Academic literature on the topic 'Teaching first degree polynomials'
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Journal articles on the topic "Teaching first degree polynomials"
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Antunes, Daniele Mendes Caldas, Cristiana Andrade Poffal, Bárbara Denicol do Amaral Rodriguez, and Fabíola Aiub Sperotto. "Analysis of first degree polynomial function teaching strategies to social applied sciences courses." Ciência e Natura 40 (March 27, 2018): 22. http://dx.doi.org/10.5902/2179460x29526.
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Barbosa, Edelweis Jose Tavares, and Anna Paula de Avelar Brito Lima. "Praxéologies du professeur : analyse comparative de manuels scolaires dans l'enseignement des équations polynomiales du premier degréTeacher's Praxeologies: Comparative Analysis of the Textbook in Teaching First-Degree Polynomial Equations." Educação Matemática Pesquisa : Revista do Programa de Estudos Pós-Graduados em Educação Matemática 22, no. 4 (2020): 224–31. http://dx.doi.org/10.23925/1983-3156.2020v22i4p224-231.
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RésuméLe but de cet article est d'analyser, de manière comparative, les livres didactiques et les praxéologies mises en place par les enseignants dans leur pratique pédagogique, concernant l'enseignement des équations polynomiales du premier degré. Cette étude est faite dans le cadre de la théorie anthropologique du didactique (TAD) proposée par Yves Chevallard et ses collaborateurs (1999, 2002, 2009, 2010). La méthodologie est basée sur une approche ethnographique qualitative, dans laquelle les organisations mathématiques et didactiques de trois enseignants sont analysées en les comparant à celles des livres de référence. Les résultats indiquent qu'il existe une certaine conformité entre les praxéologies à enseigner, proposées par les auteurs des manuels scolaires et les praxéologies effectivement enseignées par les professeurs en classe. Les enseignants sont les organisateurs des tâches, des techniques et de la technologie de complexité croissante (FONSECA, 2004) qui sont rendus routinières ou problématiques en classe. La résolution d’une équation polynomiale du premier degré du type ax+b=c a été le point commun des trois professeurs, bien que deux des trois enseignants aient aussi travaillé des équations du type a1x+b1=a2x+b2.Mots-clés : Livres didactiques, Équations polynomiales du premier degré, Théorie Anthropologique du didactique.AbstractThe aim of this article was to analyze, comparatively, praxeologies in didactic books and praxeologies carried out by the teacher, concerning the teaching of polynomial equations of the first degree. This study is done within the framework of the Anthropological Theory of Didactics (ATD), proposed by Yves Chevallard and his collaborators (1999, 2002, 2009, 2010). The methodology consists of a qualitative ethnographic approach, in which the mathematical and didactic organizations of three teachers were compared with those of their reference books. The results indicate that there is some conformity between the praxeologies to be taught, proposed by the authors of the textbooks, and the praxeologies effectively taught by the teachers in the classroom. Teachers are the organizers of tasks, techniques, and technology of increasing complexity (FONSECA, 2004) that are made routine or problematic in the classroom. The resolution of a first-degree polynomial equation of the type ax+b=c was the common point among the three teachers, although two of the three teachers also worked on equations of the type a1x+b1=a2x+b2.Keywords: Didactic books, Polynomial equations of the first degree, Anthropological theory of didactics.
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Nascimento, Rosimiro Araujo do, and Marli Teresinha Quartieri. "Investigação Matemática: possibilidade para o ensino de função do 1º grau." Jornal Internacional de Estudos em Educação Matemática 13, no. 2 (2020): 133–44. http://dx.doi.org/10.17921/2176-5634.2020v13n2p133-144.
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ResumoNão são raros os professores de Matemática que identificam dificuldades nos estudantes, iniciantes do Ensino Médio, em compreenderem a função polinomial do 1º grau. Assim, o presente artigo disserta sobre uma das atividades investigativas, que compõe uma dissertação de mestrado, desenvolvida com 26 alunos dispostos em grupos colaborativos, envolvendo a referida função. A pesquisa, na modalidade qualitativa, foi apoiada por uma observação participante na qual questionou-se: como os estudantes do 1º ano do curso Técnico em Agropecuária Integrado ao Ensino Médio possibilitam o ensino e aprendizagem da função afim ao explorarem, de modo colaborativo, uma atividade investigativa? Nesse sentido, objetivou-se possibilitar o ensino e aprendizagem da função polinomial do 1º grau envolvendo estudantes em grupos colaborativos. Nessa consecução, os discentes vivenciaram os quatro momentos de investigação matemática vistos em Ponte, Brocardo e Oliveira (2013). Para assegurar os resultados das discussões os dados foram registrados no caderno de campo do mediador, caderno de anotações dos grupos, gravador de áudio e voz e fotografias. Verificou-se que a questão e o objetivo proposto foram alcançados. Assim, constatou-se que os estudantes criaram ideias que os levaram a elaborar e promover ensino e aprendizagem sobre a função afim. Palavras-chave: Investigação Matemática. Função Afim. Trabalho Colaborativo.AbstractIt is not uncommon the Math teachers identify difficulties in the students, high school beginners, who misunderstand the first degree polynomial function. So, this article discusses one of the investigative activities which compose a master’s degree dissertation developed with 26 students organized in collaborative groups, involving the aforementioned function. The research, in the qualitative approach, was supported for a participant observation in which was questioned: how do the high professional school students in Technician in Farming enable the teaching and learning of the first degree function when they explore an investigative activity collaboratively? In this sense, one focused on enabling the teaching and learning of the first degree polynomial function involving students in collaborative groups. In this achievement, students experienced the four moments of the Mathematics investigation seen in Ponte, Brocardo and Oliveira (2013). To assure the results of the discussion, the data were recorded in the mediator’s field notebook, notebooks from the groups, audio and voice recording and pictures. One checked that both the question and proposed objective were achieved. Thus, one found that students created ideas that took them to work out and promote the teaching and learning about the function of the first degree.
 Keywords: Mathematics Investigation. Function of the First Degree. Collaborative work.
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Kousidis, Stavros, and Andreas Wiemers. "On the first fall degree of summation polynomials." Journal of Mathematical Cryptology 13, no. 3-4 (2019): 229–37. http://dx.doi.org/10.1515/jmc-2017-0022.
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Abstract We improve on the first fall degree bound of polynomial systems that arise from a Weil descent along Semaev’s summation polynomials relevant to the solution of the Elliptic Curve Discrete Logarithm Problem via Gröbner basis algorithms.
