17,499 results on '"Mathematics"'
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2. The Comprehensive Mathematics Inventory: A Research Instrument for Assessing Mathematics Achievement in Early Years.
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Reys, Robert E. and Rea, Robert E.
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The development, administration, results of administration, and limitations and problems of the Comprehensive Mathematics Inventory (CMI) are discussed. The CMI is an instrument for assessing mathematics competencies of children prior to or at the instance of entering school. In a pilot test of the CMI, 727 children in their first full week of school were administered the 200-item inventory. The items are included in subtests concerning number, money, measurement, pattern identification, recall, vocabulary, and geometry, in addition to which there are six open ended items. Results of the testing showed that the sample varied considerably in knowledge and skill, and point up the need for flexible, informal programs for beginning instruction. (DB)
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- 2024
3. Career Education: Learning with a Purpose. Secondary Guide-Vol. 5. Mathematics and Career Clusters, Mathematics Related Activity Suggestions, Field Trip Sites and Guest Speakers.
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State Fair Community Coll., Sedalia, MO. and Atkinson, Marilyn
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The guide offers a compilation of teacher-developed career education materials which may be integrated with secondary level curriculum in mathematics. Suggested activities and ideas present the following units based on career clusters as they relate to mathematics: construction, communications and media, hospitality and recreation, public service, marine science, health, manufacturing, transportation, and agri-business and natural resources. Activity suggestions for other math-related units are also given including several "silent lectures" emphasizing logical problem solving and units on consumer economics, metrics, computer science, statistics, and other mathematical applications. Objectives, teaching procedure, and related resources and materials are presented for each unit. A 12-page list of suggested local field trip sites and guest speakers is included. (EC)
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- 2024
4. Curriculum and Teaching of Mathematics in the Higher Secondary Schools - An Analysis of Syllabuses.
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National Council of Educational Research and Training, New Delhi (India). Dept. of Curriculum and Evaluation.
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This curriculum project in general mathematics was planned in order to study syllabuses of the elementary and high school curriculum under the following broad categories: (1) objectives of education and mathematics, (2) arrangement of the content, the duration of the course and the achievement expected in each topic, and (3) objectives of education at the primary and the middle level. One of the reports is an analysis of 43 books in elementary mathematics that are in use in various states of the country. The purpose of this study was to obtain an analytical opinion from the teachers about the textbooks in actual use for teaching elementary mathematics. This information was classified according to general information, general organization of the textbooks, subject matter, style of writing, pictorial and graphic illustrations, and objectives. The second report is an analysis of a limited survey of 30 schools selected from four states of India. The purpose of this study was to determine the current teaching-learning practices followed by teachers and students in the study of elementary mathematics. A factual account of what was observed in classes by the investigators and reported by teachers and students during interviews is reported for the following areas: (1) motivation, (2) continuity, (3) teaching new concepts, (4) problem solving, (5) individual and group work, (6) homework, and (7) teaching aids. (RP)
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- 2024
5. WILMINGTON OPERATIONAL MATHEMATICS PROGRAM.
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Wilmington Public Schools, DE. and ROGLER, PAUL V.
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THIS PROJECT PROVIDES A PROGRAM FOR THE EDUCATION OF NINTH GRADE STUDENTS IN GENERAL MATHEMATICS. THE PURPOSE OF THE PROJECT IS (1) TO WRITE UNITS OF WORK THAT INCORPORATE PRACTICAL APPLICATIONS FROM THE EVENTS AND AFFAIRS OF URBAN LIFE, (2) TO SEEK OUT PROBLEMS FROM LOCAL INDUSTRY, AND (3) TO PROVIDE DIFFERENTIATED ACTIVITIES AND EXERCISES THAT APPEAL TO THE INTERESTS AND ABILITIES OF THE VARIETY OF STUDENTS THAT ARE FOUND IN NINTH GRADE GENERAL MATHEMATICS CLASSES. TO ACCOMPLISH THESE OBJECTIVES, THE DIRECTOR AND THREE TEACHERS WORKED TOGETHER FOR SIX WEEKS, WRITING UNITS ON (1) CARPENTRY, (2) MATHEMATICS IN SPORTS, (3) SCIENCE, (4) WORLD OF WORK, (5) PRACTICAL NURSING, (6) BUSINESS EXPERIENCE, (7) GEOMETRY, (8) SETS AND PROBABILITY, (9) A MODERN FACTORY, (10) TRAVEL, AND (11) ALGEBRA. EACH STUDENT IS PROVIDED WITH SUFFICIENT BASIC MATERIALS FOR USE AS NEEDED. TEACHERS' COPIES OF THE PROGRAM PROVIDE MANY TEACHING SUGGESTIONS AND A NUMBER OF TRANSPARENCIES FOR USE WITH THE UNITS. MATERIALS WERE PROVIDED FOR FIVE EXPERIMENTAL CLASSES AND ARE PRESENTLY IN USE. THE FIVE TEACHERS WHO ARE USING THE MATERIALS ARE MEETING PERIODICALLY DURING THE SCHOOL YEAR TO EVALUATE AND REWRITE THE UNITS AS NECESSARY. (RP)
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- 2024
6. Curriculum and Teaching of Mathematics in the Higher Secondary Schools.
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National Council of Educational Research and Training, New Delhi (India). Dept. of Curriculum and Evaluation.
- Abstract
This curriculum project in general mathematics was planned with two specific objectives--(1) to study the existing curricula, textbooks, and teaching methods in mathematics in higher secondary schools of various states, and (2) to develop a new curriculum in mathematics in light of the objectives of teaching the subject and to try out the experimental curriculum by adopting suitable techniques of teaching and learning. Given is a brief account, in two sections, of how the project was conducted through various stages. Section I deals with the study of the existing syllabuses, textbooks, and teaching methods in mathematics in higher secondary schools. Section I I deals with the development of the new curriculum as it involves (1) formulation and specifications of objectives, (2) selection and organization of learning materials, (3) developing the learning experiences, and (4) evaluation of the curriculum. (RP)
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- 2024
7. SETS, SENTENCES, AND SYSTEMS. HANDBOOK FOR JUNIOR HIGH SCHOOL MATHEMATICS WORKSHOPS.
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Illinois State Office of the Superintendent of Public Instruction, Springfield., ROBBINS, MORTON, and VAN SPEYBROECK, JAMES
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THIS WORKBOOK FOR TEACHERS IS CONCERNED WITH IDEAS AND CONCEPTS THAT WERE CONSIDERED IN A JUNIOR HIGH SCHOOL MATHEMATICS PROGRAM. THE ORGANIZATION WAS DETERMINED BY TWO MAJOR GOALS--(1) TO PROVIDE AN INSERVICE TRAINING WORKSHOP WHICH WOULD BE OF IMMEDIATE USE TO THE JUNIOR HIGH SCHOOL MATHEMATICS TEACHER, AND (2) TO PROVIDE THE TEACHER WITH AN OVERVIEW OF THE MAJOR OBJECTIVES OF A JUNIOR HIGH SCHOOL MATHEMATICS PROGRAM AND THE THEORY UPON WHICH THESE OBJECTIVES ARE BASED. PRELIMINARY NOTIONS OF ELEMENTARY SET THEORY AND THE MATHEMATICAL SENTENCE ARE DISCUSSED BEFORE PROCEEDING TO THE NATURAL NUMBERS, THE INTEGERS, AND THE RATIONAL NUMBER SYSTEM. (RP)
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- 2024
8. An Insight into the Relationship between Computational Thinking Concepts and Students' Attitudes towards Mathematics
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Julia Tomanova, Martin Vozar, and Dasa Munkova
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The study focuses on the identification of relationships and/or rules between computational thinking (CT) concepts among the undergraduate students of Applied Informatics due to their attitudes towards mathematics. We analyze three CT concepts -- decomposition, pattern recognition, and algorithmic thinking. We assume that students who have a closer relationship with mathematics, a positive attitude towards mathematics, have better developed CT. We conducted the experiment during the 2022/2023 academic year on the Information Coding and Displaying subject. The results indicate that those students who have no relationship to mathematics, negative attitude towards mathematics, have no problem with decomposition and pattern recognition, but without significant algorithmic thinking. On the other hand, students who have a close relationship with mathematics are also able to decompose or recognize patterns, but moreover they have shown algorithmic thinking. The contribution of the study comprises the identification of relationships and/or patterns of computational thinking concepts among students who have a relationship to mathematics, who cannot assess their relationship to mathematics, as well as among students who have no relationship to mathematics. Our results indicate a different occurrence of computational thinking concepts as well as links and/or relationships between them.
