Dissertations / Theses: 'Views on Japanese mathematics'

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Armbrust, John Walter. "Perceptions of teacher and student roles : views of Japanese businessmen." PDXScholar, 1992. https://pdxscholar.library.pdx.edu/open_access_etds/4273.

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Research provides a vast amount of information detailing the learning styles and preferences of learners and the influence of one's culture on that individual's perceptions of the world. Little of that research, however, has been applied to studying the effects of culture on the learner's perceptions of teacher and student roles, specifically in the area of second language learning. What is available often appears in the form of anecdotal descriptions of teaching and learning experiences abroad. A possible reason for the lack of investigation of student views in this area has been the absence of an adequate measuring device with which to gauge the responses of potential informants.

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Nivens, Ryan Andrew, Tara Carver Peters, and Jesse Nivens. "Views of Isometric Geometry." Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etsu-works/293.

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Grigutsch, Stefan &amp Toerner Guenter. "World views of mathematics held by university teachers of mathematics science." Gerhard-Mercator-Universitaet Duisburg, 2002. http://www.ub.uni-duisburg.de/ETD-db/theses/available/duett-05272002-102811/.

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The present empirical study deals with the question of the (world) view of mathematics (i.e. the image of mathematics) held by university mathematics teachers in countries of German as a first lan-guage. The basis of this study is a voluntary survey by means of a closed questionnaire of 119 persons during an annual meeting of mathematicians. This questionnaire was on the whole employed for two other studies on mathematics teachers (N= 300) and pupils (N=1650). Four to five dimensions were defined by means of factor analysis and subsequently verified as relevant dimensions of the view of mathematics. These dimensions can be called the formalism aspect, the schema aspect, the process aspect, the application aspect and the Platonism aspect of mathematics. Attitudes towards these aspects differ on average, so that the "average" view of mathematics of university teachers is clearly accentuated in these five aspects. The process aspect acclaims the highest agreement, whereby the aspects formalism and application claim an average to above average assessment. In contrast, the Platonic aspect receives only weak to very weak agreement, and the schema aspect is on the whole rejected. Furthermore the structure of the view of mathematics resulting out of the relations between the dimensions is investigated. The part of the view of mathematics that is considered here contains two different viewpoints in content, namely the static view of mathematics as a system and the dynamic view of mathematics as a process. In contrast to the observa-tions in the other two populations the two viewpoints are not opposites. Mathematics is in the view of university teachers a comple-mentary toge-therness of both viewpoints. Their view of mathematics is insofar broader differentiated than the two other populations.

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Been, Amy L., and Amy L. Been. "Teacher Views of Mathematical Modeling." Thesis, The University of Arizona, 2016. http://hdl.handle.net/10150/621172.

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As mathematical modeling gains popularity in K-12 classrooms, it is important to define what this entails for both students and teachers. The following study reviews various definitions of mathematical modeling and how these definitions are relevant for middle grades (5-9) teachers. Following a professional development workshop on mathematical modeling, four middle school teachers expressed their views about teaching mathematics through modeling tasks. This study documents the teachers' perceptions of what it means to model with mathematics, which tasks are most appropriate for their students, and why this is important in each of their classrooms. Although the teachers varied in their views depending on the context and circumstances surrounding each modeling task, they agreed that mathematical modeling helps students build critical thinking skills and provides an opportunity to align mathematics concepts with engaging, realistic phenomena.

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Usuda, Akiko History &amp Philosophy Faculty of Arts &amp Social Sciences UNSW. "Inconsistencies and resistance: Japanese husbands?? views on employment of married women." Publisher:University of New South Wales. History & Philosophy, 2009. http://handle.unsw.edu.au/1959.4/43313.

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This thesis investigates Japanese married men??s views on their wives?? employment and married women??s employment in general. I was inspired to undertake this study by the relatively low rate of wives, particularly mothers, in full-time employment in Japan. 291 Japanese husbands in Kawasaki and the Tokyo area answered the questionnaire. Their occupations were company employees, teachers and self-employed men and their ages ranged from the 20s to 50s. The results of my survey revealed that these Japanese husbands did not actively participate in housework and childcare. Their participation increased somewhat when wives were highly educated or older. However, a wife??s higher income was the most powerful incentive to encourage their participation. Husbands also participate in these tasks in accordance with their preferences rather than their expressed abilities. With respect to their views on married women and employment, many husbands acknowledged a general relationship between power and finance (that is, that income-earning is connected with domestic power), yet denied that it applied to themselves when asked about it. The majority showed supportive or sympathetic attitudes towards full-time housewives, which were rarely extended to employed wives except for those who work (part-time) due to clear financial necessity. Concerning men??s views on their wives, they were likely to appreciate a wife??s additional income. Nonetheless, a majority wanted their wives either to earn less than themselves or to have no income, even though the majority had income-earning wives. Their most popular employment status for a wife was part-time employment. The study revealed that most of these husbands had a strong identity as the ??breadwinner?? or ??head of the house??. In this study I explored a new dimension to Japanese husbands?? perceptions of their wives?? employment: the possibility that husbands?? attitudes and preferences were militating against their wives?? employment. My study demonstrated that husbands especially resist full-time employment for their wives, and seek to maintain traditional gender roles because this sustains their self-esteem. This is clearly one significant reason for the comparatively low rate of participation of Japanese wives in full-time employment.

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Weiss-Pidstrygach, Ysette. "Elementary Mathematics from an Advanced Standpoint and Elementary Views on Advanced Mathematics." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-81121.

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What kind of and how much mathematics should a high school maths teacher know? The experience with a math camp, an innovative form of bringing together high school pupils, university math students and math teacher students as well as university professors in the common aim to teach mathematics sheds new light on this question. Different interests define different positions. The different actors have little common aims since they rarely form a joint community of practice. Over the seven years of its existence the math camp has evolved from a classical lecture-centred activity for gifted pupils to a much more encompassing experience illustrating the importance of a two way communication between advanced mathematics and elementary mathematics in schools.

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Nivens, Ryan Andrew. "Isometric and Orthogonal Views in 2-Dimensions." Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etsu-works/233.

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Hayakawa, Kunihiko Ken. "Made in our image: Japanese and Western views of robots and their creators." Thesis, Boston University, 2006. https://hdl.handle.net/2144/27669.

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Boston University. University Professors Program Senior theses.
PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you.
2031-01-02

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

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

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Hedayatzai, Raheema. "New Mathematics Text Books for Secondary schools in Afghanistan : Teacher’s Views." Thesis, Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-32134.

