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Dissertations / Theses on the topic 'Mathematics, Japanese'

Author: Grafiati

Published: 4 June 2021

Last updated: 29 July 2024

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1

Bukarau, Ratu Jared R. T. "Exploring the Mathematical Knowledge for Teaching of Japanese Teachers." BYU ScholarsArchive, 2013. https://scholarsarchive.byu.edu/etd/3760.

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In the past two decades there has been an increased effort to understand the depth to which mathematics teachers must know their subject to teach it effectively. Researchers have termed this type of knowledge mathematical knowledge for teaching (MKT). Even though recent studies have focused on MKT, the current literature on the subject indicates that this area remains underdeveloped. In an attempt to further refine our conception of MKT this study looked at MKT in Japan. In this thesis I explored and categorized the MKT of three experienced Japanese cooperating teachers (CTs) by looking at the content of their conversations with three Japanese student teachers (STs). I separated the MKT mentioned in these conversations into three categories: knowledge about the students' mathematical knowledge, knowledge about mathematics, and knowledge about school mathematics. I also discussed various implications of this work on the field of MKT.

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2

Cardinal, Kumi. "An algebraic study of Japanese grammar /." Thesis, McGill University, 2002. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=29419.

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I present an algebraic language model for Japanese within the framework of a type grammar. The analysis pays attention to both inflectional morphology and to syntax. The mathematics for checking the sentencehood of strings of words invokes a generalization of the notorious group concept.

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3

Asami-Johansson, Yukiko. "Designing Mathematics Lessons Using Japanese Problem Solving Oriented Lesson Structure : A Swedish case study." Licentiate thesis, Linköpings universitet, Matematiska institutionen, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-122240.

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This licentiate thesis is concerned with applying the Japanese problem solving oriented (PSO) teaching approach to Swedish mathematics classrooms. The overall aim of my research project is to describe and investigate the viability of PSO as design tool for teaching mathematics. The PSO approach is a variation of a more general Japanese teaching paradigm referred to as “structured problem solving”. These teaching methods aim to stimulate the process of students’ mathematical thinking and have their focus on enhancing the students’ attitudes towards engaging in mathematical activities. The empirical data are collected using interviews, observations and video recordings over a period of nine months, following two Swedish lower secondary school classes. Chevallard’s anthropological framework is used to analyse which mathematical knowledge is exposed in the original Japanese lesson plans and in the lessons observed in the classrooms. In addition, Brousseau’s framework of learning mathematics is applied to analyse the perception of individual students and particular situations in the classroom. The results show that the PSO based lesson plans induce a complex body of mathematical knowledge, where different areas of mathematics are linked. It is found that the discrepancy between the Japanese and Swedish curriculum cause some limitations for the adaptation of the lesson plans, especially in the area of Geometry. Four distinct aspects of the PSO approach supporting the teaching of mathematics are presented.

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4

Conklin, Michael G. "Found in translation a comparison of American, German, and Japanese mathematics texts and exercises /." College Park, Md. : University of Maryland, 2004. http://hdl.handle.net/1903/1847.

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Thesis (M.A.) -- University of Maryland, College Park, 2004.
Thesis research directed by: Dept. of Curriculum and Instruction. Title from t.p. of PDF. Includes bibliographical references. Published by UMI Dissertation Services, Ann Arbor, Mich. Also available in paper.

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5

Johns, Kyoko. "Primary grades teachers' teacher identities and teaching practices in the United States and Japanese mathematics classrooms." Thesis, [Tuscaloosa, Ala. : University of Alabama Libraries], 2009. http://purl.lib.ua.edu/2123.

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Ridgeway, Ilona. "A survey into the physical and psychological differences of the American, German, and Japanese education methods in teaching the subject of mathematics." Online version, 2002. http://www.uwstout.edu/lib/thesis/2002/2002ridgewayi.pdf.

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7

Ueda, Kōzō. "Macroeconomic models of the Japanese crisis." Thesis, University of Oxford, 2006. http://ora.ox.ac.uk/objects/uuid:94b10e1e-26d2-44a4-8182-6b26b06f59be.