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- 2024
9. Ethnomathematical Aspects of Learning Geometry and Values Related to the Motifs Used by the Dayak Ngaju Tribe in Central Kalimantan
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Jackson Pasini Mairing, Pancarita, and Henry Aritonang
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Purpose: Ethnomathematics are used in motifs by the Dayak Ngaju Tribe in Central Kalimantan. The motifs contain some Ethnomathematical objects and concepts for Geometry and values. Therefore, this study aimed to describe the motifs based on mathematical objects and concepts of Geometry and value viewed from ethnomathematics aspects. Methodology: This study used a qualitative approach with an ethnography method. The researchers collected information from documents and books. They conducted in-depth observations and interviews with the subjects regarding the culture of the Dayak Ngaju people who reside downstream of the Kahayan River in Central Kalimantan. The subjects were a Dayak Ngaju craftsman and a priest of the Hindu Kaharingan community. The motifs consist of "tingang," "dandang tingang," "jata," "batang garing," "tanduk muang," "buntut kakupu gajah," "taya" tree and "rambunan tambun." Findings: The motifs contain some mathematical objects and concepts. Mathematical objects are created as circles, "batang garing" and "jata" motifs, and a six-sided shape in the "tanduk muang" motif. The concept is the geometric transformations, namely the axis reflection in the mdandang tingang and tanduk muang motifs the axis reflection in the motifs of "tingang," "batang garing," "tanduk muang" and "taya" tree. The rotation on point (0,0) in the motifs of "buntut kakupu gajah" and "taya" tree, and the translation in the motif of "jata." Significance: The study provides some mathematical objects and concepts in the motifs of the Dayak Ngaju tribe in Central Kalimantan. Students learning those objects and concepts should be related to their culture, namely the motifs, and they should acquire the values in such learning. Ethnomathematics plays an important role among Dayak Ngaju people in understanding mathematics concepts such as Geometry and values.
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- 2024
10. Characterizing Students' Beliefs about Mathematics as a Discipline
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Maria Kirstine Østergaard
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To fully possess mathematical competence and to understand its relevance, importance and aesthetics, it is essential to be aware of aspects of mathematics not only as a school subject but also as a scientific discipline. In a systematic literature review, the theoretical characterization of compulsory school students' beliefs about mathematics as a discipline is investigated, as well as the empirical tendencies in the nature of their actual beliefs. Furthermore, the valuation of these beliefs is addressed. The 18 included studies demonstrate a clear pattern in applying a dualistic/relativistic spectrum when characterizing and analysing students' beliefs about mathematics as a discipline, with students generally possessing dualistic beliefs, which is in contrast to what is favourable to their learning.
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- 2024
11. Measuring Students' Conceptual Understanding of Real Functions: A Rasch Model Analysis
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Anela Hrnjicic and Adis Alihodžic
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Understanding the concepts related to real function is essential in learning mathematics. To determine how students understand these concepts, it is necessary to have an appropriate measurement tool. In this paper, we have created a web application using 32 items from conceptual understanding of real functions (CURF) item bank. We conducted a psychometric analysis using Rasch model on 207 first-year students. The analysis showed that CURF is a dependable and valid instrument for measuring students' CURF. The test is uni-dimensional; all items are consistent with the construct and have excellent item fit statistics. The results indicate that the items are independent of each other and unbiased towards the gender and high school background of the students.
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- 2024
12. Views of Students' of Pedagogical Departments on the Teaching of Mathematics in Kindergarten
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Marina Vasilaki
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The purpose of this research was to explain why many people do not like mathematics and find it difficult because it is difficult to understand or because a teacher they had did not give the appropriate weight. The methodology used in this research was the quantitative method. The sample was collected through electronic questionnaires involving sixty-three (63) participants from pedagogical departments. The following survey shows the main results of the research, more specifically, that negative emotions about mathematics are more prevalent. The three main elements that characterize the successful teaching approach of mathematics at school are the transmission of knowledge by the teacher, the approach of knowledge through play, and the selection of appropriate activities. While the two most appropriate ways of approaching mathematics in kindergarten are through play but also through investigation and discovery by the child based on the participants' answers.
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- 2024
13. Integrating Biology and Mathematics Using IMS-TEAM Framework
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Duygu Sönmez
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STEM education is on demand more than ever as the workforce relies on 21st century skills and STEM disciplines. This paper presents a framework (IMS-TEAM) for integration of mathematics and science with the use of technology and modeling in an authentic context. The activity based on this framework is designed for and implemented with forty-four 8th grade students in Turkey. The study was conducted to investigate the impact of the activity as well as the IMS-TEAM framework. A qualitative methodology was utilized. Data analysis revealed that different components of our conceptual framework fostered the integration of mathematics and science affecting the nature of students' engagement with the activity. Different frameworks are required to be adapted to different environments with the consideration of learners and teachers. Future research investigating the effectiveness of IMS-TEAM framework adapted to different content and disciplines would provide more evidence on the effectiveness of the framework.
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- 2024
14. Characteristics of Junior High School Teachers' Beliefs in Developing Students' Numeracy Skills through Ethnomathematics-Based Numeracy Learning
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Erni Puji Astuti, Ariyadi Wijaya, and Farida Hanum
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The teachers' beliefs in ethnomathematics-based numeracy learning are a crucial element to be able to develop students' numeracy skills. The teachers' beliefs in developing students' numeracy skills through ethnomathematics-based numeracy learning is a teacher's personal view about certain practices that are considered correct, which include four dimensions. The first dimension is the teachers' beliefs about numeracy. The second dimension is teachers' beliefs about the role of ethnomathematics in learning numeracy. The third dimension is teachers' beliefs about ethnomathematics-based numeracy teaching. The fourth dimension is teachers' beliefs about ethnomathematics-based numeracy learning. This study aimed to investigate the characteristics of teachers' beliefs in developing students' numeracy skills through ethnomathematics-based numeracy learning. The teacher's response was acquired through the completion of a questionnaire. The findings indicated that most teachers believed fostering students' numeracy skills could be achieved by implementing ethnomathematics-based numeracy learning inside the semi-realisticmechanistic (SRM) categories. Further analysis reveals that more extended teaching experience may mean something other than that a teacher has a realistically oriented outlook. Teachers with teaching experience of fewer than five years (new teachers) and 5 to 10 years (junior teachers') have a semi-realisticmechanistic (SRM) view. Most teachers with more than 10 to 15 years (semi-senior-teachers) of teaching experience have a dominant realistic (DR) idea. In contrast, teachers with more than 15 years (senior teachers) of teaching experience have a semi-realistic-mechanistic (SRM) view and a dominant realistic (DR) view. Teachers' positive beliefs will likely improve students' numeracy skills in general and based on teaching experience in the dominant realistic (DR) and realistic (R) categories regarding ethnomathematics-based numeracy learning.