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Education is one of the personal human rights of individuals. It is very valuable right for an indi-vidual or a whole society to be educated. This study has been done to know teachers’ views about problems and challenges that teachers face during teaching of mathematics text book in upper secondary As we know mathematics education is necessary for development of mental discipline and capacity. It helps student in critical thinking and increase their power of analyzing the world. In Afghanistan, post-conflict country educational bases have been destroyed by three decades war. There is need to improve education, especially, teachers’ education in order to improve mathematics teachers education in Afghanistan. A fact that we face with, because of thirty years of war, the teachers proficiency remained imbalance. Also Afghanistan remained back in educa-tion but new text book is the biggest change in education toward a good quality in education. For example in the past more subjects like math, algebra, geometry and etc. were taught individually, in many separate books but now these are incorporated into one book. In addition, each subject was taught by one teacher but now one teacher has to teach all of them alone. Statistics and probability are the new subjects in the new textbooks which were not in the curriculum in the past. The survey has not been made about the textbooks up to now. .Questionnaires was distributed to 70 teachers in different provinces. In this study for data collec-tion and gaining teacher view on this regard teacher participate from deferent provinces (Kabul Ningarhar or and Paktia ).It has been found that the new textbooks are better designed than the old textbooks and are based on the modern teaching and learning materials while the old text-books are designed on the old system of learning and teaching system. On the other hand, teach-ers like and prefer the new textbooks for students learning and they claim that new textbooks contain better mathematics knowledge and contents which are more useful for students learning.

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Lerman, Stephen. "Alternative views of the nature of mathematics and their possible influence on the teaching of mathematics /." Thesis, Online version, 1986. http://ethos.bl.uk/OrderDetails.do?did=1&uin=uk.bl.ethos.320884.

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Wotoch, Beata. "Hate Speech – Freedom of Expression orDiscrimination? : Views of the Japanese University Students and theGovernmental Stance." Thesis, Stockholms universitet, Avdelningen för japanska, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-131875.

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Hall, Jennifer E. "Societal Views of Mathematics and Mathematicians and Their Influence on Elementary Students." Thèse, Université d'Ottawa / University of Ottawa, 2013. http://hdl.handle.net/10393/30202.

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Prior research has shown that negative attitudes toward mathematics are linked to decreased achievement and participation, but it is unclear what factors influence children’s attitudes toward mathematics. Thus, the overarching goal of this study was to understand the relationship between outside sources and children’s views. Specifically, this study investigated elementary students’ experiences with and views of mathematics and mathematicians, and the ways that their views may be influenced by popular media representations, parents’ views, and teachers’ views of mathematics and mathematicians. Additionally, the study examined whether there were differences between girls’ and boys’ views and between younger (Grade 4) and older (Grade 8) elementary students’ views of mathematics and mathematicians. Framed by a social constructivist and feminist epistemological stance, the study employed a multi-method framework comprised of questionnaires (n = 156), drawings of mathematicians (n = 94), and focus group interviews (five interviews, involving 21 participants) with students; an analysis of children's media (43 examples across five media types); interviews with parents (11 interviews, involving 13 participants); and interviews with teachers (nine interviews, involving 10 participants). In terms of their relationships with mathematics, the student, parent, and teacher participants’ views were encouraging, both in terms of perceptions of themselves as learners of mathematics and of the utility of mathematics. However, the manner in which the participants conceptualized mathematics tended to lack breadth, often focusing on arithmetic and financial mathematics. Similar conceptions of mathematics were evident in the media representations. Moreover, media portrayals of mathematicians and mathematically proficient people tended to perpetuate stereotypes. Despite their awareness of these stereotypes, the participants often lacked alternative representations to challenge these views. Indeed, the lack of exposure to a variety of representations of both mathematics and mathematicians contributed to the participants’ reliance on views that were often narrow and stereotypical.

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Cilliers, Peter Steven. "A case study investigation of how assessment practices construct teachers' and pupils' views of mathematics." Master's thesis, University of Cape Town, 1995. http://hdl.handle.net/11427/9664.

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Bibliography: leaves 78-82.
Assessment practices are an integral part of schooling. The prominence of assessment within schooling in providing information to students and teachers about students' "ability" in learning school subjects, raises an important question: what sort of influence do assessment practices have on how school subjects are perceived by students and teachers? This dissertation focuses on two themes - the way in which assessment practices construct school mathematics, and the way in which these constructions of school mathematics work dynamically with assessment practices to produce descriptions of students.

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Jones, Adrian. "Secondary School Mathematics Teachers' Views of Manipulatives and Their Use in the Classroom." Thesis, Université d'Ottawa / University of Ottawa, 2010. http://hdl.handle.net/10393/12913.

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Mathematical manipulative materials (manipulatives) invite students to explore and represent abstract mathematical concepts in varied, concrete, tactile, and visually rich ways. Considering the prominence of the use of mathematical manipulatives in current K-12 curricula, pedagogical resources and professional development, research studies show that few secondary school teachers use them. While these studies do not examine this issue from the teachers’ perspective, they posit that some teachers lack the mathematical knowledge connected to manipulatives, are uncomfortable with or uncertain how to use them, or do not believe that manipulatives have value in the teaching of secondary school mathematics. As a result there is a great need for research that provides further detail as to why and how secondary school mathematics teachers use manipulatives in their classrooms. This study, guided by the research questions: ‘How do secondary school teachers view the use of manipulatives in teaching mathematics?’ and ‘How do secondary school teachers describe their use of manipulatives in teaching mathematics?’, sought to examine these issues through semi-structured interviews with six secondary school mathematics teachers. This study supports the notion that the use of manipulatives in secondary school mathematics classrooms is influenced by teachers' views and experience with manipulatives. It highlights some of the challenges that teachers face, and supports from which they gain confidence and competence in their efforts to integrate the use of mathematical manipulatives into their teaching practice.

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MacPherson, Glen Eric. "Educators' views and practices regarding high stakes testing in grade 12 mathematics classrooms." Thesis, University of British Columbia, 2007. http://hdl.handle.net/2429/30945.

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This dissertation is a case study of the views and practices of mathematics teachers in two British Columbia high schools - their pedagogical, professional, and personal responses to high stakes testing, and the factors that mediate those responses, such as administrators, department heads, other teachers, students, and external influences. There was homogeneity across the two sites in how the teachers approached the Principles of Mathematics 12 course. 'Examination-style content' was reflected in teachers' lectures, assessment and evaluation, and classroom resources. Banks of previous examination items were a common resource at the two sites. Lecturing was the dominant mode of introducing content to students, and there were instances of the use of particular teaching practices - such as test coaching - aimed at improving examination performance. Evidence of downward examination pressure into earlier grades was found in one site. Administrators reported that provincial examinations significantly mediated administrative decisions on staffing, daily scheduling, yearly timetabling, and school-level programs. Teachers and others perceived media rankings of test scores as powerful but simplistic. Students expressed confidence in their teachers, reporting no undue levels of stress as a result of provincials examinations. These findings are consistent with other research that claims there are significant relationships between external testing and teaching practices, and supports the findings of previous examination-impact research from Anderson, Muir, Bateson, Blackmore, and Rogers (1990), and Wideen, O'Shea, Pye, and Ivany (1997).
Education, Faculty of
Curriculum and Pedagogy (EDCP), Department of
Graduate

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

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

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Donoho, Stephen Halley. ""[A] humbled China will be more open to receive the salvation of Jesus Christ!" : two church periodicals' views on the Cing-Japanese war and Japanese-Táiwanese war." Thesis, University of Edinburgh, 2018. http://hdl.handle.net/1842/31432.

