Long-term characteristics of analogical processing in high-school students with high fluid intelligence: an fMRI study

Intelligence is known to predict scholastic achievement and enables high performance in cognitive tasks. Fluid intelligence is strongly related to analogical reasoning abilities, which are fundamental to mathematical thinking. Geometric analogical reasoning is a prototypical measure of fluid intelligence. However, the cerebral correlates of geometric analogical reasoning and their developmental modulation over time are still rarely investigated. We report a 1-year follow-up functional magnetic resonance imaging study of a geometric analogical reasoning task in high fluid intelligence high-school students. This study was designed to characterise the cerebral correlates of geometric analogical reasoning and to improve our knowledge about the impact of general cognitive development on behavioural performance and on cerebral mechanisms underlying geometric analogical reasoning in adolescents. Our data indicate that a fronto-parietal network comprising the left and right parietal lobes and the left middle frontal gyrus was equally modulated by task difficulty at both measuring time points. At the behavioural level, however, participants showed improvements in performance at the second measuring time point. The behavioural improvements point to a more efficient task processing. As this is not accompanied by differential recruitment of fronto-parietal brain regions, the data suggest an increase in neural efficiency for these brain regions.     

Spatial visualizers, object visualizers and verbalizers: their mathematical creative abilities

This paper investigates the relationship between the creative process in mathematical tasks and spatial, object and verbal cognitive styles. A group of 96 prospective primary school teachers completed the Object-Spatial Imagery and Verbal Questionnaire and took a mathematical creativity test. The results of a multiple regression analysis demonstrated that whereas visual cognitive styles (spatial and object imagery) were statistically significant predictors of participants’ creative abilities in mathematics, verbal cognitive style did not predict these abilities. Further analysis of the data indicated that spatial imagery cognitive style was related to mathematical fluency, flexibility and originality. On the other hand, object imagery cognitive style was negatively related to mathematical originality and verbal cognitive style was negatively related to mathematical flexibility. The study also revealed that individuals with a tendency towards different cognitive styles employed different strategies in the creative mathematical tasks.     

Relationships between students’ learning and their participation during enactment of middle school algebra tasks

This study examines a sequence of four middle school algebra tasks through their enactment in three teachers’ classrooms. The analysis centers on the cognitive demand—the kinds of thinking processes entailed in solving the task—and the participatory demand—the kinds of verbal contributions expected of students—of the task as written in the instructional materials, as set up by the three teachers, and as discussed by the teachers and their students. Relationships between the nature of the task enactments and students’ performance on a pre- and post-test are explored. Findings include the fact that the enacted tasks differed from the written tasks with regard to both the cognitive demand and the participatory demand, which related to students’ lack of success on the post-test. Specifically, cognitive demand declined in the enacted curriculum at different points for different classes, and the participatory demand during enactment tended to involve isolated mathematical terms rather than students verbally expressing mathematical relations.     

Systematic analysis of framing bias in missile defense: Implications toward visualization design

This paper examines the effects of framing on decision making in a homeland missile defense context across three tasks of varying complexity. Mathematically, each task was modeled as abstractions from a common resource allocation task. Logically, therefore, the effects of framing on human subjects should have been consistent across all the tasks. In the first experiment, a simple lottery was used to determine risk postures in a single-attribute case of missile defense. Results showed that, consistent with Prospect Theory, positive framing promotes risk-averse behavior whereas negative framing promotes risk-seeking behavior. In the second experiment, we used the Analytic Hierarchy Process to determine subject rankings in a multi-attribute case of missile defense. Results suggest that subjects’ performances under positive framing were significantly better than performances under negative framing. In the third experiment, we used a human-in-the-loop simulation to elicit human decisions in a missile defense resource allocation task. In comparison to the other experiments, the framing effect in the third experiment was diminished. We submit that decision biases detected in a simple choice task cannot be assumed to carry over to tasks of greater complexity even if the underlying mathematical formulation for all the tasks is the same. Moreover, we submit that the design of the graphical interface has a greater influence on human judgment bias than framing in tasks of higher complexity.     

