Covariational reasoning and invariance among coordinate systems

Researchers continue to emphasize the importance of covariational reasoning in the context of students’ function concept, particularly when graphing in the Cartesian coordinate system (CCS). In this article, we extend the body of literature on function by characterizing two pre-service teachers’ thinking during a teaching experiment focused on graphing in the polar coordinate system (PCS). We illustrate how the participants engaged in covariational reasoning to make sense of graphing in the PCS and make connections with graphing in the CCS. By foregrounding covariational relationships, the students came to understand graphs in different coordinate systems as representative of the same relationship despite differences in the perceptual shapes of these graphs. In synthesizing the students’ activity, we provide remarks on instructional approaches to graphing and how the PCS forms a potential context for promoting covariational reasoning.     

Embodied Semiotic Activities and Their Role in the Construction of Mathematical Meaning of Motion Graphs

This paper examines the relation between bodily actions, artifact-mediated activities, and semiotic processes that students experience while producing and interpreting graphs of two-dimensional motion in the plane. We designed a technology-based setting that enabled students to engage in embodied semiotic activities and experience two modes of interaction: 2D freehand motion and 2D synthesized motion, designed by the composition of single variable function graphs. Our theoretical framework combines two perspectives: the embodied approach to the nature of mathematical thinking and the Vygotskian notion of semiotic mediation. The article describes in detail the actions, gestures, graph drawings, and verbal discourse of one pair of high school students and analyzes the social semiotic processes they experienced. Our analysis shows how the computerized artifacts and the students’ gestures served as means of semiotic mediation. Specifically, they supported the interpretation and the production of motion graphs; they mediated the transition between an individual’s meaning of mathematical signs and culturally accepted mathematical meaning; and they enable linking bodily actions with formal signs.     

Given a one-step numerical scheme,on which ordinary differential equations is it exact?

A necessary condition for a (non-autonomous) ordinary differential equation to be exactly solved by a one-step, finite difference method is that the principal term of its local truncation error be null. A procedure to determine some ordinary differential equations exactly solved by a given numerical scheme is developed. Examples of differential equations exactly solved by the explicit Euler, implicit Euler, trapezoidal rule, second-order Taylor, third-order Taylor, van Niekerk’s second-order rational, and van Niekerk’s third-order rational methods are presented.     

Classroom mathematical practices and gesturing

The purpose of this paper is to illustrate a methodological approach for empirically investigating the function of gesturing in the collective development of knowledge. We extend the earlier work of Stephan and Rasmussen [Stephan, M., & Rasmussen, C. (2002). Classroom mathematical practices in differential equations. Journal of Mathematical Behavior 21, 459-490] who analyzed classroom discourse and symbolizing to document the emergence of six classroom mathematical practices over the course of 22 days of instruction on first-order differential equations. We complement and extend this previous analysis by re-examining the same data for gesturing and coordinate this analysis with the evolution of the classroom mathematical practices as they developed in this particular community of learners. Our illustration of the methodology we developed suggests that (1) gestures and argumentation can function as a unit that supports the establishment of one or more taken-as-shared ideas, and (2) that a gesture/argumentation pair that develops while establishing one practice can change function to support the establishment of ideas embedded in other classroom mathematical practices.     

Ways of talking and ways of positioning: Students’ beliefs in an inquiry-oriented differential equations class

As part of developmental research for an inquiry-oriented differential equations course, this study investigates the change in students’ beliefs about mathematics. The discourse analysis has identified two different types of perspective modes - i.e., discourse of the third-person perspective and discourse of the first-person perspective - in the students’ mathematical narratives, depending on their ways of positioning themselves with respect to mathematics. In the third-person perspective discourse, the students positioned themselves as passive recipients of mathematics that has been established by some external authority. In the first-person perspective discourse, the students positioned themselves as active mathematical inquirers and produced mathematics by interweaving their own mathematical ideas and experiences. Over the semester, students’ mathematical discourse changed from third-person perspective narratives to first-person perspective narratives. This change in their discourse pattern is interpreted as an indication of change in their beliefs about mathematics. Finally, this article discusses the instructional features that promote the change.     

Promoting students’ graphical understanding of the calculus

Our purpose in this paper is to report on an observational study to show how students think about the links between the graph of a derived function and the original function from which it was formed. The participants were asked to perform the following task: they were presented with four graphs that represented derived functions and from these graphs they were asked to construct the original functions from which they were formed. The students then had to walk these graphs as if they were displacement-time graphs. Their discussions were recorded on audio tape and their walks were captured using data logging equipment and these were analysed together with their pencil and paper notes. From these three sources of data, we were able to construct a picture of the students’ graphical understanding of connections in calculus. The results confirm that at the start of the activity the students demonstrate an algebraic symbolic view of calculus and find it difficult to make connections between the graphs of a derived function and the function itself. By being able to ‘walk’ an associated displacement time graph, we propose that the students are extending their understanding of calculus concepts from symbolic representation to a graphical representation and to what we term a ‘physical feel’.     

