19,542 results
Search Results
2. Student performance on mathematics CBMs across paper and tablet modalities.
- Author
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Reynolds, Jennifer L., Aspiranti, Kathleen B., and Henze, Erin E. C.
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MATHEMATICS students , *MODAL logic , *DIGITAL literacy , *EDUCATORS - Abstract
Tablet‐based technology has become a conduit for the administration of curriculum‐based measurement (CBM) tools. Using tablets to administer CBM probes has many advantages; however, little is known about how students perform on CBMs when administered via a tablet. The current investigation compared digits correct per minute obtained from 44 third‐grade students on CBM addition fluency probes administered via three different modalities. Students completed the probes using traditional paper and pencil, a tablet using their fingers to write the answer, or a tablet application using a keyboard to type the answer. A within‐subjects group design showed students performed significantly better on the tablet when using their finger to write the answer, even though most students (58%) indicated this was their least preferred modality. The discussion focuses on the implications for educators and the use of different CBM modalities for interindividual and intraindividual comparisons. Practitioner points: Third‐grade students responded to math facts faster when writing with their fingers on an iPad, even compared to paper and pencil.The results are inconsistent with other studies that found students were faster when using paper and pencil.Finally, most third‐grade students preferred answering addition facts with a pencil on paper. [ABSTRACT FROM AUTHOR]
- Published
- 2023
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3. Connecting mathematics and mathematics education: collected papers on mathematics education as a design science: Wittmann, E. C., Springer Nature, Cham, £34.99 (softcover) and £44.99 (hardcover), ISBN: 978-3-030-61572-7, ISBN: 978-3-030-61570-3 (eBook). https://link.springer.com/content/pdf/10.1007%2F978-3-030-61570-3.pdf
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Crisan, Cosette
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DESIGN science , *MATHEMATICS , *NONFICTION - Published
- 2024
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4. Reliability of Computer-Based CBMs Versus Paper/Pencil Administration for Fact and Complex Operations in Mathematics.
- Author
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VanDerHeyden, Amanda M., Codding, Robin, and Solomon, Benjamin G.
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RELIABILITY (Personality trait) , *COMPUTER assisted testing (Education) , *CURRICULUM , *EDUCATIONAL tests & measurements , *MATHEMATICS , *T-test (Statistics) , *DESCRIPTIVE statistics , *SCHOOL children , *ELEMENTARY schools - Abstract
Computer-based curriculum-based measurement (CBM) is a relatively common practice, but surprisingly few studies have examined the reliability of computer-based CBM. This study sought to examine the reliability of CBM administered via paper/pencil versus the computer. Twenty-one of 25 students in two third-grade classes (N = 21) participated in two generalizability studies. The primary facet of interest, format of assessment, was examined for two measures, a fact operation (fact family measure) and a more complex operation (multidigit addition). Researchers administered four alternate forms of each measure under both computer and paper/pencil conditions. Results indicated ideal reliability of measurement within all conditions and results were consistent across assessment formats for the fact operation. However, assessment format explained a large proportion of variance for the more complex skill (multidigit addition). Results indicate a need to consider the reliability of transitioning assessment from paper/pencil to computer-based response on a measure-by-measure basis. [ABSTRACT FROM AUTHOR]
- Published
- 2023
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5. IEEE TRANSACTIONS ON EDUCATION Call for Papers—Special Issue on Conceptual Learning of Mathematics Intensive Concepts in Engineering.
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CONCEPT learning , *ENGINEERING , *MATHEMATICS - Abstract
Prospective authors are requested to submit new, unpublished manuscripts for inclusion in the upcoming event described in this call for papers. [ABSTRACT FROM AUTHOR]
- Published
- 2022
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6. The 5<italic>th</italic> Anniversary of the International Sirius Mathematics Center.
- Author
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Laptev, A. A.
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CONVENTION facilities , *CONFERENCE papers , *PARTICIPANT observation , *MATHEMATICS , *COASTS - Abstract
The International Sirius Mathematics Center, located on the Black Sea coast, was founded in 2019 by the Talent and Success Foundation for organizing mathematical conferences and other events promoting the development of mathematics in Russia. In 2024, the Center has acquired its own Russian-language journal for publication of original research papers by participants of conferences held at the Center. The authors are invited to submit papers to the journal at https://ef.msp.org/submit/sirius [ABSTRACT FROM AUTHOR]
- Published
- 2024
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7. SAARMSTE's role in building and connecting Early Grade Mathematics research: A review of SAARMSTE Proceedings 2003–2022.
- Author
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Graven, Mellony and Venkat, Hamsa
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SCIENCE education , *MATHEMATICS , *CONFERENCE papers , *RESEARCH personnel , *TECHNOLOGY education - Abstract
This paper focuses on the Southern African Association for Research in Mathematics, Science and Technology Education's (SAARMSTE's) role as a platform supporting research dissemination and connecting researchers in early grades mathematics (EGM) in the Southern African region. A review of the Long Papers in SAARMSTE over the last 20 years supports the finding of the other review papers in this Special Issue: that there has been substantial growth of attention to EGM since 2013. However, two distinctions are marked when looking at conference papers rather than journal papers. Firstly, there is a particularly large expansion of work in the last 5 years, with a broadening base of participation in this work. Second, looking across all the formats of conference presentations indicates SAARMSTE's role in supporting and building EGM as a key focus of research attention, and bringing together regional and international groups with interests in this area. Given that conference proceedings usually offer a broader picture of emerging interests than journal papers, we reflect on the range of foci of attention within EGM in the SAARMSTE Proceedings, and trends within this. These trends also help us to point to areas that are likely to be of key interest in the next decade. [ABSTRACT FROM AUTHOR]
- Published
- 2023
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8. On the paper “Regular equivalence relations on ordered ∗-semihypergroups”.
- Author
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KEHAYOPULU, Niovi
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TURKS , *CONGRUENCE lattices , *MATHEMATICS - Abstract
If (S, ◦,≤) is an ordered hypersemigroup, an equivalence relation ρ on S is called congruence if (a, b) ∈ ρ implies (a ◦ x, b ◦ x) ∈ ρ and (x ◦ a, x ◦ b) ∈ ρ for every x ∈ S ; in the sense that for every u ∈ a ◦ x there exists v ∈ b ◦ x such that (u, v) ∈ ρ and for every u ∈ x◦a there exists v ∈ x◦b such that (u, v) ∈ ρ. It has been proved in Turk J Math 2021(5) [On the paper “A study on (strong) order-congruences in ordered semihypergroups”] that if S is an ordered hypersemigroup, then there exists a congruence ρ on S such that S/ρ is an ordered hypersemigroup. This result, is the main result for an involution ordered hypersemigroup by Xinyang Feng, Jian Tang and Yanfeng Luo in U.P.B. Sci. Bull, Series A, 2018, but its proof is wrong; the correct proof is given in the present paper. Examples illustrate the results. [ABSTRACT FROM AUTHOR]
- Published
- 2021
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9. Problem solving through paper folding.
- Author
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Wares, Arsalan
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PYTHAGOREAN theorem , *MATHEMATICS , *PROBLEM solving , *EQUATIONS , *ORIGAMI - Published
- 2021
10. Comparing Paper and Tablet Modalities of Math Assessment for Multiplication and Addition.
- Author
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Aspiranti, Kathleen B., Henze, Erin E. C., and Reynolds, Jennifer L.
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MODAL logic , *TIME series analysis , *MULTIPLICATION , *MATHEMATICS , *TABLET computers - Abstract
Curriculum-based measurement (CBM) tools are increasingly administered through technology-based modalities such as computers and tablets. Two studies were conducted to examine whether students perform similarly on paper-based and tablet-based math fact probes. Ten students completed 1-min addition or multiplication math probes using a single-case multielement design. Students completed the probes using traditional paper and pencil, a tablet using a stylus to write the answer, or a tablet application using a keyboard to type the answer. Visual analysis of time series graphs showed that the majority of students performed better on the paper-based probes than on either the keyboard or stylus probes. Nonoverlap of all pairs (NAP) effect size measures indicated medium to large differences between paper and stylus probes and paper and keyboard probes but weak effects between stylus and keyboard probes. Discussion focuses on the implications for educators and the use of different CBM modalities for interindividual and intraindividual comparisons. [ABSTRACT FROM AUTHOR]
- Published
- 2020
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11. Erratum to the paper "Fifty Years of Kurepa's !n Hypothesis" by Žarko Mijajlović.