Cognitive resource allocation for neural activity underlying mathematical cognition: a multi-method study

Mathematical cognition requires the allocation of computation resources, where math-specific computations are assumed to take place in the parietal cortex and math-supportive computations in the frontal cortex. Because the pupil dilation has a higher temporal resolution than functional MRI (fMRI), the study investigated to which extent the pupil dilation can help to identify cognitive resource allocation for neural activity underlying math-specific and math-supportive cognition. Combining pupillometry and event-related fMRI, we administered a multiplication verification paradigm to 15 healthy participants asking them to solve easy, moderate, and difficult multiplication tasks. The results revealed that (1) behavioral and pupil dilation data increased parametrically with task difficulty; (2) mental multiplication with increasing difficulty recruited a fronto-parietal circuit comprising left pre-supplementary motor area, left precentral gyrus, right dorsolateral prefrontal cortex, and bilateral intraparietal sulcus (IPS); and (3) pupil dilation was sensitive to cognitive resource allocation for neural activity underlying math-specific cognition in the bilateral IPS, implicating a strong reliance on numerical quantity processing during multiplication. In conclusion, the pupil dilation could be used in mathematics education as an easily acquired peripheral physiological indicator (without relying on fMRI) that might lead to a better understanding of dynamical changes in learning arithmetic abilities as a function of training, experience, and development. On a broader level, its application allows to obtain useful insights into learning disabilities such as dyscalculia, and further improve rehabilitation programs with appropriate intervention structures.     

Prospective elementary teachers’ claiming in responses to false generalizations

When faced with a false generalization and a counterexample, what types of claims do prospective K-8 teachers make, and what factors influence the type and prudence of their claims relative to the data, observations, and arguments reported? This article addresses that question. Responses to refutation tasks and cognitive interviews were used to explore claiming. It was found that prospective K-8 teachers’ claiming can be influenced by knowledge of argumentation; knowledge and use of the mathematical practice of exception barring; perceptions of the task; use of natural language; knowledge of, use of, and skill with the mathematics register; and abilities to technically handle data or conceptual insights. A distinction between technical handlings for developing claims and technical handlings for supporting claims was made. It was found that prudent claims can arise from arguer-developed representations that afford conceptual insights, even when searching for support for a different claim.     

The discursive footprint of learning across mathematical domains: The case of the tangent line

This paper employs the commognitive frame (Sfard, 2008) to investigate how experiences with tangents across mathematical domains leave their marks on students’ subsequent work with tangents. To this aim, I introduce the notion of the discursive footprint of tangents and its characteristics by reviewing how tangents are used across mathematical domains in school textbooks. Manifestations of this footprint were sought in 182 undergraduate mathematics students’ responses to a questionnaire about tangents by labelling their responses and by identifying patterns in the endorsed narratives. Manifestations include the identification of characteristics of sole (and combination of) discourses (geometry, algebra, calculus, mathematical analysis) in student responses. Five themes emerged from the analysis: apparent replication of word use in different narratives; geometry-local hybrid discourse; endorsement of conflicting narratives; enrichment of familiar narratives with new words; and, mathematical analysis as a subsuming discourse. Finally, I discuss the potency of the discursive footprint in research and teaching.     

Exploring the quality of the mathematical tasks in the new Turkish elementary school mathematics curriculum guidebook: the case of algebra

To take its due place in the world of education, Turkey has been through serious reform initiatives in the curriculums of various school subjects since 2003. The new Turkish elementary school curriculum was prepared considering the research studies conducted in Turkey and in other countries, as well as the educational systems of developed countries and previous experiences with mathematics education in Turkey. This study attempts to provide a perspective on the nature of the instructional tasks in the new elementary school mathematics curriculum. In particular, our focus is to explore the level of cognitive demands (LCD) in the algebra tasks provided in the national elementary mathematics curriculum guidebook. This curriculum document is a major resource for administrators, stakeholders, textbook publishers and ultimately for teachers. For every learning objective, it provides sample tasks to be used in mathematics instructions. In this study, our purpose is to explore the LCD of each of these tasks by utilizing a framework developed by Smith and Stein (Math Teach Middle School 3:344–350, 1998). The framework classifies mathematical tasks according to the level of demands: lower-level and higher-level demands. While the lower-level demands are related to memorization and procedures without connections, the higher-level demands are related to procedures with connections and doing mathematics. The findings revealed that 60% of algebra tasks for each grade level required higher LCD and a great majority of the remaining tasks were at the level of procedures without connections. The findings of the study particularly inform curriculum developers about issues regarding the quality of the tasks given in the curriculum guide and provide possible suggestions to improve the implementation of the curriculum change process.     