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There is writing about how nineteenth-century churchgoers' views of other countries were formed by church periodicals. And there is writing about how opinions of the Cing and Japanese Empires were changed by the 'Cing-Japanese War of 1894-1895' ('First Sino-Japanese War'; 'Jiá-wǔ War'), and the 'Japanese-Táiwanese War of 1895'. But, there are no works making connections between these bodies of writing. This work makes such a connection through a comparison of writing about the wars in two church periodicals, the England-based Monthly Messenger and Gospel in China , and the Táiwan-based 'Dāi-lám Church News' ('Dāi-lám Hu-siá n Gào-ho ê -b e'). It makes the argument that the periodicals' writers and editors were on the side of the Japanese, as it seemed to them that Japanese success against the Cing Empire, and Japanese rule in Tái-wan, would make Western ways commoner in these places, which would be good for the Protestant Churches there. But the writers and editors had to give their opinions differently, as their readers were in different positions with respect to the wars. The Monthly Messenger's readers were in England; nothing the writers said about the war would make them any less safe, and so in both wars the periodical gave its support to the Japanese loudly and frequently. But the Church News' readers and writers were in Tái-wan. Openly supporting an attacking country could put them in danger, so the writers said nothing for or against any side in the first war, and were but quietly against the Táiwanese Republic in the second.

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Kaya, Sukru. "The influences of student views related to mathematics and self-regulated learning on achievement of algebra I students." The Ohio State University, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=osu1185905759.

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Cunin, Marina Lynn Lee. "Student views : Japanese students' perceptions of their first two years at a national university in a social science faculty." Thesis, University of Kent, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.250361.

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Jernqvist, Erik. "Students' views on the learning of kanji : A study the views and experiences of students at the Swedish universities concerning the teaching and learning of Chinese characters as used in Japanese." Thesis, Högskolan Dalarna, Japanska, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:du-22579.

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Kanji, the Chinese characters adopted to write the Japanese language, is often mentioned as one of the most difficult aspects of mastering said language. This is especially said about people from outside the Sinosphere i.e. PRC, Taiwan, North and South Korea, Japan and Vietnam. In the following thesis 12 students studying the Japanese language at Swedish universities were interviewed about their experiences when it comes to learning and being taught about kanji. A chapter summarizing some of the research that is relevant to this thesis is also included. Topics touched upon in this and the result chapter include the desire for more structured approach to kanji learning based on breaking down the characters into elemental components, spaced repetition (SRS), mnemonics.

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Wall, Sofia, and Jenni Holopainen. "Aspects of teachers' views of mathematic teaching in Proshika-schools in Bangladesh." Thesis, Mälardalen University, School of Education, Culture and Communication, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-6045.

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The aim of this thesis is to investigate how some Proshika-teachers describe their mathematic teaching. Proshika is a non government organisation in Bangladesh. One of Proshika’s areas is to provide school attendance for children of poor households on the countryside. We chose to do a qualitative study, and interviewed teachers at six different Proshika-schools. We also made five observations in order to formulate relevant interview questions.

The result from the interviews shows that the teaching looks similar in the schools. The mathematic book has a dominating position in the teaching. The students calculate the same task at the same time and they calculate every task in the book. Group work exists and concrete materials are used as equipment in the teaching. To get better conditions in the teaching, the respondents want further education and cooperate with other teachers to improve their knowledge about different work methods and to develop their teaching. They also want more materials and breaks during the school day. Some of the teachers can think of having longer school days. Later in the thesis we reflect on how it is to collect data in another culture, how the researcher affects the result and how our theoretical framework can be relevant in this study.

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Wiklund, Adam. "Lärares åsikter om att använda digitala verktyg i matematikundervisning." Thesis, Örebro universitet, Institutionen för naturvetenskap och teknik, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-92895.

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This study has partly examined teachers’ opinions on why they do and why they do not use digital tools in mathematics teaching, and partly when teachers think that it is appropriate and not appropriate to use digital tools in mathematics teaching. The study was conducted by interviewing four mathematics teachers who are active in grades 4-6. The teachers explained that they lack access to the digital tools that they need and want. In addition, they lack the digital skills and education for using digital tools in teaching mathematics. They also do not get the time they need to familiarize themselves with how digital tools can be used. They stated that they mainly use digital tools for mass training tasks, which does not correspond to what they should use digital tools for based on the Swedish curriculum. The teachers thought that digital tools are best suited for whole-class teaching, to reach all students at the same time. In addition, the teachers explained that digital tools are suitable for individual work, as digital tools can often be adapted based on the students’ individual needs. The study also examined the reasons for the teachers’ opinions. The opinions were mainly influenced by the teachers’ self-created knowledge, which they created as they used digital tools in mathematics teaching.
Denna studie har dels undersökt lärares åsikter om varför de använder digitala verktygi matematikundervisning och varför de inte använder sig av det, dels när lärare anser att det passar och inte passar att använda digitala verktyg i matematikundervisning. Studien har utförts genom att intervjua fyra matematiklärare som är verksamma i årskurs 4–6. Lärarna förklarade att de saknar den tillgång till digitala verktyg som de behöver och vill ha.Dessutom saknar de digital kompetens och utbildning i hur digitala verktyg kan användas i matematikundervisning. De får inte heller den tid de behöver för att själva sätta sig in i hur digitala verktyg kan användas. De konstaterade även att de främst använder digitala verktyg för mängdträningsuppgifter, vilket inte motsvarar vad de borde använda digitala verktyg till utifrån den svenska läroplanen. Lärarna ansåg att digitala verktyg passar bäst för helklassundervisning, för att nå ut till alla elever samtidigt. Dessutom förklarade lärarna att digitala verktyg passar för enskilda arbeten, eftersom digitala verktyg ofta går att anpassa utifrån elevers individuella behov. Studien undersökte även orsaker till lärarnas åsikter.Åsikterna stöds främst på kunskaper som lärarna bildat i samband med att de använt digitala verktyg i matematikundervisning.

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Travers, J. F. "Learning Support for Mathematics in Irish Primary Schools: A Study of Policy, Practice and Teachers' Views." Thesis, Queen's University Belfast, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.486227.

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The focus ofthe present study was to investigate learning support for mathematics in Irish primary schools by analysing policy, practice and teachers' views. It took place in the context of major concern with the level oflow achievement in mathematics in primary schools designated as disadvantaged and after the introduction of a major policy change in the organisation ofleaming support (the General Allocation Model). It was a multi-method study incorporating focus group interviews, questionnaire, analysis ofteaching practice lesson evaluations and teacher interviews. The main findings showed a decrease in the overall percentage ofpupils receiving learning support for mathematics but an increase in the level ofsupport (more in-class and small group withdrawal) since the introduction of the General Allocation Model. Furthermore pupils in non-designated schools were more likely to have their learning needs in mathematics addressed by the learning support service compared to their peers in disadvantaged contexts. Teachers perceive that the General Allocation Model policy has had a negative impact on provision for pupils with mild general learning disabilities and dyslexia and that flaws in the design of the policy have led to a disproportionately negative impact on some designated schools. Moreover, teachers reported employing a greater variety ofvalidated practices in small group withdrawal teaching compared to when they were class teachers. Schools use a wide variety of practices to circumvent barriers to collaborative consultation and planning and there is inadequate provision for early identification and intervention, in-class support and use of ICT.

