Relevant bibliographies by topics / Matt Fraction

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Academic literature on the topic 'Matt Fraction'

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Published: 4 June 2021
Last updated: 15 February 2022

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Journal articles on the topic "Matt Fraction"

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Usieto, Borja. "Reseña de "Ojo de Halcón 1. Seis días en la vida de…" de Matt Fraction, David Aja, Javier Pulido, Matt Hollingsworth." CuCo, Cuadernos de cómic, no. 1 (September 1, 2013): 307–13. http://dx.doi.org/10.37536/cuco.2013.1.1121.

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Bartual, Roberto. "Reseña de "F.F. 1. Partes de un hueco" de Matt Fraction, Mike Allred y Laura Allred." CuCo, Cuadernos de cómic, no. 2 (April 30, 2014): 236–39. http://dx.doi.org/10.37536/cuco.2014.2.1311.

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Haniq, Ummu. "KESULITAN SISWA DALAM MENYELESAIKAN SOAL MATEMATIKA MATERI PECAHAN PADA SISWA KELAS V SDN 188 PEKANBARU." Primary: Jurnal Pendidikan Guru Sekolah Dasar 8, no. 1 (April 23, 2019): 56. http://dx.doi.org/10.33578/jpfkip.v8i1.7052.

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This research is motivated by a large number of students who have difficulty in solving mathematical problems of with fractions. This research aims to find out and describe the difficulties experienced by a student in solving mathematical problem infraction. This type of research is qualitative research. This Study found that the difficulties experienced by students in solving fractions are difficulty in understanding the concept of fractional counting operations, difficulty because it does not master multiplication as preparatory material, and difficulty in solving problem-solving problems in fractions. Internal factors that cause students to have difficulty in solving math problems in the fraction are low student motivation, students don’t like math and low ability of students in mathematics. External factors that cause students to experience difficulties in fraction learning are unfavorable class conditions and poor classroom management.
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Dyderski, Marcin K., and Andrzej M. Jagodziński. "Functional traits of acquisitive invasive woody species differ from conservative invasive and native species." NeoBiota 41 (January 31, 2019): 91–113. http://dx.doi.org/10.3897/neobiota.41.31908.

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One of the most important sources of invasiveness is species’ functional traits and their variability. However there are still few studies on invasive tree species traits conducted along resource gradients that allow for a comparison of acquisitive and conservative strategies. We aimed to assess the differences in trait variation among native alien conservative and alien acquisitive tree species along resource availability gradients (soil fertility and light availability) and to assess the traits variability of the species studied along resources availability gradients. Our study compared invasive tree species in Europe (Prunusserotina Ehrh. Quercusrubra L. and Robiniapseudoacacia L.) with their native competitors (Acerpseudoplatanus L. A.platanoides L. Quercuspetraea (Matt.) Liebl. and Fagussylvatica L.). The study was conducted on 1329 seedlings and saplings collected in a system of 372 study plots in W Poland. For each individual we assessed leaf stem and root mass ratios total biomass leaf area ratio specific leaf area and projected leaf area. Two invasive species (P.serotina and R.pseudoacacia) represented a more acquisitive strategy than native species – along litter pH and light availability gradients these species had higher leaf mass fraction specific leaf area and leaf area ratio. In contrast Q.rubra had the highest total biomass and root mass fraction. Alien species usually had higher coefficients of variation of studied traits. This suggests that relatively high projected leaf area as a way of filling space and outcompeting native species may be reached in two ways – biomass allocation to leaves and control of leaf morphology or by overall growth rate. High variability of invasive species traits also suggests randomness in seedling survival which similarly to the neutral theory of invasion highlights the necessity of including randomness in modelling biological invasions.
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Zolides, Andrew. "Lipstick Bullets: Labour and Gender in Professional Gamer Self-Branding." Persona Studies 1, no. 2 (October 30, 2015): 42–53. http://dx.doi.org/10.21153/ps2015vol1no2art467.

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With the growing professionalisation of electronic sports (or e-sports), the individuals who compete are, like their more “traditional” sport counterparts, becoming celebrities. Actual competition is a fraction of the labour a professional gamer undertakes to earn a living and generate a self-brand—there are also complex arrangements involving sponsorships, team-memberships, and digital reputation management. Indeed, taking part in e-sports can be understood as another mode of celebrity-creation within a particular fan community. A key vector to the persona formation of professional gamers is gender. Female professional gamers must navigate additional hurdles in the creation and management of their brand and attempts to commoditise their personas. Female gamers carefully negotiate and perform their gender while maintaining their status as a competitor and influencer in gaming’s highly masculinised culture. This performativity places these young women in a precarious position not just in terms of economic stability, but also in terms of their gendered identity. This paper compares the online personas of professional gamers Matt “NaDeSHoT” Haag and Kelly “MrsViolence” Kelley, analysing their social media presences and mainstream media appearances. Reframing the labour of professional gamers as one of building a commodifiable work persona can help us better understand the economically precarious position in which professional gamers, particularly young women, find themselves.
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Rejšek, K., O. Haveraaen, A. Sandnes, and K. Somerlíková. "Soil characteristics under selected broadleaved tree species in East Norway." Journal of Forest Science 56, No. 7 (July 26, 2010): 295–306. http://dx.doi.org/10.17221/86/2009-jfs.

