Academic literature on the topic 'Development Program; Mathematical'
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Journal articles on the topic "Development Program; Mathematical"
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LI, JIANXIN, and ARUN LAKHOTIA. "USING MATHEMATICAL INDUCTION IN SYSTEMATIC PROGRAM DEVELOPMENT." International Journal of Software Engineering and Knowledge Engineering 04, no. 04 (1994): 561–74. http://dx.doi.org/10.1142/s0218194094000271.
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This paper makes a contribution to the calculational paradigm of program development, a paradigm in which programs are calculated from their specifications by applying meaning preserving transformations. It introduces program induction, a technique analogous to mathematical induction, and iteration folding, a refinement rule. Using program induction, a specification is decomposed into a base case and an inductive case and their solutions are sequentially composed to derive the final program. The iteration folding rule is applied to transform potentially infinite nested if statements into a while statement. Our technique and rule augment the existing repertoire of techniques and rules in the calculus of program refinement.
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Odil Kizi, Urolbaeva Shokhsanam. "THE CONTENT OF MATHEMATICAL DEVELOPMENT OF PRESCHOOLERS." International Journal of Pedagogics 03, no. 03 (2023): 37–39. http://dx.doi.org/10.37547/ijp/volume03issue03-07.
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This topic deals with the problem of mathematical education of pre-schoolers. The content of mathematical development of children, its structure and approaches to the development of the content of mathematical development is given on the basis of program documents "From birth to school", "Childhood". Here is the implementation of the principles of mathematics, a personality-oriented approach, developing learning in the formation of mathematical representations of preschool children of older groups.
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Sidneva, Anastasia N., Margarita S. Aslanova, and Darya A. Bukhalenkova. "FEATURES OF THE DEVELOPMENT OF MATHEMATICAL SKILLS OF FIRST-GRADERS IN DIFFERENT EDUCATIONAL PROGRAMS." Moscow University Psychology Bulletin, no. 3 (2022): 119–44. http://dx.doi.org/10.11621/vsp.2022.03.07.
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Background. Relevance of this study is determined by the increased interest in mathematical education in recent years. Teachers and researchers are concerned about the conditions and means of developing mathematical education. Along with this, there is no consensus on what constitutes mathematical abilities, what is their structure and development. Objective. Th e aim of this study is to compare the development of mathematical skills of fi rst-graders in diff erent educational programs and to identify specifi c to each program features. Sample. Th e study sample consisted of 434 fi rst-graders of Moscow schools (54.8% of boys), among which: 37.1% of fi rst-graders learn programs of increased complexity, 44% — traditional programs, 18.9% — developmental education program. Methods. An author’s set of tasks was developed to diagnose the mathematical skills of fi rst-graders in this study. It included “classical” tasks children must perform regardless of the training program and “specifi c” tasks that test the awareness of meaning of the mathematical actions performed. Results. Th e analysis showed that most of the classical mathematical skills are not related to the character of the program and it developed by all fi rst-graders in the course of training. However, complex arithmetic skills (working with twodigit numbers and searching for an unknown sum component) developed more eff ectively in programs of increased complexity. Specifi c skills related to reasonable action with a number (tasks for a number line or measurement) showed an ambiguous development dynamic. Conclusion. Th is study allows us to form a hypothesis that the selecting students for programs aff ects only the rate of development of a number of classical mathematical skills. Whereas specifi c skills are more dependent on the content of the program. It requires further study.
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Ramos-Rodríguez, Elisabeth, Elvira Fernández-Ahumada, and Astrid Morales-Soto. "Effective Teacher Professional Development Programs. A Case Study Focusing on the Development of Mathematical Modeling Skills." Education Sciences 12, no. 1 (2021): 2. http://dx.doi.org/10.3390/educsci12010002.
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A concern in Mathematics Education is the professional development of the teacher and to promote effective training programs. The literature provides principles guiding the design of such programs, which were considered for an instruction intended to strengthen the teacher’s practice in relation to the development of mathematical skills. The objective of this work was to study if the designed program was effective, in relation to the impact on the teacher’s teaching. A case study on a group of in-service teachers focused on the ability of mathematical modeling (MM) and their perspectives of this skill was carried out. This was divided into three moments: before, during, and after the program. The findings show that, before the program, teachers conceived modeling from epistemological, pragmatic and conceptual perspectives; during the program, they focused on the pragmatic and educational perspectives; and at the end of the program, the group was stripped of the pragmatic, epistemological and conceptual perspectives to move towards the educational and socio-critical. They were also able to justify the choice or disassociation of one or more of them. The study advances towards the concretion of more specific and robust professional development programs for mathematics teachers.
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Heo, Nam Gu. "Development and Application of STEAM Program for Mathematical Inquiry based on Conical Anamorphosis." Korean Association For Learner-Centered Curriculum And Instruction 24, no. 22 (2024): 285–98. http://dx.doi.org/10.22251/jlcci.2024.24.22.285.
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Objectives The purpose of this study is to develop a mathematical inquiry-based STEAM program based on conical anamorphosis and to implement it to high school students. Methods To do this, the 2015 revised curriculum and the literature about the mathematical modeling of conical anamorphosis was analyzed, and the STEAM program was developed based on the PDIE model. Results In the preparation stage, mathematics, science, technology/engineering, art curriculum, and literature of the conical anamorphosis was analyzed. In the development stage, activity sheets, and presentation materials for the STEAM program were developed. The STEAM program was applied to high school students in the implementation stage, and the program was analyzed based on the questionnaire in the evaluation stage. Conclusions The STEAM program based on conical anamorphosis was related to achievement standards in mathematics, science, technology/engineering, and art subjects. Through the STEAM program, students were given the opportunity to explore the conical anamorphosis mathematically, and the STEAM program was able to help students increase their problem-solving and creative·convergence capabilities.
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A.Sh., Fazilov, and Azimdjanova M.T. "DEVELOPMENT OF A MATHEMATICAL MODEL OF THE INFORMATION SYSTEM USING SIMULATION MODELING." CENTRAL ASIAN JOURNAL OF EDUCATION AND COMPUTER SCIENCES (CAJECS) 1, no. 1 (2022): 38–42. https://doi.org/10.5281/zenodo.7256125.
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Modeling as a research method is a powerful cognitive tool throughout the history of human development. The article describes the methodology for the development of mathematical models of information systems, based on materials from various literary sources, author's developments on the system approach, mathematical modeling and programming. The mathematical model of the information system is described and all the characteristics of the IS are given
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Gustiningsi, Tria, Ratu Ilma Indra Putri, Zulkardi, and Hapizah. "LEPscO: Mathematical literacy learning environment for the Guru Penggerak program." Journal on Mathematics Education 15, no. 2 (2024): 661–82. http://dx.doi.org/10.22342/jme.v15i2.pp661-682.
