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Yu, Chaoran. "A study on relational databases through mathematical theories of relations and logic." Virtual Press, 1988. http://liblink.bsu.edu/uhtbin/catkey/539627.
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The purpose of this study is to explore that mathematics provides a convenient formalism for studying classical database management system problems. There are two main parts in this study, devoted respectively to using mathematical theory of relations and using logical theory to study database management systems. In the first part we focus on relational model and relational algebra. The second part deals with the application of mathematical logic to database management systems, where logic may be used both as a inference system and as a representation language. The features and logical mechanisms of Prolog programming language have been studied. A sample logical database model is developed and tested, using the logic programming language Prolog.Department of Computer Science
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Milton, Kenneth G. "Students' understanding of the mathematical equality and inequality relations : a developmental approach." Curtin University of Technology, Science and Mathematics Education Centre, 1999. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=10294.
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The motivation for this study was the desire to make the path to learning elementary algebra as 'generalised arithmetic' more clearly defined for both students and teachers.In the initial learning of algebra, algebraic expressions are transformed to equivalent other forms and techniques are developed for solving simple equations. Both facets require students to have a thorough understanding of arithmetic equality ' properties' if the developed procedures and techniques are to be adequately understood. The same can be claimed also with respect to arithmetic inequality and the solving of inequations.The specifics of the research described in this thesis entailed: (i) the identification of the properties of the equality and inequality relations considered to be the arithmetic roots from which algebraic procedures emanate; and (ii) consideration of what could constitute 'understanding' of the properties identified in (i).The research activity involved the design and development of an instrument referred to as the Mathematical Equality and Inequality Understanding Survey (the MEIUS). Specifically, the MEIUS has the following design features: (a) for the Equality Relation, the properties are exemplified using 'small numbers', 'larger numbers', and 'algebraic numbers; (b) for the Inequality Relation the properties are exemplified in 'small number' and algebraic numbers' only. The resulting Survey consists of three Stages for the Equality Relation and two Stages for the Inequality Relation.Through consideration of MEWS responses, levels were devised in order to determine 'understanding' of the relation properties. The levels were associated with the developed MEWS Thought Process Model. The MEWS has a tight protocol for administration designed to ascertain, in a valid and reliable manner, the 'thought processing' which a student employs when responding to an Item.The field ++work of the research involved the administration of the MEIUS to two hundred and fifty seven (257) Grades 7 to 10 students in ten (10) Tasmanian High Schools. Overall the sample consisted of 137 females and 120 males.The experience revealed that the MEWS components can be conveniently administered within the school context. Subsequent analyses of responses, using an elaborate but readily comprehended response 'scoring' procedure, indicate that there is a great deal of potentially useful information concerning student understanding of the relation properties which could be obtained in a specific school setting. Such knowledge could be used to indicate the need for remediation, on the one hand, or to identify 'readiness' to proceed or apply, on the other.Comprehensive analyses of the data gathered have been made with 'implications for teaching' firmly in mind. Links between the various relation properties and procedures for 'simplifying' expressions and solving simple equations are pointed out, in juxtaposition to the information of the proportion of a teaching year group that has demonstrated the various MEWS Levels of Understanding of the properties. Thus, the analyses can be of assistance to teachers and curriculum designers in anticipating the degree of need for remediation, as well as deciding on expressions' and solving simple equations or inequations.In considering aspects of 'remediation' the Study proposes cognitively sound approaches to teaching a number of 'selected' properties of equality. The properties have been 'selected' for their significance to the algebra topics identified.In summary, this Study has two tangible products:1. The Mathematical Equality and Inequality Understanding Survey (the MEWS) with its sound cognitive and content bases, tight protocol for administration and elaborate response 'scoring', leading to the MEWS Thought Process Model ++
articulated in Levels;2. The identification and articulation of links between the analyses of responses in terms of the MEWS Thought Process Model and the application of the relation properties to aspects of elementary algebra, where algebra is considered as 'generalised arithmetic'.It is claimed that both these concrete products have the potential to make a valuable contribution to the teaching and learning of algebra.
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Musonda, John. "Orthogonal Polynomials, Operators and Commutation Relations." Licentiate thesis, Mälardalens högskola, Utbildningsvetenskap och Matematik, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-35204.
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Orthogonal polynomials, operators and commutation relations appear in many areas of mathematics, physics and engineering where they play a vital role. For instance, orthogonal functions in general are central to the development of Fourier series and wavelets which are essential to signal processing. In particular, as demonstrated in this thesis, orthogonal polynomials can be used to establish the L2-boundedness of singular integral operators which is a fundamental problem in harmonic analysis and a subject of extensive investigations. The Lp-convergence of Fourier series is closely related to the Lp-boundedness of singular integral operators. Many important relations in physical sciences are represented by operators satisfying various commutation relations. Such commutation relations play key roles in such areas as quantum mechanics, wavelet analysis, representation theory, spectral theory, and many others. This thesis consists of three main parts. The first part presents a new system of orthogonal polynomials, and establishes its relation to the previously studied systems in the class of Meixner–Pollaczek polynomials. Boundedness properties of two singular integral operators of convolution type are investigated in the Hilbert spaces related to the relevant orthogonal polynomials. Orthogonal polynomials are used to prove boundedness in the weighted spaces and Fourier analysis is used to prove boundedness in the translation invariant case. It is proved in both cases that the two operators are bounded on L2-spaces, and estimates of the norms are obtained. The second part extends the investigation of the boundedness properties of the two singular integral operators to Lp-spaces on the real line, both in the weighted and unweighted spaces. It is proved that both operators are bounded on these spaces and estimates of the norms are obtained. This is achieved by first proving boundedness for L2 and weak boundedness for L1, and then using interpolation to obtain boundedness for the intermediate spaces. To obtain boundedness for the remaining spaces, duality is used in the translation invariant case, while the weighted case is partly based on the methods developed by M. Riesz in his paper of 1928 for the conjugate function operator. The third and final part derives simple and explicit formulas for reordering elements in an algebra with three generators and Lie type relations. Centralizers and centers are computed as an example of an application of the formulas.Ortogonala polynom, operatorer och kommutationsrelationer förekommer i många områden av matematik, fysik och teknik där de spelar en viktig roll. Till exempel ortogonala funktioner i allmänhet är centrala för utvecklingen av Fourierserier och wavelets som är väsentliga för signalbehandling. I synnerhet, såsom visats i denna avhandling, kan ortogonala polynom användas för att fastställa L2-begränsning av singulära integraloperatorer vilket är ett fundamentalt problem i harmonisk analys och föremål för omfattande forskning. Lp-konvergensen av Fourierserien är nära relaterad till Lp-begränsning av singulära integraloperatorer. Många viktiga relationer i fysik representeras av operatorer som uppfyller olika kommutationsrelationer. Sådana kommutationsrelationer spelar nyckelroller i områden som kvantmekanik, waveletanalys, representationsteori, spektralteori och många andra. Denna avhandling består av tre huvuddelar. Den första delen presenterar ett nytt system av ortogonala polynom, och etablerar dess förhållande till de tidigare studerade systemen i klassen Meixner–Pollaczek-polynom. Begränsningsegenskaper hos två singulära integraloperatorer av faltningstyp utreds i Hilbertrum relaterade till de relevanta ortogonala polynomen. Ortogonala polynom används för att bevisa begränsning i viktade rum och Fourieranalys används för att bevisa begränsning i det translationsinvarianta fallet. Det bevisas i båda fallen att de två operatorerna är begränsade på L2-rummen, och uppskattningar av normerna tas fram. Den andra delen utvidgar till Lp-rum på reella tallinjen undersökningen av begränsningsegenskaperna hos de två singulära integraloperatorerna, både på viktade och oviktade rum. Det bevisas att de båda operatorerna är begränsade på dessa rum och uppskattningar av normerna erhålls. Detta uppnås genom att först bevisa begränsning för L2 och svag begränsning för L1, och sedan använda interpolation att erhålla begränsning för de mellanliggande rummen. För att erhålla begränsning för övriga Lp-rum används dualitet i det translationsinvarianta fallet, medan detta i det viktade fallet delvis bygger på en metod av M. Riesz i hans artikel från 1928 om konjugatfunktionsoperatorn. Den tredje och sista delen härleder enkla och explicita formler för omkastning av element i en algebra med tre generatorer och relationer av Lie-typ. Som ett exempel på en tillämpning av formlerna beräknas centralisatorer och centra.
