Identifying Cyclic Patterns of Interaction to Study Individual and Collective Learning

Our analysis of a college level mathematics course for prospective secondary mathematics teachers revealed that each student developed, at least to some degree, a conceptual orientation for teaching mathematics (A. G. Thompson, Philipp, Thompson, & Boyd, 1994). This initial finding led to a more in-depth question: If we assume an emergent perspective (Cobb & Bauersfeld, 1995; Cobb & Yackel, 1996) in which the values, practices, and social motivations of the classroom are believed to play critical roles in students' conceptual development, what social aspects emerged that supported these individual constructions? To address this question, we documented the emergence of a collective conceptual orientation and then used this construct to explore the reflexivity between its emergence and individual students' development of conceptual orientations.     

Change in the Form of Evolution: Transition from Primate to Hominid Forms of Social Organization

In this paper I sketch a model for the transition from biologically to culturally based forms of social organization. The impetus for the transition arises from increased individualization among the non-human primates that can be observed as one moves phylogenetically from the Cercopithecoids and Ceboids (Old and New World monkeys) to the hominoids, especially the African apes. Increased individualization introduced a conflict with coherent and stable social integration that was only resolved among the hominid ancestors to modern Homo sapiens by shifting to a cultural/conceptual, rather than a behavioral/biological, basis for social organization. The shift entailed a change from evolution driven by individual fitness to evolution driven by the structural coherency of a conceptual system for social organization; that is, to selection based on group, rather than individual, level traits. Conceptually the transition depended upon the evolution of mental capacities such as a theory of mind and recursion, both of which are absent or occur only in minimal form among the non-human primates.     

Computational organizational network modeling: Strategies and an example

This paper articulates the logic of computational organizational modeling as a strategy for theory construction and testing in the field of organizational communication networks. The paper introduces, Blanche, and objectoriented simulation environment that supports quantitative modeling and analysis of the evolution of organizational networks. Blanche relies on the conceptual primitives of attributes that describe network nodes and links that connect these nodes. Difference equations are used to model the dynamic properties of the network as it changes over time. This paper describes the design of Blanche and how it supports both the process of theory construction, model building and analysis of results. The paper concludes with an empirical example, to test the predictions of a network-based social influence model for the adoption of a new communication technology in the workplace.     

Measuring agility of networked organizational structures via network entropy and mutual information

While the agility of networked organizational structures is important for organizational performance, studies on how to evaluate it remain scant, probably because the difficulty in measuring network evolution. In this conceptual paper, we propose two measures - network entropy and mutual information - to characterize the agility of networked organizational structure. Rooted in graph theory and information theory, these two measures capture network evolution in a comprehensive and parsimonious way. They indicate the uncertainty (or disorder) at the network level as well as the degree distribution at the individual level. We also propose an algorithm for applying them in the scenario of adding links to a network while holding the number of nodes fixed. Both simulated and real networks are used for demonstration. Implications and areas for future research are discussed in the end.     

Scalar and vector line integrals: A conceptual analysis and an initial investigation of student understanding

This paper adds to the growing body of research happening in multivariable calculus by examining scalar and vector line integrals. This paper contributes in two ways. First, this paper provides a conceptual analysis for both types of line integrals in terms of how theoretical ways of thinking about definite integrals summarized from the research literature might be applied to understanding line integrals specifically. Second, this paper provides an initial investigation of students’ understandings of line integral expressions, and connects these understanding to the theoretical ways of thinking drawn from the literature. One key finding from the empirical part is that several students appeared to understand individual pieces of the integral expression based on one way of thinking, such as adding up pieces or anti-derivatives, while trying to understand the overall integral expression through a different way of thinking, such as area under a curve.     