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Mathematical literacy stands as a critical skill imperative for navigating the complexities of the 21st century. Enhancing students' mathematical literacy necessitates comprehensive engagement across the educational landscape. This aligns with the Guru Penggerak (GP) initiative, established by the government to serve as educational leaders, propelling the entire educational system forward. Nonetheless, the current GP program needs more specific provisions addressing mathematical literacy, and the existing learning environments for mathematical literacy remain constrained. Consequently, there is a pressing need to develop a dedicated mathematical literacy learning environment within the GP framework. This study endeavors to create a mathematically literate learning environment that is both valid and practical, potentially impacting the GP program significantly. Employing a design research approach, the study progresses through three key stages: preliminary, prototyping, and assessment. Seven teachers participated as subjects, using data collection methodologies including walkthroughs, observations, questionnaires, and interviews, which were analyzed descriptively. Findings indicate the development of a model for a mathematical literacy learning environment termed D-C-C with the LEPscO framework, which is deemed valid due to its alignment with the PISA framework, Indonesian educational curriculum, and unambiguous language. Moreover, the model proves practical for implementation within the GP program, exhibiting potential effects such as enhanced teacher satisfaction, learning, organizational support, and utilization of new knowledge, alongside improved student outcomes reflecting heightened mathematical literacy proficiency. This research contributes to educational discourse by introducing the LEPscO Framework, encompassing a Digital-Class-Community learning environment, structured learning processes encompassing training, classroom implementation, knowledge sharing, and community development, and targeted learning outcomes focusing on teachers' comprehension and reinforcement of mathematical literacy in education.
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Semenov, Alexander, Yuri Bebikhov, Mariya Semenova, and Ilya Yakushev. "Development of a program for mathematical modeling of molecular dynamics processes." E3S Web of Conferences 371 (2023): 03077. http://dx.doi.org/10.1051/e3sconf/202337103077.
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The paper presents the results of developing a program for mathematical modeling of molecular dynamics processes in crystal structures using the MatLab software package. The theoretical part describes the differential equations for simulation, their initial and boundary conditions, and the difference approximation. A method was chosen based on the principle of modeling molecular dynamics using one of the pair potentials, namely the Lennard-Jones potential. In the practical part, the chaotic motion (migration) of atoms in 2D and 3D crystal lattices has been simulated. The distribution over the computational cell and the migration of atoms beyond its limits are shown. The dependence between the bound energies in real metals and the computational model has been determined. The potential of interaction has been determined, which turns out to be positive. The developed program showed high accuracy of simulation results, as well as higher speed compared to other similar programs for molecular dynamics simulation.
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Gates, Miriam, and Lillie Albrt. "Considering Opportunities for Mathematical Magic." Journal of Mathematics Education at Teachers College 15, no. 1 (2024): 13–22. http://dx.doi.org/10.52214/jmetc.v15i1.12284.
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Mathematical magic, or experiences of beauty and creativity for K-12 mathematics students, can contribute to deepened content understanding. However, creating opportunities for mathematical magic. in mathematics classrooms has been a challenge for classroom practitioners. To support development of these experiences in classrooms, we deployed a bi-directional support program between a college-level mathematician and an early-career secondary teacher. Based on data collected from this project, we have identified four principles that will promote mathematical magic. We conclude that mathematicians and early career teachers can work together to a) leverage understandings of the nature of mathematics, b) apply meta-mathematical reasoning, c) share knowledge of content and students across contexts, and d) recognize students’ mathematical development to design learning experiences for mathematical magic.
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Crossley, John, and Iman Poernomo. "Fred: An Approach to Generating Real, Correct, Reusable Programs from Proofs." JUCS - Journal of Universal Computer Science 7, no. (1) (2001): 71–88. https://doi.org/10.3217/jucs-007-01-0071.
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In this paper we describe our system for automatically extracting "correct" programs from proofs using a development of the Curry-Howard process. Although program extraction has been developed by many authors (see, for example, [HN88], [Con97] and [HKPM97]), our system has a number of novel features designed to make it very easy to use and as close as possible to ordinary mathematical terminology and practice. These features include 1. the use of Henkin's technique [Hen50] to reduce higher-order logic to many-sorted (first-order) logic; 2. the free use of new rules for induction subject to certain conditions; 3. the extensive use of previously programmed (total, recursive) functions; 4. the use of templates to make the reasoning much closer to normal mathematical proofs and 5. a conceptual distinction between the computational type theory (for representing programs) and the logical type theory (for reasoning about programs). As an example of our system we give a constructive proof of the well known theorem that every graph of even parity, which is non-trivial in the sense that it does not consist of isolated vertices, has a cycle. Given such a graph as input, the extracted program produces a cycle as promised.
Dissertations / Theses on the topic "Development Program; Mathematical"
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Wilson, Boyd L. Plantholt Michael. "The development and evaluation of an instructional program in statistical literacy for use in post-secondary education." Normal, Ill. Illinois State University, 1994. http://wwwlib.umi.com/cr/ilstu/fullcit?p9521347.
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Thesis (D.A.)--Illinois State University, 1994.<br>Title from title page screen, viewed April 18, 2006. Dissertation Committee: Michael J. Plantholt (chair), Kenneth N. Berk, John A. Dossey, Graham A. Jones, Patricia H. Klass. Includes bibliographical references (leaves 85-96) and abstract. Also available in print.
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Chedister, Matthew. "The effects of a professional development program on teachers' beliefs and teaching of mathematical proofs." Thesis, Boston University, 2013. https://hdl.handle.net/2144/10961.
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Thesis (Ed.D.)--Boston University<br>Although proof is a primary way that people communicate mathematically, it is not a strand of mathematics that is well taught in schools. Little research has been done on how professional development programs might improve this teaching. This study investigated the effects of a professional development program on in-service geometry teachers' beliefs and teaching practices of proof. Six participants in a high school participated in a 20 hour professional development program. All participants took part in pre- and post- interviews. In addition, two participants had their classes observed before and after the professional development program when they were teaching proof.
In order to describe how the participants' beliefs and teaching practices changed after the professional development, the interviews were coded using a frame work from Knuth (2002a, 2002b). Classroom observations were coded using the Instructional Quality Analysis Rubric (Junker, 2006). Changes were then mapped onto the Interconnected Growth Model (Clarke & Hollingsworth, 2002). Results showed that after the professional development program, the participants stated they felt that it was important to include inductive reasoning components in proof tasks to create insight and provide motivation for formal proof writing. Classroom observations showed that the participants were attempting to implement such tasks in their classrooms but their level of implementation varied and depended highly on their beliefs prior to the professional development program.
Future research will use the results of this study to modify the professional development program and implement it with a new cohort of teachers. Also, future research will analyze similar professional development programs in other courses of mathematics such as Algebra 1 and middle school mathematics.
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Sriwiriyarat, Tongchai. "Computer Program Development for the Design of IFAS Wastewater Treatment Processes." Thesis, Virginia Tech, 1999. http://hdl.handle.net/10919/32065.
