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Bethley, Troy Y. "The Relationship between the Advanced Placement Calculus AB Exam and Student Achievement in College Level Math 1710-Calculus I." Thesis, University of North Texas, 2017. https://digital.library.unt.edu/ark:/67531/metadc984187/.
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The purpose of this dissertation was to investigate the relationship between the Advanced Placement Calculus AB exam and student achievement in college level Math 1710-Calculus I. The review of literature shows that this possible relationship is based on Alexander Astin's longitudinal input-environment-outcome (I-E-O) model. The I-E-O model was used to analyze the relationship between the input and outcome of the two variables. In addition, this quantitative study determined the relationship between a score of 3 or lower on the Advanced Placement Calculus AB exam and student achievement in college level Math 1710-Calculus I. The sample population of this study contained 91 students from various high schools in Texas. Spearman's rank correlation revealed there was a statistically significant relationship between Advanced Placement Calculus AB exam scores and final grades in Math 1710-Calculus I.
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Rosasco, Margaret E. "Factors associated with success in college Calculus II." Scholarly Commons, 2013. https://scholarlycommons.pacific.edu/uop_etds/19.
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Students are entering college having earned credit for college Calculus 1 based on their scores on the College Board's Advanced Placement (AP) Calculus AB exam. Despite being granted credit for college Calculus 1, it is unclear whether these students are adequately prepared for college Calculus 2. College calculus classes are often taught from a more theoretical perspective rather than AP Calculus courses taught in high schools, and many students who enter college mathematics with Calculus 2—who possess AP credit for Calculus 1—have found the theoretical perspective of college Calculus 2 courses to be overwhelming. Consequently, these students have not performed well in Calculus 2. This has led to a belief that students with AP Calculus credit for Calculus 1 do not perform as well in college Calculus 2 in comparison to their peers who earned credit for college Calculus 1. Simultaneously, a contradicting belief exists: Students with AP Calculus credit for college Calculus 1 are the strongest students in college Calculus 2, outperforming their peers. The goal of this quantitative study was to compare the learning outcomes of students in college Calculus 2 of students with and without AP Calculus AB credit for college Calculus 1. In analyzing the data, four distinct entry points into college mathematics on a path to college Calculus 2 were identified: Calculus 2 having earned credit for Calculus 1 by means of the AP Calculus AB, Calculus 1 despite having taken AP Calculus in high school, Calculus 1 having not taken AP Calculus in high school, and Pre-Calculus. Each of these entry points were analyzed to identify measures of success in high school and college which are associated with success in college Calculus 2. The results of this study suggest that students with AP Calculus credit for college Calculus 1 do outperform their peers in Calculus 2. Furthermore, the higher the entry point into college mathematics, the better a student is likely to do in Calculus 2. Measures of success that were found to be positively associated with success in Calculus 2 include high school cumulative grade point average and college Calculus 1 grade. A measure that was found to be negatively associated with Calculus 2 success was the number of times a student repeated Calculus 1 prior to enrolling in Calculus 2.
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Strand, Stephen Raymond II. "The Intermediate Value Theorem as a Starting Point for Inquiry-Oriented Advanced Calculus." PDXScholar, 2016. http://pdxscholar.library.pdx.edu/open_access_etds/2914.
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Making the transition from calculus to advanced calculus/real analysis can be challenging for undergraduate students. Part of this challenge lies in the shift in the focus of student activity, from a focus on algorithms and computational techniques to activities focused around definitions, theorems, and proofs. The goal of Realistic Mathematics Education (RME) is to support students in making this transition by building on and formalizing their informal knowledge. There are a growing number of projects in this vein at the undergraduate level, in the areas of abstract algebra (TAAFU: Larsen, 2013; Larsen & Lockwood, 2013), differential equations (IO-DE: Rasmussen & Kwon, 2007), geometry (Zandieh & Rasmussen, 2010), and linear algebra (IOLA: Wawro, et al., 2012). This project represents the first steps in a similar RME-based, inquiry-oriented instructional design project aimed at advanced calculus.
