完全区组设计下基于Aligned秩的有方向检验问题

本文基于Aligned秩给出了用于解完全区组设计有方向检验问题的, 我们称之为$C$-检验的检验方法. 本文分别对每个试验单元仅有一个观测值以及等重复观测值和不等重复观测值各种情形下的$C$检验进行了讨论, 并在原假设$H_0$成立时计算了上述各种情形下$C$检验统计量的数学期望和方差, 且证明了$C$检验统计量的渐近分布为正态分布.     

两组秩和检验中的一个问题

本文用实例指出，在两组秩和检验中，某些关键数据的随机性微小波动可改变假设检验的结论，与参数检验的结果相比，两者的假设检验结论不尽一致，根据这一情况，本文用半参数方法来校正秩次，使两组秩和检验的统计推断更为合理。     

以数学建模竞赛为切入点,强化学生创新能力培养

通过介绍天津商业大学"稳基础、抓重点,推动数学建模竞赛工作上水平"的具体措施,分析了如何以数学建模竞赛为切入点,促进大学数学教学改革与学风建设,培养学生自我探索、自我思考、自我研究和自我实践的素养,提高学生的综合创新能力。     

浅谈珠算教学中学生学业成绩检查与评定的几点做法

对学生学业成绩的检查与评定,是教学工作的重要环节,对学生来说可使学生了解自己在学习中的进步与缺陷,看到自己目前情况和目标间的差距,明确努力的方向,以促进今后的学习。对教师来说,可检查自己的教学效果,针对存在的问题,提出整改措施,以促进教学,提高教学质量。对领导来说,可及     

学生学习高等数学的动机初探

高等数学(以下简称高数)是工科院校最重要的基础课之一,也是大学一年级学时数最多的一门课程．它不仅是学生学习后继课程的必要基础,而且对学生各种能力的培养有着重要作用．通过高数的教学,对于刚刚结束中学学习的一年级学生掌握大学阶段的学习方法,培养良好的学风,也有着重要的意义．因此,本门课程的教学质量、教学效果不仅关系到学生对该门课程的学习,而且将直接或间接地影响到后继课程的教学,最终影响到高质量人才的培养．     

中国东中西部城市房价波动的涟漪效应——以中国东中西部代表的九城市为例

针对中国东中西部城市房价波动的是否存在涟漪效应的问题,提出综合运用格兰杰因果检验、协整一体化及二阶段检验法,即弗里德曼非参数秩排序检验方法和商业周期定点分析方法来检验分析自2005年7月至2010年3月东中西九城市房屋销售价格的月度数据进行实证分析,结果表明:(1)认为中国九城市房价波动存在涟漪效应,可划分为三个层级:东部的上海、深圳、杭州为第一层级;中部的武汉、合肥、太原为第二层级;西部的成都、西安、兰州为第三层级。(2)房价波动的涟漪效应从东部城市开始,传向中部城市,最后向西部城市传递。结论为东部城市的房价波动为主要调控对象,关注中部城市房价,同时避免西部城市房价出现意外波动。建议为对各个层级城市的房价制定差别性的调控政策,能够更有效地对整个房价体系的波动进行控制。     

加强教学管理,搞好课程建设

<正> 《高等数学》是工科院校最重要的基础课之一,是学时多、覆盖面广的一门主干课程,它不仅是学习后继课程的理论基础,而且对培养学生的逻辑思维能力、分析问题,解决问题的能力,建模能力,应变能力等有着重要的作用。对一年级的学生掌握大学阶段的学习方法,培养良好学风也有着重要意义。系和教研室领导对这个问题有统一认识,因此,也就下决心花大力气抓《高等数学》课程建设。     

考虑检验错误的集团抽样检验接收概率函数

本文给出存在集团检验误差时的集团抽样检验接受概率计算公式,该公式可用于设计抽样方案、分析集团检验错误对抽样方案的影响.采用计算机模拟抽样检验的方法对给出的公式加以验证,证明了该所给公式的正确性.同时通过对集团检验错误存在与否的抽样检验特征(OC)曲线的比较,指出:以往的集团抽样检验方案设计,都是在假设无检验误差前提下设计的,在抽样检验中,若存在检验错误,会严重影响抽样检验的接收概率,使抽样检验结果不能客观地反映检验批的质量.     