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Comprehensive analyses of soil properties of sites of native Scandinavian broadleaved tree species were performed in 36 habitats in East Norway. The material consisted of stands of silver birch (Betula pendula Roth.), white birch (Betula pubescens Ehrh.), black alder (Alnus glutinosa Gaertn.), speckled alder (Alnus incana Moench.), European ash (Fraxinus excelsior L.), pedunculate oak (Quercus robur L.) and sessile oak (Quercus petraea [Matt.] Liebl.). The main objective was to describe the vertical characteristics and variations in some selected soil variables of the soil profiles. Particular soil horizons of 15 Brunisolic soils, 11 Regosolic soils, 6 Gleysolic and 4 Podzolic were sampled and analyzed for soil texture, bulk density, specific density, porosity, oxidizable carbon, total nitrogen content, pH in water, exchangeable acidity, exchangeable cations and anions (Mg, Ca, Mn, Al, S, Fe, B, P and K), cation exchange capacity and base saturation. No regular patterns were found in selected soil properties when tested between various soil units in silver birch stands. Furthermore, silver birch stands were found on sites, which topsoil (i) significantly differed in their cation exchange capacities, (ii) did not differ significantly in their pH values, and (iii) mostly differed in their clay contents and (iv) mostly did not differ in BS. Differences among the Humic Regosols, Luvic Gleysols, Sombric Brunisols, Eutric Brunisols and Humo-Ferric Podzols for silver birch stands in their topmost horizons of humified organic matter intimately mixed with the mineral fraction horizons and differences among particular soil horizons for the main soil properties under all the selected broadleaved tree species stands are discussed.  
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Sun, Yu, and Jun Wu. "A dimensional result in continued fractions." International Journal of Number Theory 10, no. 04 (May 21, 2014): 849–57. http://dx.doi.org/10.1142/s179304211450002x.

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Given x ∈ (0, 1), let [a1(x), a2(x), a3(x),…] be the continued fraction expansion of x and [Formula: see text] be the sequence of rational convergents. Good [The fractional dimensional theory of continued fractions, Math. Proc. Cambridge Philos. Soc.37 (1941) 199–228] discussed the growth properties of {an(x), n ≥ 1} and proved that for any β > 0, the set [Formula: see text] is of Hausdorff dimension [Formula: see text]. In this paper, we consider, for any β > 0, the set [Formula: see text] and show that the Hausdorff dimension of F(β) is [Formula: see text].
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Mailani, Elvi, Akden Simanihuruk, and Imelda Free Unita Manurung. "THE DEVELOPMENT OF MATHEMATICS TEACHING MEDIA ‘OPUNG HANS’ BASED ON IAI." Journal of Community Research and Service 3, no. 2 (December 24, 2019): 82. http://dx.doi.org/10.24114/jcrs.v3i2.15955.

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The aim of this research is to develop a media for learning mathematics in "Opung HAN" elementary school based on Interactive Audio Instruction (IAI) for students majoring in UNIMED elementary school teacher education. The IAI-based "Opung HAN" fraction media was compiled based on observations during the learning and analysis conducted on the dictates of high-class mathematics education courses and interviews conducted with elementary school teacher education students, where teachers were very difficult to convey material related to fractions, The teacher does not know what media to use in teaching broken material. On the other hand, in the high school mathematics education textbook, there is also no media / teaching aids that can be used to teach fractional material. The specific purpose of this research is: developing IAI-based "Opung HAN" fraction media which will later be used by students majoring in primary school teacher education in teaching fraction material when they later become a teacher. This research uses development research (Developmental Research). The subjects of this study were students majoring in primary school teacher education at the State University of Medan. In the initial stage, observations were made during the learning process, analysis of the dictates of high-level mathematics education courses and continued with interviews with students. From the results of these observations and interviews, an initial draft of the IAI-based "Opung HAN" fraction was compiled. Furthermore, the initial design of the IAI-based "Opung HAN" fraction media was validated by a team that aimed to assess the quality of these elementary mathematics learning media fractions so that the fractional media became effective learning media which would later be used by lecturers and students in the lecture process.Keywords : IAI, Fraction media, math learning.
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Mousley, Keith, and Ronald R. Kelly. "Developing Deaf Students Fraction Skills Requires Understanding Magnitude and Whole Number Division." Journal of Education and Learning 7, no. 2 (December 21, 2017): 12. http://dx.doi.org/10.5539/jel.v7n2p12.

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Research has shown that fraction magnitude and whole number division are important precursors to learning and understanding fractions. Deaf and hard-of-hearing (DHH) students are consistently challenged with learning fractions from K-12 through college. Sixty DHH college students were tested for both their understanding of magnitude between two fractions and their ability to calculate whole number division. The results showed that both understanding the magnitude between two fractions and whole number division are significantly associated with accurately calculating arithmetic functions of fractions with like denominators and different denominators that required them to add, subtract, multiply, and divide two fractions. Understanding fraction magnitude and whole number division were also significantly associated with their self-rated confidence of math performance with fractions. Tangentially, DHH college students’ English reading ability was significantly, but modestly associated with their fraction performance.
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CELLAROSI, FRANCESCO. "Renewal-type limit theorem for continued fractions with even partial quotients." Ergodic Theory and Dynamical Systems 29, no. 5 (February 3, 2009): 1451–78. http://dx.doi.org/10.1017/s0143385708000825.