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

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

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Perkowski, Michael. "Preservice elementary teachers' initial and post-course views of mathematical arguments| An interpretative phenomenological analysis." Thesis, University of Missouri - Columbia, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3576087.

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Recent curriculum recommendation call for mathematical argumentation to play a significantly greater role in U. S. mathematics instruction at all grade levels, including the elementary grades. To better understand how preservice elementary teachers (PTs) enrolled in a one-semester course emphasizing mathematical argumentation might become better prepared to implement this change, I interviewed five such PTs at two points in time, near the beginning of the course and shortly after they completed it. Both interviews focused on a problem set in which nine fictional elementary school students present arguments for their solutions to mathematical problems. Interviewees compared the arguments, decided which were convincing and which were not, and gave reasons for their choices. Using an interpretative, phenomenological approach, I analyzed their responses and found that they initially preferred arguments in which they perceived the arguer as knowing what to do, getting the correct answer, using a quick way to get it, showing how with numbers, and having the right attitude. In contrast, after they had completed the course, they focused on understanding the problem, finding answers that made sense, and explaining why with diagrams. They also viewed the arguer’s attitude as a more complex issue than they had at the beginning of the course. These and other findings suggest that current research on PTs’ approaches to mathematical justification may: (a) overemphasize the formal aspects of mathematical arguments and undervalue their substance, (b) overemphasize the role of verification and undervalue explanation, (c) be too far removed from PTs’ perspectives, and therefore (d) fail to accurately reflect significant progress in PTs’ understandings.

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

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

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

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Keles, Ozkan. "An Investigation Of Elementary And Mathematics Teachers." Master's thesis, METU, 2009. http://etd.lib.metu.edu.tr/upload/12610423/index.pdf.

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The purpose of this study was to identify and describe elementary and mathematics teachers&rsquo
views about the new elementary school mathematics curriculum (NC). A total of 22 elementary teachers (grades 1-5) and mathematics teachers (grades 6-8) Alaca district of Ç
orum participated. The data were collected through one-to-one interviews with some of the participants and written responses for the interview questions provided by the rest of the participants. The findings indicated that the participants had positive views about the impact of the NC. Participants reported that the NC helped students reach meaningful learning through the instructional activities, new content, curriculum materials, and new assessment techniques. Participants had positive views about the new roles for the teachers and the students and the increased student motivation that the NC brought. They also expressed challenges in teaching due to the lack of materials, physical facilities, and time. Local differences impacted the implementation of the NC negatively in rural contexts. The intensity of the NC made instructional activities and the assessment processes difficult to implement in multi-grade and crowded classrooms. Participants did not feel efficient enough to implement the NC since they lacked adequate training and support. While teachers adopted the ideas that the NC brought, they adapted these practices to their existing practices. They reported performing a combination of NC practices and previous practices. Participants claimed that content of Ministry support should be more practice oriented, the curriculum materials should be sufficient in number, and the duration of mathematics lesson should be increased.

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Mumba, Frackson Hunter William J. F. Lorsbach Anthony W. "Influence of explicit instruction and reflection on mathematics and science teaching fellows' views of the nature of science." Normal, Ill. : Illinois State University, 2005. http://wwwlib.umi.com/cr/ilstu/fullcit?p3196640.

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Thesis (Ed. D.)--Illinois State University, 2005.
Title from title page screen, viewed September 27, 2006. Dissertation Committee: William J.F. Hunter, Anthony Lorsbach (co-chairs), Jerry L. Jinks, Thomas Crumpler. Includes bibliographical references (leaves 240-257) and abstract. Also available in print.

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

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Tuncay, Yildiz Banu. "A Case Study Of The Use Of Manipulatives In Upper Elementary Mathematics Classes In A Private School: Teachers." Phd thesis, METU, 2012. http://etd.lib.metu.edu.tr/upload/12614237/index.pdf.

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The purpose of this study was to investigate the views of upper elementary mathematics teachers and students about the use of manipulatives in teaching and learning mathematics. This study is a qualitative case study. The participants of this study were four elementary mathematics teachers in a private school and their 6th, 7th, and 8th grade students. The data were collected through one-to-one interviews, observations and analyzing documents consisting of annual plan, daily plan, notebooks of students, and the field note that the researcher kept throughout the study. This study revealed that although all the teachers advocate the use of manipulatives in teaching mathematics, they use traditional teaching techniques in their classes. They mentioned different factors affecting their use of manipulatives in teaching mathematics such as not knowing how to use them, grade level, availability of materials, time constraints, students&rsquo
reactions (seeing them as a toy or not being accustomed to them), school administration, classroom management, not finding materials appropriate for the subject being taught and classroom size. In fact, these are the factors that are seen on the surface level. This study indicated that even when teachers are provided with training about the use of manipulatives, supported by the school administration, and provided with manipulatives, the use of manipulatives is largely determined by their views / beliefs about the nature of mathematics, how students can learn mathematics, the effect of manipulatives and their knowledge in using them. Students seemed to like learning by using manipulatives. When conditions were arranged for learning, they were willing to learn through manipulatives.

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Ngcobo, Minenhle Sthandile Faith. "Contexts preferred for use in mathematics by Swaziland high performing public schools' junior secondary learners." Thesis, University of the Western Cape, 2011. http://hdl.handle.net/11394/2579.

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Philosophiae Doctor - PhD
At primary school learners are excited about mathematics. This may be an indication that learning related to familiar contexts, connected to the learners’ interests, values and goals is necessary for motivation. At secondary school level learners begin to question the applicability of certain topics in the school syllabus and sometimes do not see the necessity of mathematics in their future careers. This is an indication that they are apprehensive regarding the relevance of mathematics in various contexts. However, relevance has a point of reference, what is relevant to a teacher is not necessarily relevant to the learner and what is relevant to a text book writer might not be relevant to the text book reader. As mathematics educators endeavour to encourage learners to appreciate the relevance of mathematics to everyday life, it is important to be aware of their interests. It is crucial to be informed on the subject areas they desire to know about in order to plan classroom activities that will occupy them in purposeful activity.Usually contexts for learning are chosen by adults without conferring with learners at any point. The present study investigated learners' preferences for contexts to use in learning school mathematics. Furthermore the study sought to establish motivations learners have for preferring particular contexts. The problem the study addressed was that of absence of learners' contribution in contexts used to learn mathematics. The aim was to find out the contexts learners preferred and the reasons they gave for their preferences. It is important to be aware of learners' preferences when choosing contexts to use in teaching. Preferences improve motivation and learning. Furthermore, consulting them sends a message that they matter and have an important role to play in their education.
South Africa

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Promyod, Nattida. "Investigating the Shifts in Thai Teachers' Views of Learning and Pedagogical Practices While Adopting an Argument-Based Inquiry Approach." Diss., University of Iowa, 2013. https://ir.uiowa.edu/etd/4900.

