Journal articles: 'The equal sign'

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Growney, Joanne. "Crossing the equal sign." Mathematical Intelligencer 30, no. 1 (March 2008): 78–79. http://dx.doi.org/10.1007/bf02985767.

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Kusuma, N. F., S. Subanti, and B. Usodo. "Students’ misconception on equal sign." Journal of Physics: Conference Series 1008 (April 2018): 012058. http://dx.doi.org/10.1088/1742-6596/1008/1/012058.

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De Clerck, Goedele A. M. "Introduction: Sign Language, Sustainable Development, and Equal Opportunities." American Annals of the Deaf 162, no. 1 (2017): 34–38. http://dx.doi.org/10.1353/aad.2017.0013.

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Cox, Nicholas J. "Stata Tip 70: Beware the Evaluating Equal Sign." Stata Journal: Promoting communications on statistics and Stata 8, no. 4 (December 2008): 586–87. http://dx.doi.org/10.1177/1536867x0800800413.

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Vermeulen, Cornelis, and Bronwin Meyer. "The Equal Sign: Teachers’ Knowledge and Students’ Misconceptions." African Journal of Research in Mathematics, Science and Technology Education 21, no. 2 (May 4, 2017): 136–47. http://dx.doi.org/10.1080/18117295.2017.1321343.

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Luo, Li Bo. "The Theory of Finite Models without Equal Sign." Acta Mathematica Sinica, English Series 22, no. 3 (December 22, 2005): 865–72. http://dx.doi.org/10.1007/s10114-005-0537-1.

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Sartati, Setiawan Budi, Subanji Subanji, and Sisworo Sisworo. "Pemahaman Siswa Tentang Equal Sign dalam Menyelesaikan Tugas Matematika." Jurnal Penelitian dan Pengkajian Ilmu Pendidikan: e-Saintika 2, no. 1 (December 31, 2018): 19. http://dx.doi.org/10.36312/e-saintika.v2i1.80.

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[Title: The Students' Understanding of Equal Sign in Completing Mathematics Tasks]. This study aims to describe the student's understanding of the equal sign to solve mathematical tasks. This study was included in the qualitative descriptive study. In this study, the data collected is the data of students work and verbal data (the interview). The subjects were six students of 7th class of MTs Attariqie Malang 2014/2015 (Junior High School), with details of two high-ability students, two students capable of being, and two low-ability students. Students' understanding of the equal sign examined further by providing tests and interviews in six research subjects. Interviews were conducted individually after the students work on the problems individually. The mathematical task load arithmetic and algebra problems. Based on the results of the study, all subjects were able to understand the equal sign as operational and the equal sign as a substitution. For equal sign as the basic relational, only high-ability students were able to understand it. Understanding of medium and low student capable entrenched in the operational pattern that is an equal sign as operational cause confusion to understanding equal sign as the basic relational, eg, 14+11=25+8 where students only pay attention to the results of operations that 14 plus 11 is 25 without notice relation of the addition of 8.

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Powell, Sarah R. "Equations and the Equal Sign in Elementary Mathematics Textbooks." Elementary School Journal 112, no. 4 (June 2012): 627–48. http://dx.doi.org/10.1086/665009.

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Blanton, Maria, Yenny Otálora, Bárbara M. Brizuela, Angela Murphy Gardiner, Katharine B. Sawrey, Aliska Gibbins, and Yangsook Kim. "Exploring Kindergarten Students’ Early Understandings of the Equal Sign." Mathematical Thinking and Learning 20, no. 3 (July 3, 2018): 167–201. http://dx.doi.org/10.1080/10986065.2018.1474534.

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Fyfe, Emily R., Percival G. Matthews, and Eric Amsel. "College developmental math students’ knowledge of the equal sign." Educational Studies in Mathematics 104, no. 1 (May 2020): 65–85. http://dx.doi.org/10.1007/s10649-020-09947-2.

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Tsytovich, V. N., and G. E. Morfill. "Collective attraction of equal-sign charged grains in plasmas." Plasma Physics Reports 28, no. 3 (March 2002): 171–76. http://dx.doi.org/10.1134/1.1458982.