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AbstractWe prove the existence of the limiting distribution for the sequence of denominators generated by continued fraction expansions with even partial quotients, which were introduced by Schweiger [Continued fractions with odd and even partial quotients. Arbeitsberichte Math. Institut Universtät Salzburg4 (1982), 59–70; On the approximation by continues fractions with odd and even partial quotients. Arbeitsberichte Math. Institut Universtät Salzburg1–2 (1984), 105–114] and studied also by Kraaikamp and Lopes [The theta group and the continued fraction expansion with even partial quotients. Geom. Dedicata59(3) (1996), 293–333]. Our main result is proven following the strategy used by Sinai and Ulcigrai [Renewal-type limit theorem for the Gauss map and continued fractions. Ergod. Th. & Dynam. Sys.28 (2008), 643–655] in their proof of a similar renewal-type theorem for Euclidean continued fraction expansions and the Gauss map. The main steps in our proof are the construction of a natural extension of a Gauss-like map and the proof of mixing of a related special flow.
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Dissertations / Theses on the topic "Matt Fraction"

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Bliss, Courtney C. "Reframing Normal:The Inclusion of Deaf Culture in the X-Men Comic Books." Bowling Green State University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu149143787039966.

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Tsygvintsev, Alexei. "Intégrabilité, renormalisation et fractions continues." Habilitation à diriger des recherches, Université Claude Bernard - Lyon I, 2006. http://tel.archives-ouvertes.fr/tel-00247408.

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La thèse est consacrée aux divers problèmes de la théorie des systèmes dynamiques. On commence par étudier l'intégrabilité méromorphe du problème des trois corps. Alors, la renormalisation des applications unimodales asymétriques est analysée. Quelques résultats dans la théorie des fractions continues sont exposés y compris la réponse à une conjecture de Ramanujan sur les fractions infini-périodiques.
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Cinti, Eleonora <1982&gt. "Bistable elliptic equations with fractional diffusion." Doctoral thesis, Alma Mater Studiorum - Università di Bologna, 2010. http://amsdottorato.unibo.it/3073/.

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This work concerns the study of bounded solutions to elliptic nonlinear equations with fractional diffusion. More precisely, the aim of this thesis is to investigate some open questions related to a conjecture of De Giorgi about the one-dimensional symmetry of bounded monotone solutions in all space, at least up to dimension 8. This property on 1-D symmetry of monotone solutions for fractional equations was known in dimension n=2. The question remained open for n>2. In this work we establish new sharp energy estimates and one-dimensional symmetry property in dimension 3 for certain solutions of fractional equations. Moreover we study a particular type of solutions, called saddle-shaped solutions, which are the candidates to be global minimizers not one-dimensional in dimensions bigger or equal than 8. This is an open problem and it is expected to be true from the classical theory of minimal surfaces.
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Westenskow, Arla. "Equivalent Fraction Learning Trajectories for Students with Mathematical Learning Difficulties When Using Manipulatives." DigitalCommons@USU, 2012. https://digitalcommons.usu.edu/etd/1368.

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This study identified variations in the learning trajectories of Tier II students when learning equivalent fraction concepts using physical and virtual manipulatives. The study compared three interventions: physical manipulatives, virtual manipulatives, and a combination of physical and virtual manipulatives. The research used a sequential explanatory mixed-method approach to collect and analyze data and used two types of learning trajectories to compare and synthesize the results. For this study, 43 Tier II fifthgrade students participated in 10 sessions of equivalent fraction intervention. Pre- to postdata analysis indicated significant gains for all three interventions. Cohen d effect size scores were used to compare the effect of the three types of manipulatives—at the total, cluster, and questions levels of the assessments. Daily assessment data were used to develop trajectories comparing mastery and achievement changes over the duration of the intervention. Data were also synthesized into an iceberg learning trajectory containing five clusters and three subcluster concepts of equivalent fraction understanding and variations among interventions were identified. The syntheses favored the use of physical manipulatives for instruction in two clusters, the use of virtual manipulatives for one cluster, and the use of combined manipulatives for two clusters. The qualitative analysis identified variations in students’ resolution of misconceptions and variations in their use of strategies and representations. Variations favored virtual manipulatives for the development of symbolic only representations and physical manipulatives for the development of set model representations. Results also suggested that there is a link between the simultaneous linking of the virtual manipulatives and the development of multiplicative thinking as seen in the tendency of the students using virtual manipulative intervention to have higher gains on questions asking students to develop groups of three or more equivalent fractions. These results demonstrated that the instructional affordances of physical and virtual manipulatives are specific to different equivalent fraction subconcepts and that an understanding of the variations is needed to determine when and how each manipulative should be used in the sequence of instruction.
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Hurst, Michelle Ann Roddy. "Exploring Attention to Numerical Features in Proportional Reasoning: The Role of Representations, Context, and Individual Differences." Thesis, Boston College, 2017. http://hdl.handle.net/2345/bc-ir:107599.