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Smarandache, Florentin
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HYPOTHESIS , *MATHEMATICS - Abstract
In this short note we prove that the Kurepa (K) function is different from the Smarandache-Kurepa (SK) function, therefore, these functions are not the same, as Mijajlović has unfoundedly accused the prestigious Encyclopedia of Mathematics and this author. This note is an answer to Mijajlović's paper (Žarko Mijajlović, Fifty years of Kurepa's !n hypothesis, Bulletin T.CLIV de l'Académie serbe des sciences et des arts - 2021 Classe des Sciences mathématiques et naturelles Sciences mathématiques, No. 46, 169-181 (2021). [ABSTRACT FROM AUTHOR]
- Published
- 2021
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12. On the paper "Generalized hyperideals in locally associative left almost semihypergroups".
- Author
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KEHAYOPULU, Niovi
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MULTIPLICATION , *MATHEMATICS , *DEFINITIONS - Abstract
This note is written to show that the definition of the LA-semihypergroup by V. Amjad, K. Hila and F. Yousafzai "Generalized hyperideals in locally associative left almost semihypergroups, New York J. Math. 2014" should be corrected and that it is not enough to replace the multiplication "·" of an LA-semigroup by the hyperoperation "ο" to pass from an LA-semigroup to an LA-semihypergroup. The two examples of the paper based on the definition of the LA-semihypergroup are wrong that is a further indication that this definition needs correction. According to the last section of the paper, the paper generalizes the results of an LA-semigroup by M. Akram, N. Yaqoob and M. Khan "On (m, n) -ideals of left almost semigroups, Appl. Math. Sci. (Ruse) 2013" while the paper duplicates, without citation, the section 4 of the paper by W. Khan, F. Yousafzai, W. Guo and M. Khan "On (m, n) -ideals of left almost semigroups, J. Semigroup Theory Appl. 2014" with the usual change of "·" to "ο". [ABSTRACT FROM AUTHOR]
- Published
- 2022
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13. Physics driven behavioural clustering of free-falling paper shapes.
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Howison, Toby, Hughes, Josie, Giardina, Fabio, and Iida, Fumiya
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PHYSICS , *SET functions , *MACHINE learning , *PHENOMENOLOGICAL theory (Physics) , *CONTINUUM mechanics - Abstract
Many complex physical systems exhibit a rich variety of discrete behavioural modes. Often, the system complexity limits the applicability of standard modelling tools. Hence, understanding the underlying physics of different behaviours and distinguishing between them is challenging. Although traditional machine learning techniques could predict and classify behaviour well, typically they do not provide any meaningful insight into the underlying physics of the system. In this paper we present a novel method for extracting physically meaningful clusters of discrete behaviour from limited experimental observations. This method obtains a set of physically plausible functions that both facilitate behavioural clustering and aid in system understanding. We demonstrate the approach on the V-shaped falling paper system, a new falling paper type system that exhibits four distinct behavioural modes depending on a few morphological parameters. Using just 49 experimental observations, the method discovered a set of candidate functions that distinguish behaviours with an error of 2.04%, while also aiding insight into the physical phenomena driving each behaviour. [ABSTRACT FROM AUTHOR]
- Published
- 2019
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14. Kindergarten children's symbolic number comparison skills relates to 1st grade mathematics achievement: Evidence from a two-minute paper-and-pencil test.
- Author
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Hawes, Zachary, Archibald, Lisa, Ansari, Daniel, and Nosworthy, Nadia
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MATHEMATICS , *MATHEMATICAL ability in children , *MATHEMATICAL ability testing , *LONGITUDINAL method , *SYMBOLISM of numbers , *ARITHMETIC , *KINDERGARTEN , *CHILDREN - Abstract
Abstract Basic numerical skills provide an important foundation for the learning of mathematics. Thus, it is critical that researchers and educators have access to valid and reliable ways of assessing young children's numerical skills. The purpose of this study was to evaluate the concurrent, predictive, and incremental validity of a two-minute paper-and-pencil measure of children's symbolic (Arabic numerals) and non-symbolic (dot arrays) comparison skills. A sample of kindergarten children (M age = 5.86, N = 439) were assessed on the measure along with a number line estimation task, a measure of arithmetic, and several control measures. Results indicated that performance on the symbolic comparison task explained unique variance in children's arithmetic performance in kindergarten. Longitudinal analyses demonstrated that both symbolic comparison and number line estimation in kindergarten were independent predictors of 1st grade mathematics achievement. However, only symbolic comparison remained a unique predictor once language skills and processing speed were taken into account. These results suggest that a two-minute paper-and-pencil measure of children's symbolic number comparison is a reliable predictor of children's early mathematics performance. Highlights • We tested the validity and reliability of a recently developed Numeracy Screener. • Performance on the symbolic comparison task predicted kindergarten children's arithmetic performance. • Performance on the symbolic comparison task in kindergarten predicted school mathematics achievement one year later. • The Numeracy Screener may be a useful tool for early mathematics researchers and educators alike. [ABSTRACT FROM AUTHOR]
- Published
- 2019
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15. Refined Asymptotic Expansions of Solutions to Fractional Diffusion Equations.
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Ishige, Kazuhiro and Kawakami, Tatsuki
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BURGERS' equation , *HEAT equation , *CAUCHY problem , *MATHEMATICS - Abstract
In this paper, as an improvement of the paper (Ishige et al. in SIAM J Math Anal 49:2167–2190, 2017), we obtain the higher order asymptotic expansions of the large time behavior of the solution to the Cauchy problem for inhomogeneous fractional diffusion equations and nonlinear fractional diffusion equations. [ABSTRACT FROM AUTHOR]
- Published
- 2024
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16. Some maximum principles for parabolic mixed local/nonlocal operators.
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Dipierro, Serena, Lippi, Edoardo Proietti, and Valdinoci, Enrico
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ALLEE effect , *NEUMANN boundary conditions , *ENDANGERED species , *POPULATION dynamics , *MATHEMATICS - Abstract
The goal of this paper is to establish new Maximum Principles for parabolic equations in the framework of mixed local/nonlocal operators. In particular, these results apply to the case of mixed local/nonlocal Neumann boundary conditions, as introduced by Dipierro, Proietti Lippi, and Valdinoci [Ann. Inst. H. Poincaré C Anal. Non Linéaire 40 (2023), pp. 1093–1166]. Moreover, they play an important role in the analysis of population dynamics involving the so-called Allee effect, which is performed by Dipierro, Proietti Lippi, and Valdinoci [J. Math. Biol. 89 (2024), Paper No. 19]. This is particularly relevant when studying biological populations, since the Allee effect detects a critical density below which the population is severely endangered and at risk of extinction. [ABSTRACT FROM AUTHOR]
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- 2024
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17. On ϕ-(weak) global dimension.
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El Haddaoui, Younes and Mahdou, Najib
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NOETHERIAN rings , *COMMUTATIVE rings , *ACADEMIC libraries , *ALGEBRA , *MATHEMATICS - Abstract
In this paper, we will introduce and study the homological dimensions defined in the context of commutative rings with prime nilradical. So all rings considered in this paper are commutative with identity and with prime nilradical. We will introduce a new class of modules which are called ϕ -u-projective which generalizes the projectivity in the classical case and which is different from those introduced by the authors of [Y. Pu, M. Wang and W. Zhao, On nonnil-commutative diagrams and nonnil-projective modules, Commun. Algebra, doi:10.1080/00927872.2021.2021223; W. Zhao, On ϕ -exact sequence and ϕ -projective module, J. Korean Math. 58(6) (2021) 1513–1528]. Using the notion of ϕ -flatness introduced and studied by the authors of [G. H. Tang, F. G. Wang and W. Zhao, On ϕ -Von Neumann regular rings, J. Korean Math. Soc. 50(1) (2013) 219–229] and the nonnil-injectivity studied by the authors of [W. Qi and X. L. Zhang, Some Remarks on ϕ -Dedekind rings and ϕ -Prüfer rings, preprint (2022), arXiv:2103.08278v2 [math.AC]; X. Y. Yang, Generalized Noetherian Property of Rings and Modules (Northwest Normal University Library, Lanzhou, 2006); X. L. Zhang, Strongly ϕ -flat modules, strongly nonnil-injective modules and their homological dimensions, preprint (2022), https://arxiv.org/abs/2211.14681; X. L. Zhang and W. Zhao, On Nonnil-injective modules, J. Sichuan Normal Univ. 42(6) (2009) 808–815; W. Zhao, Homological theory over NP-rings and its applications (Sichuan Normal University, Chengdu, 2013)], we will introduce the ϕ -injective dimension, ϕ -projective dimension and ϕ -flat dimension for modules, and also the ϕ -(weak) global dimension of rings. Then, using these dimensions, we characterize several ϕ -rings (ϕ -Prüfer, ϕ -chained, ϕ -von Neumann, etc). Finally, we study the ϕ -(weak) global dimension of the trivial ring extensions defined by some conditions. [ABSTRACT FROM AUTHOR]
- Published
- 2024
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18. INDRUM2022 Special Issue.