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The purpose of this study was to investigate the shift of Thai teachers' views of learning and their pedagogical practices from the traditional approach to be more centered on an argument-based inquiry approach (ABI) in Thai classrooms, where teachers and learners have long been familiar with the lecture-based tradition. Other than examining the changes, the study further explored the relationship throughout the ABI implementation phase with a specific focus on driving questions, problem solving and reasoning, and establishing a supportive learning environment. The study was conducted in Thailand with five physics teachers. Data collection involved classroom observations and teacher interviews. The constant comparative method was employed throughout the data analysis process. The research questions that guided this study were: (1) What changes occurred in teachers' pedagogical practices and views of learning throughout the implementation phase of the argument-based inquiry approach? (2) If change did occur, what was the relationship of the change among the observed criteria (questioning, problem solving, and the establishing of a supportive learning environment)? The results revealed that after fourteen weeks, the three teachers who expressed a positive attitude toward the ABI approach and expressed their willingness to practice started to shift their practices and views of learning toward a student-centered model. Although each teacher exhibited a different starting point within the three observed criteria, they all began to shift their practices first, before reflecting on their beliefs. In contrast to these teachers, the other two teachers were impeded by several barriers and therefore failed to implement the approach. These positive attitude, willingness, and shift of practice appear to be connected and necessary for change. The study highlights that in order to support the implementation of the ABI approach, especially in a large class size cultural setting, opportunities for teachers to be challenged in both classroom and cognitive spaces, where they are immersed in authentic practices and be able to reflect on their own actions as well as their existing beliefs, are crucial. However, to advance the dimensions of this issue, long-term professional development and a longitudinal study observing a large class size cultural settings are suggested.

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Andaya, Arleigh. "Influence of Culture and Communication Practices in Team Functioning : Case Studies on Japanese and Philippine Financial Project Teams." Thesis, Umeå universitet, Handelshögskolan vid Umeå universitet, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-31125.

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This research paper was aimed at analysing the influence of culture and communication practices in team functioning. The scope of the study was limited to the project teams in the financial sector in Japan and the Philippines. The study was a qualitative research through the application of case studies whilst the primary data were gathered from semi-structured interviews. The findings of the study revealed that the project teams were collectivist with a noticeable degree of power distance, bestowment of status through ascription and the strong need for harmony in the project team environment. The communication practices were also affected by the hierarchical, relational, societal and regulatory dictates and expectations. However, there were some differences noted in Japanese and Philippine project teams as the latter exhibited more flexibility towards hierarchical relationship where position was not seen as hindrance in developing convivial and professional relationships. In so doing, culture and communication practices influenced team functioning in the aforementioned research context. Finally, the results of the study will allow project members, leaders and other key stakeholders in understanding the influence of culture and communication practices to team functioning in a more in-depth manner. This will lead to better policies and practices in helping them realise their goals and objectives.

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Lolli, Melanie G. "The Views of High School Geometry Teachers regarding the Effect of Technology on Student Learning." Ohio Dominican University Honors Theses / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=oduhonors1336410657.

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Lazarescu, Ina. "Large-scale Assessment and Mathematics Teacher Practice: A Case Study with Ontario Grade 9 Applied Teachers." Thesis, Université d'Ottawa / University of Ottawa, 2019. http://hdl.handle.net/10393/38703.

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This qualitative study examines the connections between teachers’ views of large-scale assessment and their classroom practice, based on a case study of Ontario teachers and the Ontario Education Quality and Accountability Office [EQAO] Grade 9 Applied Assessment of Mathematics. Large-scale assessments are a prominent aspect of the Ontario education system; given that they are also mandatory, it is imperative that their impact on teaching be documented. This study enriches the existing literature on the topic of the Grade 9 EQAO Assessment of Mathematics, and provides a more-recent portrayal of the teachers’ views of this assessment and the potential impact of these views on classroom teaching by highlighting teacher attitudes, concerns, and classroom practices.

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THOVUTTIKUL, SUTASINEE. "Contrastive Analysis of Point of View Effects in Culture-Dependent Social Cognition." Kyoto University, 2019. http://hdl.handle.net/2433/244576.

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Seo, Kyungwoon. "Representation as a language of scientific practice: exploring students’ views on the use of representation and the linkage to understanding of scientific models." Diss., University of Iowa, 2016. https://ir.uiowa.edu/etd/6281.

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The purpose of this study was to explore how students view the use of representation in science classroom. Representation, as a disciplinary language of science, has long been promoted as a way to develop students’ scientific literacy and is closely linked to engaging students in scientific practices through the use of models in science. However, previous research studies have mostly focused on the use of representation and models as outcome measure of an implementation task and little is known about the learner’s perspectives. The study aimed to fill this missing gap by investigating how students view the use of representation in science classroom and how these perception are linked to the epistemic practice and cognitive/conceptual practice of science learning. In this respect, the study involved (1) developing an instrument, namely, a Representation Survey, to assess students’ views on the use of representation and (2) examining the relationship between students’ views on representation and their understanding of models in science, science content knowledge, and critical thinking skills. The Representation Survey was developed in three phases as a pencil-and-paper questionnaire with 1-5 Likert scales, and grounded in the empirical data and a literature review. An exploratory factor analysis of the Representation Survey with 619 middle school students identified two distinct ways students view the use of representation: multiple modes of representation and uni-mode of representation. Correlation analysis with a modified version of the Student’ Understanding of Models (SUMS) Survey revealed a strong relationship between students’ perception on using multiple-mode of representation and their understanding of models in science, while how students perceive uni-modal representation was shown to be related to students’ performances in assessments of science content knowledge. Lastly, students’ critical thinking skills, as measured by the Cornell Critical Thinking Test, showed no evident relationship with students’ perceptions of the use of representation. A validity argument for the newly developed Representation Survey and modified SUMS instrument is presented, followed by a discussion of broader implications and limitations of the study.

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Dreher, Anika [Verfasser], Sebastian [Akademischer Betreuer] [Gutachter] Kuntze, Stephen [Gutachter] Lerman, Laura [Gutachter] Martignon, and Markus [Gutachter] Vogel. "Dealing with multiple representations in the mathematics classroom - Teachers' knowledge, views, and their noticing / Anika Dreher ; Gutachter: Sebastian Kuntze, Stephen Lerman, Laura Martignon, Markus Vogel ; Betreuer: Sebastian Kuntze." Ludwigsburg : Pädagogische Hochschule Ludwigsburg, 2015. http://d-nb.info/1117585727/34.

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Sandberg, Ylva. "Bilingual subject-specific literacies? Teachers’ and learners’ views and experiences of two school languages in biology, civics, history and mathematics : Case studies from the Swedish upper secondary school." Licentiate thesis, Stockholms universitet, Institutionen för språkdidaktik, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-159542.