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Thesis advisor: Sara Cordes
Human infants show relatively sophisticated abilities to track and use proportional information. However, by the age of 6, children tend to make predictable errors in their proportional reasoning and later encounter significant challenges in many aspects of formal fraction learning. Thus, one of the central questions motivating this research is to identify the factors leading to these difficulties, in light of evidence of early intuitions about these concepts. In the current dissertation, I address this question by investigating the tradeoff between attending to proportional magnitude information and discrete numerical information about the components (termed “numerical interference”) across both spatial (i.e., area models, number lines) and symbolic (fractions, decimals) representations of proportion information. These explorations focus on young children (5-7 year olds) who have yet to receive formal fraction instruction, older children (9-12 year olds) who are in the process of learning these concepts, and adults who have already learned formal fractions. In Project 1, I investigated how older children and adults map between symbolic and spatial representations, particularly focusing on their strategies in highlighting componential information versus magnitude information when solving these mapping tasks. In Projects 2 and 3, I explore the malleability of individual differences in this numerical interference in 4- to 7-year-old children. Across the three projects, I suggest that although numerical interference does impact proportional reasoning, this over-attention to number can be reduced through modifying early experiences with proportional information. These findings have implications for education and the way we conceptualize numerical interference more generally
Thesis (PhD) — Boston College, 2017
Submitted to: Boston College. Graduate School of Arts and Sciences
Discipline: Psychology
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Sottinen, Tommi. "Fractional Brownian motion in finance and queueing." Helsinki : University of Helsinki, 2003. http://ethesis.helsinki.fi/julkaisut/mat/matem/vk/sottinen/.

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Perkins, Allison L. "EXAMINING THE EFFECTS OF A FRACTION INTERVENTION ON SIXTH GRADESTUDENTS RATIONAL NUMBER SENSE." Miami University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=miami1495632664241827.

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Järvstråt, Madeleine. "Hur resonerar och kommunicerar elever i matematiksvårigheter vid beräkningar med bråktal? : How Pupils in Math Disabilities Communicate and Reason during Calculations involving Fractional Numbers." Thesis, Linköpings universitet, Institutionen för beteendevetenskap och lärande, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-147632.

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The subject of this study is how pupils in math disabilities communicate and reason during calculations involving fractional numbers. The study comprises eight informants, two from eigth grade (a boy and a girl, 13 to 14 years old) and six from ninth grade (three girls and three boys, 14 to 15 years old) who all were considered to have math disabilities. They were all interviewed alone about their reasoning when solving ten tasks involving fractions to see what knowledge and misconceptions the pupils showed. The conclusion of the study is that the pupils posessed procedural abilities, but were weaker in their concepual abilities. Most pupils in the study were uncertain about the meaning of nominator and denominator. Several of the pupils preferred to think in percent rather than fractions but they had problems in converting from percent to fractions and vice versa.
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Santos, Romilson Gomes dos. "The Fedathi Sequence in math education educator: reflections on the geometry of basic education and fractions equivalent with the software GeoGebra." Universidade Federal do CearÃ, 2015. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=14609.

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Conselho Nacional de Desenvolvimento CientÃfico e TecnolÃgico
This study aimed at analyzing the contributions of the teaching methodology Fedathi Sequence (SF) by using the GeoGebra software, applied in Basic Geometry contents and equivalent fractions in the initial pedagogue training in order to provide favorable conditions for the development of education and learning of mathematics, in a systematic and organized manner. The problematic of the research emerged surrounding the mathematical knowledge of the students in the Pedagogy Course of the Faculty of Education FACED / UFC, research locus, before the use of GeoGebra, in the understanding of the content related to the flat geometric figures; specifically, square, triangle, rectangle and parallelogram and the spatial figures as tetrahedron, cube, octahedron, dodecahedron and icosahedron, and the equivalent fractions. The research was theoretically based on the SF methodology. From the application of Teaching Sessions (SD) promoted by SF, we work in our classes the understanding of math concepts, to provide an investigative learning of knowledge. Therefore, the research problem consisted of the question: How to work the Basic Geometry content and equivalent fractions in mathematics education of pedagogy students, using the GeoGebra from SD? In this sense we opted for the qualitative and quantitative research, using descriptive and exploratory approach, setting up a case study. The investigated subjects were students of the Pedagogy Program. From the observations made in the classroom and the actions of the students during the investigative process, it was possible to identify the categories of research analysis, characterized as: SD and math content on Basic Geometry and equivalent fractions. As data collection technique, we used direct observation, with photos and audio produced during the classes; portfolios and discussion forum in which the activities were recorded in TelEduc virtual environment. The data were submitted to content analysis, considering three stages: pre-analysis, the analytical description of the data and the processing of results, including the inference and interpretation. The results contributed to better understanding of mathematical content in the initial formation of the pedagogue. Therefore, the SF teaching methodology was very important for the use of GeoGebra software as a teaching resource to aid in the formation of mathematics educator, in the assimilation of Geometry Basic content and equivalent fractions.
A presente pesquisa objetivou analisar as contribuiÃÃes da metodologia de ensino SequÃncia Fedathi (SF) com o uso do software GeoGebra, aplicado nos conteÃdos de Geometria BÃsica e fraÃÃes equivalentes, na formaÃÃo inicial do pedagogo, visando proporcionar condiÃÃes favorÃveis ao desenvolvimento do ensino e da aprendizagem da MatemÃtica, de forma sistematizada e organizada. A problemÃtica da pesquisa emergiu no entorno do conhecimento matemÃtico dos alunos do Curso de Pedagogia da Faculdade de EducaÃÃo FACED/UFC, locus da pesquisa, diante do uso do GeoGebra, na compreensÃo dos conteÃdos relacionados Ãs figuras geomÃtricas planas; especificamente, no quadrado, triÃngulo, retÃngulo e paralelogramo e nas figuras espaciais, como tetraedro, cubo, octaedro, dodecaedro e icosaedro, e nas fraÃÃes equivalentes. A pesquisa teve como fundamentaÃÃo teÃrica a metodologia SF. A partir da aplicaÃÃo de SessÃes DidÃticas (SD) promovidas pela SF, trabalhamos, durante as aulas, a compreensÃo dos conteÃdos matemÃticos, para propiciar uma aprendizagem investigativa do conhecimento. Desse modo, o problema da pesquisa consistiu na seguinte questÃo: Como trabalhar os conteÃdos de Geometria BÃsica e fraÃÃes equivalentes na formaÃÃo matemÃtica dos alunos da pedagogia, com o uso do GeoGebra, a partir de SD? Neste sentido optou-se pela pesquisa de natureza quali-quantitativa, utilizando a abordagem descritiva e exploratÃria, configurando-se num estudo de caso, tendo como sujeitos investigados os alunos do Curso de Pedagogia. A partir das observaÃÃes feitas em sala de aula e das aÃÃes realizadas dos alunos, durante o processo investigativo, foi possÃvel identificarmos as categorias de anÃlises da pesquisa, caracterizadas como: SD e os conteÃdos de matemÃtica sobre Geometria BÃsica e fraÃÃes equivalentes. Como tÃcnica de coleta de dados, utilizamos observaÃÃo direta, com fotos e Ãudios produzidos durante as aulas; portfÃlios e fÃrum de discussÃo, em que foram registradas as atividades no ambiente virtual TelEduc. Os dados foram submetidos à anÃlise de conteÃdo, considerando trÃs momentos: a prÃ-anÃlise, a descriÃÃo analÃtica dos dados e o tratamento dos resultados, abrangendo a inferÃncia e a interpretaÃÃo. Os resultados obtidos contribuÃram para melhor compreensÃo dos conteÃdos matemÃticos, na formaÃÃo inicial do pedagogo. Dessa forma, a metodologia de ensino SF foi de fundamental importÃncia para o uso do software GeoGebra, como recurso didÃtico, para auxiliar na formaÃÃo matemÃtica do pedagogo, na assimilaÃÃo dos conteÃdos de Geometria BÃsica e fraÃÃes equivalentes.
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SILVA, Adegundes Maciel da. "Investigando a concepção de frações de alunos nas séries finais do ensino fundamental e do ensino médio." Universidade Federal Rural de Pernambuco, 2006. http://www.tede2.ufrpe.br:8080/tede2/handle/tede2/5784.