Pricing and hedging of financial derivatives using a posteriori error estimates and adaptive methods for stochastic differential equations

The efficient and accurate calculation of sensitivities of the price of financial derivatives with respect to perturbations of the parameters in the underlying model, the so-called ‘Greeks’, remains a great practical challenge in the derivative industry. This is true regardless of whether methods for partial differential equations or stochastic differential equations (Monte Carlo techniques) are being used. The computation of the ‘Greeks’ is essential to risk management and to the hedging of financial derivatives and typically requires substantially more computing time as compared to simply pricing the derivatives. Any numerical algorithm (Monte Carlo algorithm) for stochastic differential equations produces a time-discretization error and a statistical error in the process of pricing financial derivatives and calculating the associated ‘Greeks’. In this article we show how a posteriori error estimates and adaptive methods for stochastic differential equations can be used to control both these errors in the context of pricing and hedging of financial derivatives. In particular, we derive expansions, with leading order terms which are computable in a posteriori form, of the time-discretization errors for the price and the associated ‘Greeks’. These expansions allow the user to simultaneously first control the time-discretization errors in an adaptive fashion, when calculating the price, sensitivities and hedging parameters with respect to a large number of parameters, and then subsequently to ensure that the total errors are, with prescribed probability, within tolerance.     

Students’ use of technological features while solving a mathematics problem

The design of technology tools has the potential to dramatically influence how students interact with tools, and these interactions, in turn, may influence students’ mathematical problem solving. To better understand these interactions, we analyzed eighth grade students’ problem solving as they used a java applet designed to specifically accompany a well-structured problem. Within a problem solving session, students’ goal-directed activity was used to achieve different types of goals: analysis, planning, implementation, assessment, verification, and organization. As we examined students’ goals, we coded instances where their use of a technology feature was supportive or not supportive in helping them meet their goal. We categorized features of this applet into four subcategories: (1) features over which a user does not have any control and remain static, (2) dynamic features that allow users to directly manipulate objects, (3) dynamic features that update to provide feedback to users during problem solving, and (4) features that activate parts of the applet. Overall, most features were found to be supportive of students’ problem solving, and patterns in the type of features used to support various problem solving goals were identified.     

Students’ images of problem contexts when solving applied problems

This article reports findings from an investigation of precalculus students’ approaches to solving novel problems. We characterize the images that students constructed during their solution attempts and describe the degree to which they were successful in imagining how the quantities in a problem's context change together. Our analyses revealed that students who mentally constructed a robust structure of the related quantities were able to produce meaningful and correct solutions. In contrast, students who provided incorrect solutions consistently constructed an image of the problem's context that was misaligned with the intent of the problem. We also observed that students who caught errors in their solutions did so by refining their image of how the quantities in a problem's context are related. These findings suggest that it is critical that students first engage in mental activity to visualize a situation and construct relevant quantitative relationships prior to determining formulas or graphs.     

Algebra word problem solving approaches in a chemistry context: Equation worked examples versus text editing

Text editing directs students’ attention to the problem structure as they classify whether the texts of word problems contain sufficient, missing or irrelevant information for working out a solution. Equation worked examples emphasize the formation of a coherent problem structure to generate a solution. Its focus is on the construction of three equation steps each of which comprises essential units of relevant information. In an experiment, students were randomly assigned to either text editing or equation worked examples condition in a regular classroom setting to learn how to solve algebra word problems in a chemistry context. The equation worked examples group outperformed the text editing group for molarity problems, which were more difficult than dilution problems. Empirical evidence supports the theoretical rationale in using equation worked examples to facilitate students’ construction of a coherent problem structure so as to develop problem skills and expertise to solve molarity problems.     

Promoting productive mathematical classroom discourse with diverse students

Productive mathematical classroom discourse allows students to concentrate on sense making and reasoning; it allows teachers to reflect on students’ understanding and to stimulate mathematical thinking. The focus of the paper is to describe, through classroom vignettes of two teachers, the importance of including all students in classroom discourse and its influence on students’ mathematical thinking. Each classroom vignette illustrates one of four themes that emerged from the classroom discourse: (a) valuing students’ ideas, (b) exploring students’ answers, (c) incorporating students’ background knowledge, and (d) encouraging student-to-student communication. Recommendations for further research on classroom discourse in diverse settings are offered.     

Classroom mathematical practices in differential equations

This article describes the results of a design experiment conducted in one differential equations classroom. The purpose of the article is to present an analysis of the classroom mathematical practices that were established over the first half of the semester including instruction on first order differential equations. We discuss and illustrate our use of Toulmin’s model of argumentation to develop an analytical technique for documenting the emergence and stability of classroom mathematical practices. This analysis is significant in that it contributes to an emerging body of research on students’ learning in social context, in particular at the undergraduate level where such analyses are lacking. Our analysis also serves as a case to examine the construct of classroom mathematical practices in new light and to extend prior research by documenting two theoretical ideas; that practices can emerge in a non-sequential fashion with regard to both time and structure.     