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Radovic, Sendra Darinka. "Girls and school mathematics in Chile : social influences in differential attainment and mathematical identities." Thesis, University of Manchester, 2016. https://www.research.manchester.ac.uk/portal/en/theses/girls-and-school-mathematics-in-chile-social-influences-in-differential-attainment-and-mathematical-identities(e7394296-7994-40b2-b37c-d3d0a85198a0).html.
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Girls' relationship with mathematics has been an extensive and contested area of investigation during the last 40 years, mainly in developed countries. This contrasts with the small amount of research from developing countries, where the topic has been largely neglected but may present different challenges. In Chile, such lack of empirical evidence is surprising, particularly because of several national reports describing attainment differences in the national assessment test (SIMCE), where girls are consistently outperformed by boys. Currently, there are no studies which systematically explore gender differences in attainment in Chile. In addition, only a small number of studies have tried to explain why these differences, as well as others in engagement, attitudes and enrolment in mathematics, arise in this country. The main goal of this thesis is to critically examine these issues by investigating how girls relate to mathematics during early adolescence in Chile, and how such relationships are influenced/mediated by certain social variables (e.g. social class, classroom cultures and peer group identities).In order to do this, this thesis has adopted a mixed methods approach, thus linking analysis and results from studies that use both quantitative and qualitative methodologies. Firstly, I investigate the size and distribution of the gender attainment gap in Mathematics in Chile using a Multilevel approach to analyse data from the national census of educational quality (SIMCE). Here, I analyse the naturalization of gender differences based on results, and conclude that differences found in attainment between boys and girls are small and dependent on socioeconomic status. I then explore how girls' subjective relationships with mathematics are constructed, and how different social influences mediate this process. Using the concept of Mathematical Identities [MIs] as a main tool I explore the influence of social variables on the construction of girls' MIs in Chilean classrooms and I also consider how teaching practices and peer social relations in the classroom mediate these identities. A key finding here is the positive relationship between students' perceptions of their teaching as student-centred and more positive MI, which is in fact the same for girls and boys. A second key finding is that both representational and enacted aspects of girls' MI are mediated by their relationship with peers and peer groups. This mediation process can be described as a negotiation of different forms of belonging to social groups, which involved also the negotiation of different MIs inside the classroom. The main conclusion of this thesis is that in order to understand the role of gender in mediating girls' relationships with mathematics, we need to acknowledge the profoundly situated nature of this relationship in the cultural practices of the classroom, including mathematical practices, but also peer group practices. This argues against discourses that essentialise and naturalize 'gendered relationships with mathematics' which appear to be pre-dominant in the collation of national assessment data (like SIMCE) where categories such as gender, class, ethnicity etc. are viewed as causal or explanatory rather than produced 'in practice'.
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Tobias, Scott A. Rudy Duane Ispa Jean. "Relations between videogame play and 8th-graders' mathematics achievement." Diss., Columbia, Mo. : University of Missouri--Columbia, 2009. http://hdl.handle.net/10355/6878.
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Title from PDF of title page (University of Missouri--Columbia, viewed on Feb 24, 2010). The entire thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file; a non-technical public abstract appears in the public.pdf file. Dissertation advisor: Dr. Jean Ispa and Dr. Duane Rudy. Vita. Includes bibliographical references.
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Souhail, Sliman. "Relations entre differentes notions d'ensembles pluripolaires complets dans c**(n)." Toulouse 3, 1987. http://www.theses.fr/1987TOU30014.
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Apres avoir dans un premier chapitre rappele quelques definitions et resultats classiques, sur les fonctions plurisousharmoniques, ensembles pluripolaires. On prouve dans le deuxieme chapitre que tout ensemble c**(n)-pluripolaire complet, de type fsigma est l-pluripolaire complet. Si en plus cet ensemble est ferme, on peut meme trouver une fonction de la classe l, continue sur son complementaire, qui definit exactement ce dernier. Dans le dernier chapitre, on montre que les ensembles pluripolaires complets au sens de sadullaev sont l-pluripolaires complets. Finalement, on demontre que tout cone, c**(n)-pluripolaire complet, de type fsigma est h-pluripolaire complet
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Hassler, Ryan Scott. "Mathematical comprehension facilitated by situation models: Learning opportunities for inverse relations in elementary school." Diss., Temple University Libraries, 2016. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/410935.
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Math & Science EducationPh.D.
The Common Core State Standards call for more rigorous, focused, and coherent curriculum and instruction, has resulted in students being faced with more cognitively high-demanding tasks which involve forming connections within and between fundamental mathematical concepts. Because mathematical comprehension generally relates back to one’s ability to form connections to prior knowledge, this study sought to examine the extent to which current learning environments expose students to connection-making opportunities that may help facilitate mathematical understanding of elementary multiplicative inverses. As part of an embedded mixed-methods design, I analyzed curriculum materials, classroom instruction, and student assessments from four elementary mathematics teachers’ classrooms. A situation model perspective of comprehension was used for analysis. The aim of this study was thus to determine how instructional tasks, representations, and deep questions are used for connection-making, which is the foundation of a situation model that can be used for inference-making. Results suggest that student comprehension depends more on connection-making opportunities afforded by classroom teachers, rather than on learning opportunities found solely within a curriculum. This included instruction that focused on deeply unpacking side-by-side comparison type examples, situated examples in personal concrete contexts, used semi-concrete representations to illustrate structural relationships, promoted efficiency through the sequence of presented representations, and posed deep questions which supported students’ sense-making and emphasized the interconnectedness of mathematics. By analyzing these key aspects, this study contributes to research on mathematical understanding and provides a foundation for helping students facilitate transfer of prior knowledge into novel mathematical situation.
Temple University--Theses
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Dahl, Heidi. "Cantor minimal systems and AF-equivalence relations." Doctoral thesis, Norwegian University of Science and Technology, Faculty of Information Technology, Mathematics and Electrical Engineering, 2008. http://urn.kb.se/resolve?urn=urn:nbn:no:ntnu:diva-1897.
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Lodree, Emmett. "Mathematical models for minimizing customer response time in two echelon supply chain systems /." free to MU campus, to others for purchase, 2001. http://wwwlib.umi.com/cr/mo/fullcit?p3036843.
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Deknatel, William Brockway. "USE OF THE SOLUTION MODELS TO CALCULATE THE ACTIVITY COMPOSITION RELATIONS OF MAGNESIAN CALCITES (SOLID, CARBONATES)." Thesis, The University of Arizona, 1985. http://hdl.handle.net/10150/291512.
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Newhard, Joseph Michael. "The Genesis of the State: Mathematical Models of Conflict and Cooperation." Bowling Green, Ohio : Bowling Green State University, 2009. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=bgsu1237824890.
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Oladi, Gholamreza. "Three essays in international economics." Thesis, McGill University, 2000. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=36784.