The results of this project are presented as three journal articles. In the first article I describe the development of a local instructional theory (LIT) for supporting the reinvention of formal conceptions of sequence convergence, the completeness property of the real numbers, and continuity of real functions. This LIT was inspired by Cauchy's proof of the Intermediate Value Theorem, and has been developed and refined using the instructional design heuristics of RME through the course of two teaching experiments. I found that a proof of the Intermediate Value Theorem was a powerful context for supporting the reinvention of a number of the core concepts of advanced calculus.
The second article reports on two students' reinventions of formal conceptions of sequence convergence and the completeness property of the real numbers in the context of developing a proof of the Intermediate Value Theorem (IVT). Over the course of ten, hour-long sessions I worked with two students in a clinical setting, as these students collaborated on a sequence of tasks designed to support them in producing a proof of the IVT. Along the way, these students conjectured and developed a proof of the Monotone Convergence Theorem. Through this development I found that student conceptions of completeness were based on the geometric representation of the real numbers as a number line, and that the development of formal conceptions of sequence convergence and completeness were inextricably intertwined and supported one another in powerful ways.
The third and final article takes the findings from the two aforementioned papers and translates them for use in an advanced calculus classroom. Specifically, Cauchy's proof of the Intermediate Value Theorem is used as an inspiration and touchstone for developing some of the core concepts of advanced calculus/real analysis: namely, sequence convergence, the completeness property of the real numbers, and continuous functions. These are presented as a succession of student investigations, within the context of students developing their own formal proof of the Intermediate Value Theorem.
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Alexander, Anita Nicole. "The Perceptions of Alignment between Advanced Placement Calculus AB and College Calculus I: A Mixed Methods Study of Instructional Strategies, Curriculum, and Assessment." Kent State University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=kent156329735061551.
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Teuscher, Dawn. "Two paths to advanced placement calculus an examination of secondary students' mathematical understanding emerging from integrated and single-subject curricula /." Diss., Columbia, Mo. : University of Missouri-Columbia, 2008. http://hdl.handle.net/10355/5530.
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Thesis (Ph. D.)--University of Missouri-Columbia, 2008.<br>The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on June 17, 2009) Vita. Includes bibliographical references.
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Keen, Carolyn Marie. "An investigation of the achievement of 4 x 4 block-scheduled advanced placement calculus AB students." W&M ScholarWorks, 1996. https://scholarworks.wm.edu/etd/1539618463.
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The research investigated whether 4 x 4 block scheduling had any effect on students' achievement in Advanced Placement Calculus AB and described some of the dynamics involved in the shifts to 4 x 4 plans. Data from 52 schools (38 North Carolina, 14 Virginia) were divided into two groups: (Sample 1) 25 schools in which the course was taught in one semester (N = 252) and (Sample 2) 27 schools in which it was taught in two semesters (N = 355). Using two-tailed Z and chi square goodness-of-fit tests {dollar}(\alpha=0.05),{dollar} the 1995 AP test mean score of each sample was compared to the mean of the 103,032 students who took the test. The z test showed that Sample 1 made significantly lower scores. The effect size ({dollar}-{dollar}0.51) and chi square test supported this conclusion. The chi square test revealed significantly higher scores for Sample 2, but the z test did not. The study also found that schools used diverse practices regarding both AP classes and the change process. The study has implications for instruction, staff development, and administrative decision-making related to block scheduling.
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Oliver, Greta Thomas. "An examination of the relationship between participation in advanced placement and students' subsequent performance in calculus at Ohio University /." View abstract, 2006. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&res_dat=xri:pqdiss&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:3220616.
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Antunez, Fernando. "The Effectiveness of the National Board Certification as it Relates to the Advanced Placement Calculus AB Exam." Thesis, Florida Atlantic University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10154930.
