Zhan; Liu, Peiru

2016-01-01

Sixty-one high-math-anxious persons and sixty-one low-math-anxious persons completed a modified working memory capacity task, designed to measure working memory capacity under a dysfunctional math-related context and working memory capacity under a valence-neutral context. Participants were required to perform simple tasks with emotionally benign material (i.e., lists of letters) over short intervals while simultaneously reading and making judgments about sentences describing dysfunctional math-related thoughts or sentences describing emotionally-neutral facts about the world. Working memory capacity for letters under the dysfunctional math-related context, relative to working memory capacity performance under the valence-neutral context, was poorer overall in the high-math-anxious group compared with the low-math-anxious group. The findings show a particular difficulty employing working memory in math-related contexts in high-math-anxious participants. Theories that can provide reasonable interpretations for these findings and interventions that can reduce anxiety-induced worrying intrusive thoughts or improve working memory capacity for math anxiety are discussed.

Comparison of Orbiter STS-2 development flight instrumentation data with thermal math model predictions

NASA Technical Reports Server (NTRS)

Norman, I.; Rochelle, W. C.; Kimbrough, B. S.; Ritrivi, C. A.; Ting, P. C.; Dotts, R. L.

1982-01-01

Thermal performance verification of Reusable Surface Insulation (RSI) has been accomplished by comparisons of STS-2 Orbiter Flight Test (OFT) data with Thermal Math Model (TMM) predictions. The OFT data was obtained from Development Flight Instrumentation RSI plug and gap thermocouples. Quartertile RSI TMMs were developed using measured flight data for surface temperature and pressure environments. Reference surface heating rates, derived from surface temperature data, were multiplied by gap heating ratios to obtain tile sidewall heating rates. This TMM analysis resulted in good agreement of predicted temperatures with flight data for thermocouples located in the RSI, Strain Isolation Pad, filler bar and structure.

Modified n-level, n - 1-mode Tavis-Cummings model and algebraic Bethe ansatz

NASA Astrophysics Data System (ADS)

Skrypnyk, T.

2018-01-01

Using the quantum group technique we construct a one-parametric family of integrable modifications of the n-level, n-1 mode Tavis-Cummings Hamiltonian possessing an additional Stark-type term. We show that in the ‘quasiclassical’ limit the constructed Hamiltonian transforms into the integrable Hamiltonian of the quantum n-level, n-1 mode Tavis-Cummings model with the equal interaction strengths considered in Skrypnyk (2008 J. Phys. A: Math. Theor. 41 475202, 2009 J. Math. Phys. 50 103523). We diagonalize the constructed ‘modified’ Tavis-Cummings Hamiltonian and its second order integrals of motion using the nested Bethe ansatz.

Reciprocal Relations among Motivational Frameworks, Math Anxiety, and Math Achievement in Early Elementary School

ERIC Educational Resources Information Center

Gunderson, Elizabeth A.; Park, Daeun; Maloney, Erin A.; Beilock, Sian L.; Levine, Susan C.

2018-01-01

School-entry math achievement is a strong predictor of math achievement through high school. We asked whether reciprocal relations among math achievement, math anxiety, and entity motivational frameworks (believing that ability is fixed and a focus on performance) can help explain these persistent individual differences. We assessed 1st and 2nd…

A Latent Profile Analysis of Math Achievement, Numerosity, and Math Anxiety in Twins

ERIC Educational Resources Information Center

Hart, Sara A.; Logan, Jessica A. R.; Thompson, Lee; Kovas, Yulia; McLoughlin, Gráinne; Petrill, Stephen A.

2016-01-01

Underperformance in math is a problem with increasing prevalence, complex etiology, and severe repercussions. This study examined the etiological heterogeneity of math performance in a sample of 264 pairs of 12-year-old twins assessed on measures of math achievement, numerosity, and math anxiety. Latent profile analysis indicated 5 groupings of…

A Longitudinal Analysis of Sex Differences in Math and Spatial Skills in Primary School Age Children

ERIC Educational Resources Information Center

Lachance, Jennifer A.; Mazzocco, Michele M. M.