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The Integrated Film Activated Sludge Process (IFAS) was developed to reduce the cost of additional facilities required to complete year round nitrification in the design of new or retrofit wastewater treatment plants. The purpose of this project was to develop a computer-based mechanistic model, called IFAS, which can be used as a tool by scientists and engineers to optimize their designs and to troubleshoot a full-scale treatment plant. The program also can be employed to assist researchers conducting their studies of IFAS wastewater treatment processes. IFAS enables the steady-state simulation of nitrification-denitrification processes as well as carbonaceous removal in systems utilizing integrated media, but this current version supports only sponge type media. The IFAS program was developed by incorporating empirical equations for integrated biofilm carbonaceous uptake and nitrification developed by Sen and Randall (1995) into the general activated sludge model, developed by the International Association on Water Quality (IAWQ, previously known as IAWRC), plus the biological phosphorus removal model of Wentzel et al (1989). The calibration and evaluation of the IFAS model was performed using existing data from both an IFAS system and a conventional activated sludge bench-scale plant operated over a wide range of Aerobic Mean Cell Residence Times (Aerobic MCRT's). The model developed provides a good fit and a reasonable prediction of the experimental data for both the IFAS and the conventional pilot-scale systems. The phosphorus removal component of the model has not yet been calibrated because of insufficient data and the lack of adequately defined parameters.<br>Master of Science
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Ackerman, Charlotte Christene. "Providing mechanical support for program development in a weakest precondition calculus." Thesis, Stellenbosch : Stellenbosch University, 1993. http://hdl.handle.net/10019.1/79317.
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Thesis (MSc)--Stellenbosch University, 1993.<br>ENGLISH ABSTRACT: Formal methods aim to apply the rigour of mathematical logic to the problem ofguaranteeing that the behaviour of (critical) software conforms to predetermined requirements. The application of formal methods during program construction centers around a formal specification of the required behaviour of the program. A development attempt is successful if the resulting program can be formally proven to conform to its specification. For any substantial program, this entails a great deal of effort. Thus, some research efforts have been directed at providing mechanical support for the application of formal methods to software development. E.W. Dijkstra's calculus of weakest precondition predicate transformers [39,38] represents one of the first attempts to use program correctness requirements to guide program development in a formal manner.<br>AFRIKAANSE OPSOMMING: Formele metodes poog om die strengheid van wiskundige logika te gebruik om te waarborg dat die gedrag van (kritiese) programmatuur voldoen aan gegewe vereistes. Die toepassing van formele metodes tydens programontwikkeling sentreer rondom a formele spesifikasie van die verlangde programgedrag. 'n Ontwikkelingspoging is suksesvol as daar formee1 bewys kan word dat die resulterende program aan sy spesifikasie voldoen. Vir enige substansiële program, verteenwoordig dit ‘n aansienlike hoeveelheid werk. Verskeie navorsinspoging is gerig op die daarstelling van meganiese ondersteuning vir die gebruik van formele metodes tydens ontwikkeling van sagteware. E. W. Dijkstra se calculus van swakste voorkondisie (“weakest precondition”) predikaattransformators [39,38] is een van die eerste pogings om vereistes vir programkorrektheid op ‘n formele en konstruktiewe wyse tydens programontwikkeling te gebruik.
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Hayata, Carole Anne. "The Development of Algebraic Reasoning in Undergraduate Elementary Preservice Teachers." Thesis, University of North Texas, 2012. https://digital.library.unt.edu/ark:/67531/metadc177211/.
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Although studies of teacher preparation programs have documented positive changes in mathematical knowledge for teaching with preservice teachers in mathematics content courses, this study focused on the impact of a mathematics methods course and follow-up student teaching assignment. The presumption was that preservice teachers would show growth in their mathematical knowledge during methods since the course was structured around active participation in mathematics, research-based pedagogy, and was concurrent with a two-day-per-week field experience in a local elementary school. Survey instruments utilized the computer adaptive test version of the Mathematical Knowledge for Teaching (MKT) measures from the Learning Mathematics for Teaching Project, and the Attitudes and Beliefs (towards mathematics) survey from the Mathematical Education of Elementary Teachers Project. A piecewise growth model analysis was conducted on data collected from 176 participants at 5 time-points (methods, 3 time-points; student teaching, 2 time-points) over a 9 month period. Although the participants' demographics were typical of U.S. undergraduate preservice teachers, findings suggest that initial low-level of mathematical knowledge, and a deep-rooted belief that there is only one way to solve mathematics problems, limited the impact of the methods and student teaching courses. The results from this study indicate that in (a) number sense, there was no significant change during methods (p = .392), but a significant decrease during student teaching (p < .001), and in (b) algebraic thinking, there was a significant decrease during methods (p < .001), but no significant change during student teaching (p = .653). Recommendations include that the minimum teacher preparation program entry requirements for mathematical knowledge be raised and that new teachers participate in continued professional development emphasizing both mathematical content knowledge and reform-based pedagogy to continue to peel away deep-rooted beliefs towards mathematics.
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Bowers, Stephen. "The development of a mathematical model and computer program for simulating the injection moulding of thermosetting elastomer materials." Thesis, Loughborough University, 1990. https://dspace.lboro.ac.uk/2134/10440.
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A mathematical model for the simulation of the injection moulding of thermosetting elastomers has been developed. The model uses suitably reduced forms of the fundamental equations of continuity, momentum and energy as a basis, with a constitutive equation to describe how the elastomer viscosity varies with local flow conditions. A cure model is used to calculate cure levels during the injection phase, and the time taken for the final moulded component to reach a specified minimum cure level during the subsequent cure cycle. Moulds are defined by splitting the various elastomer flowpaths into a network of end to end connected geometric entities of simple cross section, for instance circular, rectangular and annular. The moulds elements are discretised using a finite difference mesh and the equations which comprise the model are cast into a suitable finite difference form for solution. Solution of the continuity and momentum equations involves numerical integration using the trapezoidal rule and the energy equation is solved using a fully implicit Crank Nicholson method, since this gives unconditional stability. The model also allows for a wall slip boundary condition. The flow model has been experimentally validated by simulating an extrusion rheometer and comparing predicted capillary pressure drops with measured ones. It has also been validated by comparing real injection moulding pressure drops with corresponding predictions. The cure simulation has been validated by comparing predicted cure times with measured cure times taken during the injection moulding trials. The effect of the variation of material properties, heat transfer coefficient and finite difference mesh geometric parameters on simulated results have been assessed. The effect of wall slip on simulated injection results has been investigated.
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Gill, Mandeep Singh. "Application of software engineering methodologies to the development of mathematical biological models." Thesis, University of Oxford, 2013. http://ora.ox.ac.uk/objects/uuid:35178f3a-7951-4f1c-aeab-390cdd622b05.
