职校生数学成绩影响因素的累积LOGISTIC模型分析

利用累积Logistic模型对影响职校生数学成绩的因素进行了实证分析,研究结论显示,影响职校生数学成绩的主要因素是学生的计算能力、学习主动性以及家长对学生学习的关注,这与职业学校生源的复杂性和职业学校数学教育的特殊性有关.ROC分析表明,利用计算能力、学习主动性、家长的关注三个因素诊断学生数学成绩是合适的,提示教师要特别关注学生计算能力、学习能力的培养,督促家长关注孩子的学习.     

GARCH模型在股票市场风险计量中的应用

本文以上证综指的日收益率为研究对象,运用GARCH模型簇分析上海股市日收益率波动的条件异方差性,计算每天的V aR值.实证研究表明,GARCH模型的V aR计算方法对我国股市风险的管理有较好的效果.     

整式加减的拓展探究

新课程标准指出,数学教学过程是教师与学生共同参与、积极互动、不断发展的过程,教师是教学过程的合作者、服务者、引导者,在数学教学过程中,应激发学生的创造性思维,培养学生形成良好的学习习惯,掌握基本的学习数学的方法.学习过程是一个展现个体个性的过程,学习形式应是多样的,它包括接受学习、动手实践、自主探索与合作交流,需保证充足的时间让学生去经历观察、实验、体验、计算、推理与验证的全过程.整式加减的拓展探究是在学生已学习整式加减的基础上提出更高的要求,它包括整式加减的逆运用、无关型问题、图形面积计算问题、最值问题等,它一方面考查了学生对整式加减的掌握情况,另一方面培养了学生的自主探索能力与创造性思维。     

探究具有专业特色的计算方法实验教学

《计算方法》的实验教学是这门课程的重要组成部分,在我校,《计算方法》作为一门选修课,实验教学就显得更为重要.本文着重讨论了如何结合学校的特色专业,利用MATLAB进行计算方法的实验教学,增加课程应用性的同时,也为学生专业课的学习打下基础.     

双曲分布及其在VaR模型分析中的应用

传统的计算V aR的R iskM etrics方法不能对市场风险分布的“厚尾”现象给出较为满意的刻画和计算方法.本文引入双曲分布及其算法并将双曲分布应用到V aR模型的计算之中,事实上通过对股票市场的实证研究表明,股票市场数据呈厚尾现象,用双曲分布对数据的拟合要比R iskM etrics方法假定的正态分布更符合金融市场数据的实际情况,故本文的结论与方法对金融风险管理和其他金融建模是有价值的.     

含柱状包裹体截面晶体实验数据的界面能各向异性计算方法（英文）

给出了两种计算界面能各向异性的计算方法.这些方法是基于在定常温度场中温度梯度作用下,通过对含柱状包裹体截面的晶体数值模拟分析而提出的.文中讨论了新方法的误差分析及适用范围.同时,对选择合适的处理含柱状包裹体截面参数给出了一些建议.     

对两个猜想的否定及改进

文[1]对一道高考试题进行了推广和引申,并在文末时提出了以下两个猜想.猜想1若几何体存在内切球,过内切球球心的任意戴面,将几何体分成两个几何体.若这两个几何体的体积分别为V1,V2,表面积分别为S1,S2,截面面积为S,则VV12=SS21--SS.猜想2若几何体存在内切球,过内切球球心的任意截面,将几何体分成两个几何体.若这两个几何体的体积分别为V1,V2,表面积分别为S1,S2,截面面积为S,几何体的体积为V几何体,表面积为S几何体,则VS几几何何体体=S1V-1S或VS几几何何体体=S2V-2S.本文举半球容球这一特例给予否定,我们一起考虑半球容球的情况.…     

一种计算砂体储量动用程度的新方法

水驱油藏的水驱特征曲线理论已经较为成熟,可以利用水驱曲线获取油藏开发指标参数,其中甲乙丙型水驱曲线及推广应用最为常见.结合水驱特征曲线与灰色关联算法,提出水驱曲线与灰色关联联解法计算砂体的动态地质储量,首先由丙型水驱曲线获得区块的动用地质储量,然后由灰色关联法计算区块内各类型砂体的权重,确定出砂体的动用地质储量,结合地质储量,计算砂体的储量动用程度,并与常规油藏工程方法计算的水驱储量动用程度相对比,提出砂体动用补偿因子的概念,对常规计算动用程度的方法加以修正,以计算真实的砂体储量动用程度,对油田认清各类型砂体的动用情况具有现实的指导意义.     