2006-01-01

We report on a longitudinal study designed to assess possible sex differences in math achievement, math ability, and math-related tasks during the primary school age years. Participants included over 200 children from one public school district. Annual assessments included measures of math ability, math calculation achievement scores, rapid naming…

Math at home adds up to achievement in school.

PubMed

Berkowitz, Talia; Schaeffer, Marjorie W; Maloney, Erin A; Peterson, Lori; Gregor, Courtney; Levine, Susan C; Beilock, Sian L

2015-10-09

With a randomized field experiment of 587 first-graders, we tested an educational intervention designed to promote interactions between children and parents relating to math. We predicted that increasing math activities at home would increase children's math achievement at school. We tested this prediction by having children engage in math story time with their parents. The intervention, short numerical story problems delivered through an iPad app, significantly increased children's math achievement across the school year compared to a reading (control) group, especially for children whose parents are habitually anxious about math. Brief, high-quality parent-child interactions about math at home help break the intergenerational cycle of low math achievement. Copyright © 2015, American Association for the Advancement of Science.

Technical Evaluation Report of the Aerospace Medical Panel Working Group WG-08 on Evaluation of Methods to Assess Workload.

DTIC Science & Technology

1980-11-01

Occlusion 3.1 Single Measures 3. Primary Task 3.2 Multiple Measures 3.3 Math Modeling 4.1.1 PFF 4.1.2 CSR 4.1.3 M,0 4.1.4 MW 4.1.5 UG3 4.1.6 ZCP 4.1 Single... modeling methodology; and (4) validation of the analytic/predictive methodology In a system design, development, and test effort." Chapter 9: "A central...2.3 Occlusion P S P S S P -P 3.1 Single Measure-Primary S S S S S S S 3.2 Multiple Measure-Primary S S IS S S S S K 3.3 Math Modeling ~ 4.1.7 Eye and

Etiological Subgroups of Small-for-Gestational-Age: Differential Neurodevelopmental Outcomes

PubMed Central

Li, Xiuhong; Eiden, Rina D.; Epstein, Leonard H.; Shenassa, Edmond D.; Xie, Chuanbo; Wen, Xiaozhong

2016-01-01

Objectives It remains unclear why substantial variations in neurodevelopmental outcomes exist within small-for-gestational-age (SGA) children. We prospectively compared 5-y neurodevelopmental outcomes across SGA etiological subgroups. Methods Children born SGA (N = 1050) from U.S. Early Childhood Longitudinal Study-Birth Cohort (2001–2007) was divided into etiological subgroups by each of 7 well-established prenatal risk factors. We fit linear regression models to compare 5-y reading, math, gross motor and fine motor scores across SGA subgroups, adjusting for socio-demographic confounders. Results Compared to singleton SGA subgroup, multiple-birth SGA subgroup had lower mean reading (adjusted mean difference, -4.08 [95% confidence interval, -6.10, -2.06]) and math (-2.22 [-3.61, -0.84]) scores. These disadvantages in reading and math existed only among multiple-birth SGA subgroup without ovulation stimulation (reading, -4.50 [-6.64, -2.36]; math, -2.91 [-4.37, -1.44]), but not among those with ovulation stimulation (reading, -2.33 [-6.24, 1.57]; math 0.63 [-1.86, 3.12]). Compared to singleton SGA subgroup without maternal smoking and inadequate gestational weight gain, singleton SGA subgroup with co-occurrence of maternal smoking and inadequate gestational weight gain (GWG) had lower mean reading (-4.81 [-8.50, -1.12]) and math (-2.95 [-5.51, -0.38]) scores. These differences were not mediated by Apgar score. Conclusions Multiple-birth SGA subgroups (vs. singleton SGA) or singleton SGA subgroup with co-occurrence of smoking and inadequate GWG (vs. singleton SGA subgroup without maternal smoking and inadequate gestational weight gain) have poorer cognitive development up to 5 y. PMID:27501456

Calculation and word problem-solving skills in primary grades - Impact of cognitive abilities and longitudinal interrelations with task-persistent behaviour.