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Cesarano, Clemente, Sandra Pinelas, and Paolo Ricci. "The Third and Fourth Kind Pseudo-Chebyshev Polynomials of Half-Integer Degree." Symmetry 11, no. 2 (2019): 274. http://dx.doi.org/10.3390/sym11020274.
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New sets of orthogonal functions, which correspond to the first, second, third, and fourth kind Chebyshev polynomials with half-integer indexes, have been recently introduced. In this article, links of these new sets of irrational functions to the third and fourth kind Chebyshev polynomials are highlighted and their connections with the classical Chebyshev polynomials are shown.
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KHAN, MUHAMMAD YUNAS, SYED IFTIKHAR ALAM, QUTIB ALAM JAN, and Ata-ur Rehman. "FIRST DEGREE HEMORRHOIDS;." Professional Medical Journal 20, no. 04 (2013): 576–80. http://dx.doi.org/10.29309/tpmj/2013.20.04.1086.
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Traditionally the treatment of Ist, 2nd and 3rd degree haemorrhoids is conservative management with fibre rich diet andbetter defecation discipline. If symptoms prevail then there are a wide range of treatment modalities. OBJECTIVE: to evaluate the efficacyof injection Sclerotherapy for First degree haemorrhoids using 5% Phenol in Almond oil. MATERIAL AND METHODS: This case seriesstudy was conducted on 83 patients with first degree piles in Surgical-C unit, Department of Surgery, Khyber Teaching Hospital Peshawarfrom 01/09/2010 till 01/03/2011. After Informed consent, injection Sclerotherapy with 1-2ml of 5% Phenol in Almond oil was injected inthe sub mucosal plane of each pile case above the dentate line. Patients were reviewed at 3 weeks interval for bleeding per rectum foreffectiveness of the procedure. RESULTS: A total of 83 patients with first degree haemorrhoids included in the study out of which 62(74.7%) were male and 21 (25.03%) were female with M: F=2.99:1. Average age 41.1 years+0.1 SD with range 20-60 years. Efficacywas observed in 68 (81.83%) patients where 15 (18.07%) patients showed no results. CONCLUSION: Injection sclerotherapy is simple,convenient and effective outdoor procedure for first degree haemorrhoids.
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Repka, Marek. "Note on Modular Reduction in Extended Finite Fields and Polynomial Rings for Simple Hardware." Journal of Electrical Engineering 67, no. 1 (2016): 56–60. http://dx.doi.org/10.1515/jee-2016-0008.
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AbstractModular reduction in extended finite fields and polynomial rings is presented, which once implemented works for any random reduction polynomial without changes of the hardware. It is possible to reduce polynomials of whatever degree. Based on the principal defined, two example RTL architectures are designed, and some useful features are noted furthermore. The first architecture is sequential and reduce whatever degree polynomials, taking 2 cycles per term. The second one is Parallel and designed for reduction of polynomials of 2(t−1) degree at most, taking 1 cycle for the whole reduction.
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Foster, Peter J. "Teaching Engineering at First Degree Level in the UK." Teaching in Higher Education 4, no. 2 (1999): 235–52. http://dx.doi.org/10.1080/1356251990040206.
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ROBERTS, DAVID P. "NONSOLVABLE POLYNOMIALS WITH FIELD DISCRIMINANT 5A." International Journal of Number Theory 07, no. 02 (2011): 289–322. http://dx.doi.org/10.1142/s1793042111004113.
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We present the first explicitly known polynomials in Z[x] with nonsolvable Galois group and field discriminant of the form ±pA for p ≤ 7 a prime. Our main polynomial has degree 25, Galois group of the form PSL2(5)5.10, and field discriminant 569. A closely related polynomial has degree 120, Galois group of the form SL2(5)5.20, and field discriminant 5311. We completely describe 5-adic behavior, finding in particular that the root discriminant of both splitting fields is 125 · 5-1/12500 ≈ 124.984 and the class number of the latter field is divisible by 54.
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WEINGARTNER, ANDREAS. "On the degrees of polynomial divisors over finite fields." Mathematical Proceedings of the Cambridge Philosophical Society 161, no. 3 (2016): 469–87. http://dx.doi.org/10.1017/s030500411600044x.
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AbstractWe show that the proportion of polynomials of degree n over the finite field with q elements, which have a divisor of every degree below n, is given by cqn−1 + O(n−2). More generally, we give an asymptotic formula for the proportion of polynomials, whose set of degrees of divisors has no gaps of size greater than m. To that end, we first derive an improved estimate for the proportion of polynomials of degree n, all of whose non-constant divisors have degree greater than m. In the limit as q → ∞, these results coincide with corresponding estimates related to the cycle structure of permutations.
Dissertations / Theses on the topic "Teaching first degree polynomials"
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Amorim, Lóren Grace Kellen Maia. "Interdisciplinaridade, modelagem matemática, tecnologias e escrita no ensino e aprendizagem de função do 1° grau." Universidade Federal de Uberlândia, 2016. https://repositorio.ufu.br/handle/123456789/18303.