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Brualdi, Richard A., and Geir Dahl. "Alternating sign and sign-restricted matrices: representations and partial orders." Electronic Journal of Linear Algebra 37 (September 25, 2021): 613–39. http://dx.doi.org/10.13001/ela.2021.6513.

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Sign-restricted matrices (SRMs) are $(0, \pm 1)$-matrices where, ignoring 0's, the signs in each column alternate beginning with a $+1$ and all partial row sums are nonnegative. The most investigated of these matrices are the alternating sign matrices (ASMs), where the rows also have the alternating sign property, and all row and column sums equal 1. We introduce monotone triangles to represent SRMs and investigate some of their properties and connections to certain polytopes. We also investigate two partial orders for ASMs related to their patterns alternating cycles and show a number of combinatorial properties of these orders.

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WardatAdeeb, Yousef, Adeeb M., and George Stoica. "Understanding the Meaning of the Equal Sign: A Case Study of Middle School Students in the United Arab Emirates." European Journal of Educational Research 10, no. 3 (July 15, 2021): 1505–14. http://dx.doi.org/10.12973/eu-jer.10.3.1505.

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<p style="text-align: justify;">The equal symbol has been used in diverse mathematical frameworks, such as arithmetic, algebra, trigonometry, set theory, and so on. In mathematical terms, the equal sign has been used in fixed command of standings. The study reports on the students meaning and interpretations of the equal sign. The study involved Grade 6, 7, and 8 students in a secondary school in Alain, United Arab Emirates (UAE). Much of the earlier research done on the equal sign has focused on the primary school level, but this one focuses on middle school students. The study shows that the maximum foremost understanding of the equal sign amongst Grade 6, 7, and 8 students is a do-something, unidirectional symbol. Students realize the equal sign as an instrument for marking the response moderately than as an interpersonal symbol to associate extents.</p>

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Knuth, Eric J., Martha W. Alibali, Shanta Hattikudur, Nicole M. McNeil, and Ana C. Stephens. "The Importance of Equal Sign Understanding in the Middle Grades." Mathematics Teaching in the Middle School 13, no. 9 (May 2008): 514–19. http://dx.doi.org/10.5951/mtms.13.9.0514.

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The equal sign is perhaps the most prevalent symbol in school mathematics, and developing an understanding of it has typically been considered mathematically straightforward. In fact, after its initial introduction during students' early elementary school education, little, if any, instructional time is explicitly spent on the concept in the later grades. Yet research suggests that many students at all grade levels have not developed adequate understandings of the meaning of the equal sign (Baroody and Ginsburg 1983; Behr, Erlwanger, and Nichols 1980; Falkner, Levi, and Carpenter 1999; Kieran 1981; Knuth et al. 2006). Such findings are troubling with respect to students' preparation for algebra, especially given Carpenter, Franke, and Levi's (2003) contention that a “limited conception of what the equal sign means is one of the major stumbling blocks in learning algebra. Virtually all manipulations on equations require understanding that the equal sign represents a relation” (p. 22).

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Matthews, Percival, Bethany Rittle-Johnson, Katherine McEldoon, and Roger Taylor. "Measure for Measure: What Combining Diverse Measures Reveals About Children's Understanding of the Equal Sign as an Indicator of Mathematical Equality." Journal for Research in Mathematics Education 43, no. 3 (May 2012): 316–50. http://dx.doi.org/10.5951/jresematheduc.43.3.0316.

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Knowledge of the equal sign as an indicator of mathematical equality is foundational to children's mathematical development and serves as a key link between arithmetic and algebra. The current findings reaffirmed a past finding that diverse items can be integrated onto a single scale, revealed the wide variability in children's knowledge of the equal sign assessed by different types of items, and provided empirical evidence for a link between equal-sign knowledge and success on some basic algebra items.

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Kotlyar, V. V., A. A. Kovalev, and A. V. Volyar. "Topological charge of optical vortices and their superpositions." Computer Optics 44, no. 2 (April 2020): 145–54. http://dx.doi.org/10.18287/2412-6179-co-685.