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Submitted by (lucia.rodrigues@ufrpe.br) on 2016-10-20T13:02:11Z No. of bitstreams: 1 Adegundes Maciel da Silva.pdf: 784155 bytes, checksum: b60bd28aca6273e9b8b435f8824aae14 (MD5)
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The study of fractions has becoming theme of discussions by many of mathematics´ educators. Results from the Educational Assessment System of Pernambuco (SAEPE) show bad scenarios in this mathematics topic, regarding elementary and secondary schools levels. The study of fractions begins only at the third grade, despite some literatures defend that this practice should start be much earlier – from the first scholar year. Considering this situation, we may perceive the complexity that exists and the time student need to learn fraction. In order to identify the conception of fractions in students in the final grades of Elementary and Secondary Schools, 630 students from one public municipal school and one public state school have been diagnosed. The instrument comprised of 10 questions, specifically tabulated and graphically analyzed, involving fractions such as: part-whole, quotient and operator, the influence of pictures in the questions, continuous and discrete amounts and also the equivalence of the fractions. The results reveal that the best performance was obtained by students of the central grades (sixth and seventh grades of Elementary School) and from the students second year of the Secondary School up. Several conceptions were found, such as: between two fractions, the greater their corresponding terms, the greater will be the fraction; the greater the denominator, the smallest the fraction, regardless of circumstance; the equivalence of fractions is strictly associated to the equality of their corresponding terms; to determine the corresponding fraction in a picture of colored parts, it does not matter if the divided parts are alike; the conception of half in colored pictures is conditioned to the contiguity of these parts and not the import of the equity between colored parts and non-colored parts; and could express how much the influence of natural numbers create barriers in the learning of fractions; the good performance in the equivalence of fractions happens only from the seventh grade and increases with school years; the presence of pictures in the questions such as contiguous quantities had great advantages in their performance in most items of the instrument.
O estudo das frações tem se tornado, ao longo dos anos, tema de discussões por grande parte dos educadores matemáticos. Resultados publicados pelo Sistema de Avaliação Educacional de Pernambuco (SAEPE) se mostram pouco animadores em relação ao ensino deste tópico, seja no Ensino Fundamental ou no Ensino Médio. O ensino das frações só inicia na 3ª série e algumas literaturas já defendem que esta prática seja bem antes – a partir do 1º ano escolar. Diante deste quadro, podemos perceber a complexidade que existe e o tempo necessário para que o aluno apreenda os conceitos de fração. Com o objetivo de identificar a concepção de frações e de equivalência de frações de alunos nas séries finais do Ensino Fundamental e do Ensino Médio, foi realizado um teste diagnóstico com 630 alunos de escolas, uma da Rede Municipal do Recife e outra da Rede Estadual de Pernambuco. Este instrumento foi composto de dez questões, que foram tabuladas e graficamente analisadas, envolvendo frações como: parte-todo, quociente e operador, a influência de figuras nas questões, quantidades discretas e contínuas, além de equivalência das frações. Os resultados revelam que os melhores desempenhos estiveram nas séries centrais (6ª e 7ª séries) e a partir do 2º ano do Ensino Médio. Várias concepções foram encontradas, como, por exemplo: entre duas frações, quanto maiores os seus termos correspondentes, maior será a fração; quanto maior o denominador, menor será a fração, em qualquer circunstância; a equivalência de frações está estritamente associada à igualdade entre seus termos correspondentes; para determinar a fração correspondente numa figura de partes pintadas, não importa se as partes que foram divididas sejam iguais; a concepção de metade em figuras pintadas está condicionada à contigüidade dessas partes e a não importância da eqüidade entre as partes pintadas e não-pintadas; e puderam expressar o quanto a influência dos números naturais cria barreiras na aprendizagem das frações; o bom desempenho nas equivalências das frações só acontece a partir da 7ª série e de forma crescente com a escolaridade; a presença de figuras nas questões como de quantidades contínuas promoveu aumento de rendimento na maioria dos itens do instrumento.
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Books on the topic "Matt Fraction"