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In international economics literature, different variants of the Nash equilibrium have been used to formulate strategic and retaliative behavior. However, the negotiation process underlying the Nash equilibrium does not capture the notion of retaliation properly. We use the "contingent threat situation" (Greenberg, 1990) to reformulate three different international economic environments.First, a two-country, two-commodity model of trade is considered to reformulate the tariff retaliations. It is known that tariff retaliations lead to a Nash equilibrium outcome, a non-free trade outcome. We show, in the framework of the "theory of social situations", that the free trade equilibrium is supported by a "stable standard of behavior".
Second, the basic two-country, single commodity model is employed to formulate the interactive and retaliatory policies regarding the choice between foreign investment and immigration. Considering three different strategic environments, we investigate the outcomes supported by "stable standards of behavior" under these strategic scenarios. We also provide a critical examination of Jones-Coelho-Easton's proposition (Jones, Coelho, and Easton, 1986).
Third, a simple model of international debt is formulated using a strategic form game. In the game, a country in financial crisis and on the verge of default is requesting a new loan, and a bank, with exposure to the foreign country's debt, contemplates whether it should issue the new loan. We show that "issue a new loan" and "not default", a Pareto optimum pair of strategies, is stable. Interestingly, we get this result by using a non-cooperative negotiation process, offered by the "individual contingent threat situation".
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Yilmaz, Fatma Bilge. "A Mathematical Modeling And Approximation Of Gene Expression Patterns By Linear And Quadratic Regulatory Relations And Analysis Of Gene Networks." Master's thesis, METU, 2004. http://etd.lib.metu.edu.tr/upload/12605382/index.pdf.
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This thesis mainly concerns modeling, approximation and inference of gene regulatory
dynamics on the basis of gene expression patterns. The dynamical behavior
of gene expressions is represented by a system of ordinary dierential equations.
We introduce a gene-interaction matrix with some nonlinear entries, in particular,
quadratic polynomials of the expression levels to keep the system solvable. The
model parameters are determined by using optimization. Then, we provide the
time-discrete approximation of our time-continuous model. We analyze the approximating
model under the aspect of stability. Finally, from the considered models we
derive gene regulatory networks, discuss their qualitative features of the networks
and provide a basis for analyzing networks with nonlinear connections.
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Hadhri, Moncef. "Inter-jurisdictional fiscal competition and fiscal co-operation under imperfect capital mobility and asymetric preferences." Doctoral thesis, Universite Libre de Bruxelles, 1996. http://hdl.handle.net/2013/ULB-DIPOT:oai:dipot.ulb.ac.be:2013/212272.
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Dávila, Dávila Alex. "A historic view of the conceptual relations between theoretical and quantitative psychology." Pontificia Universidad Católica del Perú, 2013. http://repositorio.pucp.edu.pe/index/handle/123456789/100380.
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This paper reviews the history of conceptual relations between theoretical and quantitative psychology. The concepts of mathematical psychology, psychometry, and their links to psychological structuralisms and functionalisms are reviewed. This work stresses the need of giving a psychological theoretical background to the quantitative point of view in psychology. Spearman's theory of intelligence is proposed as a model of synthesis between theoretical and quantitative psychology; it is proposed also to integrare psychometry with experimental psychology to proof psychological hyphotesis derived of psychomarhematical and psychostatistical frames.Este artículo presenta una revisión de la historia de las relaciones conceptuales entre psicología teórica y psicología cuantitativa. Se revisan los conceptos de psicología matemática y psicometría, así como los vínculos epistemológicos que estas áreas tienen con los estructuralismos y funcionalismos psicológicos. El trabajo resalta la necesidad de dotar a los puntos de vista cuantitativos en psicología con herramientas conceptuales propiamente psicológicas. Se propone la teoría de la inteligencia de Spearman como un modelo de integración de psicología teórica y psicología cuantitativa; también se propone la integración de la psicometría con la psicología experimental en el terreno de las pruebas de hipótesis derivadas de marcos psicomatemáticos y psicoestadísticos.
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Jones, Charles H. "TELEMETRY AND JUGGLING." International Foundation for Telemetering, 2000. http://hdl.handle.net/10150/608297.
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International Telemetering Conference Proceedings / October 23-26, 2000 / Town & Country Hotel and Conference Center, San Diego, CaliforniaOne of the beauties of mathematics is its ability to demonstrate the relationship between apparently unrelated subjects. And this is not only an aesthetic attribute. The insight obtained by seeing relations where they are not obvious often leads to elegant solutions to difficult problems. This paper will demonstrate a mathematical relation between telemetry and juggling. Any given pulse code modulation (PCM) format can be mapped onto a juggling pattern. The Inter-Range Instrumentation Group (IRIG) 106 Class I PCM formats are a subset of all juggling patterns while the Class II PCM formats are equivalent to the set of all juggling patterns (within some mathematically precise definitions). There are actually quite a few mathematical results regarding juggling patterns. This paper will also discuss how these topics relate to tessellations, bin packing, PCM format design, and dynamic spectrum allocation. One of the shortcomings of human nature is the tendency to get caught up in a particular topic or viewpoint. This is true of the telemetry community as well. It is hoped that this paper will increase the awareness that there are a variety of areas of theory outside of telemetry that may be applicable to the field.
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Wieninger, William A. "Nuclear deterrence : neither necessary nor sufficient for peace." Thesis, McGill University, 2004. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=85030.
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This thesis carefully examines the question of the effect of nuclear weapons possession on international relations through a detailed examination of all international crises between nuclear powers, as identified by the International Crisis Behavior Project (ICB). It distinguishes itself from similar studies in four key areas. First, by including the recent dyadic nuclear crises between India and Pakistan, this study significantly expands the number of cases under consideration. Next, the India-Pakistan crises provide an opportunity for a novel comparison to the US-USSR crises of the Cold War.Third, this work is unique among studies of nuclear deterrence in its combined use of qualitative and quantitative methodology. The quantitative analysis uses ordered logit with the ICB data set on a variety of variables, discussed below, that do not lend themselves to standard regression techniques. The qualitative analysis examines whether or not nuclear weapons caused decision-makers on both sides of each crises to refrain from escalation due to fear of nuclear catastrophe. Finally, this study compares the effect of mutual nuclear weapons capability with the effects of democracy and interdependence on the level of violence in crises.
Ultimately, this thesis finds that nuclear proliferation is far less successful at preventing war among states in dyadic nuclear crises than is commonly believed. In only one of 17 crises (the Cuban Missile Crisis) is it clear that mutual possession of nuclear weapons caused leaders on both sides to eschew war. Relative to nuclear weapons possession, democracy and trade were found to be significantly more effective at limiting violence in crises and preventing war. Moreover, regimes suffering a lack of legitimacy in either the international community or among their neighbors had a significantly higher level of violence in crises.
Taken together, these findings have significant implications for public policy regarding nuclear proliferation, suggesting that the international community should work even more diligently to prevent nuclear proliferation, while working to strengthen democratic regimes, increase interstate trade, and reduce the international isolation of states such as North Korea and Iran.
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Gustafsson, Liselotte, Elisabeth Runnqvist, and Teresia Nathansohn. "Yngre barns möte med matematik." Thesis, University of Skövde, School of Humanities and Informatics, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:his:diva-2692.
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Purpose: The purpose of the study is to find out what mathematical content primary school children encounter in their free options at school.
Through observation, the study defines mathematical areas that primary school students encounter in their free options at school. We want the study to show the reader the mathematics that students continuously meet without associating it with regular mathematics as taught in school.