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<p> This study compared data related to National Board Certification (NBC) of mathematics teachers in a South Florida school district. Data included 1,162 student scores on the 2014 AP Calculus AB exam, student gender, student grade level, and eligibility for free or reduced price lunch (FRL) status. Teachers completed the Standards’ Beliefs Instrument (SBI) (Zollman & Mason, 1992) to determine alignment of their beliefs with the National Council of Teachers of Mathematics (NCTM) standards. Interviews were conducted with five NBC mathematics teachers to understand how they incorporate best mathematics teaching practices in their daily instruction.</p><p> A t-test analysis revealed that students taught by NBC teachers scored significantly higher (M = 3.70) on the AP Calculus AB Exam than those taught by non-NBCTs (M = 2.74); Cohen’s <i>d</i> (.6429) indicated a moderately large effect size. No causation is to be implied; various confounding factors may also contribute to the variance in student scores.</p><p> Three factorial ANOVA tests were performed to test interaction effects. Two significant interaction effects were detected: (1) NBCT status and student grade level; and (2) NBCT status and student FRL (free and reduced price lunch) status. No significant interaction was found between NBCT status and student gender. </p><p> With a reliability estimate using Cronbach’s alpha, a second t-test was conducted. A statistically significant difference was found regarding the mean scores of NBCTs and non-NBCTs regarding their beliefs according to the vision of the NCTM. NBCTs generally have practices that align more with the NCTM mathematics teaching standards. Interviews with five NBC teachers of AP Calculus provided rich qualitative descriptions of their teaching philosophies, approaches, and best practices contributing to student success. </p><p> The results of this study reinforce evidence from previous research that the process of obtaining the NBC contributes to a teacher’s professional expertise and is related to student success; however, since there may be other confounding factors related to teachers, students, and their schools, the NBC cannot be considered the sole factor contributing to student success in AP coursework and exams.</p>
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Pearson, Phillip Bruce. "The Impact of School-Level Factors on Minority Students' Performance in AP Calculus." PDXScholar, 2014. https://pdxscholar.library.pdx.edu/open_access_etds/1849.
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In recent years, Science, Technology, Engineering, and Technology (STEM) talent pool has re-emerged as a national priority. Certain racial and ethnic groups are dramatically underrepresented in STEM careers and STEM educational programs, an especially serious concern given demographic transitions underway in the United States. The College Board's Advanced Placement (AP) Calculus program provides one way in which students can gain exposure to college-level mathematics while still in high school. This study analyzed factors that contribute to the success of minority students in AP Calculus using a large, longitudinal (2007-2012), geographically distributed dataset which included important school-level variables and AP scores for 10 urban school districts. Descriptive statistics show that AP success in general and minority success in AP Calculus specifically are unevenly distributed across the dataset. A very small number of schools and school districts account for the majority of the production of passing scores on AP exams. Results from multi- variate regression and multi-level growth modeling demonstrate that school size and academic emphasis on a school level constitute important predictors of success for Black and Hispanic students in AP Calculus. The very narrow distribution of AP success across schools and school districts suggests that a specific set of school-level policies and practices are likely to be highly effective in leveraging these two predictors.
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Menezes, Daniel BrandÃo. "O ensino do cÃlculo diferencial e integral na perspectiva da SequÃncia Fedathi: caracterizaÃÃo do comportamento de um bom professor." Universidade Federal do CearÃ, 2017. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=20559.