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Mathematical models have been used to capture the behaviour of biological systems, from low-level biochemical reactions to multi-scale whole-organ models. Models are typically based on experimentally-derived data, attempting to reproduce the observed behaviour through mathematical constructs, e.g. using Ordinary Differential Equations (ODEs) for spatially-homogeneous systems. These models are developed and published as mathematical equations, yet are of such complexity that they necessitate computational simulation. This computational model development is often performed in an ad hoc fashion by modellers who lack extensive software engineering experience, resulting in brittle, inefficient model code that is hard to extend and reuse. Several Domain Specific Languages (DSLs) exist to aid capturing such biological models, including CellML and SBML; however these DSLs are designed to facilitate model curation rather than simplify model development. We present research into the application of techniques from software engineering to this domain; starting with the design, development and implementation of a DSL, termed Ode, to aid the creation of ODE-based biological models. This introduces features beneficial to model development, such as model verification and reproducible results. We compare and contrast model development to large-scale software development, focussing on extensibility and reuse. This work results in a module system that enables the independent construction and combination of model components. We further investigate the use of software engineering processes and patterns to develop complex modular cardiac models. Model simulation is increasingly computationally demanding, thus models are often created in complex low-level languages such as C/C++. We introduce a highly-efficient, optimising native-code compiler for Ode that generates custom, model-specific simulation code and allows use of our structured modelling features without degrading performance. Finally, in certain contexts the stochastic nature of biological systems becomes relevant. We introduce stochastic constructs to the Ode DSL that enable models to use Stochastic Differential Equations (SDEs), the Stochastic Simulation Algorithm (SSA), and hybrid methods. These use our native-code implementation and demonstrate highly-efficient stochastic simulation, beneficial as stochastic simulation is highly computationally intensive. We introduce a further DSL to model ion channels declaratively, demonstrating the benefits of DSLs in the biological domain. This thesis demonstrates the application of software engineering methodologies, and in particular DSLs, to facilitate the development of both deterministic and stochastic biological models. We demonstrate their benefits with several features that enable the construction of large-scale, reusable and extensible models. This is accomplished whilst providing efficient simulation, creating new opportunities for biological model development, investigation and experimentation.
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Miles, Sandra Jennifer. "Sensory and Motor Interventions for Very Early School-age Children: a Cluster Pragmatic Randomised Controlled Trial Examining Effect on Development, Behaviour and Academic Learning Outcomes." Thesis, Australian Catholic University, 2018. https://acuresearchbank.acu.edu.au/download/7a01e0af69ee176b895a5b0693e2e0868cef838dbdaa90830a779a2994c8d835/2059817/MILES_2018_Sensory_and_motor_interventions_for_very.pdf.
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Sensory and motor interventions are implemented in schools with the aim to improve children's development, behaviour and academic learning outcomes, albeit with limited research evidence of effect. These are particularly used as an early intervention with very early school-age children in an effort to ease the transition to formal schooling and enhance school readiness. This thesis presents a six-phase study undertaken to examine the effect of one such intervention. The aim of this study was to determine any effect from a mixed sensorimotor and sensory integration group intervention, on early academic skills and cognitive, behavioural and socioemotional development of very early school-age children in the school setting, by using a two-year, un-blinded, cluster randomized controlled trial.
A scoping exercise undertaken in Phase 1 determined the nature and extent of intervention use within schools in the study setting. A literature review, undertaken as Phase 2, identified a variety of intervention types and approaches, narrowing the focus to those using an impairment-orientation approach to intervention, with particular focus on those using a sensory integration frame of reference or mixed sensorimotor approach. A scoping review of published and unpublished research trials of interventions, undertaken in Phase 3, identified a suitable intervention to use in a research trial. The Learning Connections School Program is classifiable as a mixed sensorimotor and sensory integration group intervention using an impairment-orientation approach, where some type of learning, behavioural or developmental impairment is assumed for many children within the general school population.
In Phase 4, an evaluative literature review determined suitable measurement instruments to use in a trial. The Astronaut Invented Spelling Test (2nd ed.) and the Sutherland Phonological Awareness Test – Revised were selected for their Australian norms, low cost and high usability to measure early language skills. The Draw a Person test met suitability requirements to measure cognition, with universal norms, use in international research, high usability and low cost. The Behavior Assessment System for Children (2nd ed.) - Teacher Rating Scales was selected for its high technical adequacy, excellent computerised scoring and familiarity to members of the research team. Two sets of brief, multiple-proficiency mathematics measures, Early Mathematics Concepts A and B (EMCA, EMCB), were specifically developed for this study. These included mathematical computation concepts suitable to the two age-groups in the trial. A pilot study undertaken in Phase 5 enabled pilot-testing of the selected instruments and intervention in the study setting, to confirm the suitability and feasibility of their use within the study setting for a research trial.
In Phase 6, a two-year cluster pragmatic un-blinded randomised controlled trial was conducted in 2012 and 2013. Schools (n = 116) in one large Catholic Church Archdiocese in Brisbane, Queensland with at least one Prep class, the first year of formal schooling, were eligible to participate in the research trial, with recruitment via email invitation to School Principals. Ethical approval was obtained from the Australian Catholic University Human Research Ethics Committee and further approval for a research trial was obtained from Brisbane Catholic Education. School principals, teachers and parents provided consent to participate, while assent from children was also sought as a form of respect and engagement. Following consent, 480 children across ten schools participated. The intervention, The Learning Connections School Program, was implemented for 20 minutes daily in the classroom by the trained class teacher for the intervention arm (n = 286), while children in the control arm (n = 194) attended schooling as usual (no intervention).
Multivariable analysis using the Generalized Estimating Equations modelling approach and accounting for the effects of clustering and time, showed a positive effect for intervention on two mathematics skills measures (EMCA, EMCB). Children in the intervention arm were significantly more likely to have higher scores in mathematics compared to those in the control arm (p < 0.05). Despite a relatively large incidence-rate ratio for EMCA (3.9, 95%CI 1.45-11.02), the crude effect of the intervention on math scores was small (Cohen’s d=0.21). No effect was seen for gender, location, school socioeconomic/educational advantage score, or on measures of early language development, drawing or developmental and behavioural outcomes, despite anecdotal teacher reports of enhanced school-readiness. This study adds Level 1.c evidence in regard to such interventions in school settings. The practical significance of small absolute differences in test scores needs to be considered with regard to intervention funding in each school setting. Despite being a group, low-cost, easy-to-implement early intervention, it is difficult to recommend sensorimotor interventions based on such limited evidence of effect. Further research should focus on visuospatial integration, which may influence mathematical achievement, and specific school-readiness intervention effects.
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Richman, Jessica. "Quantitative approaches to the network problem in program design and evaluation : case study, entrepreneurship." Thesis, University of Oxford, 2015. https://ora.ox.ac.uk/objects/uuid:6b454558-e7db-4e40-ac90-2fce912c916f.
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Many billions of dollars each year are spent in pursuit of economic and social development goals. The field of program evaluation aims to measure the efficacy of these programs and allocate funds to achieve optimal results. However, current research on program design and evaluation tends to focus on determining causality through complex statistical methods, neglecting intermediate measures of data, such as network metrics. Similarly, research in computational social science has focused on generating hypotheses and validating theory rather than economic development applications. This thesis develops a novel technique for using computational social science to design and evaluate social and economic programs. A framework for program design and evaluation using network metrics is presented, along with two case studies that illustrate the use of this technique. In the first, we consider Start-Up Chile, an economic development program whose goal is to foster networks between Chileans and international entrepreneurs, using network metrics to evaluate its ability to facilitate connection between Chilean and non- Chilean entrepreneurs. Second, an agent-based model for designing entrepreneurial incubators is developed, with novel conclusions for more efficient design of economic development programs.
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Thames, Geoffrey, and Geoffrey Thames. "Effects of Peer Tutoring on Passing Developmental Mathematics." Diss., The University of Arizona, 2017. http://hdl.handle.net/10150/624554.