A number of mathematical areas have been defined in the analysis of the observations. These areas have subsequently been discussed more thoroughly. Finally, the areas have been arranged in a grid system to clarify the results.
In our study, we have discovered that mathematics exists in all the observed situations the students participated in.
We believe that observation as a method can give teachers a tool for helping students associate practical actions during their free options with the more theoretical aspects of formal teaching of mathematics. We discuss this further in the study.
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Is, Cisdem. "A Cross-cultural Comparison Of Factors Affecting Mathematical Literacy Of Students In Programme For International Student Assessment (pisa)." Master's thesis, METU, 2003. http://etd.lib.metu.edu.tr/upload/1050434/index.pdf.
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The purpose of the present study is to investigate the factors affecting mathematical literacy of 15-year-old students in Programme for International Student Assessment (PISA) across different cultural settings. The present study was conducted across three countries. These countries are Brazil, Japan and Norway. The countries were selected on the basis of their rankings in PISA 2000 study. Japan represented a high performing country with an average score of 557, Norway represented an average performing country with an average score of 499, and Brazil represented a low performing country with an average score of 334. The study explored how mathematical literacy is stimulated by predictors related to the students, the families and the school. A separate factor analysis was carried out for each questionnaire such as student questionnaire and cross curricular competencies questionnaire within the data of each country. Since the results of factor analyses of three countries were parallel, the observed variables representing the latent variables were selected from the student questionnaire and cross curricular competencies questionnaire administered in PISA 2000 in order to be used in the structural equation modeling. The included factors affecting mathematical literacy in PISA 2000 are attitudes towards reading, student-teacher relations, climate, communication with parents, usage of technology and facilities, attitudes towards mathematics and reading literacy. The proposed model was tested using structural equation modeling across three different cultures with different performance levels in PISA 2000. The findings of the study show that the latent independent variable having the strongest effect on mathematical literacy is the usage of technology and facilities in Brazil, communication with parents in Japan and attitudes towards reading in Norway. Moreover, the results were as follows: (1) Reading literacy significantly and positively influences mathematical literacy in all three countries. (2) There is a reciprocal relationship between the attitudes towards mathematics and mathematical literacy. In Brazil, the influence of attitudes towards mathematics on mathematical literacy is higher. However, the influence of mathematical literacy on attitudes towards mathematics is higher in Norway. (3) The attitudes towards reading have a negative direct effect and a positive indirect effect on mathematical literacy. (4) The student-teacher relations have a positive effect on mathematical literacy in Japan and Norway. But, in Brazil, this effect is negative. (5) The student-related factors affecting school climate are significantly and positively related to mathematical literacy in Brazil. On the other hand, the effect of climate on mathematical literacy is negative in Japan and non-significant in Norway. (6) Communication with parents significantly and positively influences the mathematical literacy in all three countries. (7) The usage of technology and facilities significantly and positively affects mathematical literacy in Brazil. However, this effect is negative in Japan and non-significant in Norway.
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Knecht, Billberger Magnus F. "Plant growth - stoichiometry and competition : theory development in ecosystem ecology /." Uppsala : Dept. of Ecology and Environmental Research, Swedish University of Agricultural Sciences, 2006. http://epsilon.slu.se/200624.pdf.
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Ferres, Forga Nuria 1968. "Improving mathematical abilities by training numerical representations in children : the relation between learning mathematics and numerical cognition." Doctoral thesis, Universitat Pompeu Fabra, 2018. http://hdl.handle.net/10803/663849.
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Improving mathematical abilities is important for educational systems and for society overall. We present two training regimes based on numerical representations.
In Study 1, we show that a three-week computer-based quantity discrimination training, focused on enhancing the accuracy of the Approximate Number System (ANS), improved mathematics performance in low-performing 7-to-8-year-old children.
In Study 2, we show that a novel numerical estimation training enhancing mappings between Arabic digits and quantities, improved overall mathematical competence in all children, going beyond the improvements obtained by training ANS.
In Study 3, we show that performance in both trainings correlate, in different extend, with school math marks, but we especially found a consistent and extended relation between the ability of mapping digits to quantities and the school math marks in pupils from 8 to 13 years of age.
Thus, training the precision of the digit-quantity relation may improve mathematical competence, particularly in the first crucial years of exposure to formal mathematics.La millora de les habilitats matemàtiques es un objectiu important pels sistemes educatius i per la societat en general. Aquí presentem dos entrenaments basats en representacions numèriques. A l’estudi 1, mostrem com entrenant la discriminació de quantitats durant tres setmanes amb la intenció de fer més precís el Sistema d’Aproximació Numèric (ANS), millora el rendiment matemàtic del nens de 7-8 anys de baix perfil acadèmic A l’estudi 2, mostrem com un inèdit entrenament d’estimació numèrica dissenyat per incrementar la precisió en relacionar els dígits Aràbics amb les quantitats que representen, provoca una millora generalitzada de la competència matemàtica en tots els perfils acadèmics en nens de 7 a 8 anys. A l’estudi 3, mostrem com el rendiment en els dos entrenaments correlaciona amb les notes de matemàtiques a l’escola encara que en diferent mesura, essent l’habilitat de relacionar els dígits amb les quantitats, la que correlaciona amb les notes en més cursos escolars, des dels 8 anys fins als 13. Així, entrenar la precisió en relacionar els dígits amb quantitats provoca una millora de la competència matemàtica, sobretot en els primers anys crucials d'exposició a les matemàtiques formals.
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Junior, Roberto Janny Teixeira. "On governing equations and closure relations for the multiscale modeling of concentration polarization in solid-oxide fuel cells: mass transfer and concentration-induced voltage losses." Universidade de São Paulo, 2017. http://www.teses.usp.br/teses/disponiveis/3/3137/tde-07112017-075939/.
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The aim of this dissertation is to appraise and critically reflect on the physical pertinence of governing equations and closure relations often used for the modeling of gas-phase transport phenomena in high-temperature solid-oxide fuel cells (SOFCs). More precisely, this work conducts a critical literature review on the concentration-induced voltage losses (i.e., concentration polarization) resulting from mass transfer limitations. Thus, the overall object of this work was to stress awareness of the limits of mathematical models studied and developed in the SOFC literature to date, and which are specifically related to concentration polarization processes. To a great extent, the design of SOFC porous layers is likened to that of optimizing the transport of multicomponent gas mixtures in structured porous catalysts, for which diffusional and flow limitations are of cardinal importance. In both cases, severe inconsistencies in mass transport models cannot be simply ignored and the main uncertainties in utilizing such models should be clarified. It is hoped that the information herein will serve usefully to support future developments of more consistent theoretical frameworks, thereby improving the confidence on the results of numerical simulations. The critical literature review has been carried out so to identify a number of physical inconsistences, ill-defined approximations, and misleading mathematical derivations. Along the review, it is argued that the choice (or, more properly, the lack of conceptual refinement) of a particular mathematical model can significantly impair the \"prediction\" of transport processes relevant to concentration-induced power losses in SOFCs. One of the keystones of this work was therefore to re-interpret and thus to reassess the frequently contradictory literature related to certain classes of gas-phase transport models pertinent to the evaluation of concentration polarization. With this revisionary approach, it is expected that one could reduce confusion, clear up apparent contradictions, and improve the possibility of gaining new insights.Esta dissertação tem o objetivo de avaliar e refletir criticamente sobre a pertinência física de equações de conservação e de relações de fechamento, frequentemente utilizadas na modelagem multiescala de fenômenos de transporte em células a combustível de óxido-sólido (SOFC). Dêu-se atenção especial ao escoamento em \"microescala\" de misturas gasosas multicomponentes, dentro de meios porosos quimicamente reativos. Em outras palavras, esta monografia busca ressaltar quais os limites para aplicação de certas classes de modelos matemáticos, os quais têm sido desenvolvidos e utilizados na literatura de SOFCs até o presente momento. O projeto de camadas porosas de SOFCs assemelha-se à tarefa de otimizar processos de transporte em catalisadores estruturados, para os quais a existência de limitações de transporte por difusão e por escoamento tem importância primordial. Por esta razão, inconsistências originadas em modelos de fenômenos de transporte não podem ser, simplesmente, negligenciadas e, portanto, as principais incertezas ao se utilizar tais modelos devem ser devidamente esclarecidas. Espera-se, com efeito, que as informações contidas neste trabalho sejam úteis para futuros desenvolvimentos teóricos mais consistentes, de forma a aumentar a confiabilidade no uso de resultados obtidos por simulações numéricas.