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nÃo hÃ<br>Os cursos da Ãrea de CiÃncias Exatas, em particular, as licenciaturas em MatemÃtica no CearÃ
possuem ainda muitos desafios com a disciplina CÃlculo Diferencial e Integral, no tocante aos
aspectos metodolÃgicos desenvolvidos nas sessÃes didÃticas que ainda representam alguns
pontos de insatisfaÃÃo, motivo de desistÃncia e reprovaÃÃo por parte dos alunos. Ante esse
problema, esta Tese trata de uma pesquisa expressa na metodologia de pesquisa e ensino
SequÃncia Fedathi (SF) cuja finalidade foi investigar como sua relaÃÃo com a Teoria do
Pensamento MatemÃtico AvanÃado (PMA) pode alicerÃar os processos de ensino de CÃlculo
Diferencial e Integral (CDI) dos alunos de um grupo de estudos da Universidade Estadual Vale
do AcaraÃ, respondendo de que maneira isso contribui para a aprendizagem de conceitos e
procedimentos nessa disciplina, em particular, do conteÃdo de Taxas de VariaÃÃo, e como pode
ser feita a caracterizaÃÃo do docente em amparo nesses conceitos. Como suporte teÃrico
preliminar, foram utilizados estudos da SequÃncia Fedathi, Teoria do Pensamento MatemÃtico
AvanÃado e do recurso computacional (Geogebra) para contribuir com a melhoria do processo
de ensino-aprendizagem. EntÃo, para alcanÃar os objetivos, as sessÃes didÃticas foram
trabalhadas com a SequÃncia Fedathi como metodologia para elaboraÃÃo e conduÃÃo no ensino
do conteÃdo. A pesquisa à de natureza qualitativa, delineada como participante e, alÃm disso,
seguiu o mÃtodo cientÃfico SequÃncia Fedathi, descrito e estudado no decorrer do trabalho;
como campo e sujeitos da investigaÃÃo, o ensaio delineou-se num grupo de estudos criados no
curso de MatemÃtica da Universidade Estadual Vale do Acaraà e os sujeitos foram os alunos
inscritos e o professor que mediou os encontros. No decorrer da experimentaÃÃo, as perguntas
da pesquisa foram respondidas e colhidos resultados que serviram como embasamento para a
classificaÃÃo de bons professores e bons alunos. A metodologia de pesquisa mostrou-se como
um rÃgido mÃtodo a ser promovido cientificamente, direcionando corretamente cada etapa do
experimento e os instrumentos metodolÃgicos necessÃrios para a obtenÃÃo e coleta de dados.
No decorrer das prÃticas e consequente anÃlise, foi possÃvel estabelecer relaÃÃo entre a SF e o
PMA nos testes que foram aplicados com os alunos. AlÃm disso, concluiu-se, o quÃo benÃfico
foi para a compreensÃo dos conteÃdos o uso do recurso computacional, com as questÃes
contextualizadas utilizadas como problemas na vivÃncia da Tomada de PosiÃÃo, ou seja,
contribuiu para demandar compreensÃes para o ensino do CÃlculo Diferencial e Integral, alÃm
de desenvolver avanÃos para as pesquisas em EducaÃÃo MatemÃtica e, acima de tudo, como o
comportamento docente influenciou nas emoÃÃes dos alunos em relaÃÃo à MatemÃtica e na
conduÃÃo da vivÃncia da SequÃncia Fedathi.
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Mucha, Ján. "Pokročilé metody parametrizace online písma osob s grafomotorickými obtížemi." Doctoral thesis, Vysoké učení technické v Brně. Fakulta elektrotechniky a komunikačních technologií, 2021. http://www.nusl.cz/ntk/nusl-438731.