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An optical vortex passed through an arbitrary aperture (with the vortex center found within the aperture) or shifted from the optical axis of an arbitrary axisymmetric carrier beam is shown to conserve the integer topological charge (TC). If the beam contains a finite number of off-axis optical vortices with different TCs of the same sign, the resulting TC of the beam is shown to be equal to the sum of all constituent TCs. For a coaxial superposition of a finite number of the Laguerre-Gaussian modes (n, 0), the resulting TC equals that of the mode with the highest TC (including sign). If the highest positive and negative TCs of the constituent modes are equal in magnitude, then TC of the superposition is equal to that of the mode with the larger (in absolute value) weight coefficient. If both weight coefficients are the same, the resulting TC equals zero. For a coaxial superposition of two different-amplitude Gaussian vortices, the resulting TC equals that of the constituent vortex with the larger absolute value of the weight coefficient amplitude, irrespective of the relation between the individual TCs.

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Voutsina, Chronoula. "Context Variation and Syntax Nuances of the Equal Sign in Elementary School Mathematics." Canadian Journal of Science, Mathematics and Technology Education 19, no. 4 (November 6, 2019): 415–29. http://dx.doi.org/10.1007/s42330-019-00067-5.

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Abstract Existing research suggests that young children can develop a partial understanding of the equal sign as an operator rather than as a relational symbol of equivalence. This partial understanding can be the result of overemphasis on canonical equation syntaxes of the type a + b = c in elementary school mathematics. This paper presents an examination of context and syntax nuances of relevant sections from the grade 1 Greek series of textbooks and workbooks. Using a conceptual framework of context variation, the analysis shows qualitative differences between equations of similar syntax and provides a nuanced determination of contextual and structural aspects of ‘variation’ in how the equal sign is presented in elementary mathematics. The paper proposes that since equations have context-specific meanings, context variations should constitute a separate element of analysis when investigating how the equal sign is presented. The implication for practice and future research is that nuanced considerations of equation syntax within varied contexts are needed for elaborating analyses of the equal sign presentation that move beyond dichotomized categorizations of canonical/non-canonical syntaxes.

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Capraro, Robert M., Mary Margaret Capraro, Meixia Ding, and Xiaobao Li. "Thirty Years of Research: Interpretations of the Equal Sign in China and the USA." Psychological Reports 101, no. 3 (December 2007): 784–86. http://dx.doi.org/10.2466/pr0.101.3.784-786.

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This study examined students' conceptions about the equal sign in light of historical findings with an international comparison group. Textbooks for preparation of students as mathematics teachers were examined. Participants were sixth-grade students from the USA ( n = 105) and China ( n = 145). About 98% of the Chinese children correctly answered all items by providing conceptually accurate explanations, but only 28% of the U.S. sample did. Textbooks for education majors who would teach in the USA rarely discussed the equal sign as equivalence while the Chinese texts introduced the “equal sign” in a context of relationships and discussed it as “balance,” “sameness,” or “equivalence.”

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Essien, Anthony, and Mamokgethi Setati. "Revisiting the equal sign: Some Grade 8 and 9 learners' interpretations." African Journal of Research in Mathematics, Science and Technology Education 10, no. 1 (January 2006): 47–58. http://dx.doi.org/10.1080/10288457.2006.10740593.

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Ardiansari, Lia, Didi Suryadi, and Dadan Dasari. "The Concept Image of Students and Teachers about the Equal Sign." Universal Journal of Educational Research 8, no. 12 (December 2020): 6751–64. http://dx.doi.org/10.13189/ujer.2020.081240.

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Zorov, D. B., E. Y. Plotnikov, D. N. Silachev, L. D. Zorova, I. B. Pevzner, S. D. Zorov, V. A. Babenko, S. S. Jankauskas, V. A. Popkov, and P. S. Savina. "Microbiota and mitobiota. Putting an equal sign between mitochondria and bacteria." Biochemistry (Moscow) 79, no. 10 (October 2014): 1017–31. http://dx.doi.org/10.1134/s0006297914100046.

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Hattikudur, Shanta, and Martha W. Alibali. "Learning about the equal sign: Does comparing with inequality symbols help?" Journal of Experimental Child Psychology 107, no. 1 (September 2010): 15–30. http://dx.doi.org/10.1016/j.jecp.2010.03.004.