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This licentiate thesis investigates teachers’ and students’ cognitions of bilingual subject-specific literacies. The thesis builds on three different studies, referred to as case studies, conducted in Content and Language Integrated Learning (CLIL) study programmes in the Swedish upper secondary school. Participants’ views and experiences of two languages of schooling, English and Swedish, were elicited in interviews, and analysed thematically. To gain understanding of the three studies in combination, a further analytical framework was developed and tested. In this analysis, participants’ descriptions, explanations and reflections on teaching and learning curriculum content bilingually emerged as three-dimensional discourses. In the first study, new and experienced teachers’ challenges and strategies were in focus. The biology and civics teachers, who were new teachers, and new to CLIL, found teaching through the second language of schooling, English, time-consuming and demanding. They expressed concern about limited communication and learning in the classroom. The mathematics teachers, who had long teaching experience, and of teaching in the CLIL programme, had developed strategies to meet perceived challenges, for example, they had designed parts of lessons in a monolingual mode, and parts of lessons in a bilingual mode. The second study explored intermediate CLIL teachers’ rationales for language choice in teaching. The biology and history teachers found that access to English, as afforded through the CLIL framework, coincided well with the new syllabi for their school subjects. For instance, the history teachers could use web-based study materials in English in class, and found teaching and learning more authentic than in the mainstream, Swedish-speaking, study programmes. The biology teachers mentioned that access to English terminology facilitated the teaching and learning of complex subject-specific content areas. It functioned as a potential source to enhance students’ understanding. The third study documented students ́cognitionsof CLIL. The views of upper secondary students studying curriculum content through English were overall positive. However, results showed that their experiences of CLIL varied with school subject. Whereas studying mathematics through English was reported to be conducive to learning and understanding, learning civics through English only, or trying to listen to lectures in civics, where teachers would change languages seemingly without a rationale, were perceived as less conducive to learning.

At the time of the licentiate defense, the following paper was unpublished and had a status as follows: Paper 2: In press.

Content and Language Integration in Swedish Schools (CLISS)

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Dreher, Anika Verfasser], Sebastian [Akademischer Betreuer] [Gutachter] Kuntze, Stephen [Gutachter] Lerman, Laura [Gutachter] Martignon, and Markus [Gutachter] [Vogel. "Dealing with multiple representations in the mathematics classroom - Teachers' knowledge, views, and their noticing / Anika Dreher ; Gutachter: Sebastian Kuntze, Stephen Lerman, Laura Martignon, Markus Vogel ; Betreuer: Sebastian Kuntze." Ludwigsburg : Pädagogische Hochschule Ludwigsburg, 2015. http://nbn-resolving.de/urn:nbn:de:bsz:lg1-opus4-610.

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Cetin, Yucel. "Teaching Logarithm By Guided Discovery Learning And Real Life Applications." Master's thesis, METU, 2004. http://etd.lib.metu.edu.tr/upload/12604957/index.pdf.

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The purpose of the study was to investigate the effects of discovery and application based instruction (DABI) on students&rsquo
mathematics achievement and also to explore opinions of students toward DABI. The research was conducted by 118 ninth grade students from Etimesgut Anatolian High School, in Ankara, during the spring semester of 2001-2002 academic year. During the study, experimental groups received DABI and control groups received Traditionally Based Instruction (TBI). The treatment was completed in three weeks. Mathematics Achievement Test (MAT) and Logarithm Achievement Test (LAT) were administered as pre and posttest respectively. In addition, a questionnaire, Students&rsquo
Views and Attitudes About DABI (SVA) and interviews were administered to determine students&rsquo
views and attitudes toward DABI. Analysis of Covariance (ANCOVA), independent sample t-test and descriptive statistics were used for testing the hypothesis of the study. No significant difference was found between LAT mean scores of students taught with DABI and traditionally based instruction when MAT test scores were controlled. In addition, neither students&rsquo
field of study nor gender was a significant factor for LAT scores. Students&rsquo
gender was not a significant factor for SVA scores. However, there was significant effect of math grades and field selections of students on SVA scores.

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Bisenius, Sellgren Kajsa. "En studie om elevers val av metoder vid subtraktionsberäkningar." Thesis, Södertörn University College, Lärarutbildningen, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-3407.

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In this qualitative study of students’ methods of calculating subtractions, I have used interviews, subtraction exercises and analysis of teaching material. The purpose of my study was to explore which methods students in grade three uses when calculating subtractions. I also wanted to highlight which strategies the students use and their comprehension of the concept of subtraction. In the study, I also highlight the different pedagogical ideas on which the teaching material is based on and the students’ choice of methods. The study shows that the students choose to use the methods”deduct” and “kind of number” independently. Further it also shows that the students choose to switch from the method “deduct” to “kind of number” when the numbers in the exercises are further up on the number axis. When asked, the students answered that subtraction means “minus” which they in turn explained as removing something, an explanation confirmed by the Swedish Academy dictionary. The students’ choice of methods and teaching material is based on different fundamental pedagogical view.

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Yu, Wendy. "Views of middle school girls on calculator use in mathematics classes." Thesis, 2002. http://hdl.handle.net/2429/13644.

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This study examined middle school students' perceptions of calculator use in the classroom. Through autobiographies and group interviews, the students expressed what they thought about how calculators are used and how they should be used. Calculators have been a topic of interest for many years now but with the advent of the modern computer, the calculator debate has been pushed to the sidelines. However, the question of how calculators should be used is constantly disputed. Some people believe calculators prevent the learning of the basics while others feel that calculators help students probe deeper into problems. This study addresses these concerns from the eyes of eight grade 8 students in middle school and attempts to answer the question: What do middle school students say about how calculators are used and should be used? The findings were based on individual opinion and experiences of students within the study. In summary, the majority of students gave positive feedback towards the use of calculators within the math class. However, there were some concerns regarding basic skills (such as addition, subtraction, multiplication and division) that were voiced as well. The students favoured calculator use as a tool in the math class as long as there was already a firm grasp of basic skills. Irrefutably, more time and a greater understanding of calculators by teachers will help students make the choice to use this tool effectively.

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Phoshoko, Moshe Moses. "Teachers' views on the use of contexts in transition to mathematics." Thesis, 2014. http://hdl.handle.net/10500/13829.

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The exploratory study sought to elicit and document mathematics teachers‟ views on how they enacted the process of transition between contexts and mathematics. The study pursued to understand teachers‟ beliefs and knowledge of mathematics. A mixed methods sequential explanatory research design was employed where a quantitative phase was followed by the connecting phase and concluded through a qualitative phase involving three case studies. A purposive sample of 165 practicing teachers who had registered for a professional advancement developmental course at a university participated in the study by voluntarily completing a survey questionnaire. From this sample, three cases of individual teachers were pursued. The first two cases involved conducting in-depth interviews with the teacher who had rated sentences in the questionnaire differently while the last case involved the recording of an interview of one individual using field notes. The questionnaire sought teachers‟ biographical details (section A), their views on contexts and mathematics (section B) and their rating of sentences in a passage with regard to the mathematics embedded in the sentences (section C). Semi-structured interviews were conducted in the qualitative phase to elicit in-depth views of the teachers‟ regarding the research problem. All the instruments were tested for validity and reliability. Quantitative data gathered was analysed using frequencies, percentages, cross tabulations, bar charts and pie charts as well as the calculation of Pearson chi-square tests (Cohen, Manion & Morrison, 2011). Descriptive and inferential statistics were used to collate teachers‟ views from which themes were drawn and related to make inferences. It was found that teachers‟ positive views about contexts and mathematics did not translate into them recognising mathematics in some mathematics potent contexts as captured in their ratings in section C of the questionnaire. Statistically significant associations were recorded to support this. The study also conceptualised a mathematical participation model (MP-model) as a tool to describe and analyse participation that involves the use of real world data in the teaching and learning of mathematics. The MP-model involves four components, viz. the community of practice (CoP), real world data, mathematics and a model in which members of the CoP tap into the real world data and mathematics to model their participation. The study recommends the MP-model as tool for description and enactment of full mathematical participation.
Mathematical Sciences
D.Litt.et. Phil. (Mathematics Education)

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Kameta, Junko. "Women's experiences of recovery from alcohol dependency in Tohoku region, Japan: their views of needs for recovery." 2012. http://hdl.handle.net/1993/5204.

