Intended Treatments of Arithmetic Average in U.S. and Asian School Mathematics Textbooks

This study examined how selected U.S. and Asian mathematics curricula are designed to facilitate students' understanding of the arithmetic average. There is a consistency regarding the learning goals among these curriculum series, but the focuses are different between the Asian series and the U.S. reform series. The Asian series and the U.S. commercial series focus the arithmetic average more on conceptual and procedural understanding of the concept as a computational algorithm than on understanding the concept as a representative of a data set; however, the two U.S. reform series focus the concept more on the latter. Because of the different focuses, the Asian and the U.S. curriculum series treat the concept differently. In the Asian series, the concept is first introduced in the context of “equal‐sharing” or “per‐unit‐quantity,” and the averaging formula is formally introduced at a very early stage. In the U.S. reform series, the concept is discussed as a measure of central tendency, and after students have some intuitive ideas of the statistical aspect of the concept, the averaging algorithm is briefly introduced.     

Iterative methods for solvingAx=b,GMRES/FOM versus QMR/BiCG

We study the convergence of the GMRES/FOM and QMR/BiCG methods for solving nonsymmetric systems of equationsAx=b. We prove, in exact arithmetic, that any type of residual norm convergence obtained using BiCG can also be obtained using FOM but on a different system of equations. We consider practical comparisons of these procedures when they are applied to the same matrices. We use a unitary invariance shared by both methods, to construct test matrices where we can vary the nonnormality of the test matrix by variations in simplified eigenvector matrices. We used these test problems in two sets of numerical experiments. The first set of experiments was designed to study effects of increasing nonnormality on the convergence of GMRES and QMR. The second set of experiments was designed to track effects of the eigenvalue distribution on the convergence of QMR. In these tests the GMRES residual norms decreased significantly more rapidly than the QMR residual norms but without corresponding decreases in the error norms. Furthermore, as the nonnormality ofA was increased, the GMRES residual norms decreased more rapidly. This led to premature termination of the GMRES procedure on highly nonnormal problems. On the nonnormal test problems the QMR residual norms exhibited less sensitivity to changes in the nonnormality. The convergence of either type of procedure, as measured by the error norms, was delayed by the presence of large or small outliers and affected by the type of eigenvalues, real or complex, in the eigenvalue distribution ofA. For GMRES this effect can be seen only in the error norm plots.In honor of the 70th birthday of Ted RivlinThis work was supported by NSF grant GER-9450081.     

Fast atom bombardment mass spectra of keto acid and keto ester phosphoranes

Positive-ion fast atom bombardment mass spectra of 13 keto acid and keto ester phosphoranes were examined. All compounds gave a protonated molecular ion and characteristic peaks at m/z 303, 279, 262 and 201.     

On error bounds for lower semicontinuous functions

We give some sufficient conditions for proper lower semicontinuous functions on metric spaces to have error bounds (with exponents). For a proper convex function f on a normed space X the existence of a local error bound implies that of a global error bound. If in addition X is a Banach space, then error bounds can be characterized by the subdifferential of f. In a reflexive Banach space X, we further obtain several sufficient and necessary conditions for the existence of error bounds in terms of the lower Dini derivative of f. Received: April 27, 2001 / Accepted: November 6, 2001?Published online April 12, 2002     

Lattice gas generalization of the hard hexagon model. II. The local densities as elliptic functions

In a previous paper we considered an extension of the hard hexagon model to a solvable two-dimensional lattice gas with at most two particles per pair of adjacent sites. Here we use various mathematical identities (in particular Gordon's generalization of the Rogers-Ramanujan relations) to express the local densities in terms of elliptic functions. The critical behavior is then readily obtained.Supported in part by the National Science Foundation Grant MCS 8201733.     

Crutch or Catalyst: Teachers' Beliefs and Practices Regarding Calculator use in Mathematics Instruction

This study investigated K‐12 teachers' beliefs and reported teaching practices regarding calculator use in their mathematics instruction. A survey was administered to more than 800 elementary, middle and high school teachers in a large metropolitan area to address the following questions: (a) what are the beliefs and practices of mathematics teachers regarding calculator use? and (b) how do these beliefs and practices differ among teachers in three grade bands? Factor analysis of 20 Likert scale items revealed four factors that accounted for 54% of the variance in the ratings. These factors were named Catalyst Beliefs, Teacher Knowledge, Crutch Beliefs, and Teacher Practices. Compared to elementary teachers, high school teachers were significantly higher in their perception of calculator use as a catalyst in mathematics instruction. However, the higher the grade level of the teacher, the higher the mean score on the perception that calculator use may be a way of getting answers without understanding mathematical processes. The mean scores for teachers in all three grade bands indicated agreement that students can learn mathematics through calculator use and using calculators in instruction will lead to better student understanding and make mathematics more interesting. The survey results shed light on teachers' self reported beliefs, knowledge, and practices in regard to consistency with elements of the National Council of Teachers of Mathematics Principles and Standards for School Mathematics (2000) technology principle and the NCTM use of technology position paper (2003). This study extended previous research on teachers' beliefs regarding calculator use in classrooms by examining and comparing the results of teacher surveys across three grade bands.     

Chemistry of biureas—I: Cyclisation of ethoxycarbonyl derivatives of thiobiureas and bithioureas

The interaction of ethoxycarbonyl isothiocyanate with semicarbazides or thiosemicarbazides produces 1-ethoxycarbonyl-2-thiobiureas or bithioureas, respectively. The former are cyclisable to 2-ethoxycarbonamido-5-hydroxy-l,3,4-thiadiazole in acid, or to 2(H)-carbamoyl-3-hydroxy-5-alkylthio-1,2,4-triazoles, and thence to 3-hydroxy-5-mercapto-1,2,4-triazole in alkaline media. The ring-closure of the 1-ethoxycarbonylbithioureas proceeds similarly affording, under the influence of acids, 5-amino (or mercapto)-2-ethoxycarbonamido-1,3,4-thiadiazoles. The action of alkali produces compounds derived from 3-hydroxy-5-mercapto-1,2,4-triazole; the isolation, in a selected example, of the 2(H)-phenylthiocarbamoyl-derivative, elucidates the course of this reaction. Hydrazinolysis of 1-ethoxycarbonylbithiourea yields 4-amino-3-hydrazino-5-mercapto-1,2,4-triazole.     

Effect of the amine group on relative bond strengths in cubane and azacubanes

We have carried out an ab initio self-consistent-field molecular orbital study of the structures and relative bond strengths of some monoamine derivatives of cubane, azacubane, and 1,3-diazacubane. Our focus has been on the effect of the NH₂ group on the strengths of the endocyclic strained bonds in these molecules, and, in particular, on the conformation dependence of this effect. Our results show a consistent bond-weakening observed in one [and only one] C-C or C-N bond adjacent to the site of NH₂ substitution. We find that the particular bond that is weakened is in all cases essentially coplanar with the C-NH₂ bond and the position of the most negative electrostatic potential of the amine nitrogen. This direction-specific bond-weakening is viewed as an example of the anomeric effect.