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Paniati, Jeffrey F. "Legibility and Comprehension of Traffic Sign Symbols." Proceedings of the Human Factors Society Annual Meeting 32, no. 10 (October 1988): 568–72. http://dx.doi.org/10.1518/107118188786762685.

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In recent years, symbols have been used to improve the ability of traffic signs to communicate their messages. A study of traffic sign symbols was recently completed at the Federal Highway Administrations Turner-Fairbanks Highway Research Center in McLean, Virginia. In this study, a laboratory experiment was conducted to determine the relative legibility distance and driver comprehension for 22 symbol warning signs currently in use in the United States. The results showed that the legibility distance of symbols decreases with increasing driver age and that bold symbols of simple design provide the best legibility distance for all age groups. This study also showed that the legibility distance for symbolic signs can be equal to that of alphabetic signs or have as much as 4 times greater legibility distance depending on the message. The sign comprehension data indicated several symbols need redesign or increased driver education efforts.

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Adrien, Emmanuelle, Helena P. Osana, Rebecca Watchorn Kong, Jeffrey Bisanz, and Jody Sherman LeVos. "An examination of third- and fourth-graders’ equivalence knowledge after classroom instruction." Journal of Numerical Cognition 7, no. 2 (July 23, 2021): 104–24. http://dx.doi.org/10.5964/jnc.6913.

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The present correlational study examined third- and fourth-graders’ (N = 56) knowledge of mathematical equivalence after classroom instruction on the equal sign. Three distinct learning trajectories of student equivalence knowledge were compared: those who did not learn from instruction (Never Solvers), those whose performance improved after instruction (Learners), and those who had strong performance before instruction and maintained it throughout the study (Solvers). Learners and Solvers performed similarly on measures of equivalence knowledge after instruction. Both groups demonstrated high retention rates and defined the equal sign relationally, regardless of whether they had learned how to solve equivalence problems before or during instruction. Never Solvers had relatively weak arithmetical (nonsymbolic) equivalence knowledge and provided operational definitions of the equal sign after instruction.

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Capraro, Robert M., Mary Margaret Capraro, Z. Ebrar Yetkiner, Serkan Özel, Hae Gyu Kim, and Ali Riza Küçük. "An International Comparison of Grade 6 Students' Understanding of the Equal Sign." Psychological Reports 106, no. 1 (February 2010): 49–53. http://dx.doi.org/10.2466/pr0.106.1.49-53.

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This study extends the scope of international comparisons examining students' conceptions of the equal sign. Specifically, Korean ( n = 193) and Turkish ( n = 334) Grade 6 students were examined to assess whether their conceptions and responses were similar to prior findings published for Chinese and U.S. students and to hypothesize relationships about problem types and conceptual understanding of the equal sign. About 59.6% of the Korean participants correctly answered all items providing conceptually accurate solutions, as compared to 28.4% of the Turkish sample. Comparison with previous studies in China and the USA indicated that the Chinese sample outperformed those from other nations, followed by Korea, Turkey, and the USA. In large-scale international studies such as Trends in International Mathematics and Science (TIMSS) and the Programme for International Student Assessment (PISA), students from China and Korea have been among the high achievers.

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Chow, Jason C., and Joseph H. Wehby. "Effects of Symbolic and Nonsymbolic Equal-Sign Intervention in Second-Grade Classrooms." Elementary School Journal 119, no. 4 (June 2019): 677–702. http://dx.doi.org/10.1086/703086.

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Fernandez-Flores, Angel, and Jose A. Manjon. "Mitosis in dermatofibroma: a worrisome histopathologic sign that does not necessarily equal recurrence." Journal of Cutaneous Pathology 35, no. 9 (September 2008): 839–42. http://dx.doi.org/10.1111/j.1600-0560.2007.00896.x.

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Ayvaz, Ülkü, Hakan Yaman, Nazan Mersin, Yasemin Yilmaz, and Soner Durmuş. "The Perspectives of Primary Mathematics Teacher Candidates about Equal Sign: The EEG Case." Universal Journal of Educational Research 5, no. 12A (December 2017): 111–20. http://dx.doi.org/10.13189/ujer.2017.051317.