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Diante da complexidade de interligar o conteúdo de Matemática com outras disciplinas, percebe-se a necessidade do desenvolvimento de propostas interdisciplinares que permitam trabalhar conceitos matemáticos aliados a outras disciplinas escolares. Considerando tal necessidade, a presente pesquisa investigou as contribuições de uma proposta interdisciplinar que abarcou o tema água e foi desenvolvida em conjunto com as professoras das disciplinas de Ciências e Português. As ações e reflexões foram conduzidas pela seguinte questão: Que contribuições para o processo de ensino e aprendizagem de Função do 1° grau pode trazer uma proposta em uma perspectiva interdisciplinar? Os objetivos do estudo foram: 1) apresentar uma proposta interdisciplinar articulada com a Modelagem Matemática, as Tecnologias da Informação e da Comunicação (TICs) e a Escrita como proposta metodológica para o ensino de Função do 1° grau e; 2) identificar os possíveis conhecimentos adquiridos pelos professores e pelos alunos na elaboração e participação de uma proposta interdisciplinar para aflorar a compreensão dos conceitos associados à Função do 1° grau. A pesquisa teve abordagem qualitativa e evidenciou duas dimensões que se destacam nas discussões no âmbito de pesquisas nacionais e internacionais: o trabalho colaborativo e as propostas interdisciplinares. O estudo envolve uma intervenção realizada em turmas do nono ano de uma escola municipal de Uberlândia-MG, por meio de quatro tarefas de Matemática, nas quais o objeto de estudo foi o ensino de Função do 1° grau no Ensino Fundamental. Como recurso metodológico evidenciou-se a interdisciplinaridade permeada por três tendências: Modelagem Matemática, as TICs e a Escrita. Para a produção dos dados foram utilizados os instrumentos: registros dos alunos, diário de campo da pesquisadora, anotações da professora de Português, videogravações, roteiros e Histórias em Quadrinhos que tiveram a participação dos sujeitos/alunos envolvidos. Mediante as reincidentes e exaustivas leituras realizadas pela pesquisadora de todas as fontes de informações no âmbito da pesquisa, foi possível constituir uma categoria emergente de análise: Momentos interdisciplinares. Essa categoria foi dividida em três subcategorias: 1) Sentimentos, 2) Interdisciplinaridade e 3) Trabalho Colaborativo. A última subcategoria está dividida em duas partes: 1) Trabalho colaborativo entre professores e 2) Trabalho colaborativo entre os alunos. As subcategorias foram analisadas considerando os dados coletados durante o desenvolvimento de quatro etapas propostas nas aulas de Matemática, a saber: Documentário: “Água, Escassez e Soluções”; “Que tal desligar para economizar?”; “O custo e consumo da água” e “História em Quadrinhos” e, também, nos registros das reuniões realizadas com as professoras participantes. Os resultados indicam a existência de um ambiente favorável à construção dos conceitos de Função do 1° grau quando se propõe uma proposta interdisciplinar e essa é vivenciada e exercida pelos professores que lecionam para as turmas participantes. Espera-se que a pesquisa contribua na formação inicial e continuada de professores de Matemática e com o processo de aprendizagem dos alunos do Ensino Fundamental.<br>Due to the complexity of linking the Mathematics content with other disciplines, we see the need for the development of interdisciplinary proposals that allow teaching mathematical concepts allied to other school subjects. Considering this need, this research investigated the contributions of an interdisciplinary proposal, which has covered the theme water, and was developed together with the teachers of Science and Portuguese. The actions and reflections were conducted by the following question: What contribution to the process of teaching and learning of first degree polynomials may bring a proposal in an interdisciplinary approach? The objectives of this study were: 1) present an interdisciplinary proposal combined with Mathematical Modeling, the Information and Communication Technologies (ICT) and writing as a methodological proposal for teaching first degree polynomials and; 2) identify the possible knowledge acquired by the teachers and students in the elaboration and participation in an interdisciplinary proposal to bring out the comprehension of the concepts linked to the first degree polynomials. The research had a qualitative approach and highlighted two dimensions that stand out in the discussions in national and international researches: the collaborative work and the interdisciplinary proposals. The study involves an intervention performed in 9th grade classes in a municipal school in Uberlandia-MG, through four Mathematics works, in which the study object was the teaching of first degree polynomials in Elementary School. As a methodological resource, we highlighted the interdisciplinaryty focused on: Mathematical Modeling; ICT and Writing. For the production of data, we used the instruments: students’ records, researcher’s field diary, notes registered by the Portuguese teacher, video recordings, scripts and comic books which had the participation of the subjects/students involved. Upon the repeated and exhaustive reading performed by the researcher from all sources of information regarding the research, it was possible to constitute some analysis categories: Interdisciplinary moments. This category was divided in three subcategories: 1) Feelings; 2) Interdisciplinaryty; and 3) Collaborative work. The last subcategory was divided in two parts: 1) Collaborative work among teachers and 2) Collaborative work among students. The subcategories were analyzed considering the data collected during the development of four stages proposed in the Mathematics classes, namely: “Documentary: Water, Scarcity and Solutions”, “How about turning off to save?”, “The cost and consumption of water”, and “Comic book” and, also, in the records of the meetings held with the participating teachers. The results indicate the existence of a favorable environment for the construction of the concept of first degree polynomials when an interdisciplinary work is proposed and it is experienced and exercised by the teachers. We hope that this research contributes to the initial and continued formation of Mathematics teachers and to the learning process of students in Elementary School.<br>Dissertação (Mestrado)
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Samizava, Cintia Harumi. "Utilização do software Geogebra no ensino de funções de primeiro e segundo graus." Universidade Estadual Paulista (UNESP), 2018. http://hdl.handle.net/11449/152639.
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Previous issue date: 2018-01-17<br>O presente trabalho apresenta uma proposta de sequência didática composta por atividades, envolvendo o conteúdo de funções polinomiais de 1º e 2º graus, desenvolvidas com o auxílio do programa educacional Geogebra. O objetivo consiste em dar significado ao conteúdo, já estudado nas chamadas “aulas tradicionais”, permitindo que os estudantes se apropriem de forma consistente dos conceitos e possam explorá-los através da análise e comparação de gráficos, os quais, sem dúvida podem ser mais facilmente construídos com a utilização do referido software. A proposta, motivada pela percepção inicial de que o método tradicional não garante o aprendizado, foi confirmada em uma pesquisa que envolveu alunos da Escola Estadual Professora Angélica de Oliveira, na cidade de Álvares Machado. O primeiro passo na realização do trabalho consistiu no levantamento de referenciais teóricos em busca de soluções para as dificuldades encontradas no ensino do conteúdo em questão. Neste sentido, o uso de tecnologias de informática, mais especificamente do software Geogebra, foi escolhido como forma de potencializar a aprendizagem.<br>This work presents a didactic sequence proposal containing activities about polynomials functions of first and second degrees, which was developed using the educational sofware Geogebra. The goal is to give meaning to the subject, already studied in traditional classes, allowing to the students the effective appropriation of the concepts and its exploring through the analysis and comparison of graphs, which can be easier constructed using the software. The proposal, motivated by the initial perception that the so-called traditional lessons do not enhance learning, was confirmed in a research that involved students of the Estadual Professora Angélica de Oliveira School, located in Álvares Machado, São Paulo state. The first step was to search bibliographic references looking for solutions to the difficulties found to teach these contents. In this sense, the computational Technologies, more specifically the Geogebra software, was chosen as a way to enhance learning.
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Hyland, Robert Matthew. "The professional first degree : sites of struggle: two cases in context." Thesis, University of East Anglia, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.297493.
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Divine, Allison. "Admissions Criteria and First-Year Completion Rates in an Associate Degree Nursing Program." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5850.