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Grafomotorické obtíže (GD) výrazně ovlivňují kvalitu života školním věkem počínajíc, kde se vyvíjejí grafomotorické schopnosti, až do důchodového věku. Včasná diagnóza těchto obtíží a terapeutický zásah mají velký význam k jejich zlepšení. Vzhledem k tomu, že GD souvisí z vícerými symptomy v oblasti kinematiky, základní kinematické parametry jako rychlost, zrychlení a švih prokázaly efektivní kvantizaci těchto symptomů. Objektivní výpočetní systém podpory rozhodování pro identifikaci a vyšetření GD však není dostupný. A proto je hlavním cílem mé disertační práce výzkum pokročilé metody parametrizace online písma pro analýzu GD se speciálním zaměřením na využití metod zlomkového kalkulu. Tato práce je první, která experimentuje s využitím derivací neceločíselného řádu (FD) pro analýzu GD pomocí online písma získaného od pacientů s Parkinsonovou nemocí a u dětí školního věku. Byla navržena a evaluována nová metoda parametrizace online písma založena na FD využitím Grünwald-Letnikova přístupu. Bylo dokázáno, že navržená metoda významně zlepšuje diskriminační sílu a deskriptivní schopnosti v oblasti Parkinsonické dysgrafie. Stejně tak metoda pozitivně ovlivnila i nejmodernější techniky v oblasti analýzy GD u dětí školního věku. Vyvinutá parametrizace byla optimalizována s ohledem na výpočetní náročnost (až o 80 %) a také na vyladění řádu FD. Ke konci práce byly porovnány víceré přístupy výpočtu FD, jmenovitě Riemann-Liouvillův, Caputův společně z Grünwald-Letnikovým přístupem za účelem identifikace těch nejvhodnějších pro jednotlivé oblasti analýzy GD.
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Andersen, Érika. "As ideias centrais do teorema fundamental do cálculo mobilizadas por alunos de licenciatura em matemática." Pontifícia Universidade Católica de São Paulo, 2011. https://tede2.pucsp.br/handle/handle/10860.
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Made available in DSpace on 2016-04-27T16:57:05Z (GMT). No. of bitstreams: 1
Erika Andersen.pdf: 2001632 bytes, checksum: 36ee4401b855c9699524d7159f8bb771 (MD5)
Previous issue date: 2011-05-27<br>The present study relates the results of a qualitative research that aimed to
investigate which mental processes may intervene and be combined by students in
the development of activities involving the expression = F( x ) = f ( t )dt . The research
was based on the study titled Advanced Mathematical Thinking Processes of Tommy
Dreyfus. The survey instrument was developed, implemented and analyzed using
some phases of Didactic Engineering. The fourteen participants in this study were
students of private university s math course in São Paulo city. The analysis of the
student s protocols indicates that the following processes were mobilized:
visualization, representation and switching representations, intuition, definition,
discovery, validation, generalization, abstraction and synthesis. This allowed many
students to conjecture that the derivation and integration are inverse operations of
each other. The results of the survey explained that a work of this nature contributes
greatly to students to take ownership of interrelationships between concepts involved
in the Fundamental Theorem of Calculus<br>O presente estudo relata os resultados de uma pesquisa qualitativa cujo objetivo era
investigar quais processos mentais podem intervir e ser combinados por alunos no
desenvolvimento de atividades envolvendo a expressão = F(x) = f ( t )dt . Além disso,
verificar se esse tipo de atividade favorece a compreensão das ideias centrais
envolvidas no Teorema Fundamental do Cálculo. A pesquisa fundamentou-se no
estudo de Tommy Dreyfus intitulado Processos do Pensamento Matemático
Avançado. O instrumento de pesquisa foi elaborado, aplicado e analisado, utilizando
algumas fases da Engenharia Didática. Os catorze participantes deste estudo eram
alunos do curso Licenciatura em Matemática de uma universidade particular da
cidade de São Paulo. A análise dos protocolos dos estudantes indica que os
processos do PMA mobilizados foram: visualização, representação e mudança entre
diferentes representações, intuição, definição, descoberta, validação, generalização,
síntese e abstração. O que possibilitou que muitos dos participantes conjecturassem
que a derivação e integração são operações inversas uma da outra. Os resultados
da pesquisa explicitaram que um trabalho desta natureza muito contribui para que os
alunos se apropriem de inter-relações entre conceitos envolvidos no Teorema
Fundamental do Cálculo
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Åman, Pohjola Johannes. "Bells and Whistles : Advanced language features in psi-calculi." Licentiate thesis, Uppsala universitet, Avdelningen för datalogi, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-227638.