PubMed

Jõgi, Anna-Liisa; Kikas, Eve

2016-06-01

Primary school math skills form a basis for academic success down the road. Different math skills have different antecedents and there is a reason to believe that more complex math tasks require better self-regulation. The study aimed to investigate longitudinal interrelations of calculation and problem-solving skills, and task-persistent behaviour in Grade 1 and Grade 3, and the effect of non-verbal intelligence, linguistic abilities, and executive functioning on math skills and task persistence. Participants were 864 students (52.3% boys) from 33 different schools in Estonia. Students were tested twice - at the end of Grade1 and at the end of Grade 3. Calculation and problem-solving skills, and teacher-rated task-persistent behaviour were measured at both time points. Non-verbal intelligence, linguistic abilities, and executive functioning were measured in Grade 1. Cross-lagged structural equation modelling indicated that calculation skills depend on previous math skills and linguistic abilities, while problem-solving skills require also non-verbal intelligence, executive functioning, and task persistence. Task-persistent behaviour in Grade 3 was predicted by previous problem-solving skills, linguistic abilities, and executive functioning. Gender and mother's educational level were added as covariates. The findings indicate that math skills and self-regulation are strongly related in primary grades and that solving complex tasks requires executive functioning and task persistence from children. Findings support the idea that instructional practices might benefit from supporting self-regulation in order to gain domain-specific, complex skill achievement. © 2015 The British Psychological Society.

An investigation of the impact of science course sequencing on student performance in high school science and math

NASA Astrophysics Data System (ADS)

Mary, Michael Todd

High school students in the United States for the past century have typically taken science courses in a sequence of biology followed by chemistry and concluding with physics. An alternative sequence, typically referred to as "physics first" inverts the traditional sequence by having students begin with physics and end with biology. Proponents of physics first cite advances in biological sciences that have dramatically changed the nature of high school biology and the potential benefit to student learning in math that would accompany taking an algebra-based physics course in the early years of high school to support changing the sequence. Using a quasi-experimental, quantitative research design, the purpose of this study was to investigate the impact of science course sequencing on student achievement in math and science at a school district that offered both course sequences. The Texas state end-of-course exams in biology, chemistry, physics, algebra I and geometry were used as the instruments measuring student achievement in math and science at the end of each academic year. Various statistical models were used to analyze these achievement data. The conclusion was, for students in this study, the sequence in which students took biology, chemistry, and physics had little or no impact on performance on the end-of-course assessments in each of these courses. Additionally there was only a minimal effect found with respect to math performance, leading to the conclusion that neither the traditional or "physics first" science course sequence presented an advantage for student achievement in math or science.

The double nucleation model for sickle cell haemoglobin polymerization: full integration and comparison with experimental data.

PubMed

Medkour, Terkia; Ferrone, Frank; Galactéros, Frédéric; Hannaert, Patrick

2008-06-01

Sickle cell haemoglobin (HbS) polymerization reduces erythrocyte deformability, causing deleterous vaso-occlusions. The double-nucleation model states that polymers grow from HbS aggregates, the nuclei, (i) in solution (homogeneous nucleation), (ii) onto existing polymers (heterogeneous nucleation). When linearized at initial HbS concentration, this model predicts early polymerization and its characteristic delay-time (Ferrone et al. J Mol Biol 183(4):591-610, 611-631, 1985). Addressing its relevance for describing complete polymerization, we constructed the full, non-linearized model (Simulink), The MathWorks). Here, we compare the simulated outputs to experimental progress curves (n = 6-8 different [HbS], 3-6 mM range, from Ferrone's group). Within 10% from start, average root mean square (rms) deviation between simulated and experimental curves is 0.04 +/- 0.01 (25 degrees C, n = 8; mean +/- standard error). Conversely, for complete progress curves, averaged rms is 0.48 +/- 0.04. This figure is improved to 0.13 +/- 0.01 by adjusting heterogeneous pathway parameters (p < 0.01): the nucleus stability (sigma(2) micro( cc ): + 40%), and the fraction of polymer surface available for nucleation (phi), from 5e(-7), (3 mM) to 13 (6 mM). Similar results are obtained at 37 degrees C. We conclude that the physico-chemical description of heterogeneous nucleation warrants refinements in order to capture the whole HbS polymerization process.