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- 2024
15. First-Year Engineering Students' Affective Behavior about Mathematics in Relation to Their Performance
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Areti Panaoura, Marios Charalambides, Eleni Tsolaki, and Savvas Pericleous
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The present study examines the first-year engineering students' attitudes towards mathematics, their beliefs and self-efficacy about mathematics, as part of their affective performance, in relation to their mathematical academic performance before and after attending an introductory mathematics course. It aims to contribute on the ongoing discussion about the teaching of mathematics at the level of higher education in engineering programs. First-year engineering students completed a questionnaire and a test after their entrance at the university. Their mathematical performance was examined by using their results at the midterm and the final mathematical mark during AMAT111 course offered at the first semester of their studies. Results indicated that aspects of the affective domain were related with students' performance, while the predominant role belonged to their previous mathematical knowledge and skills (as learning outcome of the high school education), which undoubtedly need further enhancement. The belief about a formalistic perspective of mathematics and the lack of understanding of the implementation of the mathematical concepts on engineering problem solving situations were obstacles for them on recognizing the importance of attending mathematics courses as part of their engineering studies. Discussion concentrates on the following up steps, which have to be done at the level of higher education in order to face the initial difficulties, which have been identified.
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- 2024
16. Assessing the Added Value of a History-Based Activity for Students with Low Mathematics Skills
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Thomas De Vittori, Gaëlle Louak, and Marie-Pierre Visentin
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The aim of this pilot study is to evaluate the relevance of the use of history in mathematics education. This paper presents an experiment carried out in France with sixth-grade students (n=108) in which an ancient number system is used, an approach that is commonly suggested in French sixth-grade textbooks but has previously been unassessed. Based on the data of a pretest and a post-test surrounding an activity on an ancient Chinese numeration system, a statistical analysis using Rasch modeling shows a specific added value of the history of mathematics for students with low abilities in mathematics. For these students, a significant increase in observed abilities of +0.67 logit in mean is measured with a large effect size (Cliff delta +0.52). This effect is then weighted by considering the regression to the mean (RTM) effect, leading to a value around +0.14 logit in mean and a negligible effect size (Cliff delta +0.10). So, this pilot study shows the important effect of RTM, which suggests a very strong rebalancing of students' results. In the last part of the paper, we discuss how RTM can nonetheless be positively interpreted in this specific context where students' disorientation is one of the purposes of history in mathematics education.
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- 2024
17. The Cognitive Reflection Test and Students' Achievements in Mathematics and Physics
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Daniel Doz and Josip Sliško
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The cognitive reflection test (CRT) assesses an individual's capacity to restrain impulsive and intuitive responses and to engage in critical reflection on mathematical problems. The literature indicates that several factors influence students' performance on CRT, including gender, age, and prior knowledge of mathematics. In this study, our objective was to investigate the correlation between CRT scores and students' achievements in both mathematics and physics. We conducted our research with a sample of 150 Italian high school students, and the findings revealed a positive predictive relationship between CRT scores and students' performance in both mathematics and physics. Furthermore, we employed an ordinal logistic regression to evaluate the impact of CRT scores, gender, and school level on students' achievements in mathematics and physics. The results showed that both CRT scores and school level had statistically significant effects on predicting these achievements. In contrast, gender emerged as a statistically significant factor only in predicting students' mathematics achievements.
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- 2024
18. Cross-National Measurement of Mathematics Intrinsic Motivation: An Investigation of Measurement Invariance with MG-CFA and the Alignment Method across Fourteen Countries
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Mahmut Sami Yigiter
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One of the main objectives of international large-scale assessments is to make comparisons between different countries, education policies, education systems, or subgroups. One of the main criteria for making comparisons between different groups is to ensure measurement invariance. The purpose of this study was to test the measurement invariance of the mathematics intrinsic motivation scale across 14 countries. For this purpose, the "students like learning mathematics" scale, which measures intrinsic motivation for mathematics, was included in the TIMSS 2019 cycle. The study sample consisted of a total of 152992 students, 70192 4th grade and 82800 8th grade students from 14 different countries participating in the TIMSS 2019 cycle. Measurement invariance was tested with Multi-Group Confirmatory Factor Analysis (MG-CFA) and Alignment Method. The mathematics intrinsic motivation scale provides only configural invariance according to MG-CFA at the 4th grade level, whereas the scale provides approximate invariance according to the alignment method. At the 8th grade level, the scale provides configural and metric invariance according to MG-CFA, whereas the scale provides approximate invariance according to the alignment method. The results indicate that the mathematics intrinsic motivation scale provides approximate measurement invariance at both grade levels and that comparisons can be made between the scores of the identified countries.
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- 2024
19. Modeling the Factors Influencing Secondary Students' Performance in STEM Subjects
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Nasser Mansour, Mustafa Çevik, Ali Yagci, Sarah Bader Mohsen Alotaibi, and Heba EL-Deghaidy
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STEM education plays a key role in influencing and orienting students' interests towards STEM fields and careers. This influence is multifaceted, involving not only STEM content and experiences but also teachers, schools, and personal factors. The purpose of this study is to explore the factors impacting the academic performance of 951 tenth grade students in STEM subjects (physics, chemistry, biology, mathematics, and information technologies) who are attending public and private schools in two provinces of Turkey. Using a correlational research model, the study assessed how students' personal characteristics, teacher effectiveness and school characteristics affect achievement in STEM courses. Data were collected using the 'Factors Affecting STEM Achievement Questionnaire (FA-STEM-A)', a 20-item questionnaire divided into three sub-dimensions. Analyses focused on the relationships between student characteristics, teaching quality, school infrastructure and STEM performance. Structural equation modelling revealed that positive student characteristics, especially fondness for STEM subjects and confidence in STEM abilities, moderately increase achievement. In contrast, negative factors attributed to teachers and schools, such as inadequate classroom activities, lack of educator expertise, inadequate technological resources, and large class sizes, hindered student performance. These findings emphasize the important influence of both inherent student qualities and external educational conditions in determining STEM education.
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- 2024
20. Laplace Transform in Mathematics and Electrical Engineering: A Praxeological Analysis of Two Textbooks on the Differential Equations and Signal Processing
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Faezeh Rezvanifard and Farzad Radmehr
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Contribution: Although a limited number of studies have compared textbooks used in introductory science courses (ISCs) and technical engineering courses (TECs), such a study has not been conducted regarding the Laplace transform (LT). The LT is one of the important topics that electrical engineering students learn as part of their undergraduate degree. It is instrumental in both ISCs (e.g., DEs) and TECs (e.g., signal processing (SP)). Background: Textbooks stand as one of the main resources for teaching and learning mathematics. Previous research has highlighted differences in how mathematical concepts are discussed in ISCs and TECs. These disparities might hinder students' opportunities to learn mathematics and identify the importance of mathematics in engineering. Intended Outcomes: The findings have the potential to increase awareness of mathematics and engineering instructors regarding the teaching and learning of the LT in ISCs and TECs. Additionally, it could result in the identification of several suggestions for textbook authors of DEs and SP, ultimately contributing to the improvement of engineering education for (electrical) engineering students. Application Design: This study uses the praxeological analysis rooted in the Anthropological Theory of the Didactic to analyze two textbooks. One is tailored for teaching and learning DEs, while the other addresses teaching and learning SP, a mandatory course for electrical engineering students in many countries. Findings: The findings indicate that there are several differences between the two textbooks, including differences in the purpose/motivation of presenting this topic and the definitions provided for the LT.