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Students in associate degree nursing (ADN) programs in the United States experience high attrition rates in the first year. The purpose of this quantitative correlational study was to examine the relationship between preadmission factors and first-year ADN program completion rates at one college in the south central United States. Constructivist theory provided the framework for the study. Archival data for 228 students from one ADN program were analyzed using binary logistic regression. Results indicated a statistically significant association between prerequisite grade point average (GPA) and first-year program completion. An increase in the number of incoming students ages 25 years and younger was also noted. The professional development project focused on educating nursing faculty to assist students with lower GPAs to be successful. A second component of the project addressed teaching modalities targeted to millennial and Generation Z learners. Findings may be used to increase the number of nurse graduates at the study site, which may improve health care and economic development in the local community.
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Stearns, Jill. "Type of First Term Course Failure and Community College Degree Completion." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/1829.
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Community colleges are the largest segment of higher education institutions in the United States providing access to historically underserved populations and growing numbers of first generation college students. Increasing college degree attainment is a national priority with new expectations of accountability. Despite decades of educational research, community colleges have startling low completion rates. Within the framework of Tinto's theory of retention, a predictive analytics model could provide community colleges the opportunity to drive custom intervention and support services to students. The purpose of this study was to explore the utility of Biglan's taxonomy for categorizing courses for potential use in a data analytics model to identify students at risk of failure to complete. The quantitative census study used archival data from 1,759 students. Log-linear analysis was used to test the key research question as to whether there is a predictive relationship between type of course failed, as cross-categorized by the dimensions in Biglan's taxonomy, in the first term and failure to complete a degree or certificate within 6 years. The analysis showed that a more parsimonious model, based on the interaction term for the life/nonlife and pure/applied Biglan categories, appeared related to completion, although no standardized residual was significant. A larger and more diverse sample may be necessary to determine the true effectiveness of Biglan's taxonomy as a classification schema in a predictive analytics model of degree completion. Based on these results, first term course failure appears to be a logical point for programmatic support that could lead to higher levels of associate degree completion opening doors of employment opportunity through education, thus supporting social change.
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Bradbeer, Robin Sarah. "An evaluation of the effectiveness of studio-based teaching for a first year electronic engineering degree course." Thesis, Durham University, 2006. http://etheses.dur.ac.uk/2738/.
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This thesis presents the results of a six-year study conducted on two equivalent groups, one group taught in traditional mode, i.e. lecture/tutorial and laboratory; and another group taught using a studio-based methodology that integrated these three into a unitary whole. The courses studied were two, linked, first year introductory courses in electronic engineering, taught over two semesters. They were part of the Manufacturing Engineering, and Mechatroruc Engineering degree programmes at City University of Hong Kong (CityU).The first part of the thesis attempts to place the evolution of studio-based teaching into two major streams of educational development over the past century - the move towards collaborative and cooperative learning in small groups, and the integration of computing and the internet as enabling technologies in learning. Next, the equivalence of the control group (non-studio-based) and experimental group (studio- based) is established. Then, an analysis of the assessments is carried out, which demonstrates that the experimental group not only achieved higher grades, but also achieved deeper learning. A qualitative analysis of responses from the groups at City University is then discussed, complemented by a similar analysis of students studying on a studio-based electronics course at Rensselaer Polytechnic Institute (RPI), Troy, New York, USA. Responses from other studies of students on studio-based courses at RPI and CityU are also included for comparison. The next section considers similar, but not so comprehensive, studies of studio-based teaching at institutions other than CityU and RPI. Then, learning style theory is considered as one way of attempting to explain why some students dislike the studio-based classes while continuing to get better results. It IS concluded that although learning-styles may be helpful in explaining some of the contradictions in the results, further work is needed before any firm conclusions in this area can be reached.
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Nagel, Timothy Shaun. "Factors relating to academic success in the first semester of the bachelor of pharmacy degree at NMMU." Thesis, Nelson Mandela Metropolitan University, 2017. http://hdl.handle.net/10948/14201.
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Student throughput rates and academic achievement at universities are a concern at a national level in South Africa. Statistics have shown that on average, only ±17% of students who enrolled at a university, managed to graduate. The aim of the study was to determine the factors pertaining to student achievement and success in the first semester of the first year Bachelor of Pharmacy degree at the Nelson Mandela Metropolitan University. This study was a longitudinal, observational study which incorporated only quantitative aspects. Factors included in the investigation were: student motivation; learning styles; prior academic achievement; language use and sources of financial support. In order to determine student motivation, an Academic Motivation Scale (AMS) was used. Learning styles were assessed using a Kolb Learning Style Inventory (LSI) tool. The student’s National Senior Certificate (NSC) results were compared to the students 2016 semester one final marks, to correlate student readiness and prior academic achievement with current academic achievement. Home language and sources of financial support were also evaluated using a purpose-designed questionnaire. Results showed that only the Life Sciences module was practically and statistically significant as a predictor of academic success, with a p-value of .001 and a correlation coefficient |r| value of .369. The minimum entry requirements for the BPharm Degree do not include Life Science, however, based on this study, inclusion of Life Sciences at a specific achievement level should be considered.
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Story, Craig N. "The Relationship of Undergraduate First-Time-in-College Students' Expectations of Interactions with Faculty and Four-Year College Degree Completion." Scholar Commons, 2013. http://scholarcommons.usf.edu/etd/4949.
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Faculty are the academic heart of colleges and universities. They guide learning and facilitate student academic and social integration in the campus community. As described by Tinto, student integration is an important component to success in college. Out-of-class and in-class faculty-student interaction supports student integration and may lead to improved college completion. Students enter college with expectations for what they are about to experience, including expectations for faculty interaction. Smart adapted Holland's vocational choice theory to study college disciplines and found that faculty in six broad categories of disciplines displayed specific environmental and personality traits and interacted differently with students.
The purpose of this quantitative study was to examine relationships between first-time-in-college (FTIC), prior-to-matriculation student expectations of faculty-student interaction and two dependent variables: four-year degree completion and FTIC, prior-to-matriculation student's major, as categorized in one of Holland's categories. High school GPA, ethnicity, and gender were controlled in the study.
The sample consisted of 3,144 FTIC, prior-to-matriculation students enrolled at the University of South Florida, a large, metropolitan public university in the South during the summer or fall of 2008. Students completed the College Student Expectations Questionnaire (CSXQ) as part of a mandatory university orientation program. Seven items on the CSXQ's "Experiences with Faculty" section were summed and used to assess a FTIC, prior-to-matriculation student's level of expected faculty-student interaction. Students' prior-to-matriculation majors were assigned to one of seven Holland major categories --investigative, artistic, social, enterprising, realistic, conventional, and not in Holland. However, only five categories; investigative, artistic, social, enterprising, and not in Holland were used because no FTIC, prior-to-matriculation student majors were assigned to the realistic and conventional Holland categories.