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Barquero, Berta, Hochmuth, Reinhard, and Trigueros, Maria
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CAREER development , *MATHEMATICS education , *PSYCHOLOGY of students , *LEARNING , *SECONDARY school teachers , *MATHEMATICS , *MATHEMATICS conferences , *QUANTUM computers - Abstract
The International Journal of Mathematical Education in Science and Technology has published a special issue on the INDRUM2022 conference, which focused on research in university mathematics education. The conference featured numerous papers and posters on topics such as the transition to university mathematics, teaching and learning of mathematical concepts, teacher education, and student practices and assessment. The special issue includes 16 papers that provide in-depth analyses of these topics, using theoretical frameworks such as the Anthropological Theory of the Didactic and the Action, Production and Communication approach. The papers offer insights into the challenges and opportunities in university mathematics education and propose instructional strategies to enhance learning outcomes. The editorial encourages readers to explore the papers and join the INDRUM network. Additionally, the text titled "Commognition" is a chapter in the Encyclopedia of Mathematics Education, providing an overview of the concept of commognition, which refers to the cognitive processes involved in mathematical communication and collaboration. The chapter explores various aspects of commognition, including its theoretical foundations, its role in problem-solving and learning, and its implications for mathematics education. The text is part of a larger collection of proceedings from the fourth conference of the International Network for Didactic Research in University Mathematics. [Extracted from the article]
- Published
- 2024
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19. Basic mathematical skills and fraction understanding predict percentage understanding: Evidence from an intelligent tutoring system.
- Author
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Spitzer, Markus Wolfgang Hermann, Ruiz‐Garcia, Miguel, and Moeller, Korbinian
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RATIONAL numbers , *NATURAL numbers , *COMPUTER software developers , *INTELLIGENT tutoring systems , *DIGITAL learning , *RESEARCH questions - Abstract
Research on fostering learning about percentages within intelligent tutoring systems (ITSs) is limited. Additionally, there is a lack of data‐driven approaches for improving the design of ITS to facilitate learning about percentages. To address these gaps, we first investigated whether students' understanding of basic mathematical skills (eg, arithmetic, measurement units and geometry) and fractions within an ITS predicts their understanding of percentages. We then applied a psychological network analysis to evaluate interdependencies within the data on 44 subtopics of basic mathematical concepts, fractions and percentages. We leveraged a large‐scale dataset consisting of 2798 students using the ITS bettermarks and working on approximately 4.1 million mathematical problems. We found that advanced arithmetic, measurement units, geometry and fraction understanding significantly predicted percentage understanding. Closer inspection indicated that percentage understanding was best predicted by problems sharing similar features, such as fraction word problems and fraction/natural number multiplication/division problems. Our findings suggest that practitioners and software developers may consider revising specific subtopics which share features with percentage problems for students struggling with percentages. More broadly, our study demonstrates how evaluating interdependencies between subtopics covered within an ITS as a data‐driven approach can provide practical insights for improving the design of ITSs. Practitioner notes What is already known about this topic Longitudinal studies showed that basic mathematical skills predict fraction understanding. There is only limited evidence on whether similar predictions can be observed for percentage understanding—in general and within intelligent tutoring systems. Process data from such intelligent tutoring systems can be leveraged to pursue both educational research questions and optimizing digital learning software. Problems involving percentages typically are word problems requiring multiplications and/or divisions. What this paper adds Similar to the case of fractions, students' performance on advanced arithmetic, measurement units and geometry significantly predicted performance with percentages. Students' performance with fractions also predicted performance with percentages significantly. A psychological network analysis was applied to evaluate specific interdependencies between a range of subtopics (eg, Multiplying and dividing fractions, Adding and subtracting fractions and Calculating with percentages). Fraction word problems and fraction problems involving multiplication/division turned out to be the best predictors of understanding percentages. Implications for practice and/or policy When facing difficulties with percentages, revision of previous mathematical concepts sharing similar features (eg, fraction word problems, fraction/natural number multiplication/division problems) may be advised. Software developers may consider implementing such data‐driven revision recommendations for students facing difficulties within intelligent tutor systems. Psychological network analysis can be utilized as a learning analytics method for easy‐to‐access visualizations illustrating relationships between a large range of different subtopics. What is already known about this topic Longitudinal studies showed that basic mathematical skills predict fraction understanding. There is only limited evidence on whether similar predictions can be observed for percentage understanding—in general and within intelligent tutoring systems. Process data from such intelligent tutoring systems can be leveraged to pursue both educational research questions and optimizing digital learning software. Problems involving percentages typically are word problems requiring multiplications and/or divisions. What this paper adds Similar to the case of fractions, students' performance on advanced arithmetic, measurement units and geometry significantly predicted performance with percentages. Students' performance with fractions also predicted performance with percentages significantly. A psychological network analysis was applied to evaluate specific interdependencies between a range of subtopics (eg, Multiplying and dividing fractions, Adding and subtracting fractions and Calculating with percentages). Fraction word problems and fraction problems involving multiplication/division turned out to be the best predictors of understanding percentages. Implications for practice and/or policy When facing difficulties with percentages, revision of previous mathematical concepts sharing similar features (eg, fraction word problems, fraction/natural number multiplication/division problems) may be advised. Software developers may consider implementing such data‐driven revision recommendations for students facing difficulties within intelligent tutor systems. Psychological network analysis can be utilized as a learning analytics method for easy‐to‐access visualizations illustrating relationships between a large range of different subtopics. [ABSTRACT FROM AUTHOR]
- Published
- 2024
- Full Text
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20. On some new arithmetic properties of certain restricted color partition functions.
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Dasappa, Ranganatha, Channabasavayya, and Keerthana, Gedela Kavya
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PARTITION functions , *ARITHMETIC , *MATHEMATICS , *GEOMETRIC congruences , *COLOR , *WITNESSES , *EISENSTEIN series - Abstract
Very recently, Pushpa and Vasuki (Arab. J. Math. 11, 355–378, 2022) have proved Eisenstein series identities of level 5 of weight 2 due to Ramanujan and some new Eisenstein identities for level 7 by the elementary way. In their paper, they introduced seven restricted color partition functions, namely P ∗ (n) , M (n) , T ∗ (n) , L (n) , K (n) , A (n) , and B(n), and proved a few congruence properties of these functions. The main aim of this paper is to obtain several new infinite families of congruences modulo 2 a · 5 ℓ for P ∗ (n) , modulo 2 3 for M(n) and T ∗ (n) , where a = 3 , 4 and ℓ ≥ 1 . For instance, we prove that for n ≥ 0 , P ∗ (5 ℓ (4 n + 3) + 5 ℓ - 1) ≡ 0 (mod 2 3 · 5 ℓ). In addition, we prove witness identities for the following congruences due to Pushpa and Vasuki: M (5 n + 4) ≡ 0 (mod 5) , T ∗ (5 n + 3) ≡ 0 (mod 5). [ABSTRACT FROM AUTHOR]
- Published
- 2024
- Full Text
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21. Using the TIMSS curriculum model to develop a framework for coherence and its role in developing mathematical connections.
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Peters, Adam
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MATHEMATICS , *EDUCATION policy , *DATABASES - Abstract
Developing mathematical connections for pupils continues to be at the forefront of educational policies worldwide. One strategy suggested to support the connections pupils make is the idea of developing "coherence". Research regarding coherence has increased within mathematics education, however, the term is used widely. It therefore becomes necessary for coherence to be further conceptualised. In this systematic scoping review, five databases were searched for literature on the topic of coherence in school-based mathematics education. A total of 11,587 pieces of literature were extracted. Following further screening, 35 papers were reviewed. The findings suggest that there is limited consensus regarding the conceptualisation of coherence, leading to fragmented perceptions across the literature. This paper presents a framework for coherence based on the TIMSS curriculum model to support international comparisons of coherence and provide clarity for mathematics education researchers and school colleagues when considering which aspect of coherence they are addressing. [ABSTRACT FROM AUTHOR]
- Published
- 2024
- Full Text
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22. Scattering of an inhomogeneous coupled Schrödinger system in the conformal space.