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- 2024
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21. Concept Maps Afford Connections From Mathematics and Physics to Electrical Engineering Courses
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Carlotta Berry, Leanne Holder, Nicole Pfiester, and Tracy Weyand
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Contribution: Visual maps that illustrate how mathematics, physics, and electrical engineering classes are connected to each other during the first two years of the electrical engineering curriculum were developed. Key terminology and differences in presentation between fields are discussed. Background: Experience has shown that engineering students struggle when they need to use an approach from their mathematics or physics courses in their first- or second-year engineering courses. In particular, students have difficulty making connections between what they learned in mathematics and physics and how it applies to engineering problems. Improving students' ability to identify the connections between fields could increase student resilience in their engineering coursework. Research Questions: 1) Can visual representations of topic connections between fields across the entry-level engineering curriculum increase student's motivation for learning topics in physics and mathematics and improve their problem solving ability? 2) Are there language barriers or other differences between fields that hinder student learning? Methodology: A multidisciplinary team of faculty members from mathematics, physics, and electrical engineering developed visual representations of the links between the core electrical engineering, physics, and mathematics concepts required to solve problems that students will see in their early electrical engineering coursework. Inconsistencies in terminology or notation were explored and documented. Findings: The developed visual aids, coined systematic approach to problem solving (SAPS) maps, describe a mechanism for linking concepts and skills across the technical courses in the first two years of the electrical engineering curriculum.
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- 2024
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22. Assessment of Student ICT Competence According to Mathematics, Science, and Reading Literacy: Evidence from PISA 2018
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Sila Acun Çelik, Imgehan Özkan Elgün, and Filiz Kalelioglu
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To assess the integration of information and communication technologies (ICTs) in teaching and learning, a new construct for ICT competence was developed by the Programme for International Student Assessment (PISA) in 2022. The framework for ICT assessment involves four major dimensions; access to ICT, use of ICT, students' ICT competencies, and subject-related ICT use. In this paper, we analysed this ICT assessment in terms of validity construction of test scores with data from PISA 2018 and investigated ICT competence in relation to the variables of mathematics, science, and reading literacy. The analyses were based on public data from PISA 2018 for Turkey (N = 6890). After removal of univariate and multivariate outliers from the Turkish sample, factor analysis, correlation analysis, and structural equation modelling were performed on 5438 data items. In the study, we confirmed the four-dimensional structure of ICT competence for the Turkish sample. In this study, the construct validity of the PISA 2018 application ICT test was verified using the Turkish sample. The ESCS variable was included as a control variable in the analyses due to its significant impact on the relevant variables. The analysis showed that the mathematical literacy scores of the PISA 2018 Turkish students were positively low affected by the availability of ICT, negatively low affected by the entertainment of ICT, and positively low affected by the interest and perceived competence in ICT, use of ICT for educational purposes at school and outside school, and the use of ICT related to the subject. Considering the ICT variables that affected the PISA 2018 students' science literacy scores; the entertainment of ICT and the interest and perceived competence in ICT significantly low affected the students' use of ICT on the subject. On the other hand, the availability of ICT negative significantly low affect their science literacy scores. While the entertainment of ICT negatively low affected the science literacy scores, interest and perceived competence in ICT and use of ICT for educational purposes at school and outside school positively low affected the students' use of ICT on the subject. Finally, when we look at the ICT variables that low affected the students' reading literacy scores; and use of ICT for educational purposes at school and outside school and the interest and perceived competence in ICT significantly positive low affected the use of ICT on the subject. On the other hand, the availability of ICT negative significantly low affect reading literacy scores. While the entertainment of ICT negatively low affected reading literacy scores; interest and perceived competence in ICT positively low affected the use of ICT on the subject.
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- 2024
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23. We Have More in Common than We Think: A Comparison of Scientific Skills and Disciplinary Practices in the Guiding Documents for Biology, Chemistry, and Mathematics
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Daniel L. Silverio, Eugenia Villa-Cuesta, Alison Hyslop, Kevin Kolack, and Sabrina G. Sobel
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Students are encouraged to develop a set of scientific skills and disciplinary practices common across the STEM disciplines. These skills (scientific inquiry, quantitative skills, laboratory and computational skills, communication skills, teamwork/interpersonal skills, interdisciplinary competency) are highlighted as important in discipline-based guiding documents -- biology (Vision and Change in Undergraduate Biology Education: A Call to Action), chemistry (American Chemical Society Guidelines and Evaluation Procedures for Bachelor's Degree Programs), and mathematics (A Common Vision for Undergraduate Mathematical Sciences Programs in 2025) -- for undergraduate teaching of biology, chemistry, and mathematics, and for the professional success of STEM college graduates. To promote interdisciplinary teaching and learning of STEM, we present a comprehensive comparison of the different disciplines' competency statements for undergraduate education. This organization and comparison of commonalities in scientific skills and disciplinary practices can be used by faculty and departments to come together to break down traditional silos, help their students more easily apply learning from one STEM discipline to another, and to create institutional change.
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- 2024
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24. The Micro Assignment Guided Inquiry and Collaboration (MAGIC) Method: A Qualitative Discussion of the Benefits of Active Learning through Scaffolded Assignments in Upper-Level Physics and Mathematics
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R. F. Malenda, S. Talbott, and Scott Walck
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In this article, we discuss Micro Assignment Guided Inquiry and Collaboration (MAGIC), an active learning method that draws on the merits of inquiry-based learning in STEM courses. We describe the use of Micro Assignments (MAs) consisting of a series of short, instructive guiding questions that scaffold the course material. Students work through these questions and present solutions to the class. The instructor facilitates learning as well as collaboration among the students during face-to-face interactions, providing the Guided Inquiry and Collaboration (GIC). We present a qualitative discussion about this active learning approach that achieves some of the documented benefits, such as deep student engagement with the material and familiarity with communicating arguments. This method also helps students develop the skills they need as they move from lower- to upper-level courses, such as collaborating, active reading, and breaking down involved assignments and problems into manageable steps. Through GIC and use of the MAs, the instructor guides students to become more abstract thinkers who desire evidence, evaluate arguments, and no longer follow step-by-step formulas but rather produce logical thought processes.
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- 2024
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25. How Do Students Learn Definite Integrals? Exploring Students' Learning Opportunities
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Dae S. Hong
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This study explores calculus students' opportunities to learn the concepts of integral by examining one mathematician's videotaped lessons and the textbook. Results show that both lessons and the textbook introduce important cognitive resources briefly and focus on other units of knowledge. Implications to these results are also discussed.
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- 2024
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26. 'How Much Is Just Maths?' Investigating Problem Solving in Chemical Kinetics at the Interface of Chemistry and Mathematics through the Development of an Extended Mathematical Modelling Cycle
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Sofie Ye, Maja Elmgren, Magnus Jacobsson, and Felix M. Ho
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Problem solving in chemical kinetics poses substantial challenges for university students since it often involves significant use of mathematics as a tool and language, with challenging translations and transitions between chemical phenomena and mathematical representations. In this paper, we present key findings from a study investigating chemistry students solving tasks centred around the steady-state approximation. Building upon the mathematical modelling cycle (MMC), qualitative analysis of the data collected using a think-aloud protocol led to the development of the extended MMC. This empirically derived extended MMC offers a more detailed account of the processes involved in mathematical modelling of chemical phenomena, highlighting aspects such as the occurrence of deliberation and evaluation throughout the modelling cycle, as well as the varying characteristics, points of activation and roles of extra-mathematical resources during problem solving. We further introduce and use problem-solving trajectories as a tool for visualising and analysing the complex and diverse approaches used by students in their attempts at reaching a solution. Overall, the extended MMC provides a finer-grained model of the cognitive and metacognitive activities that students engage in, offering further insights for research and practice.
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- 2024
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27. Mentorship for Transfer Student Success in STEM Research: Mentor Approaches and Reflections.