A binary logistic regression was used to investigate the potential relationship between (FTIC), prior-to-matriculation student expectations of faculty-student interaction score and four-year degree completion. A statistically significant relationship (p<.05) was not observed between a FTIC, prior-to-matriculation student's expectation level for faculty-student interaction score and four-year degree completion. A statistically significant relationship (p<.05) was observed between the independent variables of high school GPA and gender and the dependent variable of four-year college completion. A one-point increase in the student's high school GPA showed an increase of the odds of four-year graduation by a factor of 2.96. The study also found the odds of a female graduating in four years is increased by about 1.3 times over a male four-year graduation.
A multinomial logistic regressions were used to evaluate the relationship between (FTIC), prior-to-matriculation student expectations of faculty-student interaction score and Holland's categories. A statistically significant relationship (<.05) was found between a FTIC student's expectation level for faculty-student interaction and a student's FTIC Holland classification. As the level of the faculty-student expectation score increased by one point, the odds of being a member of the investigative category over the artistic, social, or enterprising category increased by 1.05 times, 1.03 times, or 1.04 times, respectively. The results must be interpreted with caution, given the small effect sizes, as exhibited by a Cox and Snell's value of .005 and a Nagelkerke value of .006.
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Williams, Lynda Ann. "Students first : a trans-disciplinary team approach to the education of a student with Battens disease : a dissertation submitted in partial fulfilment of the requirements for the degree of Master of Teaching and Learning in the University of Canterbury /." Thesis, University of Canterbury. Educational Studies and Human Development, 2008. http://hdl.handle.net/10092/2647.
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This New Zealand case study explored how ten members in one trans-disciplinary team perceive and meet the educational needs of a student with Batten’s disease in an inclusive school setting and uses qualitative methodology. This report details the results of ten semi-structured interviews that were conducted with the trans-disciplinary team members. There were three themes that emerged from this research. Firstly, all the team members were in agreement that the student’s happiness was of paramount importance and they wanted her to be included with her peers. Secondly, the family’s goals and aspirations for the student’s education had become a driving force and academic goals were conspicuous by their absence. Thirdly, the team had a holistic trans-disciplinary approach to the student’s education and valued the opportunity to share information and discuss issues. Also the IEP process was adapted to support the trans-disciplinary team members as well as the planning process for a student with deteriorating physical and cognitive skills.
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Araújo, Wellington Alves de. "O GeoGebra : uma experimentação na abordagem da função afim." Pós-Graduação em Ensino de Ciências e Matemática, 2014. https://ri.ufs.br/handle/riufs/5081.
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This research aims to describe investigate possibilities of learning situations in mathematics concepts related to polynomial functions of the 1st degree ( In order Function ) with students from 1st grade of Technical Education Middle Level Integrated IFS - Campus São Cristóvão making use of a teaching sequence mediated by the use of a dynamic geometry software, Geogebra. To this purpose, a study, based on the ideas of Machado (2008 ), Pais (2011 ) and Oliveira (2013 ), based on the Engineering Curriculum discussed by Artigue (1996 ) with two classes from 1st Series Technical Course Intermediate Level Integrated was conducted Federal Institute of Education, Science and Technology of Sergipe - Campus São Cristóvão / SE, which formed study groups that we call group with the experiment and group without the experiment. At the end of the experiment it was found that the group with the experiment had better results than the group without the experiment. The data indicated that using a dynamic geometry software in a dynamic geometry environment provides a great interaction between the participants constituting a positive factor to learning, since they facilitate the construction of new concepts, provide a comparison between different forms of representation of a function, thereby enabling conditions for the participant to recognize the graphical representation of an polynomial function of the first degree as a straight, expressing the relation between the coefficients of the straight equation with its graphical and algebraic representations.<br>A presente pesquisa tem como objetivo geral investigar possibilidades de situações de aprendizado da Matemática de conceitos relativos às funções polinomiais do 1º grau (Função Afim) com alunos da 1ª série do Ensino Técnico de Nível Médio Integrado do IFS Campus São Cristóvão fazendo uso de uma Sequência Didática mediada pelo uso de um software de geometria dinâmica, o GeoGebra. Para tanto, foi realizado um estudo, pautado nas ideias de Machado (2008), Pais (2011) e Oliveira (2013), embasados na Engenharia Didática discutida por Artigue (1996) com duas turmas da 1ª Série do curso Técnico de Nível Médio Integrado do Instituto Federal de Educação, Ciência e Tecnologia de Sergipe Campus São Cristóvão/SE, que formaram os grupos de estudo que denominamos de Grupo com o experimento (GCE) e Grupo sem o experimento (GSE). Ao término da experiência ficou constatado que o GCE apresentou melhores resultados do que o GSE. Os dados indicaram que utilizar um software de geometria dinâmica em um ambiente de geometria dinâmica proporciona uma grande interação entre os participantes constituindo um fator positivo ao aprendizado, uma vez que facilitam a construção de novos conceitos, proporcionam a comparação entre as diferentes formas de representação de uma função, possibilitando, assim, condições para o participante de reconhecer a representação gráfica de uma função polinomial do primeiro grau como uma reta, expressar a relação entre os coeficientes da equação da reta com sua representação gráfica e algébrica.
Books on the topic "Teaching first degree polynomials"
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Howarth, Joshua. Core organic chemistry: A comprehensive guide and revision text for the fundamentals at first degree level. Dublin City University, School of Chemical Sciences, 1995.
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Levonen, Jarmo. Diagnosis and modelling in a knowledge-based educational system: Analysis in the field of first degree equations in mathematics. University of Joensuu, 1999.
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Parry, Gareth. Wider access and the professional engineering institutions: An investigation of the role of the professional engineering institutions in widening entry to accredited first degree courses in engineering and related disciplines. Council for National Academic Awards, 1990.
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Anne, Paolucci, ed. The Doctor of Arts degree: Re-assessing teaching and research priorities : [proceedings of the First National Conference of D.A. Deans, Directors, Faculty, and Observers (MLA Annual Convention, New Orleans, December 1988)]. Council on National Literatures, 1989.