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The cost of remediation is high, for both postsecondary institutions (Pain, 2016) and the students who are enrolled in developmental math courses (Attewell et al., 2006). Academic support services such as tutoring, have been associated with positive student outcomes in developmental math (Bonham & Boylan, 2012). The Learning Center is a fee for service program at a four-year postsecondary institution that provides comprehensive academic support services for students with learning and attention challenges. Little is known, however, if these types of support services are effective for students with learning and attention challenges. Thus, a program evaluation study was conducted on the effectiveness of tutoring services at the Learning Center. Specific research questions are (a) What is the effect of peer tutoring on the incidence of passing developmental math? (b) How do students with learning and attention challenges engage with on-campus academic support services?
Four cohorts of developmental math students from fall semesters 2012 through 2015 were examined in this cross-sectional study, which consisted of 182 complete cases. Variables to conduct this program study included a binary outcome of passing the developmental math course, and the primary independent variable of math tutoring usage at the Learning Center. Controls variables included student demographic information, prior academic achievement in mathematics, and student usage of additional available academic support services on campus and at the Learning Center.
A logistic regression analysis revealed that usage of math tutoring at the Learning Center was not an effective intervention. Nearly half of the students did not engage in math tutoring services at the Learning Center. Engagement with tutoring for other subjects at the Learning Center was significantly related to the outcome with an eight percent increase in the likelihood of passing the developmental math course for each additional hour of usage χ2 (1, n = 182) = 10.43, p = .001. Prior academic achievement in math also was significantly related with the likelihood of passing developmental math χ2 (1, n = 182) = 10.1, p = .001 with an increased odds of 78 percent for every one standard deviation increase in math performance on a standardized math exam. Thus, student characteristics such as prior academic achievement in math and engagement with other academic support services were indicators of passing developmental mathematics. Recommendations for adjusting future academic support intervention efforts at the Learning Center for developmental math based upon the unique characteristics of these students are provided as a result of these findings.
Books on the topic "Development Program; Mathematical"
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Broy, Manfred, and Birgit Schieder, eds. Mathematical Methods in Program Development. Springer Berlin Heidelberg, 1997. http://dx.doi.org/10.1007/978-3-642-60858-2.
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1949-, Broy M., Schieder Birgit, and NATO Advanced Study Institute on Mathematical Methods in Program Development (1996 : Marktoberdorf, Germany), eds. Mathematical methods in program development. Springer, 1997.
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Broy, Manfred. Mathematical Methods in Program Development. Springer Berlin Heidelberg, 1997.
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M, Bruynooghe, and Lau K. K. 1953-, eds. Program development in computational logic: A decade of research advances in logic-based program development. Springer, 2004.
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1954-, Ball Deborah Loewenberg, ed. Mathematical proficiency for all students: Toward a strategic research and development program in mathematics education. RAND, 2003.
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Kurfess, Franz. Parallelism in logic: Its potential for performance and program development. Vieweg, 1991.
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Stozharova, Marina, Yuliya Sidorova, Leysan Nurtdinova, and Yuliya Pazyaeva. Development of intellectual abilities of older preschool children in various forms of mathematical work. INFRA-M Academic Publishing LLC., 2023. http://dx.doi.org/10.12737/1989214.
Full textAbstract:
The monograph describes the problem of developing the intellectual abilities of older preschool children in various forms of mathematical work. A detailed experiment with the obtained diagnostic data of children of the experimental study group is described. The system of work with children on the development of their intellectual abilities is presented, the author's program "Young Mathematician" and methodological recommendations for the program of the creative team of kindergarten teachers No. 63 (Ulyanovsk) are proposed. The program was developed under the guidance of Candidate of Pedagogical Sciences, Associate Professor, Professor of the Department of Preschool and Primary General Education of the Ulyanovsk State Pedagogical University named after I.N. Ulyanov M.Yu. Stozharova.
 The program is aimed at developing the intellectual abilities of older preschool children.
 The program is equipped with diagnostic tools and complete methodological support. The results confirming the effectiveness of the development of intellectual abilities of older preschool children after the work carried out under this program are presented.
 It is addressed to teachers, students, postgraduates interested in the problems of modern technological approach in preschool education.
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Laboratory, Atmospheric Sciences Research, ed. Contributions of the Fluid Modeling Facility to EPA's complex terrain model development program: Project summary. U.S. Environmental Protection Agency, Atmospheric Sciences Research Laboratory, 1987.
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Snyder, William H. Contributions of the Fluid Modeling Facility to EPA's complex terrain model development program: Project summary. U.S. Environmental Protection Agency, Atmospheric Sciences Research Laboratory, 1987.
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Altinakar, M. S. Computational modeling for the development of sustainable water-resources systems in Poland: US-Poland Technology Transfer Program US-AID award number: EEE-G-00-02-00015-00. Institute of Geophysics, Polish Academy of Science, 2005.
Find full textBook chapters on the topic "Development Program; Mathematical"
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Broy, Manfred. "Mathematical Methods in System and Software Engineering." In Mathematical Methods in Program Development. Springer Berlin Heidelberg, 1997. http://dx.doi.org/10.1007/978-3-642-60858-2_20.
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Gries, David. "Eliminating the Chaff—Again Banquet Speech at Marktoberdorf 1996." In Mathematical Methods in Program Development. Springer Berlin Heidelberg, 1997. http://dx.doi.org/10.1007/978-3-642-60858-2_1.
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Dijkstra, Edsger W. "My simplest theorem (EWD1232)." In Mathematical Methods in Program Development. Springer Berlin Heidelberg, 1997. http://dx.doi.org/10.1007/978-3-642-60858-2_10.
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Dijkstra, Edsger W. "The transitive closure of a wellfounded relation (EWD1241)." In Mathematical Methods in Program Development. Springer Berlin Heidelberg, 1997. http://dx.doi.org/10.1007/978-3-642-60858-2_11.
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Dijkstra, Edsger W. "The formula for sin.(α + β) (EWD1244a)." In Mathematical Methods in Program Development. Springer Berlin Heidelberg, 1997. http://dx.doi.org/10.1007/978-3-642-60858-2_12.
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Dijkstra, Edsger W. "A kind of converse of Leibniz’s Principle (EWD1245)." In Mathematical Methods in Program Development. Springer Berlin Heidelberg, 1997. http://dx.doi.org/10.1007/978-3-642-60858-2_13.
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Dijkstra, Edsger W. "The strengths of the academic enterprise (EWD1175)." In Mathematical Methods in Program Development. Springer Berlin Heidelberg, 1997. http://dx.doi.org/10.1007/978-3-642-60858-2_14.
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Feijen, W. H. J., and A. J. M. van Gasterenf. "On a Method for the Formal Design of Multiprograms (AvG140/WF231)." In Mathematical Methods in Program Development. Springer Berlin Heidelberg, 1997. http://dx.doi.org/10.1007/978-3-642-60858-2_15.
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Gries, David. "Foundations for Calculational Logic." In Mathematical Methods in Program Development. Springer Berlin Heidelberg, 1997. http://dx.doi.org/10.1007/978-3-642-60858-2_16.
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Abrial, J. R., and L. Mussat. "Specification and Design of a Transmission Protocol by Successive Refinements Using B1." In Mathematical Methods in Program Development. Springer Berlin Heidelberg, 1997. http://dx.doi.org/10.1007/978-3-642-60858-2_17.