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Zuckerman, Austin, Lo, Stanley, and Juavinett, Ashley
- Subjects
Humans ,Students ,Mathematics ,Mentors ,Engineering ,Technology ,Mentoring ,Science ,Female ,Male ,Research - Abstract
Mentorship has been widely recognized as an effective means to promote student learning and engagement in undergraduate research experiences. However, little work exists for understanding different mentors perceived approaches to mentorship, including mentorship of students from backgrounds and educational trajectories not well represented in science, technology, engineering, and mathematics (STEM). Transfer students, in particular, face unique trajectories in their pursuit of research opportunities, yet few studies investigate how mentors describe their approaches to supporting these students. Using semistructured interviews, this study examines how mentors approach mentoring students from diverse backgrounds as research trainees, with an emphasis on transfer students. First, using phenomenography as an analytical approach, we identified four categories describing variations in how mentors reflected upon or accounted for the transfer student identity in their approaches. We find that research mentors vary in their understanding and exposure to the transfer student identity and may have preconceived notions of the transfer student experience. Second, we present vignettes to illustrate how mentors approaches to the transfer student identity may relate or diverge from their general approaches to mentoring students from different backgrounds and identities. The emerging findings have implications for developing effective mentorship strategies and training mentors to support transfer students.
- Published
- 2024
28. Fundamentos teóricos de química orgánica
- Author
-
Ruiz-Sánchez, Clara Isabel, author, Herrera-Feijoo, Robinson Jasmany, author, and Correa-Salgado, María de Lourdes, author
- Subjects
Mathematics ,Science ,Textbooks - Abstract
Fundamentos teóricos de química orgánica es una obra integral que proporciona una comprensión sólida de los principios fundamentales de la química orgánica, dirigida tanto a estudiantes como a profesionales. El libro abarca desde los conceptos básicos de la química del carbono hasta la complejidad de las biomoléculas, estructurando el contenido de manera lógica y progresiva. El Capítulo I explora las propiedades de los compuestos orgánicos, los elementos básicos y las formas de representación; seguido del Capítulo II que profundiza en los enlaces covalentes, la hibridación del carbono y las estructuras moleculares. El Capítulo III detalla los grupos funcionales y las reacciones comunes, como adición, eliminación, sustitución y oxidación, mientras que el Capítulo IV aborda la isomería estructural y estereoisomería. Posteriormente, los Capítulos V, VI y VII describen alcanos, alquenos y alquinos, respectivamente, cubriendo definición, formulación, nomenclatura, propiedades y métodos de obtención. El Capítulo VIII trata los hidrocarburos cíclicos y el Capítulo IX los hidrocarburos aromáticos, como el benceno. Además, el Capítulo X se enfoca en halogenuros de alquilo, mientras que los Capítulos XI a XV abordan alcoholes, fenoles, tioles, éteres, aldehídos y cetonas, detallando su definición, formulación, propiedades, obtención y nomenclatura. El Capítulo XVI y el Capítulo XVII discuten ácidos carboxílicos y ésteres, respectivamente, y los Capítulos XVIII a XX cubren aminas, amidas y nitrilos. Finalmente, el Capítulo XXI introduce polímeros naturales y sintéticos, y el Capítulo XXII aborda bioelementos y biomoléculas esenciales para la vida, como carbohidratos, lípidos, proteínas y ácidos nucleicos, proporcionando una base teórica robusta complementada con ejemplos prácticos y aplicaciones, convirtiéndose en una referencia esencial para cualquier persona interesada en la química orgánica.
- Published
- 2024
29. An Introduction to Python Jupyter Notebooks for College Math Teachers
- Author
-
Isihara, Paul, author, Wagner, Claire, author, Jantsch, Peter, author, and VanDrunen, Thomas, author
- Subjects
Computer Science ,Mathematics ,Textbooks - Abstract
This book is an introduction to the use of Python Jupyter Notebooks (JNBs) for college math teachers and their students. The book is an evolving work in progress, but we hope this 1st Edition may already be quite useful to a college math teacher who is interested to use Jupyter Notebooks in their courses. Each section of the book has been written in the form of a Jupyter Notebook and can be downloaded using the download button at the top menu bar. In some cases, additional data files or image files may need to be downloaded as well. All the files are available in the src folder of the github repository https://github.com/timothyprojectGiG/JB_Math_Textbook Each chapter contains a JNB lab with solutions. Experienced teachers can modify these labs and create new labs tailored to their courses. The chapters were written by different authors/authorship teams, and as such, vary in style. Each chapter essentially can be read independently of the others as long as one has the pre-requisite mathematical knowledge. Some effort has been made to standardize the chapter formats, and the index may help the reader find specific topics of interest. There is virtually no limit to what can be done with JNBs, and we hope this work serves as a useful starting point for teachers and students to enrich and enliven the study of mathematics using this tool. The JNBs used to create this book contain special markdown code which are needed to produce features such as indexing, referencing, and highlight boxes in the Jupyter Book. Some editing of a downloaded JNB may may make it more suitable for classroom use.
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- 2024
30. Testing theory : an introduction
- Author
-
Teunissen, Peter J.G., author
- Subjects
Mathematics ,Engineering and Technology ,Textbooks - Abstract
These lecture notes are a follow up on Adjustment theory. Adjustment theory deals with the optimal combination of redundant measurements together with the estimation of unknown parameters. There are two main reasons for performing redundant measurements. First, the wish to increase the accuracy of the results computed. Second, the requirement to be able to check for mistakes or errors. The present book addresses this second topic. Although one always will try one's best to avoid making mistakes, they can and will occasionally happen. It is therefore of importance to have ways of detecting and identifying such mistakes. Mistakes or errors can come in many different guises. They could be caused by mistakes made by the observer, or by the fact that defective instruments are used, or by wrong assumptions about the functional relations between the observables. When passed unnoticed, these errors will deteriorate the final results. The goal of this introductory course on testing theory is therefore to convey the necessary knowledge for testing the validity of both the measurements and the mathematical model. Typical questions that will be addressed are: 'How to check the validity of the mathematical model? How to search for certain mistakes or errors? How well can errors be traced? And how do undetected errors affect the final results?' The theory is worked out in detail for the important case of linear(ized) models. Both the parametric form (observation equations) and the implicit form (condition equations) of linear models are treated. As an additional aid in understanding the basic principles involved, a geometric interpretation is given throughout. Attention is also paid to the performance of the testing procedures. The closely related concept of reliability is introduced and diagnostic measures are given to determine the size of the minimal detectable biases. In this introductory text the methodology of testing is emphasized, although various examples are given to illustrate the theory. The methods discussed form the basis for geodetic quality control and they provide the ingredients for the formulation of guidelines for the reliable design of measurement set-ups.
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- 2024
31. Adjustment theory : an introduction
- Author
-
Teunissen, Peter J.G., author
- Subjects
Engineering and Technology ,Mathematics ,Textbooks - Abstract
Adjustment theory can be regarded as the part of mathematical geodesy that deals with the optimal combination of redundant measurements together with the estimation of unknown parameters. It is essential for a geodesist, its meaning comparable to what mechanics means to a civil engineer or a mechanical engineer. Historically, the first methods of combining redundant measurements originate from the study of three problems in geodesy and astronomy, namely to determine the size and shape of the Earth, to explain the long-term inequality in the motions of Jupiter and Saturn, and to find a mathematical representation of the motions of the Moon. Nowadays, the methods of adjustment are used for a much greater variety of geodetic applications, ranging from, for instance, surveying and navigation to remote sensing and global positioning. The two main reasons for performing redundant measurements are the wish to increase the accuracy of the results computed and the requirement to be able to check for errors. Due to the intrinsic uncertainty in measurements, measurement redundancy generally leads to an inconsistent system of equations. Without additional criteria, such a system of equations is not uniquely solvable. In this introductory course on adjustment theory, methods are developed and presented for solving inconsistent systems of equations. The leading principle is that of least-squares adjustment together with its statistical properties. The inconsistent systems of equations can come in many different guises. They could be given in parametric form, in implicit form, or as a combination of these two forms. In each case the same principle of least-squares applies. The algorithmic realizations of the solution will differ however. Depending on the application at hand, one could also wish to choose between obtaining the solution in one single step or in a step-wise manner. This leads to the need of formulating the system of equations in partitioned form. Different partitions exist, measurement partitioning, parameter partitioning, or a partitioning of both measurements and parameters. The choice of partitioning also affects the algorithmic realization of the solution. In this introductory text the methodology of adjustment is emphasized, although various samples are given to illustrate the theory. The methods discussed form the basis for solving different adjustment problems in geodesy.