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Ma, Ruyun, Chenghua Gao, and Yanqiong Lu. "Spectrum of Discrete Second-Order Neumann Boundary Value Problems with Sign-Changing Weight." Abstract and Applied Analysis 2013 (2013): 1–10. http://dx.doi.org/10.1155/2013/280508.

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We study the spectrum structure of discrete second-order Neumann boundary value problems (NBVPs) with sign-changing weight. We apply the properties of characteristic determinant of the NBVPs to show that the spectrum consists of real and simple eigenvalues; the number of positive eigenvalues is equal to the number of positive elements in the weight function, and the number of negative eigenvalues is equal to the number of negative elements in the weight function. We also show that the eigenfunction corresponding to thejth positive/negative eigenvalue changes its sign exactlyj-1times.

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Borenson, Henry. "A Balancing Act." Teaching Children Mathematics 20, no. 2 (September 2013): 90–94. http://dx.doi.org/10.5951/teacchilmath.20.2.0090.

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Berliner, Adam, Dale D. Olesky, and Pauline Van den Driessche. "Relations between classes of potentially stable sign patterns." Electronic Journal of Linear Algebra 36, no. 36 (August 16, 2020): 561–69. http://dx.doi.org/10.13001/ela.2020.4929.

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Two subsets of the potentially stable sign patterns of order $n$ have recently been defined, namely, those that allow sets of (refined) inertias $\mathbb{S}_n$ and $\mathbb{H}_n$. For $n=2$ and $n=3$, it is proved that a sign pattern is potentially stable if and only if it is sign stable, allows $\mathbb{S}_n$, or allows $\mathbb{H}_n$. This result is also true for sign patterns of order $4$ with associated graph that is a tree, remains open for non-tree potentially stable sign patterns of order $4$, and is false for potentially stable sign patterns of orders greater than or equal to $5$.

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Shi, Yuqi, Yi Zhang, Tao Wang, Chaoyang Li, and Shengqiang Yuan. "The Effects of Ambient Illumination, Color Combination, Sign Height, and Observation Angle on the Legibility of Wayfinding Signs in Metro Stations." Sustainability 12, no. 10 (May 18, 2020): 4133. http://dx.doi.org/10.3390/su12104133.

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Well-designed wayfinding signs play an important role in improving the service level of metro stations, ensuring the safety of passengers in evacuation, and promoting the sustainable development of public transport. This study explored the effects of ambient illumination, color combination, sign height, and observation angle on wayfinding signs’ legibility in metro stations. In the experiment, simulated metro-wayfinding signs were made to test legibility. As designed, the legibility was measured based on the following independent variables: two levels of ambient illumination (70 lux and 273 lux), two target/background color combinations (achromatic-white target on black background, chromatic-yellow target on black background), two sign heights (1.5 m and 2 m), and three observation angles (0°, 45°, 70°). The results showed that brighter ambient illumination provided passengers with higher legibility. Achromatic color combination was more legible than chromatic color combination, but not significantly. Different types of signs, set at different height, did not directly affect legibility. Observation angle had significant effects on legibility. Visibility catchment area of wayfinding signs was like an ellipse, with its short axis nearly equal to the legibility distance of the sign at 0 degrees. The findings will facilitate the layout and setting location of wayfinding signs in metro stations and improve the level of wayfinding service.

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Schermer, Trude. "Gebarentaal Van Doven." Psycholinguistiek en taalstoornissen 24 (January 1, 1986): 111–17. http://dx.doi.org/10.1075/ttwia.24.12sch.

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Until the sixties linguists didn't show any interest in the natural language of prelingually deaf people. Generally speaking their communication system was not considered a real language comparable to any spoken language. The signs used by deaf people were taken as natural gestures. In 1880 at the Milan conference on deaf education it was decided that signs should no longer be used in the schools for the deaf and that deaf people should not be allowed to use their own communication system. Instead, the spoken language of the hearing environment should be learned. At that time deaf educators were convinced of the damaging influence on spoken language development of the use of signs. However, there is no evidence for this. On the contrary, research has shown that the use of sign language as a first language improves the communicative abilities of the deaf people, which could be the basis for learning the spoken language. Despite this resolution deaf communities continued, albeit isola-ted and not openly, to use their own communication system. In 1963 a book was published by an American linguist, William Stokoe, that changed the way in which people thought about sign language. He showed how signs can be analysed into elements comparable to phonemes in spoken language and started the lingu-istic research on grammatical aspects of American Sign Language. This research showed that sign language is indeed a 'real' language, equal to any spoken language and that deaf people should have the right to use this language. Following American research, many linguists in Europe discovered' sign languages in their countries. Even in traditionally oral countries like the Netherlands and Belgium. In this paper some grammatical aspects of sign languages are discussed.