Full textConference papers on the topic "Development Program; Mathematical"
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Young, Paul S. "Development of a Reproducible Ultrasonic Thickness Monitoring Program for Gas Storage Facilities." In CORROSION 2019. NACE International, 2019. https://doi.org/10.5006/c2019-12918.
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Abstract Regulatory groups require gas storage facility operators to address the safety and environmental concerns that would be impacted due to a release of the processing fluid. The objective of this paper is to disseminate a process that operators can use to develop an ultrasonic thickness (UT) monitoring program with reliable and reproducible results that meet the fitness-for-service requirements set forth by industry. This paper targets Class 1, Type A components using a Level 1 assessment approach. These components represent the high risk assets subject to design equations that specifically relates to pressure and where supplemental loading does not govern required wall thickness, i.e. the required thickness is based on pressure only. A systematic approach to the organization and implementation of the program complete with mathematical equations to evaluate components for fitness-for-service requirements and justification for asset retirement is provided.
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Lucan, D., M. Fulger, Al Woinaroschy, and Ghe Jinescu. "Experimental Research and Mathematical Modelling of the Impurities Concentration Processes into Candu Steam Generator Crevices." In CORROSION 2002. NACE International, 2002. https://doi.org/10.5006/c2002-02520.
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Abstract Crevice corrosion involves a number of simultaneous and interacting operations, including mass transfer processes, production of metal ions within the crevice and hydrolysis reactions, resulting in a very aggressive solution from the point of view of corrosion. These intermediary corrosion processes are in a complex interdependence and they imply a number of important parameters, including both the crevice gap and depth. The major goal of this paper was development of a mathematical model for the calculation of the impurities concentrations (Na+, Cl-, Fe2+) into crevices and experimental research related to this process. They was identified the important experimental parameters that require further experimental research. This model considers all the processes that interfere in the impurities concentration mechanism achieved into the crevice but it also makes some assumptions for the easy solving of mathematical equations. Because into the steam generator the measurement of the impurities concentration and/or deposition in the crevices solutions is not achievable, one cannot estimate the corrosion intensity inside these spaces. The mathematical model presented in this paper may predict the impurities concentration in the crevices. Based on the results obtained in this study of corrosion, the scientist may appreciate the corrosion intensity of the crevices materials or may draw up an experimental program, which could lead at immediate results. The predictive quality of the model may contribute to the choice of new design solutions, development new alloys and of material selection criteria.
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Miller, R. F., D. K. Nelsen, K. L. Ebeling, et al. "Recent Advances in the Prediction, Analysis and Treatment of Cyanides in Fluid Catalytic Cracking Units." In CORROSION 1994. NACE International, 1994. https://doi.org/10.5006/c1994-94525.
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Abstract Cracking of carbon steel vessels operated under pressure has been identified as a major problem in the refining industry in recent years. Although approximately one-half of these cracks appear to be caused by weld defects generated during the original manufacture or subsequent repair of the vessels, the remainder have been found to be caused by hydrogen entry into the steel promoted by the presence of cyanide ions in solution. This paper will cover the development of a mathematical model used to evaluate and predict cyanide generating conditions in Fluid Catalytic Cracking Units wherein the cyanide concentrations employed were determined via a unique, proprietary method which will also be discussed. Combining these new analytical techniques provides a reliable cyanide monitoring method and when used in combination with a Modified Ammonium Polysulfide Solution (MAPS) and organic filming inhibitors, if needed, a comprehensive corrosion protection program for Fluid Catalytic Cracking Units.
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Larson, Marta. "INFORMAL METHODS FOR EVALUATING STEM (SCIENCE, TECHNOLOGY, ENGINEERING, MATHEMATICS) PROGRAMS." In 19th International Technology, Education and Development Conference. IATED, 2025. https://doi.org/10.21125/inted.2025.0612.
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Laitochová, Jitka, Martina Uhlířová, and Eliška Kočařová. "POSSIBILITIES OF DEVELOPMENT OF PUPILS’ MATHEMATICAL LITERACY." In International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v1end053.
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"In this article, we deal with the development of mathematical literacy of pupils and students. The article responds to the current requirement to focus mathematics education on the practical use of knowledge in everyday life, i.e., on mathematical literacy. The article is motivated by the results of a questionnaire survey conducted on a group of 159 students at the university teaching program in the Faculty of Education, Palacký University, Czech Republic, in 2021. It turns out that most future mathematics teachers are interested in developing mathematical literacy of their future pupils and students and are willing to continue their education in this field, for example, by participating in seminars on the development of mathematical literacy in children of all ages. The aim of the article is to show ideas for a seminar for future mathematics teachers. We use mathematical examples to illustrate different approaches to the development of mathematical literacy and the joint development of mathematical and digital literacy."
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Clark, William H. "The Development of Nomographs Into Mathematical Functions." In ASME 1996 Design Engineering Technical Conferences and Computers in Engineering Conference. American Society of Mechanical Engineers, 1996. http://dx.doi.org/10.1115/96-detc/cie-1358.
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Abstract This study was initiated to develop a quick, accurate evaluation of the energy usage and demand of hospitals. The computer programs that were available to facilitate such energy studies required more time, accuracy and data than was available in the project scope (i.e. an industrial type of overall energy audit) to perform a long-term energy analysis. The thoroughness required of a comprehensive study of such a complex facility could not, however, be sacrificed for the sake of a quick, expedient solution. A compromise solution that is both accurate and quick was found in the series of nomographs produced by an exhaustive study by the Federal Programs Office of the U.S. Department of Energy. This report, dated June 1, 1979, is entitled, “Architects and Engineers Guide to Energy Conservation in Existing Buildings.” Pertinent nomographs from this report were converted into mathematical functions. These, in turn, were assimilated into a seamless stand alone database application, complete with data entry screens, pull down menus, help messages and data entry screening. The result is an effective, user friendly software program that is simple enough to be used by contractors, but with the accuracy and input variability required of professional energy auditors. The weather data bases includes over four hundred U.S. stations and several hundred international locations, to include bin analysis capabilities at each. The cumulative result of the equations itemized herein, when used for a building analysis, is a consistent match to actual metered energy usage data. This was proven on a dozen comprehensive hospital energy audits, for which over $10 million in actual energy conservation projects were proved. These were done for the Texas Loan Star program using oil overcharge money. There is strong confidence by users of this software that the values this application of nomographs produces are accurate and trustworthy. The calculations are performed quickly and easily enough that many iterations can be done — in the time taken to do a single run on competing software — to evaluation many interrelated project costs and paybacks.
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Tamayama, Masato, Hitoshi Arizono, Kenichi Saitoh, and Norio Yoshimoto. "Development of flutter margin prediction program." In 9TH INTERNATIONAL CONFERENCE ON MATHEMATICAL PROBLEMS IN ENGINEERING, AEROSPACE AND SCIENCES: ICNPAA 2012. AIP, 2012. http://dx.doi.org/10.1063/1.4765614.
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Abgaryan, Karine. "INTELLIGENT PROGRAM SYSTEMS IN MICROELECTRONICS." In Mathematical modeling in materials science of electronic component. LCC MAKS Press, 2023. http://dx.doi.org/10.29003/m3574.mmmsec-2023/8-14.