Four (algorithms) in one (bag): an integrative framework of knowledge for teaching the standard algorithms of the basic arithmetic operations

In this article we present an integrative framework of knowledge for teaching the standard algorithms of the four basic arithmetic operations. The framework is based on a mathematical analysis of the algorithms, a connectionist perspective on teaching mathematics and an analogy with previous frameworks of knowledge for teaching arithmetic operations with rational numbers. In order to evaluate the potential applicability of the framework to task design, it was used for the design of mathematical learning tasks for teachers. The article includes examples of the tasks, their theoretical analysis, and empirical evidence of the sensitivity of the tasks to variations in teachers’ knowledge of the subject. This evidence is based on a study of 46 primary school teachers. The article concludes with remarks on the applicability of the framework to research and practice, highlighting its potential to encourage teaching the four algorithms with an emphasis on conceptual understanding.     

A variable neighbourhood search algorithm for the constrained task allocation problem

A variable neighbourhood search algorithm that employs new neighbourhoods is proposed for solving a task allocation problem whose main characteristics are: (i) each task requires a certain amount of resources and each processor has a capacity constraint which limits the total resource of the tasks that are assigned to it; (ii) the cost of solution includes fixed costs when using processors, task assignment costs, and communication costs between tasks assigned to different processors. A computational study shows that the algorithm performs well in terms of time and solution quality relative to other local search procedures that have been proposed.     

Designing Spreadsheet-Based Tasks for Purposeful Algebra

We describe the design of a sequence of spreadsheet-based pedagogic tasks for the introduction of algebra in the early years of secondary schooling within the Purposeful Algebraic Activity project. This design combines two relatively novel features to bring a different perspective to research in the use of spreadsheets for the learning and teaching of algebra: the tasks which are purposeful for pupils and contain opportunities to appreciate the utility of algebraic ideas, and careful matching of the affordances of the spreadsheet to the algebraic ideas which are being introduced. Examples from two tasks are used to illustrate the design process. We then present data from a teaching programme using these tasks to highlight connections between aspects of the task design and the construction of meanings for variable.     

Shortcomings of Mathematics Education Reform in The Netherlands: A Paradigm Case?

This article offers a reflection on the findings of three PhD studies, in the domains of, respectively, subtraction under 100, fractions, and algebra, which independently of each other showed that Dutch students' proficiency fell short of what might be expected of reform in mathematics education aiming at conceptual understanding. In all three cases, the disappointing results appeared to be caused by a deviation from the original intentions of the reform, resulting from the textbooks' focus on individual tasks. It is suggested that this “task propensity”, together with a lack of attention for more advanced conceptual mathematical goals, constitutes a general barrier for mathematics education reform. This observation transcends the realm of textbooks, since more advanced conceptual mathematical understandings are underexposed as curriculum goals. It is argued that to foster successful reform, a conscious effort is needed to counteract task propensity and promote more advanced conceptual mathematical understandings as curriculum goals.     

The notion of compartmentalization: the case of Richard

One of the important phenomena observed in the learning of mathematics is compartmentalization. This phenomenon occurs when a learner has two different, potentially contradictory schemes in his or her cognitive structure; in a typical case, a student deals with the same mathematical concept in an inconsistent or incoherent way, or activates a less relevant scheme to the situation in his or her mind. This research reports a case of compartmentalization phenomenon in which Richard, a tenth-grade algebra honours student, was interviewed on quadratic tasks. Results show evidence for the existence of compartmentalization related to the vertex of a parabola. The article concludes with some suggested educational implications.     

Resource level minimization in the discrete–continuous scheduling

A discrete–continuous problem of non-preemptive task scheduling on identical parallel processors is considered. Tasks are described by means of a dynamic model, in which the speed of the task performance depends on the amount of a single continuously divisible renewable resource allotted to this task over time. An upper bound on the completion time of all the tasks is given. The criterion is to minimize the maximum resource consumption at each time instant, i.e., the resource level. This problem has been observed in many industrial applications, where a continuously divisible resource such as gas, fuel, electric, hydraulic or pneumatic power, etc., has to be distributed among the processing units over time, and it affects their productivity. The problem consists of two interrelated subproblems: task sequencing on processors (discrete subproblem) and resource allocation among the tasks (continuous subproblem). An optimal resource allocation algorithm for a given sequence of tasks is presented and computationally tested. Furthermore, approximation algorithms are proposed, and their theoretical and experimental worst-case performances are analyzed. Computer experiments confirmed the efficiency of all the algorithms.     