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Parry, Gareth. Wider access and the professional engineering institutions: An investigation of the role of the professional engineering institutions in widening entry to accredited first degree courses in engineering and related disciplines : report of a project jointly funded by CNAA and the British Petroleum Company plc at City University. Council for National Academic Awards, 1990.
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Unesco Workshop on University Curricula (1986 : Paris, France) and Workshop on Marine Science Teaching and Training at First Degree (Undergraduate) Level (1986 : Paris, France), eds. Marine science teaching and training at first degree (undergraduate) level: Recommended guidelines from a Unesco Workshop on University Curricula, Paris, November 1986. Unesco, 1987.
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The Formation of Scholars: Rethinking Doctoral Education for the Twenty-First Century (JB-Carnegie Foundation for the Adavancement of Teaching). Jossey-Bass, 2008.
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Pouliot, Vincent. Teaching International Political Sociology. Oxford University Press, 2017. http://dx.doi.org/10.1093/acrefore/9780190846626.013.311.
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Teaching international political sociology (IPS) is intellectually rewarding yet pedagogically challenging. In the conventional International Relations (IR) curriculum, IPS students have to set aside many of the premises, notions, and models they learned in introductory classes, such as assumptions of instrumental rationality and canonical standards of positivist methodology. Once problematized, these traditional starting points in IR are replaced with a number of new dispositions, some of which are counterintuitive, that allow students to take a fresh look at world politics. In the process, IPS opens many more questions than it provides clear-cut answers, making the approach look very destabilizing for students. The objective of teaching IPS is to sow the seeds of three key dispositions inside students’ minds. First, students must appreciate the fact that social life consists primarily of relations that make the whole bigger than the parts. Second, they must be aware that social action is infused with meanings upon which both cooperative and conflictual relations hinge. Third, they have to develop a degree of reflexivity in order to realize that social science is a social practice just like others, where agents enter in various relations and struggle over the meanings of the world. There are four primary methods of teaching IPS, each with its own merits and limits: induction, ontology, historiography, and classics.
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Steiner, Eva. Judges. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198790884.003.0006.
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This chapter looks briefly at the way judges are recruited in France and how and to what degree this is reflected in their way of reasoning and style of argument. It outlines the requirements for admission to the profession of being a judge in France and the methods adopted for training them. This outline is confined to professional judges, but it should be noted that, in France, commercial and employment cases are adjudicated at the first instance by lay judges. Further, judges in the administrative courts are not included in the teaching and training processes provided for by the École Nationale de la Magistrature (ENM). Administrative judges are recruited from the pool of high-ranking civil servants, many of them trained at the prestigious ENA (École Nationale d'Administration).
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Costa, Maria Adélia da. Formação de Professores para Educação Profissional: normatizações, metodologias e práticas. Brazil Publishing, 2020. http://dx.doi.org/10.31012/978-65-5861-160-8.
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The teacher training in Professional and Technologic Education (PTE) has been done by streamlined, fragmented and discontinuous government programmes. Notwithstanding, law No. 13415/2017 has established notorious knowledge, which the trend is to consolidate the precarious policies of teacher training for PTE. In this paper, I have the purpose of discussing the norms for teaching method considering the recurrent and historical gap in the effective policies of the obligation of training for the degree level or pedagogy complementation for the practice of the teacher profession. Moreover, my experience in the training and development of teachers of PTE substantiated the debate about teaching and learning methodologies and provided testimonies which might be appreciated for interested in deepening their knowledge in this subject. After the discussion about norms aspects, we will board to the education and its nuances station. The first stop is in the applied neurosciences station, where the passengers can do a fast visit to cognitive aspects important for understanding how young people learning. The driver whistles announcing the departure and soon he arrives in the station of active methodologies of learning (AML). Although it is not the end, might the passengers give up to continue the trip because in this station the tour is prolonged and interesting, thus take more time and dedication of tourists. The guide announces that the guided tour starts by theoretical concepts of AML and will finish by testimonies which collaborate for the interaction of the theory and practice.
Book chapters on the topic "Teaching first degree polynomials"
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Lloveras i Montserrat, Joaquim, and Judit Taberna Torres. "New Procedure for Teaching if the Manual Drawing in the First Year of the Degree in Studies of Architecture in the ETSAB." In Architectural Draughtsmanship. Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-58856-8_34.
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Loo, Sai. "Discussion of the first-degree courses." In Teachers and Teaching in Vocational and Professional Education. Routledge, 2017. http://dx.doi.org/10.4324/9781315165073-6.
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Baker, Alan R. H. "First Degree Courses in Geography at British Universities 1." In Frontiers in Geographical Teaching. Routledge, 2019. http://dx.doi.org/10.4324/9780429273308-17.
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Rodman, Leiba. "Smith form and Kronecker canonical form." In Topics in Quaternion Linear Algebra. Princeton University Press, 2014. http://dx.doi.org/10.23943/princeton/9780691161853.003.0007.
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This chapter treats matrix polynomials with quaternion coefficients. A diagonal form (known as the Smith form), which asserts that every quaternion matrix polynomial can be brought to a diagonal form under pre- and postmultiplication by unimodular matrix polynomials, is proved for such polynomials. In contrast to matrix polynomials with real or complex coefficients, a Smith form is generally not unique. For matrix polynomials of first degree, a Kronecker form—the canonical form under strict equivalence—is available, which this chapter presents with a complete proof. Furthermore, the chapter gives a comparison for the Kronecker forms of complex or real matrix polynomials with the Kronecker forms of such matrix polynomials under strict equivalence using quaternion matrices.
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Searby, Mike. "The Teaching of Twentieth-and Twenty-first-Century Music in Degree Courses in the United Kingdom." In ANKLAENGE 2018. Hollitzer Verlag, 2020. http://dx.doi.org/10.2307/j.ctvwh8cps.26.
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Malewaneng Maja, Margaret, and Masilonyana Motseke. "Strategies Used by UNISA Student Teachers in Teaching English First Additional Language." In Higher Education - New Approaches to Globalization, Digitalization, and Accreditation [Working Title]. IntechOpen, 2021. http://dx.doi.org/10.5772/intechopen.99662.