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Saanouni, Tarek and Peng, Congming
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CONFORMAL mapping , *NONLINEAR systems , *NONLINEAR equations , *MATHEMATICS , *EXPONENTS - Abstract
This paper studies the inhomogeneous defocusing coupled Schrödinger system i u ˙ j + Δ u j = | x | - ρ (∑ 1 ≤ k ≤ m a j k | u k | p ) | u j | p - 2 u j , ρ > 0 , j ∈ [ 1 , m ] . The goal of this work is to prove the scattering of energy global solutions in the conformal space made up of f ∈ H 1 (ℝ N) such that x f ∈ L 2 (ℝ N) . The present paper is a complement of the previous work by the first author and Ghanmi [T. Saanouni and R. Ghanmi, Inhomogeneous coupled non-linear Schrödinger systems, J. Math. Phys. 62 2021, 10, Paper No. 101508]. Indeed, the supplementary assumption x u 0 ∈ L 2 enables us to get the scattering in the mass-sub-critical regime p 0 < p ≤ 2 - ρ N + 1 , where p 0 is the Strauss exponent. The proof is based on the decay of global solutions coupled with some non-linear estimates of the source term in Strichartz norms and some standard conformal transformations. Precisely, one gets | t | α ∥ u (t) ∥ L r (ℝ N) ≲ 1 for some α > 0 and a range of Lebesgue norms. The decay rate in the mass super-critical regime is the same one as of e i ⋅ Δ u 0 . This rate is different in the mass sub-critical regime, which requires some extra assumptions. The novelty here is the scattering of global solutions in the weighted conformal space for the class of source terms p 0 < p < 2 - ρ N - 2 + 1 . This helps to better understand the asymptotic behavior of the energy solutions. Indeed, the source term has a negligible effect for large time and the above non-linear Schrödinger problem behaves like the associated linear one. In order to avoid a singular source term, one assumes that p ≥ 2 , which restricts the space dimensions to N ≤ 3 . In a paper in progress, the authors treat the same problem in the complementary case ρ < 0 . [ABSTRACT FROM AUTHOR]
- Published
- 2024
- Full Text
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23. Global sharp gradient estimates for a nonlinear parabolic equation on Riemannian manifolds.
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Chuan, Le Huy, Dung, Nguyen Thac, and Manh, Nguyen Tien
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RIEMANNIAN manifolds , *HEAT equation , *NONLINEAR equations , *MANURES , *MATHEMATICS - Abstract
In this paper, we employ the techniques in [C. Cavaterra, S. Dipierro, Z. Gao and E. Valdinoci, Global gradient estimates for a general type of nonlinear parabolic equations, J. Geom. Anal. 32 2022, 2, Paper No. 65] and the approach in [H. T. Dung and N. T. Dung, Sharp gradient estimates for a heat equation in Riemannian manifolds, Proc. Amer. Math. Soc. 147 2019, 12, 5329–5338] to derive sharp gradient estimates for a positive solution to the heat equation u t = Δ u + a u log u in a complete noncompact Riemannian manifold (where a is a real constant). This is an extension of the gradient estimates of Dung and Dung. [ABSTRACT FROM AUTHOR]
- Published
- 2024
- Full Text
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24. Is evidence‐based practice justified?—A philosophical critique.
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Berg, Henrik
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MATHEMATICS , *PHILOSOPHY of medicine , *THEORY of knowledge , *CAUSALITY (Physics) , *EVIDENCE-based medicine , *CONCEPTS , *EMPIRICISM - Abstract
Background: Evidence‐based practice is the principle governing a range of healthcare practices and beyond. However, it has suffered from a lack of philosophical rigour. This paper sets out to analyse the epistemological basis of evidence‐based practice. Method: The paper uses a conceptual analysis. First, it describes the implicit epistemology at work in evidence‐based practice. Second, it evaluates the implicit epistemological basis. Results: The analysis indicates that evidence‐based practice lacks an explicit epistemological basis. It shows, moreover, that the implicit epistemological basis is untenable. Conclusion: There is a need to re‐think the epistemological basis for evidence‐based practice. Evidence‐based practice is out of touch with developments within philosophy of science. [ABSTRACT FROM AUTHOR]
- Published
- 2024
- Full Text
- View/download PDF
25. Mindfulness in a digital math learning game: Insights from two randomized controlled trials.
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Bereczki, Enikő Orsolya, Takacs, Zsofia K., Richey, J. Elizabeth, Nguyen, Huy A., Mogessie, Michael, and McLaren, Bruce M.
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SCHOOL environment , *REPEATED measures design , *STATISTICAL power analysis , *MATHEMATICS , *RESEARCH funding , *CRONBACH'S alpha , *T-test (Statistics) , *MINDFULNESS , *EDUCATIONAL outcomes , *PUBLIC sector , *EXECUTIVE function , *PROBLEM solving , *DESCRIPTIVE statistics , *RELATIVE medical risk , *MIDDLE school students , *PRE-tests & post-tests , *SCHOOL children , *ANALYSIS of variance , *STATISTICS , *LEARNING strategies , *ALTERNATIVE education , *DATA analysis software , *CONFIDENCE intervals , *VIDEO games , *ADOLESCENCE - Abstract
Background: Mindfulness practices enhance executive function skills and academic achievement, spurring interest in integrating mindfulness interventions into education. Embedding mindfulness practice into a digital math game may provide a low‐cost, scalable way to induce mindfulness and boost game‐based learning, yet this approach remains unexplored. Objectives: We investigated the learning benefits of integrating mindfulness exercises in a digital math learning game and examined how students' trait mindfulness might moderate the outcomes. Methods: Two classroom studies were conducted with 404 5th and 6th grade students from six public schools in the U.S. (nStudy 1 = 227, nStudy 2 = 177). The two randomized controlled experiments assigned students to one of the three conditions: passive control (playing the digital learning game Decimal Point), story‐enriched active control, or mindfulness‐enriched condition. Trait mindfulness, learning gains, and in‐game problem‐solving (including problem‐solving duration, error count and correctness after reminder) were assessed. Study 2 included a manipulation check to better understand the effects of the mindfulness intervention. Results: Findings showed no significant differences in learning gains, problem‐solving duration or error count among the conditions. Students' trait mindfulness did not moderate these outcomes. Mindfulness reminders in the mindfulness‐enriched game led to more correct answers after errors than jokes in the story‐enriched game. Study 2 revealed that we failed to induce higher state mindfulness through the mindfulness inductions. Conclusions: Mindfulness prompts could be especially beneficial for students experiencing frustration during gameplay, warranting more exploration for digital game‐based instruction. We highlight barriers and future directions for fostering mindfulness through computer‐based instruction in classrooms. Lay Description: What is currently known about this topic?: Researchers focus on digital games as productive learning environments for math, with potential for higher learning gains compared with traditional methods. However, results are mixed, and not all games lead to improved math outcomes.Executive function (EF) skills are crucial for math learning, and mindfulness‐based interventions show promise in enhancing EF skills in school‐aged students.Embedding mindfulness practice into a digital math game may provide a low‐cost, scalable way to induce mindfulness and, in turn, boost EF skills and game‐based learning, yet this approach remains unexplored What does this paper add?: This paper presents the results of two randomized control trials investigating the feasibility and benefits of incorporating mindfulness exercises into a digital math game designed for middle school students. Benefits are compared to those of a story‐enriched and regular version of the same digital math learning game.The paper also explores variations in the effects of the mindfulness‐enriched game based on students' initial trait mindfulness levels.We observe that listening to mindfulness inductions at the beginning of game sessions do not induce mindfulness, and therefore does not benefit math learning.We find that mindfulness prompts received after recurrent errors can be beneficial for students' problem solving. Implications of study findings for practitioners: Our study provides important information on how digital learning game designers should attempt to induce mindfulness in a digital game to promote learning.Digital learning game designers should consider incorporating mindfulness exercises into their games strategically. Presenting mindfulness inductions in audio format at the beginning of game sessions may not induce mindfulness or benefit math learning. Instead, designers should focus on integrating mindfulness prompts at moments when students encounter frustration within the learning game.Beyond embedding audio mindfulness exercises in the game, learning designers should also consider alternative technological and game features to induce mindfulness within a learning game. [ABSTRACT FROM AUTHOR]
- Published
- 2024
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26. Blended learning in rural K‐12 education: Stakeholder dynamics and recommendations.