Choke or thrive? The relation between salivary cortisol and math performance depends on individual differences in working memory and math-anxiety.

PubMed

Mattarella-Micke, Andrew; Mateo, Jill; Kozak, Megan N; Foster, Katherine; Beilock, Sian L

2011-08-01

In the current study, we explored how a person's physiological arousal relates to their performance in a challenging math situation as a function of individual differences in working memory (WM) capacity and math-anxiety. Participants completed demanding math problems before and after which salivary cortisol, an index of arousal, was measured. The performance of lower WM individuals did not depend on cortisol concentration or math-anxiety. For higher WM individuals high in math-anxiety, the higher their concentration of salivary cortisol following the math task, the worse their performance. In contrast, for higher WM individuals lower in math-anxiety, the higher their salivary cortisol concentrations, the better their performance. For individuals who have the capacity to perform at a high-level (higher WMs), whether physiological arousal will lead an individual to choke or thrive depends on math-anxiety. 2011 APA, all rights reserved

A Correlation of Community College Math Readiness and Student Success

NASA Astrophysics Data System (ADS)

Brown, Jayna Nicole

Although traditional college students are more prepared for college-level math based on college admissions tests, little data have been collected on nontraditional adult learners. The purpose of this study was to investigate relationships between math placement tests and community college students' success in math courses and persistence to degree or certificate completion. Guided by Tinto's theory of departure and student retention, the research questions addressed relationships and predictability of math Computer-adaptive Placement Assessment and Support System (COMPASS) test scores and students' performance in math courses, persistence in college, and degree completion. After conducting correlation and regression analyses, no significant relationships were identified between COMPASS Math test scores and students' performance (n = 234) in math courses, persistence in college, or degree completion. However, independent t test and chi-squared analyses of the achievements of college students who tested into Basic Math (n = 138) vs. Introduction to Algebra (n = 96) yielded statistically significant differences in persistence (p = .039), degree completion (p < .001), performance (p = .008), and progress ( p = .001), indicating students who tested into Introduction to Algebra were more successful and persisted more often to degree completion. In order to improve instructional methods for Basic Math courses, a 3-day professional development workshop was developed for math faculty focusing on current, best practices in remedial math instruction. Implications for social change include providing math faculty with the knowledge and skills to develop new instructional methods for remedial math courses. A change in instructional methods may improve community college students' math competencies and degree achievement.

Methylphenidate-Related Improvements in Math Performance Cannot Be Explained by Better Cognitive Functioning or Higher Academic Motivation: Evidence From a Randomized Controlled Trial.

PubMed

Kortekaas-Rijlaarsdam, Anne Fleur; Luman, Marjolein; Sonuga-Barke, Edmund; Bet, Pierre; Oosterlaan, Jaap

2017-06-01

This study investigated whether improvements in working memory, reaction time, lapses of attention, interference control, academic motivation, and perceived competence mediated effects of methylphenidate on math performance. Sixty-three children (ADHD diagnosis; methylphenidate treatment; age 8-13; IQ > 70) were randomly allocated to a 7-day methylphenidate or placebo treatment in this double-blind placebo-controlled crossover study and compared with 67 controls. Data were collected at schools and analyzed using mixed-model analysis. Methylphenidate was hypothesized to improve all measures; all measures were evaluated as potential mediators of methylphenidate-related math improvements. Controls mostly outperformed the ADHD group. Methylphenidate did not affect measures of cognitive functioning ( p = .082-.641) or academic motivation ( p = .199-.865). Methylphenidate improved parent ratings of their child's self-perceived competence ( p < .01), which mediated methylphenidate efficacy on math productivity. These results question the necessity of improvements in specific cognitive and motivational deficits associated with ADHD for medication-related academic improvement. They also stimulate further study of perceived competence as a mediator.