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Dowdy, Penny. Math fractions. New York: Crabtree Pub., 2008.

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Scinto, Joyce. Math stories: Fractions, decimals, percents. Syracuse, NY: New Readers Press, 1992.

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Clark, David, 1960 Mar. 19-, ed. Fractions in disguise: A math adventure. Watertown, MA: Charlesbridge, 2013.

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Greenberg, Dan. Funny & fabulous fraction stories: 30 reproducible math tales and problems to reinforce important fraction skills. New York: Scholastic Professional Books, 1996.

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Greenberg, Dan. Funny & fabulous fraction stories: 30 reproducible math tales and problems to reinforce important fraction skills. New York: Scholastic Professional Books, 1996.

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Greenberg, Dan. Funny & fabulous fraction stories: 30 reproducible math tales and problems to reinforce important fraction skills. New York: Scholastic Professional Books, 1996.

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Greenberg, Dan. Funny & fabulous fraction stories: 30 reproducible math tales and problems to reinforce important fraction skills. New York: Scholastic Professional Books, 1996.

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Olympic math: Working with percents and decimals. New York: Rosen Pub. Group, 2006.

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Louisiana State University (Baton Rouge, La.). Department of Mathematics and Great Minds (Firm), eds. Eureka math. Washington, DC: Great Minds, 2015.

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ill, Robinson Tim 1963, ed. Fraction jugglers: A math gamebook for kids + their parents. New York: Workman Pub., 2001.

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Book chapters on the topic "Matt Fraction"

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Leimbach, Judy, Kathy Leimbach, and Mary Lou Johnson. "Fraction Fair." In Math Extension Units, 47. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003236481-43.

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Leimbach, Judy, Kathy Leimbach, and Mary Lou Johnson. "Fraction Logic." In Math Extension Units, 39. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003236481-35.

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Leimbach, Judy, Kathy Leimbach, and Mary Lou Johnson. "Fraction Practice." In Math Extension Units, 46. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003236481-42.

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Leimbach, Judy, Kathy Leimbach, and Mary Lou Johnson. "Equivalent Fraction Review." In Math Extension Units, 34. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003236481-30.

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Burkha, Jerry. "Fraction Puzzlers." In Advanced Common Core Math Explorations, 25–39. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003232759-4.

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Burkha, Jerry. "Unit Fraction Hunt." In Advanced Common Core Math Explorations, 121–31. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003232759-10.

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Burkha, Jerry. "Visualizing Fraction Multiplication." In Advanced Common Core Math Explorations, 73–88. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003232759-7.

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Leimbach, Judy, Kathy Leimbach, and Mary Lou Johnson. "Comparing Common Fractions." In Math Extension Units, 36. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003236481-32.

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Leimbach, Judy, Kathy Leimbach, and Mary Lou Johnson. "Fractions and Fabric." In Math Extension Units, 38. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003236481-34.

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Burkha, Jerry. "Fractions Forever!" In Advanced Common Core Math Explorations, 55–72. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003232759-6.

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Conference papers on the topic "Matt Fraction"

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Golestanian, Hossein. "Effect of Fiber Volume Fraction on Thermal Conductivity of a Woven-Mat Composite Lamina." In ASME 2005 Summer Heat Transfer Conference collocated with the ASME 2005 Pacific Rim Technical Conference and Exhibition on Integration and Packaging of MEMS, NEMS, and Electronic Systems. ASMEDC, 2005. http://dx.doi.org/10.1115/ht2005-72356.