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Emanuelsson, Tobias, and Petra D'Arcy. "Framgångssagor : berättelser om att lyckas i matematik." Thesis, Högskolan Kristianstad, Fakulteten för lärarutbildning, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:hkr:diva-19699.
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Syftet med studien är att undersöka vilka faktorer som påverkar kunskapsutvecklingen och motivationen i matematik hos gymnasieelever i matematiksvårigheter. Forskning som presenteras i denna studie visar att inom motivation finns det flera olika påverkansfaktorer som tillsammans har stor påverkan för en individs lärande. Den teoretiska utgångspunkten som detta arbete utgår ifrån är motivation som delas in i inre och yttre påverkansfaktorer. De inre faktorer som vi utgår från är matematikängslan, självförtroende och de mål med skolgången som eleven sätter upp för sig själv. De yttre faktorer som vi utgår från är skolans lärmiljöer, undervisning och även ett avstamp i relationellt perspektiv, där lärare-elevrelationer är centrala då undervisning och inlärning inte kan ske utan dessa. Som metod användes semistrukturerade intervjuer där totalt åtta gymnasieelever intervjuades individuellt vid ett tillfälle. Samtliga av dessa elever upplevs av sina lärare att de har gjort ovanligt stora framsteg under den tid de har gått på gymnasieskolan, där de gått från att ha stora matematiksvårigheter till att nu klara av och följa med i matematikundervisningen. Då resultaten analyserades framkom tydligt att eleverna nu befann sig i en bättre lärmiljö som i större utsträckning är mer tillgänglig för eleverna, för att de ska kunna ta till sig kunskaperna inom matematik. Undervisningen är nu mer strukturerad, tydlig och även mer vägledande. Flera av respondenterna har nu även en form av målsträvan i matematiken som varierade och gällde högre betyg, högre kunskaper och/eller behörighet att söka högre studier. Samtidigt upplevde respondenterna att de hade bättre relationer med sina lärare och att lärarna uppfattades i högre grad som stödjande, genuint intresserade av att lära ut och att respondenterna skulle lyckas. Läraren hade stor roll för att respondenternas självförtroende i matematik skulle kunna repareras.The aim of this study is to analyze which factors affects the development of knowledge, and the motivation of mathematic students with difficulties in mathematics in upper secondary school. Studies presented in this work shows that within motivation there are several factors which influence and together they have a huge impact upon students learning. The theoretical perspective which this study use is that motivation can be separated into intrinsic and extrinsic factors which influences individuals. The intrinsic factors we studied are mathematical anxiety, self-confidence and the inner goals which originates from within the student. The extrinsic factors we studied are learning environment, teaching and the relational perspective, where teacher-student relationships are fundamental for all education and learning cannot take place without it. As a method, we used semi structured interviews where a total of eight students in upper secondary school were interviewed individually at one occasion. All of the students are perceived by their teachers to have done remarkable progress in mathematics during the time they have studied in upper secondary school, as they have gone from having mathematical difficulties to be able to participate and to be active in the mathematics education. When the results were analyzed, we understood that students today are in a preferable learning environment which to a greater extent is more accessible for students, therefore their ability to learn mathematics has improved. The teaching now is better structured, distinct and also more formative. Several respondents now also have an achievement goal varying between higher grades, better knowledge and/or to be qualified for higher studies. At the same time the respondents experience better teacher-student relations and perceive their teachers as being more supportive, genuinely more interested to teach and committed to the success of the students. The teachers have had a huge impact to restore the respondent’s self-confidence in mathematics.
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West, Suzanne. "The Predictive Relation of a High School Mathematic GPA to High-Stakes Assessment Achievement Scores in Mathematics." Thesis, University of Oregon, 2013. http://hdl.handle.net/1794/13264.
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Course grades, which often include non-achievement factors such as effort and behavior and are subject to individual teacher grading philosophies, suffer from issues of unreliability. Yet, course grades continue to be utilized as a primary tool for reporting academic achievement to students and parents and are used by most colleges and universities as an admissions measure. High-stakes assessment results are also used by schools to convey student achievement, and several states now require students to pass an exam to receive a diploma. What is less clear, however, is the relation between these two measures, GPA and high-stakes assessment results.
One purpose of this study was to examine the predictive relation of mathematics GPA to student performance on high-stakes assessments. Multiple regression models were used to analyze the predictive relation between mathematics GPA and performance on the ACT and the Oregon Assessment of Knowledge and Skills (OAKS), two high-stakes assessments. In addition, the regression analyses were used to examine the influence of other student-level variables such as talented and gifted status and math courses taken prior to testing on the relation between mathematics GPA and performance on the two high-stakes assessments.
In all, 299 high school students from a single grade-level enrolled in one Oregon suburban school district participated in the study. Results indicate that GPA is a significant variable in a high-stakes assessment outcome. Additionally, results of the multiple regression reveal significant student-level effects on assessment outcomes that reduce explained common variance in both the ACT and OAKS models. Implications for practice and suggestions for future research are discussed.
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Raynaud, Isabelle. "Etude des relations structure-activité quantitatives (QSAR) des cytokinines : synthèse et activité biologique de nouvelles molécules actives." Angers, 1996. http://www.theses.fr/1996ANGE0022.
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Un modèle statistique de relations structure-activité de type quantitatif des cytokinines, hormones végétales, a été mis au point. Il a été construit à partir de 26 molécules appartenant aux deux principales classes de cytokinines : les pyridylphenylurées et les purines n#6-substituées. Apres l'analyse conformationnelle de ces 26 molécules, différents alignements ont été construits et testes dans COMFA. Finalement, deux modèles ont été sélectionnés. Ils ont été valides par des échantillons-tests de molécules connues. Le meilleur modèle, ORL1, a ensuite servi pour faire des prédictions d'activité sur des molécules hypothétiques. Ces molécules ont par la suite été synthétisées et leur activité biologique a été déterminée. Il s'agit d'une guanidine prédite active mais qui s'est révélée instable après des examens complémentaires. Deux pyridylphenylurées portant un groupement sulfinyl ou sulfonyl en 6 sur la pyridine se sont révélées actives, comme le prédisait le modèle. D'autre part, deux pyridylbenzylurées, analogues des deux molécules précédentes, prédites actives par le modèle, possèdent en fait un effet inhibiteur. Le modèle choisi (ORL1) semble fiable pour la prédiction de molécules rigides telles que les pyridylphenylurées ou les styrylpurines.
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Dauti, Hamdije. "Elevers inställningar till matematik och deras motivation till lärande – i relation till matematikresultaten(Pupils attitude for mathematics and their motivation for learning - in relation to mathematical results)." Thesis, Malmö högskola, Fakulteten för lärande och samhälle (LS), 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-29449.