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The teaching of English to non-English speakers in historically disadvantaged areas of South Africa is a difficult task for student teachers. This study was conducted in the township schools at Ekurhuleni North District, in the Gauteng province of South Africa. The purpose of the study was to determine the extent to which students at the University of South Africa (UNISA) used interactive teaching strategies in the teaching of English as a First Additional Language (EFAL). The study also intended to highlight the support provided by UNISA lecturers to these student teachers. The study was grounded in interpretivism with self-determination theory (SDT) informing it. The study was a qualitative descriptive case study with document analysis, observations and semi-structured interviews utilised to collect data. Purposive sampling assisted in selecting six student teachers, of which three were male and three were female. The student teachers were studying in their 3rd and 4th years of the Bachelor of Education degree (B.Ed.), specialising in English. Data collected were categorised into codes and themes. The findings reveal that student teachers only used pictures, charts and flashcards as interactive teaching strategies in teaching EFAL. It was concluded that student teachers were not well-prepared in the use of interactive teaching strategies in the teaching of EFAL and were not adequately supported by the university. It is recommended that UNISA lecturers should regularly visit student teachers during their teaching practice offering support, motivation and advice.
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Levy, Yair, and Michelle M. Ramim. "Eight Key Elements of Successful Self-Funding E-Learning Programs." In Encyclopedia of Information Science and Technology, First Edition. IGI Global, 2005. http://dx.doi.org/10.4018/978-1-59140-553-5.ch176.
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The Greek philosopher Aristotle indicated that learning is the outcome of both teaching and practice. Clearly, learning is not confined exclusively to classroom lectures. In the past several decades, educators explored the possibilities of providing learning experiences to remote students. With improvement in technology and the growing popularity of Internet usage, e-learning caught the attention of both corporations and educational institutions. However, traditional learning methodology began transforming when elite universities embraced the Internet as a vehicle for their degree programs (Forelle, 2003). Progress in e-learning has increased its popularity in the past decade (Levy & Murphy, 2002). Consequently, it is carving a new brand of universities causing traditional schools to rethink their business model. Furthermore, some elite schools have developed specialized online degree and certificate programs. In doing so, these schools strive to compete on this new learning medium and create a new source of revenue, especially due to the declining enrollment and lower government funding resulting from the events on September 11, 2001 (Roueche, Roueche, & Johnson, 2002, p. 10). This paper provides definitions of the eight key elements any institutions should have in order to successfully implement self-funding e-learning systems.
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Milnor, John. "Arithmetic of Unicritical Polynomial Maps." In Frontiers in Complex Dynamics, edited by Araceli Bonifant, Mikhail Lyubich, and Scott Sutherland. Princeton University Press, 2014. http://dx.doi.org/10.23943/princeton/9780691159294.003.0002.
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This chapter studies complex polynomials with only one critical point, relating arithmetic properties of the coefficients to those of periodic orbits and their multipliers and external rays. It first defines the complex polynomial maps of degree n ≥ 2, and draws an alternate normal form for studying periodic orbits. The chapter also discusses the notation for the integral closure. Next, the chapter discusses several statements about periodic orbits. It then proceeds to lay out the proofs of these statements, in the process detailing some basic properties of the integral closure. Finally, the chapter closes with a discussion of the critically finite case.
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Luis Fernández-GutiérrezdelÁlamo, Luis F. Mazadiego, David Bolonio, Fernando Barrio-Parra, and Miguel Izquierdo-Díaz. "Combining Adaptive and Cooperative Learning Strategies to Deal With Heterogeneity in Large Groups." In Innovative Trends in Flipped Teaching and Adaptive Learning. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-8142-0.ch009.
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In undergraduate university degrees, students start their first year with a high level of heterogeneity in terms of acquired curricular competences. Therefore, the teaching given in these courses must face the challenge of turning this heterogeneity, in principle counterproductive, into an added value that helps students to face the subjects with expectations of success. Consequently, an innovative approach in the teaching of the first degree courses is needed, moving towards adaptive and personalized learning based on the use of new technologies, facilitating the overcoming of learned competences regardless of the starting level of the student. Other works focus on adaptive learning to achieve the homogeneity in groups of students before the beginning of the group lessons. Unlike this “classical” approach, this chapter is based on maintaining the heterogeneity of knowledge and using it as a driving force to learn through interactions among group members.
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Perla, Loredana, and Nunzia Schiavone. "Video-Analysis and Self-Assessment in Teaching Work." In Integrating Video into Pre-Service and In-Service Teacher Training. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-0711-6.ch010.
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Video-research, which represents a multi-methodological practice and an interdisciplinary study area, responds to various knowledge problems created by the complexity of the didactic phenomena to be investigated, and proposes instruments and technologies that have a very high potential about phenomena description, reproduction and comprehension, not only for researchers but also for teachers themselves who are the protagonists of those phenomena. Starting by these preliminary remarks, this chapter will be focused on the introduction of the preliminary results of a video-research itinerary achieved by the DidaSco group (School Didactics) throughout a project itinerary that involved six infant, primary and secondary (first degree only) schools in Bari and its province, working on History didactics intermediary processes. In the meantime, in this chapter a particular attention will be paid to the introduction of a video analysis form which was realized by the authors.
Conference papers on the topic "Teaching first degree polynomials"
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Barbosa, Luciana Leal da Silva, and Marcus Vinicius Maltempi. "Recognizing Possibilities of Computational Thinking When Teaching First-degree Equations." In FL2019: FabLearn 2019. ACM, 2019. http://dx.doi.org/10.1145/3311890.3311898.
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Pittí, Kathia, Belén Curto, Vidal Moreno, and F. Javier Blanco. "A new approach to robotics teaching at computer science engineering degree based on action-research." In the First International Conference. ACM Press, 2013. http://dx.doi.org/10.1145/2536536.2536583.
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Tan, Grace, Sunam Pradhan, and Anne Venables. "FIRST EXPERIENCES OF IMPLEMENTING BLOCK MODE TEACHING IN AN UNDERGRADUATE INFORMATION TECHNOLOGY DEGREE." In 12th annual International Conference of Education, Research and Innovation. IATED, 2019. http://dx.doi.org/10.21125/iceri.2019.0223.
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Степанова, Наталья Сергеевна. "FOREIGN LANGUAGE VOCABULARY TEACHING OF THE FIRST YEAR STUDENTS IN TECHNICAL INSTITUTE." In Образование. Культура. Общество: сборник избранных статей по материалам Международной научной конференции (Санкт-Петербург, Апрель 2021). Crossref, 2021. http://dx.doi.org/10.37539/ecs296.2021.46.19.004.
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В статье рассмотрены основные проблемы введения иноязычной лексики на занятиях со студентами первого курса, получающих образование по специальности «Атомные станции: проектирование, эксплуатация и инжиниринг», и предложены способы их решения. Paper deals with the main problems of foreign language vocabulary introduction at the lessons for first year students receiving an education degree: “Nuclear Power Plants: designing, operation and engineering” and the ways of their solution are given in this paper.