- Author
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Henríquez, Valeria and Hilliger, Isabel
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- *
HIGH schools , *SUCCESS , *CURRICULUM , *SCHOOL environment , *DOCUMENTATION , *ELEMENTARY schools , *QUALITATIVE research , *MATHEMATICS , *HUMAN services programs , *CONTENT analysis , *INTERVIEWING , *STATISTICAL sampling , *SCIENCE , *LEADERSHIP , *GOVERNMENT agencies , *EVALUATION of human services programs , *SCHOOL administrators , *FAMILIES , *FAMILY roles , *TEACHERS , *THEMATIC analysis , *STUDENTS , *MOTIVATION (Psychology) , *RURAL conditions , *RESEARCH methodology , *TRUST , *STATISTICS , *MEDICAL coding , *LEARNING strategies , *MIDDLE schools , *STAKEHOLDER analysis , *STUDENT attitudes , *COMMITMENT (Psychology) , *INTER-observer reliability ,RESEARCH evaluation - Abstract
Background: With the growing integration of technology in education, the adoption of blended learning (b‐learning) has gained attention. B‐learning combines traditional classroom teaching with online components, holding potential to enhance student outcomes and educational efficiency. Yet, current research predominantly concentrates on higher education institutions in urban areas, creating a void in understanding its impact on K‐12 education, particularly in rural settings. Objectives: This qualitative study aims to propose recommendations for successful implementation of blended learning in rural K‐12 areas by addressing the key stakeholders influencing its adoption and identifying the main factors affecting its success. Methods: We performed a content analysis of grey literature documents detailing the implementation of b‐learning in K‐12 education. Additionally, interviews with crucial stakeholders such as teachers, principals, and experts in rural schools in South America provide insights into the challenges and prospects of b‐learning adoption in these contexts. Results and Conclusions: The study identifies pivotal stakeholders for effective b‐learning implementation, outlining their roles and addressing challenges inherent in rural settings. Recommendations for enhancing b‐learning's implementation in developing countries are also proposed. The research underscores the significance of involving diverse stakeholders such as governmental bodies, school leaders, educators, students, and families to ensure a holistic and efficient approach to blended learning. Lay Description: What is currently known about this topic: Blended Learning Definition and Benefits: Blended learning combines face‐to‐face and online instruction, enhancing student engagement and personalization by providing diverse learning pathways.Growth in K‐12 Implementation: Blended learning gained traction in K‐12 education, boosting academic outcomes, driven by recognition of learner diversity and potential in meeting students' needs.Contextual Challenges: Implementation challenges arise in low‐income households and rural areas, including limited access to technology and internet connectivity, impacting student engagement and success. What does this paper add: Focusing on Rural Dynamics: This study helps to fill a gap by investigating blended learning in rural K‐12 settings, spotlighting key players and success drivers in these unique contexts.Recommendations from Various Sources: By combining interviews and grey literature, this research generates comprehensive, practical recommendations grounded in both empirical insights and real‐world perspectives.Insights into Rural Hurdles: This paper extends the discussion on blended learning by addressing specific rural barriers, proposing family involvement, private sector partnerships for training, and tailored pedagogical strategies. Implications for practice or policy: Leadership and Collaboration: Effective school leadership and collaboration with local governments are pivotal for fruitful blended learning implementation, ensuring defined roles, responsibility, and accountability.Adaptable Curriculum Design: An adaptable, centralized curriculum aligns with recommendations, fostering efficient tracking of student progress and enabling customized learning.Engagement‐Centric Pedagogies: Recommendations spotlight interactive, student‐centered teaching methods, tailored to diverse student needs, nurturing active participation and elevated learning outcomes. [ABSTRACT FROM AUTHOR]
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- 2024
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27. Integrating mathematics and science to explain socioscientific issues in educational comics for elementary school students.
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Abrori, Fadhlan Muchlas, Prodromou, Theodosia, Alagic, Mara, Livits, Reka, Kasti, Houssam, Lavicza, Zsolt, and Anđić, Branko
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- *
ELEMENTARY schools , *CRITICAL thinking , *EDUCATIONAL technology , *SOCIAL context , *COGNITIVE ability - Abstract
Integrating socioscientific issues (SSI) into education is gaining widespread adoption in classrooms due to its positive impact on student's critical thinking, environmental awareness, holistic knowledge and/or the idea of combining science and mathematics. This paper explores the idea of using comics as appropriate media for elementary school students to engage with SSI content. Because of the difficulties in integrating SSI into classrooms, SSI-based learning is more commonly applied in high school and higher education settings, with limited implementation in earlier education. To answer this gap, we developed comics that have SSI content for elementary schools. Comics are chosen as reliable tools for visualising and simplifying complex concepts and making SSI content more accessible and engaging. This paper describes our comics on earthquake-related issues in Indonesia and the principles that guided its design. SSI inherently involves multiple perspectives, so the integration brings together science, and mathematics within the one comic. In integrating different disciplines of comic content, we utilised the rule-of-five framework, widely employed to merge five representational models (experiential, verbal, numerical, visual, and symbolic) commonly used in developing content combining two or more different academic disciplines. [ABSTRACT FROM AUTHOR]
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- 2024
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28. The most important thing: Wittgenstein, engineering, and the foundations of mathematics.
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Lenhard, Johannes
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MATHEMATICS , *CONTRADICTION , *ENGINEERING - Abstract
This paper revisits Wittgenstein’s heavily criticized claims about the admissibility of inconsistencies in mathematics. It argues from the perspective of mathematics as a tool and combines material from the history and practice of engineering that makes Wittgenstein’s claims about contradiction and inconsistency look much more plausible. Against this background, the paper interprets passages from Wittgenstein, including his exchange with Alan Turing where he highlights that basic laws of thought are at issue and that reflecting on them would be “the most important thing” he has talked about. [ABSTRACT FROM AUTHOR]
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- 2024
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29. Quantum rectangular MinRank attack on multi-layer UOV signature schemes.
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Cho, Seong-Min and Seo, Seung-Hyun
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QUBITS , *RAINBOWS , *PUBLIC key cryptography , *QUANTUM computers , *DIGITAL signatures , *MATHEMATICS , *ALGORITHMS - Abstract
Recent rank-based attacks have reduced the security of Rainbow, which is one of the multi-layer UOV signatures, below the NIST security requirements by speeding up iterative kernel-finding operations using classical mathematics techniques. If quantum algorithms are applied to perform these iterative operations, the rank-based attacks may be more threatening to multi-layer UOV, including Rainbow. In this paper, we propose a quantum rectangular MinRank attack called the Q-rMinRank attack, the first quantum approach to key recovery attacks on multi-layer UOV signatures. Our attack is a general model applicable to multi-layer UOV signature schemes, and in this paper, we provide examples of its application to Rainbow and the Korean TTA standard, HiMQ. We design two quantum oracle circuits to find the kernel in consideration of the depth-width trade-off of quantum circuits. One is to reduce the width of the quantum circuits using qubits as a minimum, and the other is to reduce the depth using parallelization instead of using a lot of qubits. By designing quantum circuits to find kernels with fewer quantum resources and complexity by adding mathematical techniques, we achieve quadratic speedup for the MinRank attack to recover the private keys of multi-layer UOV signatures. We also estimate quantum resources for the designed quantum circuits and analyze quantum complexity based on them. The width-optimized circuit recovers the private keys of Rainbow parameter set V with only 1089 logical qubits. The depth-optimized circuit recovers the private keys of Rainbow parameter set V with a quantum complexity of 2 174 , which is lower than the complexity of 2 221 recovering the secret key of AES-192, which provides the same security level as parameter set III. [ABSTRACT FROM AUTHOR]
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- 2024
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30. My Own Private World of Non-Ordinary Associative Arithmetics.
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Cohen, Marion Deutsche
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ARITHMETIC , *MULTIPLICATION , *MATHEMATICS - Abstract
A binary operation # on Z + is said to be an associative arithmetic if both # and its iteration — the binary operation ∗ defined recursively by: x∗1 = x and x∗y = [x ∗ (y −1)]#x — are associative. E. Rosinger [6] showed that under reasonable conditions an associative arithmetic must be ordinary addition. However, in the general case, there are associative arithmetics that are not ordinary addition. This paper gives examples of these as well as results towards a structure theorem for associative arithmetics. The paper also describes the role that this particular math problem has played in my mathematical life. [ABSTRACT FROM AUTHOR]
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- 2024
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31. Judging Importance before Checking Correctness: Quick Opinions in Mathematical Peer Review.