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Japan has experienced a prolonged stagnation since bursting the asset market bubble early in the 1990's. It is very important to understand the underlying problems in order to find a remedy to escape this stagnation. This thesis aims to theoretically analyse the current Japanese economy, especially from the viewpoint of multiple equilibria. According to this view, the same fundamentals can yield a multiple outcome depending on history or expectations. This thesis argues that Japan's situation can be regarded as a bad equilibrium which has been provoked by wide-spread pessimism and a bubble collapse. Three chapters independently attempt to construct theoretical models describing the current Japanese situation. Chapter 2 demonstrates that demand externalities yield multiple equilibria. In a bad equilibrium, firms dare not participate in trade, which causes aggregate demand and welfare to decrease. A global games approach then illustrates how equilibrium is selected. Chapter 3, with the objective of seeing if Japan's depression was provoked by the misconduct of monetary policy, investigates the relation between indeterminacy and a monetary policy rule using a sticky price and firm-specific investment model. The standard Taylor principle is shown to be almost sufficient to eliminate indeterminacy, which suggests that the Bank of Japan did not exacerbate the economy while interest rate rules functioned, that is, until 1999. Chapter 4 focuses on a zero nominal interest rate bound, which has been observed since 1999. The ineffectiveness of the monetary policy yields a bad short-run outcome where real economic activity and asset prices become lower. There are long-run multiple equilibria in this story, and that is our explanation for the problem. Within this model, however, our .analysis does not justify a claim that a zero bound for the interest rate causes a long-run equilibrium to be a bad one.

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8

Smith, James Martin Derek. "Modelling the spatial spread of Japanese knotweed (Fallopia japonica) in the United Kingdom." Thesis, Loughborough University, 2006. https://dspace.lboro.ac.uk/2134/33778.

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Fallopia japonica (Houtt. Ronse Decraene) (syn. Reynoutria japonica syn. Polygonum cuspidatum, Japanese knotweed) is an aggressively invasive alien weed in the United Kingdom (UK) and throughout its introduced range. Its presence can herald considerable costs, both in terms of its ecological impact as a threat to biodiversity and economically due to the physical damage caused to property and the associated costs of treatment and disposal of the plant. There is therefore increasing interest in eradicating this alien species and as a result many different management techniques have been applied to try and control its spread. It is important to ascertain which of these are most appropriate in any given situation and so tools that can test the impact and efficiency of these techniques both quickly and cheaply would be extremely useful. In this thesis mathematical models are developed for the spatial spread of F. japonica on a local scale in the UK.

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9

Malarczuk, Todd. "Exploring student attitudes toward an instructional strategy based on a Japanese model of mathematics education." 2006. http://link.library.utoronto.ca/eir/EIRdetail.cfm?Resources__ID=442029&T=F.

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10

Yoshida, Makoto. "Lesson study : a case study of a Japanese approach to improving instruction through school-based teacher development /." 1999. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&res_dat=xri:pqdiss&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:9951855.

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11

Fortney, Brian Scott 1968. "The impact of Japanese Lesson Study on preservice teacher belief structures about teaching and learning science." 2009. http://hdl.handle.net/2152/18434.