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This study uses a phenomenological methodology to understand Japanese women, living in Tohoku region, Japan, who have the experience of alcohol dependency and recovery. Moreover, the purpose of the study was to understand what would be the most effective ways if supporting women in rural communities. Six women were interviewed to obtain the meanings they attach to recovery. Nine themes emerged. It was found that the women had common turning points prior to beginning their recovery, and had adopted various changes in their process of recovery. For all women in the study, the essential meaning of recovery was to live and to live fully. Recommendations are presented regarding the advocacy required to create the conditions necessary for women to live fully. This involves greater education of the community at large about alcohol dependency and the creation of supportive environments for individuals in recovery and their families.

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"Learning based person re-identication across camera views." 2013. http://library.cuhk.edu.hk/record=b5549295.

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行人再識別的主要任務是匹配不交叉的監控攝像頭中觀測到的行人。隨著監控攝像頭的普遍，這是一個非常重要的任務。並且，它是其他很多任務的重要子任務，例如跨攝像頭的跟蹤。行人再識別的難度存在於不同攝像頭中觀測到的同一個人會有很大的變化。這些變化來自於觀察角度的不同，光照的不同，和行人姿態的變化等等。在本文中，我們希望從如下的方面來重新思考並解決這個問題。
首先，我們發現當待匹配集合增大的時候，匹配的難度大幅度增加。在實際應用中，我們可以通過時間上的推演來減少待匹配集合的大小，簡化行人再識別這個問題。現有通過機器學習的方法來解決這個問題的算法基本會假設一個全局固定的度量。我們的方法來自提出於對於不同的待匹配集合應該有不同的度量的新觀點。因此，我們把這個問題重新定義在一個遷移學習的框架下。給定一個較大的訓練集合，我們通過訓練集合的樣本與當前的查詢集合和待匹配集合的相似程度，重新對訓練集合進行加權。這樣，我們提出一個加權的最大化邊界的度量學習方法，而這個度量較全訓練集共享的整體度量更加的具體。
我們進一步發現，在兩個不同的鏡頭中，物體形態的變換很難通過一個單一模型來進行描述。為了解決這一個問題，我們提出一個混合專家模型，要將圖片的空間進行進一步細化。我們的算法將剖分圖形空間和在每個細分後的空間中學習一個跨鏡頭的變換來將特征進行對齊。測試時，新樣本會與現有的“專家“模型進行匹配，選擇合適的變換。我們通過一個稀疏正則項和最小信息損失正則項來進行約束。
在對上面各種方法的分析中，我們發現提取特征和訓練模型總是分開進行。一個更好的方法是將模型的訓練和特征提取同時進行。為此，我們希望能夠使用卷積神經網絡來實現這個目標。通過精心設計網絡結構，底層網絡能夠通過兩組一一對應的特征來描述圖像的局部信息。而這種信息對於匹配人的顏色紋理等特徵更加適合。在較高的層我們希望學習到人在空間上的位移來判斷局部的位移是符合於人在不同攝像頭中的位移。通過這些信息，我們的模型來決定這兩張圖片是否來自于同一個人。
在以上三個部分中，我們都同最先進的度量學習和其他基于特征設計的行人再識別方法進行比較。我們在不同的數據集上均取得了較為優秀的效果。我們進一步建立了一個大規模的數據集，這個數據集包含更多的視角、更多的人且每個人在不同的視角下有更多的圖片。
Person re-identification is to match persons observed in non-overlapping camera views with visual features. This is an important task in video surveillance by itself and serves as metatask for other problems like inter-camera tracking. Challenges lie in the dramatic intra-person variation introduced by viewpoint change, illumination change and pose variation etc. In this thesis, we are trying to tackle this problem in the following aspects:
Firstly, we observe that the ambiguity increases with the number of candidates to be distinguished. In real world scenario, temporal reasoning is available and can simplify the problem by pruning the candidate set to be matched. Existing approaches adopt a fixed metric for matching all the subjects. Our approach is motivated by the insight that different visual metrics should be optimally learned for different candidate sets. The problem is further formulated under a transfer learning framework. Given a large training set, the training samples are selected and re-weighted according to their visual similarities with the query sample and its candidate set. A weighted maximum margin metric is learned and transferred from a generic metric to a candidate-set-specific metric.
Secondly, we observe that the transformations between two camera views may be too complex to be uni-modal. To tackle this, we propose to partition the image space and formulate the problem into a mixture of expert framework. Our algorithm jointly partitions the image spaces of two camera views into different configurations according to the similarity of cross-view transforms. The visual features of an image pair from different views are locally aligned by being projected to a common feature space and then matched with softly assigned metrics which are locally optimized. The features optimal for recognizing identities are different from those for clustering cross-view transforms. They are jointly learned by utilizing sparsity-inducing norm and information theoretical regularization.
In all the above analysis, feature extraction and learning models are separately designed. A better idea is to directly learn features from training samples and those features can be applied to directly train a discriminative models. We propose a new model where feature extraction is jointly learned with a discriminative convolutional neural network. Local filters at the bottom layer can well extract the information useful for matching persons across camera views like color and texture. Higher layers will capture the spatial shift of those local patches. Finally, we will test whether the shift patterns of those local patches conform to the intra-camera variation of the same person.
In all three parts, comparisons with the state-of-the-art metric learning algorithms and person re-identification methods are carried out and our approach shows the superior performance on public benchmark dataset. Furthermore, we are building a much larger dataset that addresses the real-world scenario which contains much more camera views, identities, and images perview.
Detailed summary in vernacular field only.
Detailed summary in vernacular field only.
Detailed summary in vernacular field only.
Detailed summary in vernacular field only.
Detailed summary in vernacular field only.
Li, Wei.
Thesis (M.Phil.)--Chinese University of Hong Kong, 2013.
Includes bibliographical references (leaves 63-68).
Abstracts also in Chinese.
Acknowledgments --- p.iii
Abstract --- p.vii
Contents --- p.xii
List of Figures --- p.xiv
List of Tables --- p.xv
Chapter 1 --- Introduction --- p.1
Chapter 1.1 --- Person Re-Identification --- p.1
Chapter 1.2 --- Challenge in Person Re-Identification --- p.2
Chapter 1.3 --- Literature Review --- p.4
Chapter 1.3.1 --- Feature Based Person Re-Identification --- p.4
Chapter 1.3.2 --- Learning Based Person Re-Identification --- p.7
Chapter 1.4 --- Thesis Organization --- p.8
Chapter 2 --- Tranferred Metric Learning for Person Re-Identification --- p.10
Chapter 2.1 --- Introduction --- p.10
Chapter 2.2 --- Related Work --- p.12
Chapter 2.2.1 --- Transfer Learning --- p.12
Chapter 2.3 --- Our Method --- p.13
Chapter 2.3.1 --- Visual Features --- p.13
Chapter 2.3.2 --- Searching and Weighting Training Samples --- p.13
Chapter 2.3.3 --- Learning Adaptive Metrics by Maximizing Weighted Margins --- p.15
Chapter 2.4 --- Experimental Results --- p.17
Chapter 2.4.1 --- Dataset Description --- p.17
Chapter 2.4.2 --- Generic Metric Learning --- p.18
Chapter 2.4.3 --- Transferred Metric Learning --- p.19
Chapter 2.5 --- Conclusions and Discussions --- p.21
Chapter 3 --- Locally Aligned Feature Transforms for Person Re-Identification --- p.23
Chapter 3.1 --- Introduction --- p.23
Chapter 3.2 --- Related Work --- p.24
Chapter 3.2.1 --- Localized Methods --- p.25
Chapter 3.3 --- Model --- p.26
Chapter 3.4 --- Learning --- p.27
Chapter 3.4.1 --- Priors --- p.27
Chapter 3.4.2 --- Objective Function --- p.29
Chapter 3.4.3 --- Training Model --- p.29
Chapter 3.4.4 --- Multi-Shot Extension --- p.30
Chapter 3.4.5 --- Discriminative Metric Learning --- p.31
Chapter 3.5 --- Experiment --- p.32
Chapter 3.5.1 --- Identification with Two Fixed Camera Views --- p.33
Chapter 3.5.2 --- More General Camera Settings --- p.37
Chapter 3.6 --- Conclusions --- p.38
Chapter 4 --- Deep Neural Network for Person Re-identification --- p.39
Chapter 4.1 --- Introduction --- p.39
Chapter 4.2 --- Related Work --- p.43
Chapter 4.3 --- Introduction of the New Dataset --- p.44
Chapter 4.4 --- Model --- p.46
Chapter 4.4.1 --- Architecture Overview --- p.46
Chapter 4.4.2 --- Convolutional and Max-Pooling Layer --- p.48
Chapter 4.4.3 --- Patch Matching Layer --- p.49
Chapter 4.4.4 --- Maxout Grouping Layer --- p.52
Chapter 4.4.5 --- Part Displacement --- p.52
Chapter 4.4.6 --- Softmax Layer --- p.53
Chapter 4.5 --- Training Strategies --- p.54
Chapter 4.5.1 --- Data Augmentation and Balancing --- p.55
Chapter 4.5.2 --- Bootstrapping --- p.55
Chapter 4.6 --- Experiment --- p.56
Chapter 4.6.1 --- Model Specification --- p.56
Chapter 4.6.2 --- Validation on Single Pair of Cameras --- p.57
Chapter 4.7 --- Conclusion --- p.58
Chapter 5 --- Conclusion --- p.60
Chapter 5.1 --- Conclusion --- p.60
Chapter 5.2 --- Future Work --- p.61
Bibliography --- p.63