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CAPRARO, ROBERT M. "THIRTY YEARS OF RESEARCH: INTERPRETATIONS OF THE EQUAL SIGN IN CHINA AND THE USA." Psychological Reports 101, no. 7 (2007): 784. http://dx.doi.org/10.2466/pr0.101.7.784-786.

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Kim, JeongWon, JeongSuk Pang, and JiYoung Choi. "An Analysis of Elementary Students' Understanding of the Equal Sign by Using Rasch Model." Mathematical Education 55, no. 1 (February 28, 2016): 1–19. http://dx.doi.org/10.7468/mathedu.2016.55.1.1.

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Lee, Jiyoung. "A Critical Consideration on the Use of Equal Sign in 19÷5=3…4." School Mathematics 20, no. 1 (March 31, 2018): 209–25. http://dx.doi.org/10.29275/sm.2018.03.20.1.209.

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McNeil, Nicole M., Laura Grandau, Eric J. Knuth, Martha W. Alibali, Ana C. Stephens, Shanta Hattikudur, and Daniel E. Krill. "Middle-School Students' Understanding of the Equal Sign: The Books They Read Can't Help." Cognition and Instruction 24, no. 3 (August 2006): 367–85. http://dx.doi.org/10.1207/s1532690xci2403_3.

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Ko, Yi-Yin, and Zekeriya Karadag. "Fostering Middle School Students’ Relational Thinking of the Equal Sign Using GeoGebra (Invited Article)." Mevlana International Journal of Education 3, no. 3 (August 1, 2013): 45–49. http://dx.doi.org/10.13054/mije.si.2013.05.

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Santarone, Doris, Angel Rowe Abney, and Brandon Samples. "Heading toward Equality: Preservice Teachers’ Interventions to Change Students’ Conceptions of the Equal Sign." Investigations in Mathematics Learning 12, no. 3 (June 25, 2020): 208–25. http://dx.doi.org/10.1080/19477503.2020.1781348.

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'Ain, Qurrata, and Margana Margana. "THE FEELING UNDERSTANDING AND VALUES OF THE DEAF CHILDREN." Lire Journal (Journal of Linguistics and Literature) 3, no. 1 (March 31, 2019): 15–21. http://dx.doi.org/10.33019/lire.v3i1.40.

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Deaf children have a language to communicate with each other. It is known as sign language. The sign language has grammatical, morpheme, syntactical and semantically rules. It can be helped the deaf children to understand the signs. The disability people or gift children have an equal with normal people. So, they deserve to get what they want and communicate with each other. Generally, the grammar of sign language for deaf people has used hand shape or movement even facial expression or body movement. This article has aimed to expose the ability of deaf children to understand the feelings and values of others. It refers to social and cognitive development. Deaf children have access to communicate how peoples’ interaction and explanation for behaviors to get better social dynamics as an advantage in cognitive development. The deaf children often show the behavior problem and inconsistent social and sometimes they could not understand social rules.

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Nonaka, Angela M. "Legal and Ethical Imperatives for Using Certified Sign Language Interpreters in Health Care Settings: How to “Do No Harm” When “It’s (All) Greek” (Sign Language) to You." Care Management Journals 17, no. 3 (September 2016): 114–28. http://dx.doi.org/10.1891/1521-0987.17.3.114.