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Models are presented for the determination of thermal conductivity of a composite lamina with woven fiber mats. In analyzing the cure cycle of a composite part, the common practice has been to use weight-averaged thermal properties. The limitation of this approach becomes apparent when one finds that thermal conductivity calculated for fiberglass/epoxy composite is very close to thermal conductivity of carbon/epoxy composite. This happens for composite parts with the same fiber volume fraction. In weight-average formulations the effect of fiber thermal conductivity is overshadowed by the density of the constituents. To overcome this problem, one needs to take another approach. In this investigation finite element analysis is performed to determine thermal conductivities of fiberglass/epoxy and carbon/epoxy composite lamina. The resulting thermal conductivities are different for the two composite types. These results make more physical sense since thermal conductivity of carbon fiber mat is much higher than that of fiberglass mat.
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Zhou, H. "Assessment of the Variation of the Fluid Properties and the Tar Formation by Investigating the Asphalthene Fraction." In Third EAGE/SPE Workshop on Tar Mats. Netherlands: EAGE Publications BV, 2012. http://dx.doi.org/10.3997/2214-4609.20143551.

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Grandio, Diana, and Drazen Fabris. "Modeling Thermal Conductivity of Aligned CNT-Matrix Composites With Increasing Volume Fraction." In ASME 2016 Heat Transfer Summer Conference collocated with the ASME 2016 Fluids Engineering Division Summer Meeting and the ASME 2016 14th International Conference on Nanochannels, Microchannels, and Minichannels. American Society of Mechanical Engineers, 2016. http://dx.doi.org/10.1115/ht2016-7145.

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In prior work an effective medium approach (EMA) has been developed to evaluate composite physical properties such as thermal conductivity, dielectric function or elastic modulus (C.-W. Nan, Prog. Mat. Sci. V. 37, 1993). This model combined with the Kapitza interface resistance can predict the effective thermal conductivity of randomly dispersed long fibers for a very low volume fraction (f < 0.01). The present study compares finite-element (FEA) computations and the EMA model for CNT-matrix compositions with low to moderate volume fractions, 0.001 to 0.02. The FEA results obtained show that the EMA model underestimates the effective thermal conductivity of the composite when the particles are very close to each other, even for small particle volume fractions. For aligned fibers the Kaptiza resistance cannot be neglected in the longitudinal direction. This paper proposes a general correction function for the dependence on particle to particle interaction based on the near neighbor distances and the number of near neighbors. This correction function reduces the EMA under prediction to within several percent (< 5%) in most cases.
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Ataucusi, Pablo E., Naysha R. Espinoza, Monica Taype, Edison Ataucusi, and Manuel J. Ibarra. "Yachay math: Learning fractions with spatio-temporal approach, using computer animation." In 2016 XI Latin American Conference on Learning Objects and Technology (LACLO). IEEE, 2016. http://dx.doi.org/10.1109/laclo.2016.7751799.

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Amano, R. S., and S. N. Singh. "Combustion Process in Perforated Porous Mat Flow in a Turbine Combustor." In ASME 1999 Design Engineering Technical Conferences. American Society of Mechanical Engineers, 1999. http://dx.doi.org/10.1115/detc99/cie-9052.

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Abstract An efficient combustion system is needed in a gas turbine combustor. The objective of this study is to investigate the effects of varying upstream flow parameters on the velocity and temperature profiles on the surface of a selectively perforated porous mat. To achieve this objective a three-dimensional computational model was developed by using higher-order turbulence models. For the computations of reacting flows, the PDF model was employed. This model involves the solution of transport equations for a single conserved scalar (the mixture fraction). Therefore, transport equations for individual equations are not solved. Instead, individual component concentrations for the species are derived from the predicted mixture fraction distribution. Computations obtained through this research show quite reasonable results and presented in this paper.
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Kuncoro, Asnadi, Yuniawatika, and Tri Murti. "Profile of Mathematical Connection Abilities of Fraction Materials in Class V Students Viewed From Math Ability." In 6th International Conference on Education and Technology (ICET 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201204.004.

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Shih, Shu Chuan, Hao Yu Tsai, and Mei Ling Chen. "THE EFFECT OF A ONE-ON-ONE DIALOGUE-BASED MATHEMATICAL INTELLIGENT TUTORING SYSTEM FOR LEARNING EQUIVALENT FRACTION." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end077.

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The purposes of this study are to develop a one-on-one dialogue-based mathematical intelligent tutoring system (ITS) for learning equivalent fraction in the 4th grade math, and evaluate its learning effect. The system used the course content and dialogue script designed by the math teaching experts in advance, and a computer agent teacher asked questions based on the course script. After the student answered, the system was able to identify the error pattern and misconception according to the student's response, then provided each student with adaptive teaching guidance or feedback. Students could construct correct equivalent fraction concepts through a series of interactive dialogues between students and the computer agent teacher step by step. In order to evaluate the effectiveness of this ITS, a quasi-experiment design was conducted. The pretest and post-test were parallel tests involving equivalent fraction. The participants of the study were 76 students in the fourth grade of two elementary schools chosen from midland of Taiwan. They were divided into the experimental group of 39 and the control group of 37. The experimental group used the "one-on-one dialogue-based mathematical intelligent tutoring system" for teaching. The control group used traditional classroom instruction by a human teacher. The learning content and time were controlled to be the same. Finally, the learning effectiveness and learning interest were assessed by comparing the pre-test and post-test performance of students. The results of the study showed that both teaching methods can significantly improve the students’ learning achievements of equivalent fraction, and the learning effectiveness of "one-on-one dialogue-based mathematical intelligent tutoring system" was significantly better than that of traditional classroom instruction. In the "one-on-one dialogue-based mathematical intelligent tutoring system" group, the learning improvement of students with different genders and different ability levels were also reaching a significant level. It indicated that this system benefited the learning achievements of students with different genders and different abilities. Furthermore, from the response data of the learning interest questionnaire, both teaching methods could significantly improve the learning interest of students. But there was no significant difference between the two teaching methods. By interviewing students, the probable causes included that low learning interest students of the experimental group also lack interest to familiar system operation, and some students think this ITS is not interesting enough because of lacking learning games.
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VASCONCELOS, G. N., H. G. S. SOUSA, L. H. H. GUERREIRO, C. C. FERREIRA, D. A. R. CASTRO, and N. T. MACHADO. "FRACTIONAL DISTILLATION OF BIO-OIL PRODUCED BY PYROLYSIS OF AÇAÍ (EUTERPE OLERACEA MART) SEEDS." In XXII Congresso Brasileiro de Engenharia Química. São Paulo: Editora Blucher, 2018. http://dx.doi.org/10.5151/cobeq2018-pt.0361.