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Falcón Linares, Carolina. "WHAT DOES A STUDENT OF A TEACHING DEGREE LEARN APART FROM SUBJECTS?" In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end135.
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Awareness of emotional experiences, vicarious learning and values, in relation to teaching profession, had emerged as a core of interest in previous research. This case study aims to activate awareness of future teachers in several ways. It is about developing critical reasoning about learning from a complexity perspective: (a) training the ability to contextualize learning with their personal beliefs and values, (b) improving strategies to transfer it, and (c) accompanying construction of professional judgment. The intervention is carried out during two academic years with students of Teaching Degrees in Saragossa (Spain). Learning goals and evaluation are maintained, but teacher-student and peer communication styles are modified. The key to the new methodology is to strengthen the personal and professional narrative in coherence with the subjects. It is a priority that students feel synergies between what they learn, their vicarious knowledge, their emotional memory and the vocation for teaching. After each semester, discussion groups have been held, obtaining 14 hours of video recording, with the oral narrative data of 215 students divided into groups of 5. Three emerging categories have been obtained (professional vision, professional development and appreciation of teaching action), and nine subcategories have been defined on a second phase of the analysis. During university education, there are memorable teachers who motivate action and career leadership, others who go unnoticed, and some who perform a negative influence. The reason is, first, in the unconscious inference of their pedagogical models; and second, in the feelings that have emerged during the time shared with them.
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Llamas-Nistal, Martin, Fernando A. Mikic-Fonte, Juan Manuel Santos-Gago, and Luis M. Alvarez-Sabucedo. "Update of a course about computer architecture in the first year of a degree in engineering (Work in progress)." In 2016 XII Congreso de Tecnologia, Aprendizaje y Ensenanza de la Electronica (XII Technologies Applied to Electronics Teaching Conference) (TAEE). IEEE, 2016. http://dx.doi.org/10.1109/taee.2016.7528360.
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Todd, Beth A., and W. Steve Shepard. "Teaching Capstone Design to a Multiple Location Team." In ASME 2003 International Mechanical Engineering Congress and Exposition. ASMEDC, 2003. http://dx.doi.org/10.1115/imece2003-42448.
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The Department of Mechanical Engineering at the University of Alabama offers its BSME degree through distance education to students in Dothan, Alabama, located approximately 240 miles from the campus in Tuscaloosa. These off-site students are full-time employees, many are machinists or technicians working swing shift, with the desire to become engineers. The goal of the program described here is to provide these non-traditional students with the same technical and professional content in their courses as students on campus. As the first group of students finished their degree program, the lates challenge has been to create a team-based design experience with traditional student team members and these distance education students. The purpose of this paper is to discuss the challenges and solutions for teaching capstone design to teams with members at multiple locations. For companies with multiple and multi-national locations, these students should be seen as having an important skill set as new employees.
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Habibi, S. R., and A. Williams. "Teaching of Mechatronics Through an Elective Course." In ASME 2002 International Mechanical Engineering Congress and Exposition. ASMEDC, 2002. http://dx.doi.org/10.1115/imece2002-39469.
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A mechatronics course has been recently introduced as a 4th year elective at the University of Saskatchewan Department of Mechanical Engineering. The necessity and the rational for this training are reviewed. A curriculum for the course is proposed supported by student feedback following its first year of introduction. The curriculum and the structure of the course is such that training in mechatronics may be provided through an elective course. Notwithstanding, the merits of establishing a degree in mechatronics are discussed given the strong industrial demand for this topic.
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Catlow, Fred. "Experiences in Teaching Decommissioning." In ASME 2009 12th International Conference on Environmental Remediation and Radioactive Waste Management. ASMEDC, 2009. http://dx.doi.org/10.1115/icem2009-16179.
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The paper describes the experience gained by the author in teaching decommissioning in the Highlands of Scotland. Initially when asked to teach the subject of decommissioning to students sitting for a BSc degree in “Electrical or Mechanical Engineering with Decommissioning Studies”, the author was taken aback, not having previously taught degree students and there was no precedent since there was no previous material or examples to build on. It was just as difficult for the students since whilst some had progressed from completing HND studies, the majority were employed at the Dounreay site and were mature students with families who were availing themselves of the opportunity for career advancement (CPD). Some of the students were from the UKAEA and its contractors whilst others were from Rolls-Royce working at Vulcan, the Royal Navy’s establishment for testing nuclear reactors for submarines. A number of the students had not been in a formal learning environment for many years. The College which had originally been funded by the UKAEA and the nuclear industry in the 1950’s was anxious to break into the new field of Decommissioning and were keen to promote these courses in order to support the work progressing on site. Many families in Thurso, and in Caithness, have a long tradition of working in the nuclear industry and it was thought at the time that expertise in nuclear decommissioning could be developed and indeed exported elsewhere. In addition the courses being promoted by the College would attract students from other parts so that a centre of excellence could be established. In parallel with formal teaching, online courses were also developed to extend the reach of the College. The material was developed as a mixture of power point presentations and formal notes and was obtained from existing literature, web searches and interactive discussions with people in the industry as well as case studies obtained from actual situations. Assignments were set and examination papers prepared which were validated by internal and external assessors. The first course was started in 2004 (believed to be unique at that time) and attracted eight students. Subsequent courses have been promoted as well as a BEng (Hons) course which also included a course on Safety and Reliability.
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Guillot, Martin J., and Leding Bai. "Development of a 2-D Model for Shallow Water Flow Using Godunov’s Finite Volume Method." In ASME 2004 Heat Transfer/Fluids Engineering Summer Conference. ASMEDC, 2004. http://dx.doi.org/10.1115/ht-fed2004-56476.
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In this effort we develop a hydrodynamic model for the 2-D shallow water equations (SWE) using a first order Godunov method. The method is formulated as a discontinuous Galerkin finite element method using constant approximating polynomials. We validate the basic implementation of the computer code using quarter annular tests where analytical solutions are available. We investigate the convergence and stability properties of the method by computing the convergence in the L2 norm and verifying the stability requirement in terms of Courant number. We then apply the method to Lake Pontchartrain to provide a more realistic test of the method. We draw conclusions as to the accuracy requirements of the method and discuss extending the developed computer code to include additional physical models, as well as implementing higher degree approximating polynomials.