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Communication obstacles in health care settings adversely impact patient–practitioner interactions by impeding service efficiency, reducing mutual trust and satisfaction, or even endangering health outcomes. When interlocutors are separated by language, interpreters are required. The efficacy of interpreting, however, is constrained not just by interpreters’ competence but also by health care providers’ facility working with interpreters. Deaf individuals whose preferred form of communication is a signed language often encounter communicative barriers in health care settings. In those environments, signing Deaf people are entitled to equal communicative access via sign language interpreting services according to the Americans with Disabilities Act and Executive Order 13166, the Limited English Proficiency Initiative. Yet, litigation in states across the United States suggests that individual and institutional providers remain uncertain about their legal obligations to provide equal communicative access. This article discusses the legal and ethical imperatives for using professionally certified (vs. ad hoc) sign language interpreters in health care settings. First outlining the legal terrain governing provision of sign language interpreting services, the article then describes different types of “sign language” (e.g., American Sign Language vs. manually coded English) and different forms of “sign language interpreting” (e.g., interpretation vs. transliteration vs. translation; simultaneous vs. consecutive interpreting; individual vs. team interpreting). This is followed by reviews of the formal credentialing process and of specialized forms of sign language interpreting—that is, certified deaf interpreting, trilingual interpreting, and court interpreting. After discussing practical steps for contracting professional sign language interpreters and addressing ethical issues of confidentiality, this article concludes by offering suggestions for working more effectively with Deaf clients via professional sign language interpreters.

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Kurz, Terri L. "Using Technology to Balance Algebraic Explorations." Teaching Children Mathematics 19, no. 9 (May 2013): 554–62. http://dx.doi.org/10.5951/teacchilmath.19.9.0554.

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van der Smagt, M. J., and W. A. van de Grind. "Signal Pooling across ON and OFF Motion Detectors." Perception 25, no. 1_suppl (August 1996): 164. http://dx.doi.org/10.1068/v96l0207.

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In motion studies with random-dot patterns or random-pixel-arrays (RPAs) and a signal-to-noise ratio (SNR) paradigm, detection thresholds have been found to depend upon size, form, and duration of the stimuli. This suggests a pooling of information from motion detectors in local space-time neighbourhood regions. Spatial pooling changed the threshold in inverse proportion to the square root of the number of pooled detectors, while temporal summation could be described as signal build-up in a leaky integrator. We investigated the size of these space-time neighbourhoods and their contrast-sign specificity (if any). Is information from equal-sign and opposite-sign motion detectors combined separately or also mutually, and if so, how? Equal-area RPA-patches [256 square pixels, from 256 × 1 (height × width) to 4 × 64] were presented on a larger background RPA (256 × 256 pixels of equal size, C=70%, L=50 cd m−2), and displaced relative to the background (velocity 1.41 deg s−1). With the use of a staircase procedure, SNR thresholds for direction detection were determined in a 2AFC design. In a second experiment, lines containing 64 pixels (either all dark or all bright or both randomly distributed) were divided in 1 to 64 segments, oriented vertically or horizontally. Minimal thresholds were obtained when temporal and spatial summations were possible in about equal proportion. Sensitivity to fractionated arrays decreased gradually as a function of the number of fractions. Whereas subjects showed equal sensitivity to the bright and dark segments, fractionated RPAs were far less effective stimuli. A preliminary model explaining these results is presented.

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HSU, STEPHEN D. H., and DAVID REEB. "ON THE SIGN PROBLEM IN DENSE QCD." International Journal of Modern Physics A 25, no. 01 (January 10, 2010): 53–67. http://dx.doi.org/10.1142/s0217751x10047968.

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We investigate the Euclidean path integral formulation of QCD at finite baryon density and temperature. We show that the partition function Z can be written as a difference between two sums Z+ and Z-, each of which defines a partition function with positive weights. We call the sign problem severe if the ratio Z-/Z+ is nonzero in the infinite volume limit. This occurs only if, and generically always if, the associated free energy densities F± are equal in this limit. We present strong evidence here that the sign problem is severe at almost all points in the phase diagram, with the exception of special cases like exactly zero chemical potential (ordinary QCD), which requires a particular order of limits. Part of our reasoning is based on the analyticity of free energy densities within their open phase regions. Finally, we describe a Monte Carlo technique to simulate finite-density QCD in regions where Z-/Z+ is small.