The Influence of Experiencing Success in Math on Math Anxiety, Perceived Math Competence, and Math Performance

ERIC Educational Resources Information Center

Jansen, Brenda R. J.; Louwerse, Jolien; Straatemeier, Marthe; Van der Ven, Sanne H. G.; Klinkenberg, Sharon; Van der Maas, Han L. J.

2013-01-01

It was investigated whether children would experience less math anxiety and feel more competent when they, independent of ability level, experienced high success rates in math. Comparable success rates were achieved by adapting problem difficulty to individuals' ability levels with a computer-adaptive program. A total of 207 children (grades 3-6)…

Math Practice and Its Influence on Math Skills and Executive Functions in Adolescents with Mild to Borderline Intellectual Disability

ERIC Educational Resources Information Center

Jansen, Brenda R. J.; De Lange, Eva; Van der Molen, Mariet J.

2013-01-01

Adolescents with mild to borderline intellectual disability (MBID) often complete schooling without mastering basic math skills, even though basic math is essential for math-related challenges in everyday life. Limited attention to cognitive skills and low executive functioning (EF) may cause this delay. We aimed to improve math skills in an…

Students' Mathematics Self-Efficacy, Anxiety, and Course Level at a Community College

ERIC Educational Resources Information Center

Spaniol, Scott R.

2017-01-01

Research suggests that student success in mathematics is positively correlated to math self-efficacy and negatively correlated to math anxiety. At a Hispanic serving community college in the Midwest, developmental math students had a lower pass rate than did college-level math students, but the role of math self-efficacy and math anxiety on these…

Turning Negatives into Positives: The Role of an Instructional Math Course on Preservice Teachers' Math Beliefs

ERIC Educational Resources Information Center

Looney, Lisa; Perry, David; Steck, Andy

2017-01-01

Teachers' beliefs about mathematics can play a role in their teaching effectiveness (Bandura, 1993). Negative attitudes toward math (e.g., math anxiety) or low self-efficacy beliefs for teaching math can act as barriers to the teaching process, impacting the achievement and math beliefs of students (Beilock, Gunderson, Ramirez, & Levine, 2010;…

Three brief assessments of math achievement.

PubMed

Steiner, Eric T; Ashcraft, Mark H

2012-12-01

Because of wide disparities in college students' math knowledge-that is, their math achievement-studies of cognitive processing in math tasks also need to assess their individual level of math achievement. For many research settings, however, using existing math achievement tests is either too costly or too time consuming. To solve this dilemma, we present three brief tests of math achievement here, two drawn from the Wide Range Achievement Test and one composed of noncopyrighted items. All three correlated substantially with the full achievement test and with math anxiety, our original focus, and all show acceptable to excellent reliability. When lengthy testing is not feasible, one of these brief tests can be substituted.

Mathematics achievement and anxiety and their relation to internalizing and externalizing behaviors.

PubMed

Wu, Sarah S; Willcutt, Erik G; Escovar, Emily; Menon, Vinod

2014-01-01

Although behavioral difficulties are well documented in reading disabilities, little is known about the relationship between math ability and internalizing and externalizing behaviors. Here, we use standardized measures to investigate the relation among early math ability, math anxiety, and internalizing and externalizing behaviors in a group of 366 second and third graders. Math achievement was significantly correlated with attentional difficulties and social problems but not with internalizing symptoms. The relation between math achievement and externalizing behavioral problems was stronger in girls than in boys. Math achievement was not correlated with trait anxiety but was negatively correlated with math anxiety. Critically, math anxiety differed significantly between children classified as math learning disabled (MLD), low achieving (LA), and typically developing (TD), with math anxiety significantly higher in the MLD and LA groups compared to the TD group. Our findings suggest that, even in nonclinical samples, math difficulties at the earliest stages of formal math learning are associated with attentional difficulties and domain-specific anxiety. These findings underscore the need for further examination of the shared cognitive, neural, and genetic influences underlying problem solving and nonverbal learning difficulties and accompanying internalizing and externalizing behaviors. © Hammill Institute on Disabilities 2013.