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This study investigates how preservice teachers make sense of student-centered instruction with existing traditional beliefs about teaching. Teacher educators assume that university instruction translates directly into practice, yet, research is clear that beginning teachers revert to traditional teaching practice. For elementary teachers, one science methods course is assumed to be sufficient instruction in contemporary methods to successfully guide practice in their beginning years. Two main research questions are addressed: 1) Do preservice teacher belief structures change during the implementation of a Japanese Lesson Study cycle? 2) To what extent are preservice teachers teaching behaviors consistent with their belief structures? [...] To answer these questions, a case study methodology consisting of three preservice teachers, selected from a collective case study of 25 preservice teachers, was performed. The time periods of data collection were set with Lesson Study episodes. The time periods included pre-lesson study, during lesson study episodes, and post lesson study, with a conceptual framework synthesized from beliefs literature, Rokeach (1968), Fishbein and Ajzen (1975), and operationalized within the context of a Science Methods course using Richardson et al (1991) and Pajares (1992) as a guide. Findings indicate that even if preservice teachers have similar experiences with elementary science instruction, and have developed a traditional frame of reference (Kennedy, 1999) that guides their learning about teaching, each understands information idiosyncratically. When viewed in terms of Green's (1971) metaphor of belief structures, preservice teachers have widely differing frames of reference; thus, an individual's sensemaking about inquiry lessons within lesson study groups and the meaning conveyed within conversations are completely different. Ultimately, the participants in this study can be described, metaphorically, as having a Crisis of Belief (Green, 1971), an approach of Quiet Introspection, and a Crisis of Practice. For teacher educators, understanding preservice teacher understanding, and using that understanding in constructing lessons that facilitate evaluation of existing beliefs requires different lenses. The three lenses used are, Epistemological (Hewson [and] Hewson, 1984; Posner, Strike, Hewson, [and] Gertzog, 1982), Social/Affect (Pintrich, Marx, [and] Boyle, 1993; Tyson, Venville, Harrison, [and] Treagust, 1997), and an Expectational lens (Chi, Slotta, [and] de Leeuw, 1994). The selection of lenses is dependent upon the idiosyncratic nature of each preservice teacher's belief structure.
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12

Yamamoto, Hirofumi Hilo. "A mathematical analysis of the connotations of classical Japanese poetic vocabulary." Phd thesis, 2005. http://hdl.handle.net/1885/151572.

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13

"A mathematical programming/economic equilibrium model for the quantitative analysis of the stability of Japan's energy system." Massachusetts Institute of Technology, Center for Energy Policy Research, 1986. http://hdl.handle.net/1721.1/29502.

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14

Yuen, Ringo C. K. "Influence of the Nikkei put warrant market in North America on the Japanese stock market, 1989-1993." Thesis, 1993. http://hdl.handle.net/2429/4962.

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This paper studies the influence on the Japanese stock (cash and futures) markets of the Nikkei put warrants which were traded in Toronto and New York from February 1989 to April 1993. Implied changes in the Japanese prices based on the previous days’ North American warrant prices are compared to the actual price changes. Special attention is placed on the period from January 1990 to August 1992 when the Japanese stock market had a major decline.

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15

Rizvi, Syed Vaseef Ul Asghar. "Resource allocation during Flavivirus lifecycle." Thesis, 2020. https://etd.iisc.ac.in/handle/2005/4550.

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Single-stranded RNA virus infection cycle progresses by resource (viral RNA) allocation to segregated macromolecular complexes: host ribosomes (translation), viral RNA polymerase (replication) and viral structural proteins (assembly). Many positive-strand (+) RNA viruses from Flaviviridae family further compartmentalize the replication process in membranous vesicles, which helps in selective resource allocation to viral RNA polymerase. We hypothesized that the spatial segregation of replication process played a key role in regulating viral RNA lifecycle, as suggested by its conservation across a large number of (+)RNA viruses. Using Japanese encephalitis virus (JEV) infection in Neuro2a cells, we measured dynamics of resource distribution during viral life cycle and observed high levels of viral RNA translation (60%) during early stages of infection. Virus infection of the cell then progresses to a phase where replication and virus packaging dominate in spite of minimal perturbations in global translation. We further evaluate translation dynamics on JEV genome using ribosome profiling to understand the resource allocation strategies. The assay also allowed us to assess elongation rate of ribosomes and indicates a possible role of upstream ORF expression along with tRNA levels in potentially regulating translation efficiency. To integrate our findings of virus lifecyle dynamics, we next employ a deterministic, process-based cell infection model in which replication is spatially segregated from translation and replication vesicles grow logistically, to best explain our experimental data. Together, our complementary experimental and modeling approaches predicts replication compartmentalization as a critical event for a successful intracellular flaviviral infection.
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