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Isaković, Ljubica, Tamara Kovačević, and Maja Srzić. "Sign languages: Then and now." Зборник радова Филозофског факултета у Приштини 50, no. 4 (2020): 293–314. http://dx.doi.org/10.5937/zrffp50-28925.

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A way of communication on an equal footing with oral and written speech is sign language. Oral speech is a common way of communication, written speech has, with the development of information technologies, been taking up more and more space. In a parallel with them, communication can also take place through sign language, which is, to deaf people, as well as to all those who use it, a natural, simple and easy way to communicate. Relationship towards sign language has changed significantly throughout history from acceptance and isolated use, to complete rejection, and then to encouraging its adoption and emphasizing its importance for the cognitive, emotional, educational, social, and general development of deaf children. Serbian Sign Language (SSL) serves deaf people in Serbia as a means for everyday communication, for expressing desires, willingness, for learning, for intellectual discussions, for expressing personal style. Although the standardization of the Serbian Sign Language was completed in 2015, even nowadays we may still find certain gestures of expression varying in different regions. Different countries have different sign languages that are not reciprocally understood in use. They are distinguished by their own grammar (semantics, morphology, and syntax), different from the grammar of spoken languages. The distinguishing and recognition of sign languages in the world has led to changes in the field of education of deaf children. In bilingual schools, children acquire both sign and spoken languages, and teachers know both of the mentioned languages. The importance of sign language in the education of deaf children is emphasized.

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Alibali, Martha W., Eric J. Knuth, Shanta Hattikudur, Nicole M. McNeil, and Ana C. Stephens. "A Longitudinal Examination of Middle School Students' Understanding of the Equal Sign and Equivalent Equations." Mathematical Thinking and Learning 9, no. 3 (July 3, 2007): 221–47. http://dx.doi.org/10.1080/10986060701360902.

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Cárdenas, Bruno, Tristan R. Davenne, and Seamus Garvey. "A sign-preserving filter for signal decomposition." Proceedings of the Institution of Mechanical Engineers, Part I: Journal of Systems and Control Engineering 233, no. 9 (November 28, 2018): 1106–26. http://dx.doi.org/10.1177/0959651818811182.

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There are optimization problems in which an improvement in performance or a reduction in cost can be attained if the input signal of the system is split into multiple components. Splitting the signal allows customizing the design of the system’s hardware for a narrower range of frequencies, which in turn allows making a better use of its physical properties. There exist applications that have very specific signal-splitting requirements, such as ‘counter-flow avoidance’, that conventional signal processing tools cannot meet. Accordingly, a novel ‘Sign-Preserving’ filter has been developed and is presented in this article. The underlying algorithm of the filter is comprehensively explained with the aim of facilitating its reproduction, and the aspects of its operation are thoroughly discussed. The filter has two key features: (1) it separates a discrete signal a into two components – a mostly low-frequency signal b and a predominantly high-frequency signal c such that the sum of b and c replicates exactly the original signal a and, more importantly, (2) the signs of the two output signals are equal to the sign of a at all times. The article presents two case studies which demonstrate the use of the Sign-Preserving filter for the optimization of real-life applications, in which counter-flow must be avoided: the hybridization of the battery pack of an electric vehicle and the parallelization of a packed bed thermal energy store.

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Asquith, Pamela, Ana C. Stephens, Eric J. Knuth, and Martha W. Alibali. "Middle School Mathematics Teachers' Knowledge of Students' Understanding of Core Algebraic Concepts: Equal Sign and Variable." Mathematical Thinking and Learning 9, no. 3 (July 3, 2007): 249–72. http://dx.doi.org/10.1080/10986060701360910.

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Penney, Joel. "Social Media and Symbolic Action: Exploring Participation in the Facebook Red Equal Sign Profile Picture Campaign." Journal of Computer-Mediated Communication 20, no. 1 (August 12, 2014): 52–66. http://dx.doi.org/10.1111/jcc4.12092.

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Powell, Sarah R., and Lynn S. Fuchs. "Contribution of equal-sign instruction beyond word-problem tutoring for third-grade students with mathematics difficulty." Journal of Educational Psychology 102, no. 2 (2010): 381–94. http://dx.doi.org/10.1037/a0018447.

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Journal articles on the topic 'The equal sign'

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