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Syftet med denna studie är att undersöka kopplingen mellan resultaten i matematik i förhållande till elevers inställning och elevers motivation till matematik. Enligt TIMSS och andra forskningsresultat finns det ett samband mellan elevers inställning och vilka resultat eleverna uppnår. Om kopplingen mellan skolresultat och andra faktorer har utbildningsforskarna Thomson & Wery(2013), dragit slutsatser att motivationen är en viktig nyckel till elevers skolframgång. Utifrån liknande teorier och undersökningsresultat bestämdes att närmare undersöka elevers inställningar till matematik och deras motivation till att lära sig matematik. Undersökningens frågeställningar är: 1. Vad har eleverna för inställning till matematik och matematikämnet? 2. Vilken typ av motivation är mer vanligt bland lågstadieelever? Metoden för att kunna besvara mina frågeställningar är en kvalitativ studie respektive intervjuer. Intervjuerna har genomförts med tio lågstadieelever, en grupp som enligt läraren lyckas mycket bra i ämnet matematik. För att kunna analysera elevers inställning till matematik och deras motivation till lärandet har jag använd mig av kvalitativ analysmetod utifrån fenomenografin. Analysprocessen har gått ut på att få ett helhetsintryck av datamaterialet och att uppmärksamma skillnader och likheter i elevers utsagor och slutligen att kategorisera deras uppfattningar i olika beskrivningskategorier och dra mina slutsatser. Resultatet i undersökningen visar att alla elever tycker att matematik är viktigt för framtida studier och/eller för vardagslivet. Däremot har majoriteten av mina informanter en negativ inställning till matematik och de flesta drivs av yttre motivation. Nyckelord: Attityd, Inställning, Matematik, Matematikämne, Motivation, PISA, TIMSS
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Nothnagl, Margit. "Interaction between greenhouse grown chrysanthemum and Frankliniella occidentalis : a modelling approach /." Alnarp : Department of Crop Science, Swedish University of Agricultural Sciences, 2006. http://epsilon.slu.se/200697.pdf.
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Deville, Hervé. "Analyse des relations entre le secteur ouvert et le secteur protégé d'une petite économie ouverte et incidences sectorielles des politiques économiques: application au cas de la Belgique au moyen d'une analyse de déséquilibre." Doctoral thesis, Universite Libre de Bruxelles, 1993. http://hdl.handle.net/2013/ULB-DIPOT:oai:dipot.ulb.ac.be:2013/212765.
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Agarwal, Richa. "Network design and alliance formation for liner shipping." Diss., Available online, Georgia Institute of Technology, 2007, 2007. http://etd.gatech.edu/theses/available/etd-07082007-213229/.
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Thesis (Ph. D.)--Industrial and Systems Engineering, Georgia Institute of Technology, 2008.Professor Michael D. Meyer, Committee Member ; Professor Ozlem Ergun, Committee Chair ; Professor Ellis Johnson, Committee Member ; Professor George L. Nemhauser, Committee Member ; Professor H. Venkateswaran, Committee Member.
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Siotis, Georges. "Technological diffusion, foreign direct investment and convergence." Doctoral thesis, Universite Libre de Bruxelles, 1997. http://hdl.handle.net/2013/ULB-DIPOT:oai:dipot.ulb.ac.be:2013/212218.
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Schellewald, Christian. "Convex Mathematical Programs for Relational Matching of Object Views." [S.l. : s.n.], 2005. http://www.bsz-bw.de/cgi-bin/xvms.cgi?SWB11947807.
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Todd, George. "Linear Relations between Multizeta Values." Diss., The University of Arizona, 2015. http://hdl.handle.net/10150/556863.
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In this dissertation, we discuss F(q)(t)-linear relations beteen the multizeta values in function fields defined by Thakur. He proved that the product of multizeta values is a $\mathbb{F}_p$-linear combination of multizeta values of the same weight analagous to the classical stuffle product for classical multizeta values. However, there is no known analog of the shuffle product for Thakur multizeta values from which to derive F(q)(t)-linear relations. In this work, we introduce several families of maps between the space of relations of the power sums from which the multizeta values are defined. We describe the F(q)(t)-linear relations currently in the literature in terms of these maps and provide many new relations. The main results of the dissertation are a conjectural characterization of all F(q)(t)-linear relations between Thakur multizeta values as well as the dimension of the F(q)(t)-span of multizeta values of a fixed weight, in addition to proving several cases under which the two are equivalent. These two conjectures provide the function field analog of the conjectures provided by Zagier and others dealing with similar issues for the classical multizeta values.
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Killen, Carey. "The Relation Between a Mathematics Curriculum-based Measure and Mathematics Performance on EXPLORE." Thesis, University of Oregon, 2013. http://hdl.handle.net/1794/13301.
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Educators need clear, actionable data to help them understand students' current levels of performance and students' probable trajectory toward college- and career-readiness in math if they are to make informed programmatic decisions to shape that trajectory. This study explored the relation between CBM-math in Grade 7 as a one-point, teacher accessible measure of student math skill and the students' performance on the Grade 8 EXPLORE-math test, a large-scale achievement test linked to one set of college- and career-readiness benchmarks.
Results indicated that a moderate positive correlation and predictive relation exist between CBM-math and EXPLORE-math. Information was disaggregated by gender and for subgroups, including students eligible for special education, free or reduced meals, and English language development services. No difference in means for male and female students on either measure was identified, but eligibility for special education or for free or reduced lunch was associated with lower performance on both measures. Insufficient numbers of ELD students hindered detailed analysis, but none of the ELD students included in the study achieved the EXPLORE benchmark or the CBM normalized cut score based on the 40th percentile.
An ROC analysis showed that easyCBM consistently predicted students who did not meet the EXPLORE benchmark, although results indicated that a higher cut score on easyCBM may be a more consistent predictor. The study adds to validity research on CBM and may be useful for educators seeking to identify students at risk of missing achievement benchmarks and make programmatic decisions to ensure students are on track to be college- and career-ready in math.
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Mirin, Alison C. "Relation algebras." Thesis, Mills College, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=1537718.
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This work is a mathematical and historical exposition of relation algebras. I explore Chin and Tarski's Distributive and modular laws in the arithmetic of relation algebras, as well as Jónsson and Tarski's Boolean Algebras With Operators. The proofs given in the papers themselves are very brief and often incomplete, so I supply elaboration, clarification, and some minor corrections. I also reorganize some of the material, as well as prove some results about canonical extensions of Boolean algebras with operators. These results are mostly generalizations of theorems proven in Givant's unpublished work, Introduction to Relation Algebras.
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Russell, Rosemary Ann. "Parents helping their children with mathematics." Thesis, University of Bristol, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.251067.
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Using case study methodology, and an interpretative paradigm, this study illuminates the hitherto unresearched hidden help that parents give their children with maths. It uses data collected from two phases, the first being three case studies of parents who approached the author as a private tutor, the second being five case studies of parents participating in a 'Maths for Parents' course designed by the author. It establishes that without prompting, parents do help their children with maths. It identifies seven new aspects of why and how parents help with maths: rescuing their children from the negative effects of school maths (a 'saviour attitude'), influenced by parents' past bad experiences ofmaths; being a source of maths knowledge for their children; keeping a watchful eye on whether the curriculum is being covered; trying to keep their child one step ahead of school lessons; acting as a bridge between home and school; concern for their child's welfare rather than academic achievement; and responding to their child's request. Parents who do not have an up-to-date understanding of pedagogy and school/curriculum structures have difficulties in supporting their children's maths, irrespective of their social class or mathematical ability. The study concludes that the practice is more widespread than has previously been acknowledged. It urgently needs to be recognised, and parents' perspectives understood by policy makers and schools, to limit the damage that can arise through ignorance of its extent. Although some parents may continue to work independently, as their agendas are mutually exclusive from those of school, initiatives to work in partnership with parents can be successful in bringing greater understanding of the curriculum, enriching parents' understanding of school maths and their relationships with their children and school, and resolving the conflicts that can hamper a child's mathematical progress.