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Rolle, Francesca, and Michela Sega. "Use of FTIR spectroscopy for the measurement of CO2 carbon stable isotope ratios." In 19th International Congress of Metrology (CIM2019), edited by Sandrine Gazal. Les Ulis, France: EDP Sciences, 2019. http://dx.doi.org/10.1051/metrology/201905002.

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Carbon dioxide (CO2) is one of the most important long-lived anthropogenic greenhouse gases. Ocean, land and biosphere contribute to take up CO2 emissions, but approximately half of fossil fuel CO2 accumulates in the atmosphere. The study of isotopic composition of CO2 can give useful information for assessing and quantifying the uptake of CO2 in the environmental compartments, as well as for distinguishing natural from anthropogenic carbon in the atmosphere. In this work, an activity for the development of a Fourier Transform Infrared spectroscopy (FTIR) based method for δ13C-CO2 determination in CO2 in air mixtures is presented. The FTIR can be calibrated by a classical approach based on primary calibration gas standards, but an alternative calibration can be based on the generation of synthetic spectra, by means of radiative transfer calculation codes such as the Multiple Atmospheric Layer Transmission (MALT University of Wollongong, Australia). Another software (B-FOS) developed at the Bureau International des Poids et Mesures (BIPM) allows to interface MALT and the FTIR management software. This calibration approach is fast and reliable and can be used when the classical calibration based on reference gas mixtures might be demanding. The uncertainty obtained for δ13C-CO2 measurements is around 0.1 ‰, at a nominal CO2 mole fraction of 400 μmol mol-1 in air.
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Metia, S., S. D. Oduro, Q. P. Ha, and H. Due. "Air pollution prediction using Matérn function based extended fractional Kalman filtering." In 2014 13th International Conference on Control Automation Robotics & Vision (ICARCV). IEEE, 2014. http://dx.doi.org/10.1109/icarcv.2014.7064399.

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Reports on the topic "Matt Fraction"

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Roschelle, Jeremy, Britte Haugan Cheng, Nicola Hodkowski, Julie Neisler, and Lina Haldar. Evaluation of an Online Tutoring Program in Elementary Mathematics. Digital Promise, April 2020. http://dx.doi.org/10.51388/20.500.12265/94.

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Many students struggle with mathematics in late elementary school, particularly on the topic of fractions. In a best evidence syntheses of research on increasing achievement in elementary school mathematics, Pelligrini et al. (2018) highlighted tutoring as a way to help students. Online tutoring is attractive because costs may be lower and logistics easier than with face-to-face tutoring. Cignition developed an approach that combines online 1:1 tutoring with a fractions game, called FogStone Isle. The game provides students with additional learning opportunities and provides tutors with information that they can use to plan tutoring sessions. A randomized controlled trial investigated the research question: Do students who participate in online tutoring and a related mathematical game learn more about fractions than students who only have access to the game? Participants were 144 students from four schools, all serving low-income students with low prior mathematics achievement. In the Treatment condition, students received 20-25 minute tutoring sessions twice per week for an average of 18 sessions and also played the FogStone Isle game. In the Control condition, students had access to the game, but did not play it often. Control students did not receive tutoring. Students were randomly assigned to condition after being matched on pre-test scores. The same diagnostic assessment was used as a pre-test and as a post-test. The planned analysis looked for differences in gain scores ( post-test minus pre-test scores) between conditions. We conducted a t-test on the aggregate gain scores, comparing conditions; the results were statistically significant (t = 4.0545, df = 132.66, p-value < .001). To determine an effect size, we treated each site as a study in a meta-analysis. Using gain scores, the effect size was g=+.66. A more sophisticated treatment of the pooled standard deviation resulted in a corrected effect size of g=.46 with a 95% confidence interval of [+.23,+.70]. Students who received online tutoring and played the related Fog Stone Isle game learned more; our research found the approach to be efficacious. The Pelligrini et al. (2018) meta-analysis of elementary math tutoring programs found g = .26 and was based largely on face-to-face tutoring studies. Thus, this study compares favorably to prior research on face-to-face mathematics tutoring with elementary students. Limitations are discussed; in particular, this is an initial study of an intervention under development. Effects could increase or decrease as development continues and the program scales. Although this study was planned long before the current pandemic, results are particularly timely now that many students are at home under shelter-in-place orders due to COVID-19. The approach taken here is feasible for students at home, with tutors supporting them from a distance. It is also feasible in many other situations where equity could be addressed directly by supporting students via online tutors.
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