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Greiffenhagen, Christian
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MATHEMATICS , *PUBLISHING - Abstract
Peer review has never been a uniform practice but is now more diverse than ever. Despite a vast literature, little is known of how different disciplines organize peer review. This paper draws on ninety-five qualitative interviews with editors and publishers and several hundred written reports to analyze the organization of peer review in pure mathematics. This article focuses on the practice of "quick opinions" at top journals in mathematics: asking (senior) experts about a paper's importance, and only after positive evaluation sending the paper for a full review (which most importantly means checking the paper's correctness). Quick opinions constitute a form of "importance only" peer review and are thus the opposite of the "soundness only" approach at mega-journals such as PLOS ONE. Quick opinions emerged in response to increasing submissions and the fact that checking correctness in mathematics is particularly time-consuming. Quick opinions are informal and are often only addressed to editors. They trade on, indeed reinforce, a journal hierarchy, where journal names are often used as a "members' measurement system" to characterize importance. Finally, quick opinions highlight that a key function of the peer-reviewed journal today, apart from validation and filtration, is "designation"—giving authors items on their CV. [ABSTRACT FROM AUTHOR]
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- 2024
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32. The testimony challenge against the possibility of philosophical knowledge.
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García, Octavio
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LEGAL evidence , *OBJECTIONS (Evidence) , *POSSIBILITY , *MATHEMATICS , *SKEPTICISM - Abstract
We access most of our most cherished beliefs via testimony. Philosophy is no exception. We treat spoken and written philosophical testimony as evidence for philosophical claims. Nonetheless, this paper argues that philosophical testimony is unable to justify philosophical beliefs. If testimony is the only evidence we have to justify philosophical beliefs, this entails skepticism about philosophy. Call this the testimony challenge. First, the paper argues that philosophical testimony does not meet the conditions under which evidence can justify our beliefs. Second, it shows that philosophical testimony cannot provide preemptive epistemic reasons as science and mathematics do. Finally, it answers the self‐defeat objection and a set of objections aiming to block the thesis that philosophical testimony does not justify philosophical beliefs. The paper aims to rethink the role of philosophical testimony in philosophy and reinforce the skeptical worries raised by methodological and disagreement challenges. [ABSTRACT FROM AUTHOR]
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- 2024
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33. Effective mathematics learning through APOS theory by dint of cognitive abilities.
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Tsafe, A. K.
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MATHEMATICS , *CONSTRUCTIVISM (Education) , *INTERNALIZING behavior , *MENTAL imagery - Abstract
The paper dwells on the contributions of APOS theory to the development of teaching and learning of mathematics in school. APOS is an acronym for action, process, object, and schema. The theory emerges as an extension to constructivism but with a more focused and robust learner-centered approach to the teaching and learning of mathematics. Proponents of the theory believed that learning occurs initially as an action or activity in learners' cognitive settings, independent of learners' environment, triggered by cognitive coherence, then it is transformed to process, where learner now waits for internalization of the earlier activity, preparatory to the occurrence of learning. At object level, learner now considers what has been learnt earlier to have been fully internalized into mathematical object(s). Lastly, at schema level, the object learnt is assumed to have been embedded in the learners' schema-a cognitive structure formed as a result of accumulated learning experience, and a complete mental image of what has been learnt is said to have been formed. Against the backdrop of this, the paper looks at how this theory had changed the narrative about teaching and learning of mathematics vis-à-vis the bearing of the theory to other cognitive abilities of the learner such as intelligence and creativity. In the end, the paper suggests the application of APOS theory in teaching and learning mathematics at all levels of learning in Nigeria and beyond. [ABSTRACT FROM AUTHOR]
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- 2024
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34. When bias becomes part of imprecision: how to use analytical performance specifications to determine acceptability of lot-lot variation and other sources of possibly unacceptable bias.
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Thelen, Marc H.M. and van Schrojenstein Lantman, Marith
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MEDICAL personnel , *CALIBRATION , *MATHEMATICS , *LABORATORIES , *RESPONSIBILITY - Abstract
ISO 15189 requires laboratories to estimate the uncertainty of their quantitative measurements and to maintain them within relevant performance specifications. Furthermore, it refers to ISO TS 20914 for instructions on how to estimate the uncertainty and what to take into consideration when communicating uncertainty of measurement with requesting clinicians. These instructions include the responsibility of laboratories to verify that bias is not larger than medically significant. If estimated to be larger than acceptable, such bias first needs to be eliminated or (temporarily) corrected for. In the latter case, the uncertainty of such correction becomes part of the estimation of the total measurement uncertainty. If small enough to be acceptable, bias becomes part of the long term within laboratory random variation. Sources of possible bias are (not limited to) changes in reagent or calibrator lot variation or calibration itself. In this paper we clarify how the rationale and mathematics from an EFLM WG ISO/A position paper on allowable between reagent lot variation can be applied to calculate whether bias can be accepted to become part of long-term imprecision. The central point of this rationale is to prevent the risk that requesting clinicians confuse changes in bias with changes in the steady state of their patients. [ABSTRACT FROM AUTHOR]
- Published
- 2024
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35. On the paper "On hyperideals of ordered semihypergroups" by Ze Gu in Ital. J. Pure Appl. Math.
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Kehayopulu, Niovi
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- *
MATHEMATICS - Abstract
Giving the proper citations, it is shown that, except of Lemma 2.4 and Theorem 2.6, almost all the results of the paper in the title have been previously published for ordered hypersemigroups in Eur. J. Pure Appl. Math. and they are not new. There are also two results obtained from ordered semigroups just putting a "o" instead of "o" (that isn't a correct way to work), without reference to ordered semigroups on which the results on ordered hypersemigroups are based. One of them can be obtained as corollary to a theorem in Eur. J. Pure Appl. Math. as well, and it is not new. [ABSTRACT FROM AUTHOR]
- Published
- 2019
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36. Nonlinear dynamics with Hopf bifurcations by targeted mutation in the system of rock-paper-scissors metaphor.
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Park, Junpyo
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OSCILLATIONS , *MATHEMATICS , *LEAST squares , *BIFURCATION theory , *SCISSORS & shears - Abstract
The role of mutation, which is an error process in gene evolution, in systems of cyclically competing species has been studied from various perspectives, and it is regarded as one of the key factors for promoting coexistence of all species. In addition to naturally occurring mutations, many experiments in genetic engineering have involved targeted mutation techniques such as recombination between DNA and somatic cell sequences and have studied genetic modifications through loss or augmentation of cell functions. In this paper, we investigate nonlinear dynamics with targeted mutation in cyclically competing species. In different ways to classic approaches of mutation in cyclic games, we assume that mutation may occur in targeted individuals who have been removed from intraspecific competition. By investigating each scenario depending on the number of objects for targeted mutation analytically and numerically, we found that targeted mutation can lead to persistent coexistence of all species. In addition, under the specific condition of targeted mutation, we found that targeted mutation can lead to emergences of bistable states for species survival. Through the linear stability analysis of rate equations, we found that those phenomena are accompanied by Hopf bifurcation which is supercritical. Our findings may provide more global perspectives on understanding underlying mechanisms to control biodiversity in ecological/biological sciences, and evidences with mathematical foundations to resolve social dilemmas such as a turnover of group members by resigning with intragroup conflicts in social sciences. [ABSTRACT FROM AUTHOR]
- Published
- 2019
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37. P. C. Vaidya's contributions to mathematics and physics.
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Shashikumara, A. A. and Kumbar, Rashmi
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SCIENTIFIC community , *CONFERENCE papers , *MATHEMATICIANS , *SCIENTISTS , *MATHEMATICAL physics , *PHYSICISTS - Abstract
Prahalad Chunnilal Vaidya was an eminent general relativist, gravitation theorist, physicist, mathematician, educationist and a follower of Gandhian philosophy in post-independence India. Apart from his scientific career, Vaidya is renowned for his Vaidya metric. Though he has contributed significantly to the scientific community, very few people are aware about him or his contributions. As 23 May 2019 was the 101st birth anniversary of Vaidya, here we present his contributions and their impact through a bibliometric study. This study presents an analysis of published research works of Vaidya. During his active career, he had contributed 102 publications, including 90 journal articles, 5 conference papers, 4 book chapters, 2 review articles and 1 report. His publications have received 2004 citations, h-index of 18 and i10-index of 29 from 1979 to 2018. We analysed Vaidya's publications by type, country, journals, publishers, citations, year-wise growth, collaborated authors, top cited papers, etc. This bibliometric study is an effort to draw the attention of the younger generation of scientists to Vaidya and his contributions. [ABSTRACT FROM AUTHOR]