Engineering students designing a statistical procedure for quantifying variability

The study examined first-year engineering students’ responses to a statistics task that asked them to generate a procedure for quantifying variability in a data set from an engineering context. Teams used technological tools to perform computations, and their final product was a ranking procedure. The students could use any statistical measures, and they needed to explain their ranking procedure in detail. The responses were first categorized by the statistical measures used. The responses were categorized using a cyclic model development perspective moving from primitive to more sophisticated responses. The modeling cycle framework provided a developmental view of students’ responses and use of statistics. The study raised questions related to the measurement of variability, the application of statistics, and the process teams go through when designing an analysis procedure.     

“Then you can take half … almost” — Elementary students learning bar graphs and pie charts in a computer-based context

Forty Swedish elementary students, 7-12 years of age and working in pairs, constructed a series of bar graphs and pie charts using a graphing application software as an instructional tool under the guidance of the researcher. After successive withdrawal of help, each pair drew a small number of graphic displays manually at the end of the data collection period. Evidence is provided that children's engagement with the graphing application software enhanced their understanding of essential graphical ideas and that even the youngest students appropriated and talked insightfully about a number of critical aspects of graphing. The students’ gradual mastering of different aspects of graphing is argued to be movements within their “zones of proximal development” towards a more competent use of graphs.     

Weak Continuity and Compactness for Nonlinear Partial Differential Equations

This paper presents several examples of fundamental problems involving weak continuity and compactness for nonlinear partial differential equations, in which compensated compactness and related ideas have played a significant role. The compactness and convergence of vanishing viscosity solutions for nonlinear hyperbolic conservation laws are first analyzed, including the inviscid limit from the Navier-Stokes equations to the Euler equations for homentropic flow, the vanishing viscosity method to construct the global spherically symmetric solutions to the multidimensional compressible Euler equations, and the sonic-subsonic limit of solutions of the full Euler equations for multi-dimensional steady compressible fluids. Then the weak continuity and rigidity of the Gauss-Codazzi-Ricci system and corresponding isometric embeddings in differential geometry are revealed. Further references are also provided for some recent developments on the weak continuity and compactness for nonlinear partial differential equations.     

Why do U.S. and Chinese students think differently in mathematical problem solving?: Impact of early algebra learning and teachers’ beliefs

This paper reports two studies that examined the impact of early algebra learning and teachers’ beliefs on U.S. and Chinese students’ thinking. The first study examined the extent to which U.S. and Chinese students’ selection of solution strategies and representations is related to their opportunity to learn algebra. The second study examined the impact of teachers’ beliefs on their students’ thinking through analyzing U.S. and Chinese teachers’ scoring of student responses. The results of the first study showed that, for the U.S. sample, students who have formally learned algebraic concepts are as likely to use visual representations as those who have not formally learned algebraic concepts in their problem solving. For the Chinese sample, students rarely used visual representations whether or not they had formally learned algebraic concepts. The findings of the second study clearly showed that U.S. and Chinese teachers view students’ responses involving concrete strategies and visual representations differently. Moreover, although both U.S. and Chinese teachers value responses involving more generalized strategies and symbolic representations equally high, Chinese teachers expect 6th graders to use the generalized strategies to solve problems while U.S. teachers do not. The research reported in this paper contributed to our understanding of the differences between U.S. and Chinese students’ mathematical thinking. This research also established the feasibility of using teachers’ scoring of student responses as an alternative and effective way of examining teachers’ beliefs.     

Solving two-point boundary value problems using combined homotopy perturbation method and Green’s function method

In this paper, an algorithm is proposed for the solution of second-order boundary value problems with two-point boundary conditions. The Green’s function method is applied first to transform the ordinary differential equation into an equivalent integral one, which has already satisfied the boundary conditions. And then, the homotopy perturbation method is used to the resulting equation to construct the numerical solution for such problems. Numerical examples demonstrate the efficiency and reliability of the algorithm developed, it is quite accurate and readily implemented for both linear and nonlinear differential equations with homogeneous and nonhomogeneous boundary conditions. Furthermore, the lower order approximation is of higher accuracy for most cases. Some other extended applications of this algorithm are also exhibited.     

Locating starting points in differential equations: a realistic mathematics education approach

The paper reports on ongoing developmental research efforts to adapt the instructional design perspective of Realistic Mathematics Education (RME) to the learning and teaching of collegiate mathematics, using differential equations as a specific case. This report focuses on the RME design heuristic of guided reinvention as a means to locate a starting point for an instructional sequence for first-order differential equations and highlights the cyclical process instructional design and analysis of student learning. The instance of starting with a rate of change equation as an experientially real mathematical context is taken as a case for illustrating how university students might experience the creation of mathematical ideas. In particular, it is shown how three students came to reason conceptually about rate and in the process, develop their own informal Euler method for approximating solution functions to differential equations.     

Localization of Wiener functionals of fractional regularity and applications

In this paper we localize some of Watanabe’s results on Wiener functionals of fractional regularity, and use them to give a precise estimate of the difference between two Donsker’s delta functionals even with fractional differentiability. As an application, the convergence rate of the density of the Euler scheme for non-Markovian stochastic differential equations is obtained.