Exploring mathematical connections of pre-university students through tasks involving rates of change

This paper reports the results of a research exploring the mathematical connections of pre-university students while they solving tasks which involving rates of change. We assume mathematical connections as a cognitive process through which a person finds real relationships between two or more ideas, concepts, definitions, theorems, procedures, representations or meanings or with other disciplines or the real-world. Four tasks were proposed to the 33 pre-university students that participated in this research; the central concept of the first task is the slope, the last three tasks contain concepts like velocity, speed and acceleration. Task-based interviews were conducted to collect data and later analysed with thematic analysis. Results showed most of the students made mathematical connections of the procedural type, the mathematical connections of the common features type are made in smaller quantities and the mathematical connection of the generalization type is scarcely made. Furthermore, students considered slope as a concept disconnected from velocity, speed and acceleration.     

Students' Accuracy of Measurement Estimation: Context,Units, and Logical Thinking

This study examined students' accuracy of measurement estimation for linear distances, different units of measure, task context, and the relationship between accuracy estimation and logical thinking. Middle school students completed a series of tasks that included estimating the length of various objects in different contexts and completed a test of logical thinking ability. Results found that the students were not able to give accurate estimations for the lengths of familiar objects. Students were also less accurate in estimating in metric units as compared to English or novel units. Estimation accuracy was dependent on the task context. There were significant differences in estimation accuracy for two‐ versus three‐dimensional estimation tasks. There were no significant differences for estimating objects with different orientations or embedded objects. For the tasks requiring the students to estimate in English units, the embedded task and the three‐dimensional tasks were correlated with logical thinking. For estimation tasks with novel units, three‐dimensional and two‐dimensional estimation tasks were significantly correlated with the logical thinking. In order to interact effectively with our environment it is essential to possess an intuitive grasp of both dimension and scale and to be able to manipulate such information. Estimation, approximating and measuring are all components of such intuition ( Forrester, Latham, & Shire, 1990 , p. 283).     

Scheduling Malleable Tasks on Parallel Processors to Minimize the Makespan

The problem of optimal scheduling n tasks in a parallel processor system is studied. The tasks are malleable, i.e., a task may be executed by several processors simultaneously and the processing speed of a task is a nonlinear function of the number of processors allocated to it. The total number of processors is m and it is an upper bound on the number of processors that can be used by all the tasks simultaneously. It is assumed that the number of processors is sufficient to process all the tasks simultaneously, i.e. n≤m. The objective is to find a task schedule and a processor allocation such that the overall task completion time, i.e. the makespan, is minimized. The problem is motivated by real-life applications of parallel computer systems in scientific computing of highly parallelizable tasks. An O(n) algorithm is presented to solve this problem when all the processing speed functions are convex. If these functions are all concave and the number of tasks is a constant, the problem can be solved in polynomial time. A relaxed problem, in which the number of processors allocated to each task is not required to be integer, can be solved in O(nmax {m,nlog ² m}) time. It is proved that the minimum makespan values for the original and relaxed problems coincide. For n=2 or n=3, an optimal solution for the relaxed problem can be converted into an optimal solution for the original problem in a constant time.     

Unitary Geometric Algebra

The geometric significance of the imaginary unit in a complex geometric algebra has troubled the author for 40?years. In the unitary geometric algebra presented here, the imaginary i is a unit (pseudo) vector with square minus one which anti commutes with all of the real vectors. The resulting natural hermitian inner product and hermitian outer product induce a grading of the algebra into complex k-vectors. Basic orthogonality relationships are studied.     

Geometric Algebra in Linear Algebra and Geometry

This article explores the use of geometric algebra in linear and multilinear algebra, and in affine, projective and conformal geometries. Our principal objective is to show how the rich algebraic tools of geometric algebra are fully compatible with and augment the more traditional tools of matrix algebra. The novel concept of an h-twistor makes possible a simple new proof of the striking relationship between conformal transformations in a pseudo-Euclidean space to isometries in a pseudo-Euclidean space of two higher dimensions. The utility of the h-twistor concept, which is a generalization of the idea of a Penrose twistor to a pseudo-Euclidean space of arbitrary signature, is amply demonstrated in a new treatment of the Schwarzian derivative.     

Scheduling tasks on a flexible manufacturing machine to minimize tool change delays

This paper considers the problem of scheduling a given set of precedence constraint tasks on a flexible machine equipped with a tool magazine where each task requires exactly one of the tools during its execution. Changing from one tool to another requires a certain amount of time that depends on the pair of tools being exchanged. We present a new algorithmic approach for general task precedence relations when it is desired to sequence the tasks in such a way that the total time required for tool changes is minimized. The proposed algorithm is of polynomial time complexity in case of task precedences of limited width w, i.e. for precedence relations where each subset of independent tasks has not more than w elements. Since the task precedences width w could be arbitrary, we describe two heuristic algorithms and empirically evaluate their effectiveness in finding schedules with minimum total time required for tool changes.