- Published
- 2019
- Full Text
- View/download PDF
38. Visualization of students' performance from digital learning media using Self-Organizing Map (SOM).
- Author
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Tibyani, Tibyani, Anam, Syaiful, Wardhani, Ni Wayan Surya, and Hartono, Pitoyo
- Subjects
- *
DIGITAL learning , *SELF-organizing maps , *DIGITAL storytelling , *COGNITIVE styles , *DIGITAL technology , *ONLINE education , *MATHEMATICS - Abstract
In recent years, with the increase of online learning platforms, obtaining learning behavior data from students, are becoming easy. However, analyzing the data to extract meaningful information remains challenging due to the data volume and complexity. Here, we apply Self-organizing Maps (SOM) to visualize the learning characteristics of many elementary students over many online assignments in mathematics class. As a case study, this research used the data log of MONSAKUN, a digital learning environment that focuses on exercising arithmetic using story-based questions by using a problem-posing approach with the integration of mathematical sentences. Our primary objective is to give intuitive understanding to the teachers regarding the students' performance that subsequently allows the teachers to generate meaningful advices. Here, SOM generates a two-dimensional map that preserved the topological order of high-dimensional learning characteristics data, in which students with similar learning characteristics are located close to each other, while students with significantly different characteristics are distanced from each other. We are interested especially in locating low-performing students, as they are the most important to be given advice by the teachers. By locating the low-performing students and other students in their vicinity on the map, the teacher may be able to use other students as references for improving the low-performing students' performances. The idea is to mimic the learning characteristics of the students designated as references. Due to the learning characteristics similarity, the low-performing students do not need to make drastic changes in their learning styles. It can be expected that by iterating this process over many assignments, the students' performances will gradually be improved. In this paper, we utilized a digital learning platform MONSAKUN, for learning arithmetic used in Japan. In this paper, we present our preliminary results in the form a learning-visualization of characteristics students of analytical and advisory tools and described our future goals for building a more flexible and general tool that can be deployed in Indonesia. [ABSTRACT FROM AUTHOR]
- Published
- 2024
- Full Text
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39. Partner choice correlates with fine scale kin structuring in the paper wasp Polistes dominula.
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Parsons, Paul John, Grinsted, Lena, and Field, Jeremy
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PHILOPATRY , *WASPS , *ANIMAL societies , *PHYSIOLOGY , *NESTS , *BIRD breeding - Abstract
Cooperation among kin is common in animal societies. Kin groups may form by individuals directly discriminating relatives based on kin recognition cues, or form passively through natal philopatry and limited dispersal. We describe the genetic landscape for a primitively eusocial wasp, Polistes dominula, and ask whether individuals choose cooperative partners that are nearby and/or that are genetic relatives. Firstly, we genotyped an entire sub-population of 1361 wasps and found genetic structuring on an extremely fine scale: the probability of finding genetic relatives decreases exponentially within just a few meters of an individual’s nest. At the same time, however, we found a lack of genetic structuring between natural nest aggregations within the population. Secondly, in a separate dataset where ~2000 wasps were genotyped, we show that wasps forced experimentally to make a new nest choice tended to choose new nests near to their original nests, and that these nests tended to contain some full sisters. However, a significant fraction of wasps chose nests that did not contain sisters, despite sisters being present in nearby nests. Although we cannot rule out a role for direct kin recognition or natal nest-mate recognition, our data suggest that kin groups may form via a philopatric rule-of-thumb, whereby wasps simply select groups and nesting sites that are nearby. The result is that most subordinate helpers obtain indirect fitness benefits by breeding cooperatively. [ABSTRACT FROM AUTHOR]
- Published
- 2019
- Full Text
- View/download PDF
40. The contribution of cause-effect link to representing the core of scientific paper—The role of Semantic Link Network.
- Author
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Cao, Mengyun, Sun, Xiaoping, and Zhuge, Hai
- Subjects
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COMPLEXITY (Philosophy) , *CAUSATION (Philosophy) , *SEMANTICS , *RESEARCH , *PHILOSOPHY - Abstract
The Semantic Link Network is a general semantic model for modeling the structure and the evolution of complex systems. Various semantic links play different roles in rendering the semantics of complex system. One of the basic semantic links represents cause-effect relation, which plays an important role in representation and understanding. This paper verifies the role of the Semantic Link Network in representing the core of text by investigating the contribution of cause-effect link to representing the core of scientific papers. Research carries out with the following steps: (1) Two propositions on the contribution of cause-effect link in rendering the core of paper are proposed and verified through a statistical survey, which shows that the sentences on cause-effect links cover about 65% of key words within each paper on average. (2) An algorithm based on syntactic patterns is designed for automatically extracting cause-effect link from scientific papers, which recalls about 70% of manually annotated cause-effect links on average, indicating that the result adapts to the scale of data sets. (3) The effects of cause-effect link on four schemes of incorporating cause-effect link into the existing instances of the Semantic Link Network for enhancing the summarization of scientific papers are investigated. The experiments show that the quality of the summaries is significantly improved, which verifies the role of semantic links. The significance of this research lies in two aspects: (1) it verifies that the Semantic Link Network connects the important concepts to render the core of text; and, (2) it provides an evidence for realizing content services such as summarization, recommendation and question answering based on the Semantic Link Network, and it can inspire relevant research on content computing. [ABSTRACT FROM AUTHOR]
- Published
- 2018
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- View/download PDF
41. Do altmetrics correlate with the quality of papers? A large-scale empirical study based on F1000Prime data.
- Author
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Bornmann, Lutz and Haunschild, Robin
- Subjects
- *
MULTIPLE correspondence analysis (Statistics) , *ALTMETRICS , *CITATION analysis , *BIBLIOMETRICS , *EMPIRICAL research - Abstract
In this study, we address the question whether (and to what extent, respectively) altmetrics are related to the scientific quality of papers (as measured by peer assessments). Only a few studies have previously investigated the relationship between altmetrics and assessments by peers. In the first step, we analyse the underlying dimensions of measurement for traditional metrics (citation counts) and altmetrics–by using principal component analysis (PCA) and factor analysis (FA). In the second step, we test the relationship between the dimensions and quality of papers (as measured by the post-publication peer-review system of F1000Prime assessments)–using regression analysis. The results of the PCA and FA show that altmetrics operate along different dimensions, whereas Mendeley counts are related to citation counts, and tweets form a separate dimension. The results of the regression analysis indicate that citation-based metrics and readership counts are significantly more related to quality, than tweets. This result on the one hand questions the use of Twitter counts for research evaluation purposes and on the other hand indicates potential use of Mendeley reader counts. [ABSTRACT FROM AUTHOR]
- Published
- 2018
- Full Text
- View/download PDF
42. Information presentation through a head-worn display (“smart glasses”) has a smaller influence on the temporal structure of gait variability during dual-task gait compared to handheld displays (paper-based system and smartphone).
- Author
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Sedighi, Alireza, Ulman, Sophia M., and Nussbaum, Maury A.
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GAIT in humans , *MOTOR ability , *PHYSICAL activity , *STANDARD deviations , *ENTROPY - Abstract
The need to complete multiple tasks concurrently is a common occurrence both daily life and in occupational activities, which can often include simultaneous cognitive and physical demands. As one example, there is increasing availability of head-worn display technologies that can be employed when a user is mobile (e.g., while walking). This new method of information presentation may, however, introduce risks of adverse outcomes such as a decrement to gait performance. The goal of this study was thus to quantify the effects of a head-worn display (i.e., smart glasses) on motor variability during gait and to compare these effects with those of other common information displays (i.e., smartphone and paper-based system). Twenty participants completed four walking conditions, as a single task and in three dual-task conditions (three information displays). In the dual-task conditions, the information display was used to present several cognitive tasks. Three different measures were used to quantify variability in gait parameters for each walking condition (using the cycle-to-cycle standard deviation, sample entropy, and the “goal-equivalent manifold” approach). Our results indicated that participants used less adaptable gait strategies in dual-task walking using the paper-based system and smartphone conditions compared with single-task walking. Gait performance, however, was less affected during dual-task walking with the smart glasses. We conclude that the risk of an adverse gait event (e.g., a fall) in head-down walking conditions (i.e., the paper-based system and smartphone conditions) were higher than in single-task walking, and that head-worn displays might help reduce the risk of such events during dual-task gait conditions. [ABSTRACT FROM AUTHOR]
