Students' attitude towards computer algebra systems (CAS) and their choice of using CAS in problem-solving

We explore students choice of using computer algebra systems (CAS) in problem-solving relative to their self-reported attitude towards learning mathematics with CAS. Our research design is a case study of nine Norwegian upper-secondary mathematics students with a wide range of attitude towards CAS. Our findings on routine problems indicate that (1) students use CAS whenever students perceive the problem as time-consuming regardless of their attitude towards CAS, and (2) students attitude affects their use of CAS whenever students perceive the problem as non-time-consuming. Norway, among other countries, has implemented CAS as an essential digital resource towards learning mathematics in upper-secondary school. Our discussion focuses on the implications of our findings have on local mathematics educators and national policy-makers.     

A framework and algorithms for circular drawings of graphs

In this paper, we present a framework and two linear time algorithms for obtaining circular drawings of graphs. The first technique produces circular drawings of biconnected graphs and finds a zero crossing circular drawing if one exists. The second technique finds multiple embedding circle drawings. Techniques for the reduction of edge crossings are also discussed. Results of experimental studies are included.     

Incorporating the dynamic mathematics software GeoGebra into a history of mathematics course

The purpose of this study was to investigate pre-service teachers’ views about the history of mathematics course in which GeoGebra was used. The qualitative research design was used in this study. The participants of the study consisted of 23 pre-service mathematics teachers studying at a state university in Turkey. An open-ended questionnaire was used as a data collection tool. Qualitative data obtained from the pre-service teachers were analyzed by means of content analysis. As a result, it was determined that GeoGebra software was an effective tool in the learning and teaching of the history of mathematics.     

泛系哲学与泛系数学和应用:事理,物理,技理,医理与战理(Ⅱ)

这里从泛系观引入一种新型的哲学与数学研究,包括在泛系框架下发展哲学七论与数学和一些第二第三哲学以及对事理、物理、技理、医理与战理的某些应用.     

Success-factors in transition to university mathematics

This study examines different factors' relative importance for students' performance in the transition to university mathematics. Students' characteristics (motivation, actions and beliefs) were measured when entering the university and at the end of the first year. Principal component analysis revealed four important constructs: Self-efficacy, Motivation type, Study habits and Views of mathematics. Subsequently, orthogonal partial least squares (OPLS) analysis was used for measuring the constructs' ability to predict students' university mathematics grades. No individual constructs measured at the time of entrance predicted more than 5% of the variation. On the other hand, jointly they predicted 14%, which is almost in pair with upper secondary grades predicting 17%. Constructs measured at the end of the first year were stronger predictors, jointly predicting 37% of the variation in university grades, with Self-efficacy (21%) and Motivation (12%) being the two strongest individual predictors. In general, Study habits were not important for predicting university achievement. However, for students with low upper secondary grades, the textbook and interaction with peers, rather than internet-based resources, contributed positively to achievement. The association between Views of mathematics and performance was weak for all groups and non-existing for students with low grades.     

Mexican high school students' social representations of mathematics,its teaching and learning

This paper reports a qualitative research that identifies Mexican high school students’ social representations of mathematics. For this purpose, the social representations of ‘mathematics’, ‘learning mathematics’ and ‘teaching mathematics’ were identified in a group of 50 students. Focus group interviews were carried out in order to obtain the data. The constant comparative style was the strategy used for the data analysis because it allowed the categories to emerge from the data. The students’ social representations are: (A) Mathematics is…(1) important for daily life, (2) important for careers and for life, (3) important because it is in everything that surrounds us, (4) a way to solve problems of daily life, (5) calculations and operations with numbers, (6) complex and difficult, (7) exact and (6) a subject that develops thinking skills; (B) To learn mathematics is…(1) to possess knowledge to solve problems, (2) to be able to solve everyday problems, (3) to be able to make calculations and operations, and (4) to think logically to be able to solve problems; and (C) To teach mathematics is…(1) to transmit knowledge, (2) to know to share it, (3) to transmit the reasoning ability, and (4) to show how to solve problems.     

XGobi: Interactive Dynamic Data Visualization in the X Window System

Abstract

XGobi is a data visualization system with state-of-the-art interactive and dynamic methods for the manipulation of views of data. It implements 2-D displays of projections of points and lines in high-dimensional spaces, as well as parallel coordinate displays and textual views thereof. Projection tools include dotplots of single variables, plots of pairs of variables, 3-D data rotations, various grand tours, and interactive projection pursuit. Views of the data can be reshaped. Points can be labeled and brushed with glyphs and colors. Lines can be edited and colored. Several XGobi processes can be run simultaneously and linked for labeling, brushing, and sharing of projections. Missing data are accommodated and their patterns can be examined; multiple imputations can be given to XGobi for rapid visual diagnostics. XGobi includes an extensive online help facility. XGobi can be integrated in other software systems, as has been done for the data analysis language S, the geographic information system (GIS) Arc View?, and the interactive multidimensional scaling program XGvis. XGobi is implemented in the X Window System? for portability as well as the ability to run across a network.     

将教师的科学本质观转化到课堂实践——国际文献综述

提高学生的科学本质观是国际科学教育的重要目标，教师在提高学生科学本质观的过程中发挥着重要作用。本研究在梳理国际科学本质教育文献的基础上，聚焦教师的科学本质观到课堂实践的转化。研究发现，教师的科学本质观无法自动转化为有效的课堂实践，影响“转化”的因素可从教师、学生和教材等3方面进行分析，最后从职前教师和在职教师的角度综述了促进“转化”的措施。     

Orca: A Visualization Toolkit for High-Dimensional Data

Abstract

This article describes constructing interactive and dynamic linked data views using the Java programming language. The data views are designed for data that have a multivariate component. The approach to displaying data comes from earlier research on building statistical graphics based on data pipelines, in which different aspects of data processing and graphical rendering are organized conceptually into segments of a pipeline. The software design takes advantage of the object-oriented nature of the Java language to open up the data pipeline, allowing developers to have greater control over their visualization applications. Importantly, new types of data views coded to adhere to a few simple design requirements can easily be integrated with existing pipe sections. This allows access to sophisticated linking and dynamic interaction across all (new and existing) view types. Pipe segments can be accessed from data analysis packages such as Omegahat or R, providing a tight coupling of visual and numerical methods.     

PANSYSTEMS PHILOSOPHY,PANSYSTEMS MATHEMATICS(PPPM) AND APPLICATIONS TO APTMS:AFFAIROLOGY,PHYSICS,TECHNOLOGY,MEDICINE AND STRATEGICS(Ⅰ)

A new type of philosophy and mathematics from the pansystems view isintroduced here,including the7 philosophic theories(7PT)and related mathematicresearches.Many second/third philosophies are developed within pansystems framework and related applications to APTMS.