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49

MacLeod, Susan H. "Views of mathematics of women restarting their education: Looking for safety in numbers." 1996. https://scholarworks.umass.edu/dissertations/AAI9619419.

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Inclusiveness and usefulness are principles underlying community college education and reform in mathematics teaching. But adults restarting their education may view mathematics as inaccessible, threatening, and of limited personal use. The purpose of this study was to gain awareness and appreciation of the beliefs about mathematics and attitudes about themselves as learners of mathematics of a group of financially and educationally disadvantaged women preparing to enter community college and technical occupations. In the event that these beliefs and attitudes seemed to be counter productive to the effective mathematics education of the students, the study considered how they changed in a learning community where science, mathematics, communication, and career development skills were integrated and learned experientially. The methods used were qualitative and interpretive. The researcher interviewed six women at the beginning and end of the semester, and talked with the math/science instructors about their objectives and methods. She observed the students in the classroom and laboratory and administered an attitude questionnaire. Literature from the fields of human development, teaching and learning, and mathematics education formed the background for the study. The study found that the students varied in their attitudes and in their responses to the learning experiences. Students perceived little change in their own attitudes during the program, but the instructors and researcher observed positive change in the group, with the least change occurring in those expressing most resistance to the methods. The researcher found that the program was evolving from a learning community into a more traditional collection of subjects, that assessment methods conflicted with the experiential and integrated model, and that there was poor communication within the program. These problems seemed to work against some of the anticipated changes in attitude toward mathematics of the students and highlighted difficulties of putting theory into practice. The study verified that the relationship between attitudes and a program designed to affect them is complex and sensitive to many factors including the dynamics within the program itself and the developmental characteristics of the student.

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50

"Teachers' views on learners' perceptions of mathematics in Mahikeng area office / J.M Malindi." Thesis, 2010. http://hdl.handle.net/10394/15750.

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In many instances, learners perceive Mathematics as "difficult" and either avoid the subject or drop it as soon as they are allowed to (Van Rooyen & De Beer, 2006: vii). Research studies conducted have shown that South African learners as compared to learners of other countries are not achieving in mathematics. In the past, examination tended to drive the curriculum. Teachers acted as transmitters of knowledge, transferring information into the heads of the learners. The traditional teaching approach tended to be theoretical , examination driven and content based. Competent and committed Mathematics teachers are a key factor in addressing these challenges. The National Curriculum Statement, which was introduced in South Africa in 1998, places an emphasis on producing learners who are critical thinkers , capable of solving problems and responsible for their own learning. The focus of the study is on teachers' views on learners' understanding of mathematics within the context of some of the above mentioned aspects. Through Outcome Based Education within National Curriculum Statement and other strategic interventions in mathematics. teachers are provided with skills and knowledge to address challenges associated with learners, understanding. Questionnaires were administered to thirty four (34) educators and interviews were conducted with thirteen (13) educators. Descriptive analysis was employed to further interrogate the data. Learners underachieve because of lack of prior knowledge and motivation. Learners admire good person qualities and teaching techniques as well as teachers who are patient and explain concept well. By respecting learners ideas and encouraging independent thinking, teachers help learners to reach their intellectual potential. Specific intervention which can be created in order to assist educators to change learners' stereotypical belief about mathematics were also addressed. It is recommended that educators need training in National Curriculum Statement and also in subject content. Teachers' qualities should be linked to good subject knowledge, teaching skills and classroom management.
Thesis (M.(Ed) North-West University, Mafikeng Campus, 2010

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Dissertations / Theses on the topic 'Views on Japanese mathematics'

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