多智能体协调控制的演化博弈方法

提出一种基于演化博弈理论的多智能体系统协调控制方法.在所建立的数学模型框架中智能体根据其自身的利益,通过局部交互,在博弈竞争中学习,自主调整其行为.根据系统整体性能的要求,通过选择合适的博弈类型、设计适宜的收益计算方法、更新进化规则等,实现对多智能体系统的控制.在演化过程中,无需指定某些特定个体的具体动力学行为,只需通过种群的自适应进化即可实现整体目标.以分工合作问题为例,详细解析所提出的控制方法,通过理论分析和仿真验证该方法可以实现多智能体系统的自适应协调控制.     

钠原子光电离过程中角分布参数β的计算

运用多体微扰理论方法 ,对开壳层钠原子的内壳层电子的光电离过程2p⁶3s→ 2p⁵ 3skl中分波散射截面和角分布参数进行了计算 .在计算中包括了 2s→ 3p的共振结构 .同时利用多体微扰理论的图式 ,对主要的电子关联相互作用进行了分析 ,并对RPA和BO关联的主要贡献项计算达到了无穷级近似 .计算结果与实验吻合较好 .     

Middle School Mathematics Teachers Learning to Teach With Calculators and Computers

This paper reports the results of a project in which experienced middle grades mathematics teachers immersed themselves in calculator and computer use for both doing and teaching mathematics and prepared themselves as leaders for communicating their knowledge to colleagues. Project evaluation included formal observation of students while they used technology in learning mathematics. Classroom observation data suggested that computers hold somewhat more attraction for students than calculators. Overall, students in all 13 classes, independent of the type of technology used, were observed to be off-task 3% of the time. These data suggested a classroom environment in which the teacher worked hard to engage students in mathematical activity. The fact that students were observed off-task so little is encouraging. The difference in off-task behaviors for calculators versus computers suggests that different technologies will indeed have different effects on students. It appears that the introduction of technologies in classrooms altered the ways teachers taught.     

The Examination Where the Student Asks the Question

The Examination where the Student Asks the Questions (ESAQ) is an innovative, system-oriented teaching/evaluation strategy ideated, developed and successfully implemented by the author, initially within the teaching of freshman chemistry (general and organic) in a four-year college. It constitutes a reflective, multidimensional response to the urgent need for effective teaching and evaluation strategies which will foster question asking, and higher order cognitive skills (HOCS). Such strategies are, ideally, relevant, challenging, and compatible with the new goals of science teaching and student performance evaluation. The core element of the ESAQ is a prearranged oral examination in which the course professor is examined by students, using home-prepared, written questions. Our experience suggests that the ESAQ can be creatively adopted and successfully implemented in different contexts of science teaching worldwide and would benefit both educators and students. The increase in the HOCS capacity of students is attainable.     

The effectiveness of support for students with non-traditional mathematics backgrounds

This article describes an initiative introduced at LoughboroughUniversity by SIGMA, a Centre for Excellence in Teaching andLearning (CETL), to support physics students who were mathematicallyless well-prepared than their counterparts. The article outlineshow students were identified as being less well-prepared. Thesestudents were taught in a separate group, using different materialsand a different teaching style, but the same assessment methodswere used for both groups. An evaluation of the success of thisinitiative is made by comparing the results of the less well-preparedstudents receiving support in 2005–06 with those of theless well-prepared students (taught in the mainstream group)in 2004–05. A key outcome of this comparison is an increasein the pass rate from 48% to 67%.     