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Psi-calculi is a parametric framework for process calculi similar to popular pi-calculus extensions such as the explicit fusion calculus, the applied pi-calculus and the spi calculus. Remarkably, machine-checked proofs of standard algebraic and congruence properties of bisimilarity apply to every instance of the framework. The contribution of this licentiate thesis is to significantly extend the applicability and expressiveness of psi-calculi by incorporating several advanced language features into the framework: broadcasts, higher-order communication, generalised pattern matching, sorts and priorities. The extensions present several interesting technical challenges, such as negative premises. The machine-checked proofs for standard results about bisimilarity are generalised to each of these new settings, and the proof scripts are freely available online.<br>UPMARC
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Beck, Michael [Verfasser], and Jens [Akademischer Betreuer] Schmitt. "Advances in Theory and Applicability of Stochastic Network Calculus / Michael Beck ; Betreuer: Jens Schmitt." Kaiserslautern : Technische Universität Kaiserslautern, 2016. http://d-nb.info/112040973X/34.
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Leyton, Mario. "Advanced features for algorithmic skeleton programming." Nice, 2008. http://www.theses.fr/2008NICE4027.
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Cette thèse propose un modèle de programmation basé sur le concept de squelettes algorithmiques. Ce modèle se concentre sur les abstractions de programmation parallèle qui offrent une conception proche de celle des application non-parallèles permettant de simplifier leur développment. Ce modèle est destiné à être implémenté sous forme de librairie, et par conséquent se concentre sur les problèmes et les opportunités qu'offre cette approche plutôt qu'une approche orienté langage. En résumé, cette thèse présente un modèle de programmation basé sur les squelettes algorithmiques et son implémentation en Java, nommé Calcium. Calcium supporte entre autre l'utilisation de squelettes hiérarchiques, les squelettes exploitant le parallélisme de données ainsi que l'exécution de ces applications sur différentes infrastructures parallèles et distribuées. En d'autres termes, Calcium unifie la façon d'écrire les programmes basés sur les squelettes et permet le déploiement et l'exécution de ceux-ci sur différentes infrastructures parallèles et distribuées. Calcium apporte trois contributions principales dans le domaine de la programmation basé sur les squelettes. Premièrement, un modèle d'optimisation des performances qui permet aux programmeurs d'identifier les parties de codes responsables d'une dégradation des performances. Deuxièmement, un système de typage prouvé, pour squelettes hiérarchiques, qui garantie les propriétés de réduction et est implémenté a l'aide du typage générique de Java. Troisièmement, un modèle d'accès aux fichiers qui permet l'utilisation de squelettes dans les applications traitant des données de façon intense<br>This thesis proposes a model for algorithmic skeleton programming. The model focuses on programming abstractions which offer minimal conceptual disruption for non-parallel programmers and showing the pay-back. The model aims towards a library implementation, and therefore focuses on problems and opportunities which arise by having skeletons as libraries instead of languages. In summary, this thesis presents a model for algorithmic skeleton programming and its implementation in Java: Calcium. Among others, Calcium features nestable task and data parallel skeletons, and supports the execution of skeleton applications on several parallel and distributed infrastructures. In other words, Calcium provides a single way of writing skeleton programs which can be deployed and executed on different parallel and distributed infrastructures. Calcium provides three main contributions to algorithmic skeleton programming. First, a performance tuning model which helps programmers identify code responsible for performance bugs. Second, a type system for nestable skeletons which is proven to guaranty subject reduction properties and is implemented using Java Generics. Third, a transparent algorithmic skeleton file access model which enables skeletons for data intensive applications
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Kaminski, Benjamin Lucien [Verfasser], Joost-Pieter [Akademischer Betreuer] Katoen, and Annabelle [Akademischer Betreuer] McIver. "Advanced weakest precondition calculi for probabilistic programs / Benjamin Lucien Kaminski ; Joost-Pieter Katoen, Annabelle McIver." Aachen : Universitätsbibliothek der RWTH Aachen, 2019. http://d-nb.info/1191375323/34.