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- 2024
32. Basic Statistics Using R for Crime Analysis
- Author
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Choi, Jaeyoung
- Subjects
Mathematics ,Statistics ,Textbooks - Abstract
Limited access to subscription-based statistical software poses obstacles when students want to apply the skills they acquired in college. Although students may learn programs like SPSS or Stata while at the university, they often find themselves unable to continue using these programs after graduation, making their acquired skills obsolete. As an open-source software program, R offers a solution to this challenge. It is freely accessible to anyone, including students, after they graduate. Therefore, I decided to write a freely available book for those interested in becoming crime analysts, focusing on learning statistics without delving too deeply into mathematics. Moreover, this book emphasizes practical applications by utilizing R for data analysis, ensuring students can develop relevant skills beyond the university. I hope that students can easily follow the instructions in this book and replicate the same outcomes using the provided data. This practical experience will demonstrate the value of statistics and R, ideally inspiring students to further their learning in these areas.
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- 2024
33. Guía de Aprendizaje Matemático para Adultos con Escolaridad Inconclusa
- Author
-
Grandes-Padilla, Jessica Gabriela, author, Duque-Sánchez, Paola Jacqueline, author, Barrionuevo-Montalvo, Hugo Patricio, author, and Casa-Chicaiza, Miguel Angel, author
- Subjects
Mathematics ,Textbooks - Abstract
El aprendizaje matemático para adultos con escolaridad inconclusa es un tema crucial para mejorar la calidad de vida y las oportunidades laborales de muchas personas. Estas personas pueden enfrentar desafíos únicos debido a lagunas en su educación formal, pero aún así, es posible desarrollar habilidades matemáticas sólidas. Un enfoque efectivo para enseñar matemáticas a adultos con escolaridad inconclusa es utilizar métodos prácticos y contextualizados. Esto significa vincular los conceptos matemáticos con situaciones de la vida real que los adultos puedan encontrar en su trabajo, hogar o comunidad. Por ejemplo, enseñar habilidades financieras básicas como el presupuesto, el manejo de dinero y el cálculo de intereses puede ser extremadamente útil y motivador. Además, es importante crear un ambiente de aprendizaje seguro y de apoyo que fomente la confianza y la participación activa. Los adultos pueden sentir vergüenza o ansiedad debido a sus experiencias previas de aprendizaje, por lo que es crucial proporcionarles retroalimentación constructiva y celebrar sus logros, por pequeños que sean. La tecnología también puede desempeñar un papel importante en el aprendizaje matemático para adultos con escolaridad inconclusa. Las aplicaciones y programas educativos pueden ofrecer lecciones interactivas, ejercicios prácticos y seguimiento del progreso, todo lo cual puede ayudar a los adultos a mejorar sus habilidades matemáticas de manera autodidacta y a su propio ritmo. El aprendizaje matemático para adultos con escolaridad inconclusa es un proceso desafiante pero fundamental para mejorar su calidad de vida y oportunidades futuras. Al adoptar un enfoque práctico, contextualizado y de apoyo, es posible ayudar a estos adultos a adquirir las habilidades matemáticas necesarias para tener éxito en la vida cotidiana y en el lugar de trabajo.
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- 2024
34. Fundamentos de Bioquímica Vegetal
- Author
-
Correa-Salgado, María de Lourdes, author, Herrera-Feijoo, Robinson Jasmany, author, Ruiz-Sánchez, Clara Isabel, author, and Guamán-Rivera, Santiago Alexander, author
- Subjects
Science ,Earth Sciences ,Mathematics ,Textbooks - Abstract
Se establecen los principios bioquímicos fundamentales que rigen el desarrollo de las plantas, explorando la composición y estructura de sus células. Además, se aborda la fotosíntesis como un proceso metabólico esencial. El metabolismo de biomoléculas, que incluye el transporte de nutrientes y la síntesis de carbohidratos, lípidos, proteínas y otros compuestos, es analizado en profundidad. Asimismo, se abordan temáticas cruciales como la respiración celular en plantas, la biosíntesis de metabolitos secundarios y el papel de las hormonas vegetales en el crecimiento y desarrollo. La enzimología vegetal, con énfasis en la cinética enzimática, se presenta como un componente esencial del metabolismo vegetal. Además, se examinan los mecanismos de defensa de las plantas frente al estrés abiótico y biótico, abordando la morfogénesis y los desafíos que enfrentan las plantas en su entorno. El libro concluye con una visión hacia el futuro en la investigación de la bioquímica vegetal.
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- 2024
35. Business Calculus with Excel
- Author
-
May, Mike, author
- Subjects
Mathematics ,Calculus ,Business ,Textbooks - Abstract
This text is intended for a one semester calculus course for business students with the equivalent of a college algebra prerequisite. Rather than being a three-semester engineering calculus course that has been watered down to fit into one semester it is designed for the business students.
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- 2024
36. Statistics for Ecologists : A Frequentist and Bayesian Treatment of Modern Regression Models
- Author
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Fieberg, John R., author
- Subjects
Mathematics ,Statistics ,Science ,Textbooks - Abstract
Ecological data pose many challenges to statistical inference. Most data come from observational studies rather than designed experiments; observational units are frequently sampled repeatedly over time, resulting in multiple, non-independent measurements; response data are often binary (e.g., presence-absence data) or non-negative integers (e.g., counts), and therefore, the data do not fit the standard assumptions of linear regression (Normality, independence, and constant variance). This book will familiarize readers with modern statistical methods that address these complexities using both frequentist and Bayesian frameworks.
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- 2024
37. Technical Mathematics
- Author
-
Chase, Morgan, author
- Subjects
Mathematics ,Applied mathematics ,Textbooks - Abstract
This developmental-level mathematics textbook is intended for career-technical students.
- Published
- 2024
38. ChatGPT-generated help produces learning gains equivalent to human tutor-authored help on mathematics skills.
- Author
-
Bhandari, Shreya and Pardos, Zachary
- Subjects
Humans ,Mathematics ,Learning ,Female ,Male ,Computer-Assisted Instruction ,Child - Abstract
Authoring of help content within educational technologies is labor intensive, requiring many iterations of content creation, refining, and proofreading. In this paper, we conduct an efficacy evaluation of ChatGPT-generated help using a 3 x 4 study design (N = 274) to compare the learning gains of ChatGPT to human tutor-authored help across four mathematics problem subject areas. Participants are randomly assigned to one of three hint conditions (control, human tutor, or ChatGPT) paired with one of four randomly assigned subject areas (Elementary Algebra, Intermediate Algebra, College Algebra, or Statistics). We find that only the ChatGPT condition produces statistically significant learning gains compared to a no-help control, with no statistically significant differences in gains or time-on-task observed between learners receiving ChatGPT vs human tutor help. Notably, ChatGPT-generated help failed quality checks on 32% of problems. This was, however, reducible to nearly 0% for algebra problems and 13% for statistics problems after applying self-consistency, a hallucination mitigation technique for Large Language Models.