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SALVADOR, VERA L. R. "Separação de efeitos de sobreposição de espectros obtidos por WDXRF usando o método de Rietveld." reponame:Repositório Institucional do IPEN, 2005. http://repositorio.ipen.br:8080/xmlui/handle/123456789/11377.
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Made available in DSpace on 2014-10-09T12:51:15Z (GMT). No. of bitstreams: 0Made available in DSpace on 2014-10-09T14:06:06Z (GMT). No. of bitstreams: 1 11260.pdf: 6178223 bytes, checksum: b81ce1592f127211fd426b186d3b8369 (MD5)
Tese (Doutoramento)
IPEN/T
Instituto de Pesquisas Energeticas e Nucleares - IPEN-CNEN/SP
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Melius, Joyce. "Mathematics Anxiety and Mathematics Self-efficacy in Relation to Medication Calculation Performance in Nurses." Thesis, University of North Texas, 2012. https://digital.library.unt.edu/ark:/67531/metadc115119/.
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The purpose of this study is to identify and analyze the relationships that exist between mathematics anxiety and nurse self-efficacy for mathematics, and the medication calculation performance of acute care nurses. This research used a quantitative correlational research design and involved a sample of 84 acute care nurses, LVNs and RNs, from a suburban private hospital. the participants filled out a Mathematics Anxiety Scale, a Nurse Self-Efficacy for Mathematics Scale and also completed a 20-item medication calculation test. Significant practical and statistical relationships were discovered between the variables utilizing multiple linear regression statistics and commonality analysis. As the Nurse’s Mathematics anxiety score increased the scores on the medication test decreased and the scores on nurse self-efficacy for mathematics scale also decreased. the demographic item of “Hours a nurse worked in one week” had the greatest significance. the more hours a nurse worked the lower their score was on the medication calculation test. This study agrees with others that nurses are not good at mathematics. This study also correlated that as the number of hours worked increased so did the medication calculations errors. and many nurses have a measurable level of anxiety about mathematics and dosage calculations and this may influence calculation ability. Suggestions for further research include refinement of instruments used in study, further differentiation of barriers to successful medication calculation performance, and testing of interventions used to teach, train and evaluate accurate medication administration in nurses.
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Hennessy, Matthew Gregory. "Mathematical problems relating to the fabrication of organic photovoltaic devices." Thesis, University of Oxford, 2014. http://ora.ox.ac.uk/objects/uuid:7753abec-bb6e-4d8a-aa5b-b527c5beb49b.
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The photoactive component of a polymeric organic solar cell can be produced by drying a mixture consisting of a volatile solvent and non-volatile polymers. As the solvent evaporates, the polymers demix and self-assemble into microscale structures, the morphology of which plays a pivotal role in determining the efficiency of the resulting device. Thus, a detailed understanding of the physical mechanisms that drive and influence structure formation in evaporating solvent-polymer mixtures is of high scientific and industrial value. This thesis explores several problems that aim to produce novel insights into the dynamics of evaporating solvent-polymer mixtures. First, the role of compositional Marangoni instabilities in slowly evaporating binary mixtures is studied using the framework of linear stability theory. The analysis is non-trivial because evaporative mass loss naturally leads to a time-dependent base state. In the limit of slow evaporation compared to diffusion, a separation of time scales emerges in the linear stability problem, allowing asymptotic methods to be applied. In particular, an asymptotic solution to linear stability problems that have slowly evolving base states is derived. Using this solution, regions of parameter space where an oscillatory instability occurs are identified and used to formulate appropriate conditions for observing this phenomenon in future experiments. The second topic of this thesis is the use of multiphase fluid models to study the dynamics of evaporating solvent-polymer mixtures. A two-phase model is used to assess the role of compositional buoyancy and to examine the formation of a polymer-rich skin at the free surface. Then, a three-phase model is used to conduct a preliminary investigation of the link between evaporation and phase separation. Finally, this thesis explores the dynamics of a binary mixture that is confined between two horizontal walls using a diffusive phase-field model and its sharp-interface and thin-film approximations. We first determine the conditions under which a homogeneous mixture undergoes phase separation to form a metastable bilayer. We then present a novel mechanism for generating a repeating lateral sequence of alternating A-rich and B-rich domains from this bilayer.
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Moor, Oege de. "Categories, relations and dynamic programming." Thesis, University of Oxford, 1991. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.305600.
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Plaxco, David Bryant. "Relating Understanding of Inverse and Identity to Engagement in Proof in Abstract Algebra." Diss., Virginia Tech, 2015. http://hdl.handle.net/10919/56587.
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In this research, I set out to elucidate the relationships that might exist between students' conceptual understanding upon which they draw in their proof activity. I explore these relationships using data from individual interviews with three students from a junior-level Modern Algebra course. Each phase of analysis was iterative, consisting of iterative coding drawing on grounded theory methodology (Charmaz, 2000, 2006; Glaser and Strauss, 1967). In the first phase, I analyzed the participants' interview responses to model their conceptual understanding by drawing on the form/function framework (Saxe, et al., 1998). I then analyzed the participants proof activity using Aberdein's (2006a, 2006b) extension of Toulmin's (1969) model of argumentation. Finally, I analyzed across participants' proofs to analyze emerging patterns of relationships between the models of participants' understanding of identity and inverse and the participants' proof activity. These analyses contributed to the development of three emerging constructs: form shifts in service of sense-making, re-claiming, and lemma generation. These three constructs provide insight into how conceptual understanding relates to proof activity.Ph. D.
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Spencer, Matthew. "Brauer relations, induction theorems and applications." Thesis, University of Warwick, 2017. http://wrap.warwick.ac.uk/95231/.
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Let G be a finite group and F a field, then to any finite G-set X we may associate a F [G]-permutation module whose F -basis is indexed by elements of X. We seek to describe when two non-isomorphic G-sets give rise isomorphic permutation modules. This amounts to describing the kernel KF(G) of a map between the Burnside Ring of G and the ring of representation ring of F [G]-representations of G. Elements of this kernel are known as Brauer Relations and have extensive applications in Number Theory, for example giving relationships between class numbers of the in-termediate Number fields of a Galois extension. In characteristic 0, the generators of KF(G) have been classified in [2]. We extend this classification to characteristic p > 0 for all finite groups G save for groups which admit a subquotient which is an extension of a non-elementary p-quasi-elementary group by a p-group. Our approach initially mimics that in characteristic 0, and so we give a much more general description of these steps in terms of Green functors.
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Wright, Ricco Darnell. "A philosophical approach to relational thinking in mathematics." Thesis, Teachers College, Columbia University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3732554.
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The basis of this work is to lay the groundwork for relational thinking in mathematics by giving a general mathematical definition of relational thinking in mathematics that builds on the theory of relational thinking in arithmetic and then extends that theory to include all other mathematics subjects, especially algebra and geometry. The necessity to include all other mathematics subjects in relational thinking is predicated on the need for students at all levels to be able to think relationally. In an effort to further establish relational thinking in mathematics, this work attempts to merge mathematics and philosophy by examining Plato's Meno and Wittgenstein's Philosophical Investigations to show the importance of deductive reasoning, logic, and language in the use of relational thinking in mathematics. Further, this work also sets out to establish relations in a mathematical sense as a unifying concept in algebra and geometry. I therefore define relational thinking in mathematics as the skill and propensity to use deductive reasoning and logic in order to make connections between and among abstract mathematical concepts and specific instances thereof. This definition stems from mathematics being built on two pillars--that is, deductive reasoning and logic--and being of two different branches--that is, abstract mathematics and applied mathematics.