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The work is devoted to issues related to the development of intelligent systems in the field of microelectronics. Computer-aided design systems used in Russia and abroad are considered. The main characteristics of the developed intelligent software system for creating non-volatile memory elements are presented
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Hino, Keiko. "Designing Student Learning: A Practical Research Case Study of a Mathematics Professional Development Program." In The 14th International Congress on Mathematical Education. WORLD SCIENTIFIC, 2024. http://dx.doi.org/10.1142/9789811287183_0015.
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Dube, N. M., and R. Tzoneva. "Development of a Mathematical Model for Ion Exchange Process for Desalination of Water." In 4th International Conference on Control and Automation. Final Program and Book of Abstracts. IEEE, 2003. http://dx.doi.org/10.1109/icca.2003.1595117.
Full textReports on the topic "Development Program; Mathematical"
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Seimanond, Kitipat, Parawinee Tangnanthanakan, Waramporn Pejpichestakul, and Bongkoch Yimyam. An Investigation and Development on Retrofit of Crude Preheat Train under Different Kinds of Crude Oils. Chulalongkorn University, 2014. https://doi.org/10.58837/chula.res.2014.79.
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Crude distillation unit (CDU) is the major energy consuming unit in refineries. Because of the high energy consumption of crude furnace in crude preheat train, heat integration by retrofitting heat exchanger network (HEN) is represented in this research by using a retrofit potential program and stage-model mathematical programming. A retrofit potential program from Kosol (2012) based on pinch technology was used to identify the optimum heat recovery approach temperature (HRAT). A stage model from Yee and Grossman (1990), is a mathematical programming using General Algebraic Modeling System (GAMS), was used to generate the retrofit HEN with the minimum number of exchanger and maximum heat recovery at pinch exchangers as an objective function. The simulation software (Pro II) was used to validate designs and perform total utility consumption. An example of CDU is simulated with the operation of feeding light, medium and heavy crude oils for a period of 100, 150 and 100 days per year respective. The retrofit of crude preheat train was applied to find the optimal and profitable HEN design that yields the highest net present value (NPV).
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Schoen, Robert, Xiaotong Yang, and Gizem Solmaz. Psychometric Report for the 2019 Knowledge for Teaching Early Elementary Mathematics (K-TEEM) Test. Florida State University Libraries, 2021. http://dx.doi.org/10.33009/lsi.1620243057.
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The 2019 Knowledge for Teaching Early Elementary Mathematics (2019 K-TEEM) test measures teachers’ mathematical knowledge for teaching early elementary mathematics. This report presents information about a large-scale field test of the 2019 K-TEEM test with 649 practicing educators. The report contains information about the development process used for the test; a description of the sample; descriptions of the procedures used for data entry, scoring of responses, and analysis of data; recommended scoring procedures; and findings regarding the distribution of test scores, standard error of measurement, and marginal reliability. The intended use of the data from the 2019 K-TEEM test is to serve as a measure of teacher knowledge that will be used in a randomized controlled trial to investigate the impact—and variation in impact—of a teacher professional-development program for early elementary teachers.
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Roschelle, Jeremy, Britte Haugan Cheng, Nicola Hodkowski, Julie Neisler, and Lina Haldar. Evaluation of an Online Tutoring Program in Elementary Mathematics. Digital Promise, 2020. http://dx.doi.org/10.51388/20.500.12265/94.
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Many students struggle with mathematics in late elementary school, particularly on the topic of fractions. In a best evidence syntheses of research on increasing achievement in elementary school mathematics, Pelligrini et al. (2018) highlighted tutoring as a way to help students. Online tutoring is attractive because costs may be lower and logistics easier than with face-to-face tutoring. Cignition developed an approach that combines online 1:1 tutoring with a fractions game, called FogStone Isle. The game provides students with additional learning opportunities and provides tutors with information that they can use to plan tutoring sessions. A randomized controlled trial investigated the research question: Do students who participate in online tutoring and a related mathematical game learn more about fractions than students who only have access to the game? Participants were 144 students from four schools, all serving low-income students with low prior mathematics achievement. In the Treatment condition, students received 20-25 minute tutoring sessions twice per week for an average of 18 sessions and also played the FogStone Isle game. In the Control condition, students had access to the game, but did not play it often. Control students did not receive tutoring. Students were randomly assigned to condition after being matched on pre-test scores. The same diagnostic assessment was used as a pre-test and as a post-test. The planned analysis looked for differences in gain scores ( post-test minus pre-test scores) between conditions. We conducted a t-test on the aggregate gain scores, comparing conditions; the results were statistically significant (t = 4.0545, df = 132.66, p-value < .001). To determine an effect size, we treated each site as a study in a meta-analysis. Using gain scores, the effect size was g=+.66. A more sophisticated treatment of the pooled standard deviation resulted in a corrected effect size of g=.46 with a 95% confidence interval of [+.23,+.70]. Students who received online tutoring and played the related Fog Stone Isle game learned more; our research found the approach to be efficacious. The Pelligrini et al. (2018) meta-analysis of elementary math tutoring programs found g = .26 and was based largely on face-to-face tutoring studies. Thus, this study compares favorably to prior research on face-to-face mathematics tutoring with elementary students. Limitations are discussed; in particular, this is an initial study of an intervention under development. Effects could increase or decrease as development continues and the program scales. Although this study was planned long before the current pandemic, results are particularly timely now that many students are at home under shelter-in-place orders due to COVID-19. The approach taken here is feasible for students at home, with tutors supporting them from a distance. It is also feasible in many other situations where equity could be addressed directly by supporting students via online tutors.
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Chua, Boon Liang. Justification in Mathematics (JiM). National Institute of Education, Nanyang Technological University, Singapore, 2020. https://doi.org/10.32658/10497/22628.
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This JiM project set out to research the current state of understanding of mathematical justification by both Singapore secondary school students and Mathematics teachers across the different content strands in the Singapore secondary Mathematics curriculum. This timely and relevant project was started to complement the current goal of the Ministry of Education (MOE) on fostering reasoning in the learning of Mathematics in schools. While MOE focuses on the reasoning process, our study examined the outcomes of this reasoning process. For many years, mathematical reasoning and communication have been two key process skills in the Singapore Mathematics Framework under the Processes component. Thus, mathematical reasoning and justification are essential components of any mathematical activity that students should be familiar with. Yet from our personal communications with secondary school mathematics teachers between 2013 and 2016 and evidence from GCE O and N Level examiners' reports, we obtained the impression that many students, as well as mathematics teachers, struggled to navigate mathematical justification successfully. Mathematics teachers seemed to point students' difficulties in justification to several student-related factors. Other than those factors, we, however, speculated that there might be other potential obstacles, which contribute to students' poor performance in justification tasks. Therefore, this JiM project was undertaken to explore the quality of written justifications constructed by secondary school students and their mathematics teachers, with the aim of proposing a professional development (PD) programme that would allow the teachers to better engage their students in mathematical reasoning and justification more effectively, thereby improving the quality of written justifications provided by their students.
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Bilous, Vladyslav V., Volodymyr V. Proshkin, and Oksana S. Lytvyn. Development of AR-applications as a promising area of research for students. [б. в.], 2020. http://dx.doi.org/10.31812/123456789/4409.