Quality competition for screening and treatment services

This paper examines how quality for one type of preventive health care services, screening services are determined under competition and explores its links with the treatment services. A Hotelling type of model is introduced for this purpose. Two providers offer both screening and treatment services, and decide on their quality for both services. The equilibrium quality values are characterized assuming providers are identical and patients are free to choose providers for screening and treatment independently. Screening quality and treatment quality are shown to be strategic complements. The social planner can achieve the desired quality level via appropriate reimbursements for screening and treatment of the disease at early and late stage. A sensitivity analysis investigates the effect of model parameters on the equilibrium quality levels.     

Multiple levels of metacognition and their elicitation through complex problem-solving tasks

Building on prior efforts, we re-conceptualize metacognition on multiple levels, looking at the sources that trigger metacognition at the individual level, the social level, and the environmental level. This helps resolve the paradox of metacognition: metacognition is personal, but it cannot be explained exclusively by individualistic conceptions. We develop a theoretical model of metacognition in collaborative problem solving based on models and modeling perspectives. The theoretical model addresses several challenges previously found in the research of metacognition. This paper illustrates how metacognition was elicited, at the environmental level, through problems requiring different problem-solving processes (definition building and operationalizing definitions), and how metacognition operated at both the individual level and the social level during complex problem solving. The re-conceptualization of metacognition has the potential to guide the development of metacognitive activities and effective instructional methods to integrate them into existing curricula that are necessary to engage students in active, higher-order learning.     

Socioeconomic factors and consumption theories

In consumption theories, the question of how to incorporate socio-demographic and other non-budgetary factors in the theoretical structure remains unresolved. To facilitate partial resolution of this issue, this paper presentd a conceptual framework for representing an individual consumption set and its relationship to nonbudgetary factors. This facilitates the restriction of the domain of an individual's utility function with socioeconomic factors. A microeconomic model which incorporates such factors can then be formulated to provide a theoretical foundation for an aggregate consumption function.     

Justifying the methods of OR

Operational research practitioners use mathematical, statistical, scientific, and other methods to structure and analyse issues in order to advise and assist their clients. In doing so they apply values, follow rules and use methodologies. The paper examines the justification of these methods, values and methodologies. Starting with a conceptual model drawn from the philosophy of science, a justification framework is developed for operational research (OR). Making a distinction between OR academic research and OR practice helps to clarify the issues. OR research is similar to scientific, mathematical and social science research; OR practice, as technology, is closer to engineering. While OR academic researchers will seek justification in the academic discipline within which they choose to work, it is argued that the justification of OR practice lies in its usefulness. For academic OR, justification lies in the justification of mathematics, statistics, science and social science; for practice, it is practitioners who decide what usefulness means in their context.     

A reconceptualization of the problem of collective decisions

Exchange theory has recently assumed an important place in sociological theory. However, exchange theory takes as its problem how resources are distributed among actors, and does not consider the allocation of resources towards producing different outcomes of events. This paper defines the problem of collective decisions as how a collectivity uses its resources to produce outcomes as a result of exchange and allocation. A model is presented that includes actors, events, and resources and their relationships in terms of interests, requirements, and control. The concepts are given a mathematical interpretation in an extension of Coleman's exchange model. This approach allows examination of the relationships between the individual and collective levels of analysis; it leads to the expectation of certain consistencies at the aggregate level; and it allows consideration of the consequences of changes in the ways resources may be used to affect event outcomes.     

DEA-based predictors for estimating fleet size changes when modelling the introduction of rights-based management

The introduction of individual transferable quotas (ITQs) into a fishery is going to change not only the amount of catch a fleet can take, but often also changes the fleet structure, particularly if total allowable catches are decreased. This can have an impact on the economic, social and environmental outcomes of fisheries management. Management Strategy Evaluation (MSE) modelling approaches are recognised as the most appropriate method for assessing impacts of management, but these require information as to how fleets may change under different management systems. In this study, we test the applicability of data envelopment analysis (DEA) based performance measures as predictors of how a fishing fleet might change under the introduction of ITQs and also at different levels of quota. In particular, we test the assumption that technical efficiency and capacity utilisation are suitable predictors of which boats are likely to exit the fishery. We also consider scale efficiency as an alternative predictor. We apply the analysis to the Torres Strait tropical rock lobster fishery that is transitioning to an ITQ-based management system for one sector of the fishery. The results indicate that capacity utilisation, technical efficiency and scale efficiency are reasonable indicators of who may remain in the fishery post ITQs. We find that the use of these measures to estimate the impacts of lower quota levels provides consistent fleet size estimates at the aggregate level, but which individual vessels are predicted to exit is dependent on the measure used.     