- Published
- 2024
39. How syllabi relate to outcomes in higher education: A study of syllabi learner-centeredness and grade inequities in STEM.
- Author
-
Eslami, Maryam, Sumarsono, Jacklyn, Dennin, Michael, Sato, Brian, Collins, Penelope, and Denaro, Kameryn
- Subjects
Humans ,Curriculum ,Engineering ,Technology ,Students ,Mathematics - Abstract
Fostering equity in undergraduate science, technology, engineering, and mathematics (STEM) programs can be accomplished by incorporating learner-centered pedagogies, resulting in the closing of opportunity gaps (defined here as the difference in grades earned by minoritized and non-minoritized students). We assessed STEM courses that exhibit small and large opportunity gaps at a minority-serving, research-intensive university, and evaluated the degree to which their syllabi are learner-centered, according to a previously validated rubric. We specifically chose syllabi as they are often the first interaction students have with a course, establish expectations for course policies and practices, and serve as a proxy for the course environment. We found STEM courses with more learner-centered syllabi had smaller opportunity gaps. The syllabus rubric factor that most correlated with smaller gaps was Power and Control, which reflects Students Role, Outside Resources, and Syllabus Focus. This work highlights the importance of course syllabi as a tool for instructors to create more inclusive classroom environments.
- Published
- 2024
40. Decay estimates of positive finite energy solutions to quasilinear and fully nonlinear systems in [formula omitted].
- Author
-
Zhang, Zexin and Zhang, Zhitao
- Subjects
- *
NONLINEAR systems , *QUASILINEARIZATION , *MATHEMATICS , *LINEAR systems - Abstract
In this paper, we first investigate the regularity of finite energy solutions to the following Wolff type integral system: { u (x) = R 1 (x) W β , γ (v p u r) (x) , u (x) > 0 , x ∈ R N , v (x) = R 2 (x) W β , γ (u q v s) (x) , v (x) > 0 , x ∈ R N , where γ > 1 , β > 0 , β γ < N , W β , γ is the Wolff potential, R 1 , R 2 are double bounded functions in R N and p , q > max { 1 , γ − 1 } , r , s ≥ 0 with p − s ≥ q − r > − γ + 1. We exploit the regularity lifting lemma to obtain the optimal integrability, boundedness and decaying property of finite energy solutions to the system. Secondly, we establish sharp pointwise estimates of positive finite energy solutions to the p -Laplacian and k -Hessian systems related to the above integral system, by using the previous regularity results, the interior Hölder estimates of solutions for the corresponding differential systems and a doubling lemma of Poláčik, Quittner and Souplet (Duke Math. J.,2007). These extend Vétois's decay results (Indiana Univ. Math. J.,2019) on the positive solutions of Laplacian systems to the p -Laplacian and k -Hessian cases. We remark that our methods do not need Harnack type inequalities and it can be applied to deal with the solutions without radial structures. As far as we know, this is the first attempt to derive sharp decay estimates for possibly non-radial solutions involving k -Hessian operators. We also obtain some decay estimates of the gradients at infinity. [ABSTRACT FROM AUTHOR]
- Published
- 2024
- Full Text
- View/download PDF
41. A spectral theorem for compact representations and non-unitary cusp forms.
- Author
-
Deitmar, Anton
- Subjects
- *
EISENSTEIN series , *ORTHOGONAL decompositions , *SPECTRAL theory , *MATHEMATICS , *LIE groups , *MULTIPLICITY (Mathematics) , *SEMISIMPLE Lie groups - Abstract
We show that a compact representation of either a semisimple Lie group or a totally disconnected group has a filtration with irreducible subquotients of finite multiplicity. In the Lie group case we show the stronger assertion, that it has an orthogonal decomposition into summands of finite lengths. This generalises and simplifies a number of more special spectral theorems in Deitmar and Monheim (Math Z 284(3–4):1199–1210, 2016, https://doi.org/10.1007/s00209-016-1695-9), Müller (Int Math Res Not 9(2):2068–2109, 2011), Venkov (in: Proceedings of the Steklov Institute of Mathematics, no. 4(153), ix+163 pp. (1983), 1982). We apply it to the case of cusp forms, thus settling the spectral theory for the space of non-unitary twisted cusp forms. We finally show that the space of cusp forms is complemented by the space of Eisenstein series. [ABSTRACT FROM AUTHOR]
- Published
- 2024
- Full Text
- View/download PDF
42. On the maximal spectral type of nilsystems.
- Author
-
Ackelsberg, Ethan, Richter, Florian K., and Shalom, Or
- Subjects
- *
TOPOLOGY , *MATHEMATICS , *MULTIPLICITY (Mathematics) , *ARGUMENT - Abstract
Let (G/\Gamma,R_a) be an ergodic k-step nilsystem for k\geq 2. We adapt an argument of Parry [Topology 9 (1970), pp. 217–224] to show that L^2(G/\Gamma) decomposes as a sum of a subspace with discrete spectrum and a subspace of Lebesgue spectrum with infinite multiplicity. In particular, we generalize a result previously established by Host–Kra–Maass [J. Anal. Math. 124 (2014), pp. 261–295] for 2-step nilsystems and a result by Stepin [Uspehi Mat. Nauk 24 (1969), pp. 241–242] for nilsystems G/\Gamma with connected, simply connected G. [ABSTRACT FROM AUTHOR]
- Published
- 2024
- Full Text
- View/download PDF
43. Distributions of Hook lengths in integer partitions.
- Author
-
Griffin, Michael, Ono, Ken, and Tsai, Wei-Lun
- Subjects
- *
GAMMA distributions , *GAUSSIAN distribution , *NUMBER theory , *INTEGERS , *MATHEMATICS - Abstract
Motivated by the many roles that hook lengths play in mathematics, we study the distribution of the number of t-hooks in the partitions of n. We prove that the limiting distribution is normal with mean \[ \mu _t(n)\sim \frac {\sqrt {6n}}{\pi }-\frac {t}{2} \] and variance \[ \sigma _t^2(n)\sim \frac {(\pi ^2-6)\sqrt {6n}}{2\pi ^3}. \] Furthermore, we prove that the distribution of the number of hook lengths that are multiples of a fixed t\geq 4 in partitions of n converge to a shifted Gamma distribution with parameter k=(t-1)/2 and scale \theta =\sqrt {2/(t-1)}. [ABSTRACT FROM AUTHOR]
- Published
- 2024
- Full Text
- View/download PDF
44. A Novel Hybrid Model (EMD-TI-LSTM) for Enhanced Financial Forecasting with Machine Learning.
- Author
-
Ozupek, Olcay, Yilmaz, Reyat, Ghasemkhani, Bita, Birant, Derya, and Kut, Recep Alp
- Subjects
- *
HILBERT-Huang transform , *BUSINESS forecasting , *TECHNOLOGICAL innovations , *ARTIFICIAL intelligence , *DEEP learning - Abstract
Financial forecasting involves predicting the future financial states and performance of companies and investors. Recent technological advancements have demonstrated that machine learning-based models can outperform traditional financial forecasting techniques. In particular, hybrid approaches that integrate diverse methods to leverage their strengths have yielded superior results in financial prediction. This study introduces a novel hybrid model, entitled EMD-TI-LSTM, consisting of empirical mode decomposition (EMD), technical indicators (TI), and long short-term memory (LSTM). The proposed model delivered more accurate predictions than those generated by the conventional LSTM approach on the same well-known financial datasets, achieving average enhancements of 39.56%, 36.86%, and 39.90% based on the MAPE, RMSE, and MAE metrics, respectively. Furthermore, the results show that the proposed model has a lower average MAPE rate of 42.91% compared to its state-of-the-art counterparts. These findings highlight the potential of hybrid models and mathematical innovations to advance the field of financial forecasting. [ABSTRACT FROM AUTHOR]
- Published
- 2024
- Full Text
- View/download PDF
45. A New Notion of Convergence Defined by The Fibonacci Sequence: A Novel Framework and Its Tauberian Conditions.
- Author
-
Ibrahim, Ibrahim S. and Listán-García, María C.