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The article substantiates the importance of using augmented reality in the educational process, in particular, in the study of natural and mathematical disciplines. The essence of AR (augmented reality), characteristics of AR hardware and software, directions and advantages of using AR in the educational process are outlined. It has proven that AR is a unique tool that allows educators to teach the new digital generation in a readable, comprehensible, memorable and memorable format, which is the basis for developing a strong interest in learning. Presented the results of the international study on the quality of education PISA (Programme for International Student Assessment) which stimulated the development of the problem of using AR in mathematics teaching. Within the limits of realization of research work of students of the Borys Grinchenko Kyiv University the AR-application on mathematics is developed. To create it used tools: Android Studio, SDK, ARCore, QR Generator, Math pattern. A number of markers of mathematical objects have been developed that correspond to the school mathematics course (topic: “Polyhedra and Functions, their properties and graphs”). The developed AR tools were introduced into the process of teaching students of the specialty “Mathematics”. Prospects of research in development of a technique of training of separate mathematics themes with use of AR have been defined.
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Astafieva, Mariia M., Oleksii B. Zhyltsov, and Volodymyr V. Proshkin. E-learning as a mean of forming students' mathematical competence in a research-oriented educational process. [б. в.], 2020. http://dx.doi.org/10.31812/123456789/3896.
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The article is devoted to the substantiation of approaches to the effective use of advantages and minimization of disadvantages and losses of e-learning as a mean of forming mathematical competence of students in the conditions of research-oriented educational process. As a result of the ascertaining experiment, e-learning has certain disadvantages besides its obvious advantages (adaptability, possibility of individualization, absence of geographical barriers, ensuring social equality, unlimited number of listeners, etc.). However, the nature of these drawbacks lies not as much in the plane of opportunity itself as in the ability to use them effectively. On the example of the e-learning course (ELC) “Mathematical Analysis” (Calculus) of Borys Grinchenko Kyiv University, which is developed on the basis of the Moodle platform, didactic and methodical approaches to content preparation and organization of activities in the ELC in mathematics are offered. Given the specifics of mathematics as a discipline, the possibility of using ELCs to support the traditional learning process with full-time learning is revealed, introducing a partially mixed (combined) model. It is emphasized that effective formation of mathematical competence of students by means of e-learning is possible only in the conditions of research-oriented educational environment with active and concerned participation of students and partnership interaction. The prospect of further research in the analysis of e-learning opportunities for the formation of students’ mathematical competence, in particular, research and investigation tools, and the development of recommendations for the advanced training programs of teachers of mathematical disciplines of universities are outlined.
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Frantseva, Anastasiya. The video lectures course "Elements of Mathematical Logic" for students enrolled in the Pedagogical education direction, profile Primary education. Frantseva Anastasiya Sergeevna, 2021. http://dx.doi.org/10.12731/frantseva.0411.14042021.
Full textAbstract:
The video lectures course is intended for full-time and part-time students enrolled in "Pedagogical education" direction, profile "Primary education" or "Primary education - Additional education". The course consists of four lectures on the section "Elements of Mathematical Logic" of the discipline "Theoretical Foundations of the Elementary Course in Mathematics" on the profile "Primary Education". The main lecture materials source is a textbook on mathematics for students of higher pedagogical educational institutions Stoilova L.P. (M.: Academy, 2014.464 p.). The content of the considered mathematics section is adapted to the professional needs of future primary school teachers. It is accompanied by examples of practice exercises from elementary school mathematics textbooks. The course assumes students productive learning activities, which they should carry out during the viewing. The logic’s studying contributes to the formation of the specified profile students of such professional skills as "the ability to carry out pedagogical activities for the implementation of primary general education programs", "the ability to develop methodological support for programs of primary general education." In addition, this section contributes to the formation of such universal and general professional skills as "the ability to perform searching, critical analysis and synthesis of information, to apply a systematic approach to solving the assigned tasks", "the ability to participate in the development of basic and additional educational programs, to design their individual components". The video lectures course was recorded at Irkutsk State University.
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Striuk, Andrii M., and Serhiy O. Semerikov. The Dawn of Software Engineering Education. [б. в.], 2020. http://dx.doi.org/10.31812/123456789/3671.
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Designing a mobile-oriented environment for professional and practical training requires determining the stable (fundamental) and mobile (technological) components of its content and determining the appropriate model for specialist training. In order to determine the ratio of fundamental and technological in the content of software engineers’ training, a retrospective analysis of the first model of training software engineers developed in the early 1970s was carried out and its compliance with the current state of software engineering development as a field of knowledge and a new the standard of higher education in Ukraine, specialty 121 “Software Engineering”. It is determined that the consistency and scalability inherent in the historically first training program are largely consistent with the ideas of evolutionary software design. An analysis of its content also provided an opportunity to identify the links between the training for software engineers and training for computer science, computer engineering, cybersecurity, information systems and technologies. It has been established that the fundamental core of software engineers’ training should ensure that students achieve such leading learning outcomes: to know and put into practice the fundamental concepts, paradigms and basic principles of the functioning of language, instrumental and computational tools for software engineering; know and apply the appropriate mathematical concepts, domain methods, system and object-oriented analysis and mathematical modeling for software development; put into practice the software tools for domain analysis, design, testing, visualization, measurement and documentation of software. It is shown that the formation of the relevant competencies of future software engineers must be carried out in the training of all disciplines of professional and practical training.
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Schoen, Robert C., Wendy S. Bray, Amanda M. Tazaz, and Charity K. Buntin. A Description of the Cognitively Guided Instruction Professional Development Program in Florida: 2013–2020. Florida State University Libraries, 2022. http://dx.doi.org/10.33009/fsu.1643828800.
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Cognitively Guided Instruction (CGI) is a teacher PD program that has been found to have a potentially positive impact on student learning in mathematics through randomized controlled trials. Through a series of grant-funded projects led by FSU, approximately 2,000 Florida teachers have participated in CGI-based professional development in the past 8 years. This paper describes the core features of the CGI-based PD programs that were implemented in Florida during that time period. We provide this information to help researchers and practitioners to understand the context in which the associated research studies occurred and interpret the available and forthcoming findings related to the impacts of the interventions.
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Schoen, Robert C., Christopher Rhoads, Alexandra Lane Perez, Amanda M. Tazaz, and Walter G. Secada. Impact of Cognitively Guided Instruction on Elementary School Mathematics Achievement: Five Years After the Initial Opportunity. Florida State University Library, 2022. http://dx.doi.org/10.33009/fsu.1653430141.
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We studied the impact of a long-term teacher professional development program on elementary school mathematics achievement five years after the initial randomization using an intent-to-treat approach and all available achievement data for kindergarten through fifth-grade students. The intervention consisted of a randomized offer for teachers in 22 schools to participate in a professional-development program based on Cognitively Guided Instruction. The intervention had a small positive effect (g = 0.03) on mathematics achievement in the primary grades and a larger effect (g = 0.16) in the intermediate grades. Grade level was the only statistically significant moderator, with larger effects in higher grade levels. These results provide new evidence of a long-term effect of Cognitively Guided Instruction on student learning in mathematics.