By the content of their character? Discrimination,social identity,and observed distributions of income

ABSTRACT

This paper applies information-theoretic measures to consider the systemic effects on individual incomes of complex patterns of social and economic discrimination by race, ethnicity, and gender in the U.S. It estimates non-parametric indices of joint, conditional or incremental, and mutual information between income, social identity, and observable economic characteristics obtained using large-scale cross-sectional data from that economy. The paper advances new conceptual and empirical approaches to the nature and measurement of economic discrimination and inequalities of opportunity, founded on the formal informativeness of measures of social identity on economic outcomes. Estimated values for indices of informational association also cast new light on the effects of the intersections of gender and race/ethnicity on income, perverse patterns in the effects of education across different groups, and a few notable dynamic changes in patterns of income distribution in that economy over the past 40 years.     

The relevance of DEA benchmarking information and the Least-Distance Measure

Efficiency analysis is performed not only to estimate the current level of efficiency, but also to provide information on how to remove inefficiency, that is, to obtain benchmarking information. Data Envelopment Analysis (DEA) was developed in order to satisfy both objectives and the strength of its benchmarking analysis gives DEA a unique advantage over other methodologies of efficiency analysis. This study proposes the use of the Least-Distance Measure in order to obtain the shortest projection from the evaluated Decision Making Unit (DMU) to the strongly efficient production frontier, thus allowing an inefficient DMU to find the easiest way to improve its efficiency. In addition to producing reasonable benchmarking information, the proposed model provides efficiency values which satisfy the general requirements that every well-defined efficiency measure should meet.     

From formal standards to everyday practice of mathematics learning

This paper uses the example of six Japanese teachers and their mathematics lessons to illustrate how clear, high standards for mathematics instruction are combined with teachers' holistic concern for students. We draw upon data from the Third International Math and Science Study Case Study Project in Japan that was designed to elucidate the context behind the high achievement of Japanese students. Using everyday examples of classroom practice, we illustrate both flexibility in teachers' approach to teaching and adherence to Monbusho's (Ministry of Education, Science, Sports, and Culture)Course of Study. Our purpose is to emphasize how flexibility and attention to individual needs by Japanese teachers combine with quality mathematics instruction based on the detailed Japanese curricula. Six teachers' characteristics and lessons (two teachers at each educational level—elementary, junior high, and high school) are described in order to show the variety of teachers who exist in Japan. These teachers use their understanding of theCourse of Study and are supported by their school environment to enhance their students' conceptual understanding of the fundamentals of mathematics. Characteristics of their teaching include: 1) involving the whole class in learning. 2) using extremely focused curriculum guidelines that expect mastery of concepts at each grade level, 3) thoroughly covering mathematics units in an organized and in-depth manner, 4) leading classes as facilitators or guides more often than as lecturers, and 5) focusing on problem solving with the primary goal of developing students' ability to reason, especially to reason inductively. The examples in this paper show how these methods develop in individal classrooms.     

Risk assessment for infectious disease and its impact on voluntary vaccination behavior in social networks