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Mezeh, Reda. "Advanced numerical modeling of vibrations induced by railway traffic." Thesis, Lille 1, 2017. http://www.theses.fr/2017LIL10064/document.
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Les lignes à grande vitesse sont considérées comme une source importante de perturbations environnementales qui sont de moins en moins tolérées par les habitants. Afin de comprendre la dynamique de ces systèmes, il est important de développer des modèles numériques pour simuler les problèmes de vibration véhicule/voie ferrée et comprendre les interactions de la voie ferrée et des composants du véhicule. Une nouvelle approche basée sur la mise à jour périodique de la configuration « Méthode PCU » est d’abord proposée pour l’évaluation de la réponse dynamique des poutres infinies continuellement supportées sous charges mobiles à grande vitesse. La méthode PCU est utilisée pour évaluer la réponse dynamique d’un système simplifié voie ferrée/sol dans lequel la fondation du rail est remplacée par une couche viscoélastique continue. D’autre part, une modélisation numérique 3D considérant le couplage dynamique mutuel complexe entre les composantes de la voie ferrée et la couche du sol est développée. Un schéma de maillage adaptatif est appliqué pour simuler l’effet des charges mobiles ; il est représenté par la création des nœuds mobiles attachés aux charges. Cette modélisation est appliquée avec succès dans la gamme de vitesses sub-Rayleigh et super-Rayleigh. Dans la dernière partie, la modélisation numérique 3D est utilisée pour calibrer les impédances dynamiques du modèle simplifié proposé dans le premier chapitre. Une procédure itérative d’ajustement de courbe est réalisée à l’aide de l’algorithme génétique. Des lois constitutives qui régissent le comportement dynamique des éléments discrets sont proposées aux différentes fréquences de chargement et gamme de vitesses<br>The high speed lines are considered as an important source of environmental disturbance that are less and less tolerated by inhabitants. In order to understand the dynamics of these systems, it is important to develop numerical models to simulate the vibration problems vehicle/track and understand the interactions of the track and vehicle components. A new approach based on periodic configuration update “PCU method” is firstly proposed for the assessment of the dynamic response of continuously supported infinite beams under high speed moving loads. The PCU method is used to assess the dynamic response of a simplified track/ground system in which the rail foundation is replaced by a continuous viscoelastic layer. On the other hand, a 3D numerical modeling that considers the complex mutual dynamic coupling between the track components and the subgrade layer is developed. An adaptive meshing scheme is applied to simulate the moving loads effect; it is represented by the creation of load-attached moving nodes on the rail-beam. This modeling is successfully applied in the sub-Rayleigh and super-Rayleigh velocity range. In the last part, the 3D numerical modeling is used to calibrate the dynamic impedances of the simplified beam model proposed in the first chapter. An iterative curve fitting procedure is carried out using the genetic algorithm. Constitutive laws that govern the dynamic behavior of the discrete elements are proposed at different load frequency and velocity range
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Bulla, Jan. "Computational Advances and Applications of Hidden (Semi-)Markov Models." Habilitation à diriger des recherches, Université de Caen, 2013. http://tel.archives-ouvertes.fr/tel-00987183.
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The document is my habilitation thesis, which is a prerequisite for obtaining the "habilitation à diriger des recherche (HDR)" in France (https://fr.wikipedia.org/wiki/Habilitation_universitaire#En_France). The thesis is of cumulative form, thus providing an overview of my published works until summer 2013.
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Utter, Frederick W. "Relationships among AP calculus teachers' pedagogical content beliefs, classroom practice, and their students' achievement /." 1996. http://hdl.handle.net/1957/16805.
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Holloway, Dean. "The student experience of learning advanced placement calculus AB in a Web-based environment /." 2002.