单位根检验中样本长度的选择

单位根检验在实证分析中应用非常广泛,但很多应用只关注检验水平而忽略检验功效的影响,没有注意到样本数过小时根本得不到可靠的检验结果。本文从理论上推导了单位根检验功效的估算公式,研究了检验功效的影响因素,并在此基础上,推导了单位根检验中样本长度最低要求的估算公式。并利用仿真数据,用曲线拟合的方法,推出了实证分析中估算最小样本长度的公式。从而对单位根检验实证分析中的样本选择提供了理论和实际依据;同时表明,因为样本总是有限的,实证分析中是没法判断ρ是否严格为1的,而只能将ρ大于接近于1的某个值时都看作单位根过程,并提供检验功效以供参考。     

学生学习高等数学的动机初探

高等数学（以下简称高数）是工科院校最重要的基础课之一,也是大学一年级学时数最多的一门课程．它不仅是学生学习后继课程的必要基础,而且对学生各种能力的培养有着重要作用．通过高数的教学,对于刚刚结束中学学习的一年级学生掌握大学阶段的学习方法,培养良好的学风,也有着重要的意义．因此,本门课程的教学质量、教学效果不仅关系到学生对该门课程的学习,而且将直接或间接地影响到后继课程的教学,最终影响到高质量人才的培养．那么,怎样才能找准提高教学质量的切入点呢？我认为：教师只有真正认清和掌握学生学习的兴趣、动机等心…     

学生学习成绩相关性的研究

从大学生学习成绩出发,应用广义线性回归模型研究了学生学年间成绩的相关性,揭示了大学一年级,尤其是一年级的二学期是影响学生后期学习的关键阶段.进一步应用聚类分析,得到学生成绩在大学一年级就已经埋下了两极分化的隐患,应用判别分析得出了两极分化的关键课程.该结论为教育教学和学生管理提供决策依据.     

统计方法在研究微积分与后续课程相关性中的应用与实证分析

着眼于本科生后期专业课程的学习效果,探讨微积分课程学习效果的有效性.以北京理工大学某经管类专业全部学生大一大二两学年的学习成绩为依据,分析微积分课程学习与后续理科课程学习的相关性,提出评估微积分课程学习效果的量化指标θ值的概念,并基于回归分析和相关性分析给出其算法.在实例分析中,通过研究,发现学生微积分课程学习效果的好坏会影响他们对后续相关课程的学习,同时也发现学生将微积分知识运用到间接相关科目的能力比运用到直接相关的科目的能力薄弱.     

围绕财经特色主题 加强《高等代数》精品课程建设

我校精品课程《高等代数》建设的思路是,围绕财经特色主题,坚持以高等代数理论为基础,以经济、管理类的专业为依托,以数学实验室为训练基地,将数学建模的思想融入到《高等代数》的教学活动中.这种教学模式的改变不仅有利于学生的培养,而且有助于培养出一支有较高水平的师资队伍.使我们的《高等代数》课程真正成为高水平、高质量的示范性课程.     

Implementation of goal programmingin long-range resource planning in university management

This paper presents a resource allocation model via Goal Programming (GP) in a long-range planning horizon in university management. In the proposed model, the introduction of new courses in the academic units and the allocation of available budget within the academic units as well as the forecast of the budget which is actually needed for better academic performance are taken into consideration. An illustrative example is presented to expound the model     

Predictive factors of students’ motivation to succeed in introductory mathematics courses: evidence from higher education in the UAE

The purpose of the study is to examine whether there is a significant relationship between students’ motivation to succeed in introductory mathematics courses offered by universities in the United Arab Emirates (UAE) as the dependent variable of the research and another five independent variables including cognitive mathematics self-concept, affective mathematics self-concept, extrinsic motivation as expectations of future career and income, students’ age and the number of mathematics courses taken by students. The rationale of the study is based on the significance of mathematics achievements for students and academic institutions in particular, as well as for the society in general. The study is designed based on a quantitative research methodology and a sample of 685 students participated in completing a survey questionnaire. The sample is drawn from students who were registered in different introductory mathematics courses at four academic institutions of higher education in the UAE. The quantitative correlation analysis among students’ motivation, cognitive mathematics self-concept, affective mathematics self-concept, extrinsic motivation, students’ age and the number of mathematics courses taken by students reveals theoretically consistent interrelationships. The quantitative multiple regression analysis indicates that the five independent variables explain 71.3% of the variation in students’ motivation to succeed in introductory mathematics courses.     