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Bergqvist, Ewa, Anneli Dyrvold, and Magnus Österholm. "Relating vocabulary in mathematical tasks to aspects of reading and solving." Umeå universitet, Umeå forskningscentrum för matematikdidaktik (UFM), 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-51411.
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This paper focuses on relationships between vocabulary in mathematical tasks and aspects of reading and solving these tasks. The paper contains a framework that highlights a number of different aspects of word difficulty as well as many issues to consider when planning and implementing empirical studies concerning vocabulary in tasks, where the aspect of common/uncommon words is one important part. The paper also presents an empirical method where corpora are used to investigate issues of vocabulary in mathematical tasks. The results from the empirical study show that there are connections between different types of vocabulary and task difficulty, but that they seem to be mainly an effect of the total number of words in a task.
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Lane, Lorenzo David. "Bridge between worlds : relating position and disposition in the mathematical field." Thesis, University of Edinburgh, 2017. http://hdl.handle.net/1842/23545.
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Using ethnographic observations and interview based research I document the production of research mathematics in four European research institutes, interviewing 45 mathematicians from three areas of pure mathematics: topology, algebraic geometry and differential geometry. I use Bourdieu's notions of habitus, field and practice to explore how mathematicians come to perceive and interact with abstract mathematical spaces and constructions. Perception of mathematical reality, I explain, depends upon enculturation within a mathematical discipline. This process of socialisation involves positioning an individual within a field of production. Within a field mathematicians acquire certain structured sets of dispositions which constitute habitus, and these habitus then provide both perspectives and perceptual lenses through which to construe mathematical objects and spaces. I describe how mathematical perception is built up through interactions within three domains of experience: physical spaces, conceptual spaces and discourse spaces. These domains share analogous structuring schemas, which are related through Lakoff and Johnson's notions of metaphorical mappings and image schemas. Such schemas are mobilised during problem solving and proof construction, in order to guide mathematicians' intuitions; and are utilised during communicative acts, in order to create common ground and common reference frames. However, different structuring principles are utilised according to the contexts in which the act of knowledge production or communication take place. The degree of formality, privacy or competitiveness of environments affects the presentation of mathematicians' selves and ideas. Goffman's concept of interaction frame, front-stage and backstage are therefore used to explain how certain positions in the field shape dispositions, and lead to the realisation of different structuring schemas or scripts. I use Sewell's qualifications of Bourdieu's theories to explore the multiplicity of schemas present within mathematicians' habitus, and detail how they are given expression through craftwork and bricolage. I argue that mathematicians' perception of mathematical phenomena are dependent upon their positions and relations. I develop the notion of social space, providing definitions of such spaces and how they are generated, how positions are determined, and how individuals reposition within space through acquisition of capital.
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Ryve, Andreas. "Approaching Mathematical Discourse : Two analytical frameworks and their relation to problem solving interactions." Doctoral thesis, Västerås : Department of Mathematics and Physics, Mälardalen University, 2006. http://www.diva-portal.org/mdh/theses/abstract.xsql?dbid=137.
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Guillén, Martha M. B. "Relations in the Cox ring of M0,6." Thesis, University of Warwick, 2012. http://wrap.warwick.ac.uk/56843/.
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Turner, James M. (James Michael). "Relations in the homotopy of simplicial abelian Hopf algebras." Thesis, Massachusetts Institute of Technology, 1994. http://hdl.handle.net/1721.1/28099.
Full text
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Wardlaw, Carole, and n/a. "An investigation of preservice teachers' relational understanding of mathematics." University of Canberra. Education, 1994. http://erl.canberra.edu.au./public/adt-AUC20050816.145921.
Full textAbstract:
This study investigates the nature of the mathematical understanding possessed by
preservice teachers as they enter Early Childhood and Primary Teacher Education
Programmes. The subjects comprised thirty students divided into groups of ten to represent
three levels of mathematics competency as measured on a mathematics competency test.
Evidence of mathematical understanding was gathered from videotaped interviews in which
students were required to provide solutions for a set of six tasks. The analysis of student
performance included monitoring students' ability to provide multiple representations for
tasks as well as the students' demonstration of connections between mathematical ideas.
The results show that preservice teachers entering the Early Childhood and Primary
Teacher Education Programmes at the University of Canberra do so with weak
understanding of many of the mathematical concepts that are fundamental to primary level
mathematics curricula. The type of understanding demonstrated by these students was
predominantly instrumental in nature.
Differences between groups were found with reference to the amount of confidence and
interest displayed during tasks.
The implications of these results on mathematics teacher education are discussed.
The study identifies the need for alternative assessment protocol for mathematics screening
of preservice teachers. Discussion of appropriate techniques for the reconstruction of
mathematical understanding is also considered.
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Yang, Liqun. "Logical relation categories and lambda calculi." Thesis, University of Ottawa (Canada), 1996. http://hdl.handle.net/10393/9876.
Full textAbstract:
An aspect of programming languages is the study of the operational semantics, which, in the case of a lambda calculus, is based on a directed form of equational reasoning called reduction. In computer science terminology, reduction may be regarded as a form of symbolic evaluation. It models a sequential computation process step by step. The crucial properties for a rewriting system are confluence, also called the Church-Rosser property and termination, the (Strong) normalization property, respectively. These are studied in depth in Chapter 2 and 6. The problem whether all $\lambda$-terms satisfy termination corresponds to the halting problem. From a different point of view, studying the problem of both Church-Rosser and strong normalization corresponds to, in a particular field, studying the word problem. The notion of categories is familiar to mathematicians as a branch of algebra. It has been developed quite rapidly in less than 40 years. In particular, recently more and more computer scientists are using categories for their own purposes. It is the connection between categories and $\lambda$-calculi that interests computer scientists. This connection is a thread that goes through the whole thesis. (Abstract shortened by UMI.)
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Shanley, Caroline. "1 + 1 Is Not Always 2: Variation in the Relations Between Mathematics Self-Efficacy Development and Longitudinal Mathematics Achievement Growth." Thesis, University of Oregon, 2015. http://hdl.handle.net/1794/18724.
Full textAbstract:
Creating an educational program that results in positive post-secondary and science, technology, engineering, and math (STEM)-oriented outcomes for all students is a national goal and federal policy directive. Recent research has shown that in addition to measures of academic proficiency, intra- and interpersonal skills are important factors in college and career readiness. Likewise, mathematics proficiency is an important skill for successful STEM outcomes and post-secondary success, but these achievements and outcomes frequently vary based on demographic characteristics. This study utilized data from the Early Childhood Longitudinal Study, Kindergarten Class of 1998-99 to examine the relationships between mathematics achievement growth in Grades K-1 and Grades 3-8, mathematics self-efficacy development in Grades 3-8, and demographic factors including sex, socioeconomic status (SES), and race/ethnicity. Various models of mathematics achievement growth were tested, and the relationships between both early and middle grades mathematics achievement growth and self-efficacy development were also explored. Sex, SES, and race/ethnicity differences in both mathematics achievement growth and self-efficacy development were discovered, and findings were consistent with familiar achievement gaps favoring white and Asian males from above median SES households. In particular, SES was found to be a ubiquitous factor in both mathematics achievement and self-efficacy development, and sex moderated some of the relationships between mathematics achievement and self-efficacy. Implications for future research, instructional design, and intervention development are discussed.