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Simonsen, Linda M. "Teachers' perceptions of the concept of limit, the role of limits and the teaching of limits in advanced placement calculus." Thesis, 1995. http://hdl.handle.net/1957/34955.
Full textAbstract:
The main goal of the study was to investigate high school advanced placement
calculus teachers' subject matter and pedagogical perceptions by examining the following
questions: What are the teachers' perceptions of the concept of limit, the role of limits,
and the teaching of limits in calculus? Additionally, the sampling technique used shed
some light on the question: Are these teachers' perceptions associated with their
participation in a calculus reform project focused on staff development? A multi-case
study approach involving detailed examination of six teachers (three had participated in a
calculus reform project and three had not participated in any calculus reform project) was
used. The data collected and analyzed included questionnaires, interviews, observational
fieldnotes, videotapes of classroom instruction, journals, and written instructional
documents. Upon completion of the data collection and analysis, detailed teacher profiles
were created with respect to the questions above. The results of this study were then
generated by searching for similarities and differences across the entire sample as well as
comparing and contrasting the group of project teachers and the independent teachers.
The teachers in this study perceived calculus as a linearly ordered set of topics in
which the concept of limit formed the backbone for appreciating and understanding all
other calculus topics. The teachers felt the intuitive understanding of limits was essential
to further understanding of calculus. Nevertheless, little classtime was devoted to
developing an intuitive understanding. Furthermore, little emphasis was given to drawing
connections between limits and subsequent calculus topics. The independent teachers
devoted considerable time to discussing formal epsilon-delta definition and arguments.
The complex relationship between teachers' perceptions and classroom practice appeared
to be affected by the significant influence of the teachers' goals of preparing students for
the advanced placement exam and college calculus and the authority given to the calculus
textbook. Differences between the group of independent teachers and the group of
project teachers were found related to the following factors: (a) commitment to the
textbook, (b) planning, (c) use of multiple representations, (d) attitude toward graphing
technology, (e) classroom atmosphere, (f) examinations, (g) appropriate level of
mathematical rigor needed for teaching calculus, and (h) the stability of perceptions.
These factors, however, were not fully attributed to participation in the calculus reform
project.<br>Graduation date: 1995
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Gu, Yilan. "Advanced Reasoning about Dynamical Systems." Thesis, 2010. http://hdl.handle.net/1807/26274.
Full textAbstract:
In this thesis, we study advanced reasoning about dynamical systems in a logical framework -- the situation calculus. In particular, we consider promoting the efficiency of reasoning about action
in the situation calculus from three different aspects.
First, we propose a modified situation calculus based on the two-variable predicate logic with counting quantifiers. We show that solving the projection and executability problems via regression in such language are decidable. We prove that generally these two problems are co-NExpTime-complete in the modified language. We also consider restricting the format of regressable formulas and basic action theories (BATs) further to gain better computational complexity for reasoning about action via regression. We mention possible applications to formalization of
Semantic Web services.
Then, we propose a hierarchical representation of actions based on the situation calculus to facilitate development, maintenance and elaboration of very large taxonomies of actions. We show that our axioms can be more succinct,
while still using an extended regression operator to solve the projection problem.
Moreover, such representation has significant computational advantages. For taxonomies of actions that can be represented
as finitely branching trees, the regression operator can sometimes work exponentially faster with our theories than it works with the BATs current situation calculus. We also propose a general guideline on how a taxonomy of actions can be constructed from the given set of effect axioms.
Finally, we extend the current situation calculus with the order-sorted logic. In the new formalism, we add sort theories to the usual initial theories to describe taxonomies of objects. We then investigate what is the well-sortness for BATs under such framework. We consider extending the current regression operator with well-sortness checking and unification techniques. With the modified regression,
we gain computational efficiency by terminating the regression earlier when
reasoning tasks are ill-sorted and by reducing the search spaces for well-sorted
objects. We also study that the connection between the order-sorted situation calculus and the current situation calculus.