Impact of computer animations in cognitive learning: differentiation

In mathematic courses, construction of some concepts by the students in a meaningful way may be complicated. In such circumstances, to embody the concepts application of the required technologies may reinforce learning process. Onset of learning process over daily life events of the student's environment may lure their attention and may enable them to gain from the preliminary knowledge. Therefore, a good initiation may be realized in the course of meaningful learning. The underlying meaning of the abstract concepts by computer animations may be accomplished in class environments. That study is conducted searching out to discover the effects of animations over the learning process in mathematic courses. The study was performed over the 58 university freshman students selected randomly. Thirty-two students constituted the experiment group and 26 students constituted the control group. Computer animations-aided instruction model in constructive form were applied on the experiment group and non-computer-aided instruction model in constructive form were implemented on the control group. Student academic success via a test method developed by explored group with confidence rate .819 (Cronbach's alpha) revealed that data were evaluated by two-way variance analyses. The findings provided from the final test shows that the experiment group students were significantly higher according to the control group students in terms of academic success average scores. Computer animations were observed to be significant to assimilate the derivative concept in a discrete way over the students, to appeal their attention, animations of real life events observed to transform the abstract meanings in the events to a concrete manner. Students of whom the concrete stage is constructed meaningfully found to be tactful in reaching to semi-abstract and abstract stages.     

Item efficiency: an item response theory parameter with applications for improving the reliability of mathematics assessment

Many large universities, community colleges and some smaller four-year colleges are turning to hybrid or online instruction for remedial and entry level mathematics courses, often assessed using online exams in a proctored computer lab environment. Faculty face the task of choosing questions from a publisher's text bank with very little, if any, background in test theory and design. We present a new item parameter, item efficiency, that is calculated from the results of an item response theory analysis of a comprehensive college algebra final examination and show that this new parameter may be used to identify items better suited for similar comprehensive final assessments. Further, by relating Item Efficiency to classical test theory item statistics, we propose guidelines that can be used to identify suitable items prior to testing with little or no background in psychometric theory.     

Measuring the relative efficiency of quality management practices in Turkish public and private universities

Using data envelopment analysis (DEA) in conjunction with stochastic frontier analysis (SFA), the aim of this study was to measure the relative efficiency of quality management (QM) practices in Turkish public and private universities. Based on the extant literature, a set of nine critical QM factors and seven performance indicators for Turkish universities were identified as input and output variables, respectively. SFA confirmed the existence of significant relationships between QM factors and performance indicators. DEA findings indicated that private universities with higher levels of QM efficiency on stakeholder-focus indicators achieved better performance in terms of fulfilling the expectations of their stakeholders. In contrast, public universities were more successful in managing QM practices for a superior teaching and research performance. Finally, after eliminating the managerial discrepancies, no significant structural efficiency difference was found between these two groups of universities through stakeholder-focus model, though some significant variation was noted in both factor-efficiency and total-efficiency models. As for total-efficiency model, we may infer that the structural differences found in favour of public universities for factor-efficiencies are counterbalanced by private universities which tend to focus more on their stakeholders in managing QM applications.     

高等数学教学现状调查分析

高等学校扩大招生后,非数学专业的数学教育面临很多问题,大部分人把这些问题归结为学生质量的下降造成的,这是不公正的.教学过程是一个系统的过程,从对1995级和2005级同一份高等数学(下册)试卷的考试情况进行分析,虽然可以显现出学生的差异,但这些差异不全是学生的质量的问题,应该与教学环境、教学要求、教学方法、师资条件以及社会发展环境等相关联,同时与学生的学习兴趣、学习能力是密不可分的.调查分析这些因素对当代学生的学习和数学教学的影响程度到底有多大,是有效提高大学数学教学质量的前提.     

Using Emerging Technologies to Help Bridge the Gap Between University Theory and Classroom Practice: Challenges and Successes

This article describes and illuminates the challenges that the authors faced as we integrated a web‐supported professional development system into elementary science methods courses housed at three different universities. Using a design experiment framework, the challenges and difficulties encountered while attempting to develop and sustain effective discussions about inquiry‐based teaching are discussed. Three main issues were identified through this analysis: (a) creating meaningful interactions for preservice teachers, (b) supporting preservice teacher reflection and articulation of their belief systems, and (c) technical, social, and institutional challenges of using a World Wide Web based professional development system. The article closes with recommendations concerning the implementation of a web‐based professional development system into elementary methods science courses and describes what appear to be successful strategies for fostering a collaborative atmosphere between teacher educators, preservice teachers, and in‐service teachers.