- Subjects
- *
FIBONACCI sequence , *GOLDEN ratio , *COMPLEX numbers , *REAL numbers , *MATHEMATICS , *SUMMABILITY theory - Abstract
The Fibonacci sequence has broad applications in mathematics, where its inherent patterns and properties are utilized to solve various problems. The sequence often emerges in areas involving growth patterns, series, and recursive relationships. It is known for its connection to the golden ratio, which appears in numerous natural phenomena and mathematical constructs. In this research paper, we introduce new concepts of convergence and summability for sequences of real and complex numbers by using Fibonacci sequences, called Δ -Fibonacci statistical convergence, strong Δ -Fibonacci summability, and Δ -Fibonacci statistical summability. And, these new concepts are supported by several significant theorems, properties, and relations in the study. Furthermore, for this type of convergence, we introduce one-sided Tauberian conditions for sequences of real numbers and two-sided Tauberian conditions for sequences of complex numbers. [ABSTRACT FROM AUTHOR]
- Published
- 2024
- Full Text
- View/download PDF
46. Dem MINT-Lehrkräftemangel begegnen – Impulse, Strategien, Effekte.
- Subjects
- *
AFFIRMATIVE action programs in education , *SUPPLY & demand of teachers , *TEACHING methods , *DIGITAL learning , *TEACHER training , *MATHEMATICS - Abstract
The article deals with the shortage of STEM teachers in Germany and its impact on the education system and the economy. It is pointed out that well-trained teachers are essential for high-quality teaching and equal opportunities in the education system. The shortage of teachers in STEM disciplines (mathematics, computer science, natural sciences, technology) is already leading to a massive loss of teaching hours and a decline in student performance. Industry, science, and research heavily rely on well-trained STEM professionals. The article suggests measures to counteract the teacher shortage, such as involving external learning partners, targeted recruitment of career changers and lateral entrants, and increased use of digital teaching and learning methods. It is recommended to create spaces for individual learning in teacher training and to promote research and project-based learning in STEM subjects. It is emphasized that schools should be designed in a contemporary and modern way to make the teaching profession more attractive. [Extracted from the article]
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- 2024
- Full Text
- View/download PDF
47. We Have More in Common than We Think: A Comparison of Scientific Skills and Disciplinary Practices in the Guiding Documents for Biology, Chemistry, and Mathematics.
- Author
-
Silverio, Daniel L., Villa-Cuesta, Eugenia, Hyslop, Alison, Kolack, Kevin, and Sobel, Sabrina G.
- Subjects
- *
SCIENTIFIC method , *BACHELOR'S degree , *BIOLOGY education , *SOCIAL skills ,UNDERGRADUATE education - Abstract
Students are encouraged to develop a set of scientific skills and disciplinary practices common across the STEM disciplines. These skills (scientific inquiry, quantitative skills, laboratory and computational skills, communication skills, teamwork/interpersonal skills, interdisciplinary competency) are highlighted as important in discipline-based guiding documents—biology (Vision and Change in Undergraduate Biology Education: A Call to Action), chemistry (American Chemical Society Guidelines and Evaluation Procedures for Bachelor's Degree Programs), and mathematics (A Common Vision for Undergraduate Mathematical Sciences Programs in 2025)—for undergraduate teaching of biology, chemistry, and mathematics, and for the professional success of STEM college graduates. To promote interdisciplinary teaching and learning of STEM, we present a comprehensive comparison of the different disciplines' competency statements for undergraduate education. This organization and comparison of commonalities in scientific skills and disciplinary practices can be used by faculty and departments to come together to break down traditional silos, help their students more easily apply learning from one STEM discipline to another, and to create institutional change. [ABSTRACT FROM AUTHOR]
- Published
- 2024
- Full Text
- View/download PDF
48. Disciplinary Differences in STEM Faculty and Student Use of Learning Objectives: Implications for Teaching and Learning.
- Author
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Leupen, Sarah, Williams, Tory H., Hodges, Linda C., Ott, Laura E., Anderson, Eric C., Cui, Lili, Nanes, Kalman M., Perks, H. Mark, and Wagner, Cynthia R.
- Subjects
- *
EDUCATIONAL planning , *PERCEIVED benefit , *LEARNING ability , *TEACHER researchers , *MATHEMATICAL physics - Abstract
Using learning objectives to guide course design is often considered an educational best practice, but little research exists that explores how students use them over time and across courses. We surveyed students on their use and perceived value of learning objectives as the semester progressed across four science, technology, engineering, and mathematics (STEM) disciplines, examined students' ability to match exam questions with learning objectives, and analyzed how their course performance related to these qualities. We also gathered instructors' information on their implementation of learning objectives in these courses. We identified distinct disciplinary differences both in students' use and perceived benefit of learning objectives and in instructors' implementation of them. Students in less quantitatively focused courses, i.e., biology and organic chemistry, reported valuing and using learning objectives more than students in more quantitatively focused math and physics courses. Students' ability to match learning objectives with exam questions, however, positively correlated with exam score and final course grade in all our study courses. Our results have implications for considering disciplinary practices for use of learning objectives as instructors design and implement courses, educational researchers plan studies, and assessment specialists formulate institutional assessment plans. [ABSTRACT FROM AUTHOR]
- Published
- 2024
- Full Text
- View/download PDF
49. On higher-order Sombor index.
- Author
-
Meiling You and Hanyuan Deng
- Subjects
- *
GRAPHIC methods , *MOLECULAR connectivity index , *INDEXES , *MATHEMATICS , *STATISTICS - Abstract
Based on the geometric background of Sombor index and motivating by the higher order connectivity index and the Sombor index, we introduce the path-coordinate of a path in a graph and a degree-point in a higher dimensional coordinate system, and define the higher order Sombor index of a graph. We first consider mathematical properties of the higher order Sombor index, show that the higher order connectivity index of a starlike tree is completely determined by its branches and that starlike trees with a given maximum degree which have the same higher order Sombor indices are isomorphic. Then, we determine the extremal values of the second order Sombor index for all trees with n vertices and characterize the corresponding extremal trees. Finally, the chemical importance of the second order Sombor index is investigated and it is shown that the new index is useful in predicting physicochemical properties with high accuracy compared to some well-established indices. [ABSTRACT FROM AUTHOR]
- Published
- 2024
- Full Text
- View/download PDF
50. A study on structure of codes over Z4 + uZ4 + vZ4.
- Author
-
Karthick, G.
- Subjects
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GRAPHIC methods , *LINEAR codes , *CYCLIC codes , *ALGEBRAIC codes , *MATHEMATICS - Abstract
We study (1 + 2u + 2v)-constacyclic code over a semi-local ring S = Z4 + uZ4 + vZ4 with the condition u² = 3u, v² = 3v, and uv = vu = 0, we show that (1+2u+2v)-constacyclic code over S is equivalent to quasi-cyclic code over Z4 by using two new Gray maps from S to Z4. Also, for odd length n we have defined a generating set for constacyclic codes over S. Finally, we obtained some examples which are new to the data base [Database of Z4 codes [online], http://Z4 Codes.info(Accessed March 2, 2020)]. [ABSTRACT FROM AUTHOR]
- Published
- 2024
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