- Published
- 2018
- Full Text
- View/download PDF
43. Quantifying the impact of scholarly papers based on higher-order weighted citations.
- Author
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Bai, Xiaomei, Zhang, Fuli, Hou, Jie, Lee, Ivan, Kong, Xiangjie, Tolba, Amr, and Xia, Feng
- Subjects
- *
CITATION analysis , *SCHOLARLY publishing , *BIBLIOMETRICS , *SIMULATION methods & models , *ALGORITHMS - Abstract
Quantifying the impact of a scholarly paper is of great significance, yet the effect of geographical distance of cited papers has not been explored. In this paper, we examine 30,596 papers published in Physical Review C, and identify the relationship between citations and geographical distances between author affiliations. Subsequently, a relative citation weight is applied to assess the impact of a scholarly paper. A higher-order weighted quantum PageRank algorithm is also developed to address the behavior of multiple step citation flow. Capturing the citation dynamics with higher-order dependencies reveals the actual impact of papers, including necessary self-citations that are sometimes excluded in prior studies. Quantum PageRank is utilized in this paper to help differentiating nodes whose PageRank values are identical. [ABSTRACT FROM AUTHOR]
- Published
- 2018
- Full Text
- View/download PDF
44. An instrument to assess the statistical intensity of medical research papers.
- Author
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Nieminen, Pentti, Virtanen, Jorma I., and Vähänikkilä, Hannu
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MEDICAL research , *MEDICAL statistics , *MEDICAL personnel , *MEDICAL periodicals , *MANUSCRIPTS - Abstract
Background: There is widespread evidence that statistical methods play an important role in original research articles, especially in medical research. The evaluation of statistical methods and reporting in journals suffers from a lack of standardized methods for assessing the use of statistics. The objective of this study was to develop and evaluate an instrument to assess the statistical intensity in research articles in a standardized way. Methods: A checklist-type measure scale was developed by selecting and refining items from previous reports about the statistical contents of medical journal articles and from published guidelines for statistical reporting. A total of 840 original medical research articles that were published between 2007–2015 in 16 journals were evaluated to test the scoring instrument. The total sum of all items was used to assess the intensity between sub-fields and journals. Inter-rater agreement was examined using a random sample of 40 articles. Four raters read and evaluated the selected articles using the developed instrument. Results: The scale consisted of 66 items. The total summary score adequately discriminated between research articles according to their study design characteristics. The new instrument could also discriminate between journals according to their statistical intensity. The inter-observer agreement measured by the ICC was 0.88 between all four raters. Individual item analysis showed very high agreement between the rater pairs, the percentage agreement ranged from 91.7% to 95.2%. Conclusions: A reliable and applicable instrument for evaluating the statistical intensity in research papers was developed. It is a helpful tool for comparing the statistical intensity between sub-fields and journals. The novel instrument may be applied in manuscript peer review to identify papers in need of additional statistical review. [ABSTRACT FROM AUTHOR]
- Published
- 2017
- Full Text
- View/download PDF
45. A collaborative approach for research paper recommender system.
- Author
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Haruna, Khalid, Akmar Ismail, Maizatul, Damiasih, Damiasih, Sutopo, Joko, and Herawan, Tutut
- Subjects
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CITATION analysis , *SCIENCE & state , *SOCIAL network analysis , *SOCIAL networks , *COMPUTER networks - Abstract
Research paper recommenders emerged over the last decade to ease finding publications relating to researchers’ area of interest. The challenge was not just to provide researchers with very rich publications at any time, any place and in any form but to also offer the right publication to the right researcher in the right way. Several approaches exist in handling paper recommender systems. However, these approaches assumed the availability of the whole contents of the recommending papers to be freely accessible, which is not always true due to factors such as copyright restrictions. This paper presents a collaborative approach for research paper recommender system. By leveraging the advantages of collaborative filtering approach, we utilize the publicly available contextual metadata to infer the hidden associations that exist between research papers in order to personalize recommendations. The novelty of our proposed approach is that it provides personalized recommendations regardless of the research field and regardless of the user’s expertise. Using a publicly available dataset, our proposed approach has recorded a significant improvement over other baseline methods in measuring both the overall performance and the ability to return relevant and useful publications at the top of the recommendation list. [ABSTRACT FROM AUTHOR]
- Published
- 2017
- Full Text
- View/download PDF
46. Policy papers published last week.
- Subjects
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MATHEMATICS , *ENGLISH language - Published
- 2024
47. The most-cited statistical papers.
- Author
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Ryan, ThomasP. and Woodall, WilliamH.
- Subjects
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BIBLIOGRAPHICAL citations , *PAPER , *STATISTICS , *MATHEMATICS , *LIFE sciences , *SCIENCE - Abstract
We attempt to identify the 25 most-cited statistical papers, providing some brief commentary on each paper on our list. This list consists, to a great extent, of papers that are on non-parametric methods, have applications in the life sciences, or deal with the multiple comparisons problem. We also list the most-cited papers published in 1993 or later. In contrast to the overall most-cited papers, these are predominately papers on Bayesian methods and wavelets. We briefly discuss some of the issues involved in the use of citation counts. [ABSTRACT FROM AUTHOR]
- Published
- 2005
- Full Text
- View/download PDF
48. Comment on the paper of Mostafa M. A. Khater et al. [Superlattices and Microstructures, 113 (2018) 346–358].
- Author
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Zayed, Elsayed M.E. and Al-Nowehy, Abdul-Ghani
- Subjects
- *
SUPERLATTICES , *NONLINEAR equations , *BAND gaps , *MATHEMATICS , *MICROSTRUCTURE - Abstract
Abstract This comment concerns the doubtful new auxiliary equation method (Khater method) included in the above paper. We prove by simple calculation that this method is wrong. The exact solutions of the proposed nonlinear equation obtained in the above paper are all wrong. Highlights • The new auxiliary equation method is called Khater method. • We prove by simple calculation that Khater method is wrong. • We show that the exact solutions obtained in the above paper are all wrong. [ABSTRACT FROM AUTHOR]
- Published
- 2018
- Full Text
- View/download PDF
49. Erratum to the paper "Global Lp estimates for degenerate Ornstein–Uhlenbeck operators with variable coefficients": (Published in Math. Nachr. 286 (2013), No. 11–12, 1087–1101).
- Author
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Bramanti, Marco, Cupini, Giovanni, Lanconelli, Ermanno, and Priola, Enrico
- Subjects
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MATHEMATICS , *SINGULAR integrals - Abstract
In this note we point out and correct a mistake in our paper "GlobalLpestimates for degenerate Ornstein–Uhlenbeck operators with variable coefficients", published in Math. Nachr. 286 (2013), no. 11–12, 1087–1101. [ABSTRACT FROM AUTHOR]
- Published
- 2021
- Full Text
- View/download PDF
50. Integrating educational robot and low-cost self-made toys to enhance STEM learning performance for primary school students.
- Author
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Hu, Chih-Chien, Yang, Yu-Fen, Cheng, Ya-Wen, and Chen, Nian-Shing
- Subjects
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INTERDISCIPLINARY education , *PLAY , *LECTURE method in teaching , *DIGITAL technology , *MATHEMATICS , *COST effectiveness , *HUMAN services programs , *STRUCTURAL models , *ELEMENTARY schools , *RESEARCH funding , *SCIENCE , *ENGINEERING , *EDUCATIONAL outcomes , *CLINICAL trials , *PROBLEM solving , *DESCRIPTIVE statistics , *CAMPS , *PRE-tests & post-tests , *SURVEYS , *ROBOTICS , *ACADEMIC achievement , *SCHOOL children , *TECHNOLOGY , *RURAL conditions , *STORYTELLING , *ABILITY , *LEARNING strategies , *STUDENT attitudes , *DATA analysis software , *INTERNET of things , *TRAINING , *CLOUD computing - Abstract
The application of STEM (Science, Technology, Engineering, and Math) education in solving real-world problems is challenging. To tackle this challenge, a project-based learning approach that integrates robots with cost-effective self-made toys to problem-solving was adopted to assist rural primary school students to apply STEM skills. The purpose of this study was to evaluate the effects of the project-based learning approach which includes lecturing and hands-on activities on primary school students' STEM learning outcomes and attitudes. An experiment was conducted with 25 primary school students who voluntarily participated in a STEM summer-camp programme. Students were asked to assemble a paper house equipped with an IoT control module and LED light switches, and write and edit robot scripts to produce a robot-based storytelling narrative using the paper house they made as a context. The results show that the project-based learning approach was an effective approach for cultivating primary school students' STEM knowledge and skills as evidenced from the post-written test. The relationships between the students' STEM learning outcomes and attitudes were also confirmed by a clustering analysis. Students who had higher learning attitudes also achieved higher STEM learning outcomes; the findings are also supported by the feedback from the open-ended questionnaire items. This study suggests that integrating low-cost self-made toys and robots in project-based learning activities is an effective and practical approach to enhance primary school students' learning outcomes and learning attitudes in STEM education. [ABSTRACT FROM AUTHOR]
- Published
- 2024
- Full Text
- View/download PDF
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