Comparing the use of number sense strategies based on student achievement levels

The aim of this study is to compare students’ use of number sense strategies based on their mathematics success levels. Participants were 129 seventh graders from three elite secondary schools in Trabzon. Data were collected through a written examination with 10 problems and semi-structured interviews. Interview data were analyzed by considering students’ mathematics success and the differences and similarities among responses. Interviews were held with six students from two schools with different levels of mathematics success. The findings showed that students rarely used number sense strategies and mostly solved problems by using rules and algorithms. Even successful students seemed to have adopted the rule- and algorithm-based solution approach, making it necessary to investigate teacher criteria of mathematical competence. Another noteworthy finding from the interviews with students was teachers’ embrace of rule- and algorithm-based solutions when solving problems. The study finishes with an evaluation of the inclusion of number sense dimensions in secondary school mathematics textbooks in Turkey and recommendations for improving students’ number sense.     

Towards a competence model for the use of symbolic calculators in mathematics lessons: the case of functions

A long-term project (2003–2012) was started to test the use of symbolic calculators (SCs) in Bavarian grammar schools (Gymnasien) in Germany with students attending grades 10, 11 and 12. The project started with an evaluation in grade 10 (see Weigand in Int J Technol Math Educ 15(1):19–32, 2008) and accompanied the students in grades 11 and 12. The first years of the project illustrated that a classical quantitative pre–post-test design with project and control groups was not an adequate method to prove the increase of student competency in the project group. Therefore, in the last years, we have concentrated increasingly on an evaluation of new competencies which students developed in SC environments: new working styles, new problem-solving strategies and new ways of achieving a better understanding. A competence model has been developed to evaluate students’ abilities while working with the SC within the context of the concept of functions. This article demonstrates the way of constructing the (theoretical) competence model while working on different levels of SC use and different levels of the understanding of functions.     

研究生录取问题的数学模型

针对研究生录取问题,建立了模糊综合评价模型和一般指派问题的规划模型.首先,利用模糊综合评价模型对学生的综合成绩加以量化.其次,利用一般指派问题的规划模型制定了学生和导师的最佳双向选择方案.最后,给出了一种更能体现“双向选择”的研究生录取方案.实例分析的结果表明:按本文的方法所确定的“双向选择”的录取方案是科学的、合理的.     

Digital Tools for Algebra Education: Criteria and Evaluation

In the Netherlands, as in many other countries, the algebraic expertise of students graduating from secondary education is an issue. The use of digital tools for algebra education is expected to change epistemologies, activity structures and student achievement. Therefore, a study was set up to investigate in what way the use of ICT in upper secondary education might enhance the algebraic expertise of students. One of the first decisions to be made concerned the choice of appropriate digital tools. This paper describes the process of designing and using an instrument for evaluating digital tools. The conceptual framework guiding this process includes notions on symbol sense, instrumental genesis and formative assessment. The evaluation instrument is designed through a Delphi method and provides a blueprint of tool features that are relevant for the purpose of this study. The results show that such an evaluation instrument is valuable both for choosing appropriate digital tools and for making concrete the aims and expectations that researchers have on the issue of integrating technology in algebra education. The final instrument is presented and illustrated through examples implemented in different digital algebra tools.     

Integrating supplementary application-based tutorials in the multivariable calculus course

This article presents a study in which applications were integrated in the Multivariable Calculus course at the Technion in the framework of supplementary tutorials. The purpose of the study was to test the opportunity of extending the conventional curriculum by optional applied problem-solving activities and get initial evidence on the possible impact of the tutorials on students’ beliefs about the value of learning mathematics with applications. The study lasted three semesters and consisted of three experiments in which supplementary tutorials were offered in different forms: a weekly evening meeting for interested students, a weekly extra hour added to the conventional calculus class, and a workshop which introduces mathematics concepts from the application perspective. The study reveals: (1) significant positive effect of the tutorials on the students’ beliefs (in all three experiments); (2) statistically significant advantage of the group involved in the tutorials in relation to the group that learned in the conventional way (second experiment); (3) students’ positive evaluation of the workshops for better understanding the course lectures (third experiment). Grounding on the study experience, we propose for further discussion a stage model of the applied problem solving cycle.