Achievement of the herd immunity is essential for preventing the periodic spreading of an infectious disease such as the flu. If vaccination is voluntary, as vaccination coverage approaches the critical level required for herd immunity, there is less incentive for individuals to be vaccinated; this results in an increase in the number of so-called “free-riders” who craftily avoid infection via the herd immunity and avoid paying any cost. We use a framework originating in evolutionary game theory to investigate this type of social dilemma with respect to epidemiology and the decision of whether to be vaccinated. For each individual in a population, the decision on vaccination is associated with how one assesses the risk of infection. In this study, we propose a new risk-assessment model in a vaccination game when an individual updates her strategy, she compares her own payoff to a net payoff obtained by averaging a collective payoff over individuals who adopt the same strategy as that of a randomly selected neighbor. In previous studies of vaccination games, when an individual updates her strategy, she typically compares her payoff to the payoff of a randomly selected neighbor, indicating that the risk for changing her strategy is largely based on the behavior of one other individual, i.e., this is an individual-based risk assessment. However, in our proposed model, risk assessment by any individual is based on the collective success of a strategy and not on the behavior of any one other individual. For strategy adaptation, each individual always takes a survey of the degree of success of a certain strategy that one of her neighbors has adopted, i.e., this is a strategy-based risk assessment. Using computer simulations, we determine how these two different risk-assessment methods affect the spread of an infectious disease over a social network. The proposed model is found to benefit the population, depending on the structure of the social network and cost of vaccination. Our results suggest that individuals (or governments) should understand the structure of their social networks at the regional level, and accordingly, they should adopt an appropriate risk-assessment methodology as per the demands of the situation.     

Ant colony optimization for continuous domains

In this paper we present an extension of ant colony optimization (ACO) to continuous domains. We show how ACO, which was initially developed to be a metaheuristic for combinatorial optimization, can be adapted to continuous optimization without any major conceptual change to its structure. We present the general idea, implementation, and results obtained. We compare the results with those reported in the literature for other continuous optimization methods: other ant-related approaches and other metaheuristics initially developed for combinatorial optimization and later adapted to handle the continuous case. We discuss how our extended ACO compares to those algorithms, and we present some analysis of its efficiency and robustness.     

Investigating the transformation of a secondary teacher’s knowledge of trigonometric functions

Shulman (1987) defined pedagogical content knowledge as the knowledge required to transform subject-matter knowledge into curricular material and pedagogical representations. This paper presents the results of an exploratory case study that examined a secondary teacher’s knowledge of sine and cosine values in both clinical and professional settings to discern the characteristics of mathematical schemes that facilitate their transformation into learning artifacts and experiences for students. My analysis revealed that the teacher’s knowledge of sine and cosine values consisted of uncoordinated quantitative and arithmetic schemes and that he was cognizant only of the behavioral proficiencies these schemes enable, not the mental actions and conceptual operations they entail. Based on these findings, I hypothesize that the extent to which a teacher is consciously aware of the mental activity that comprises their mathematical conceptions influences their capacity to transform their mathematical knowledge into curricular material and pedagogical representations to effectively support students’ conceptual learning.     

Fuzzy goal programming approach to multilevel programming problems

The purpose of this paper is to propose a procedure for solving multilevel programming problems in a large hierarchical decentralized organization through linear fuzzy goal programming approach. Here, the tolerance membership functions for the fuzzily described objectives of all levels as well as the control vectors of the higher level decision makers are defined by determining individual optimal solution of each of the level decision makers. Since the objectives are potentially conflicting in nature, a possible relaxation of the higher level decision is considered for avoiding decision deadlock. Then fuzzy goal programming approach is used for achieving highest degree of each of the membership goals by minimizing negative deviational variables. Sensitivity analysis with variation of tolerance values on decision vectors is performed to present how the solution is sensitive to the change of tolerance values. The efficiency of our concept is ascertained by comparing results with other fuzzy programming approaches.     

Mathematics coaching and instructional reform: Individual and collective change

Mathematics coaching initiatives are being implemented in schools and districts across the country, guided by the notion that these initiatives will foster individual teacher’s learning and thereby support system-wide instructional improvement in mathematics. This paper explores the evolving roles that mathematics coaches played in a system-wide instructional improvement effort focused on elementary mathematics education in a medium-sized suburban school district. Using social network analysis and qualitative analysis of interviews, we argue that coaches facilitated teachers’ implementation of a new mathematics curriculum by acting as brokers, first as intermediaries between the district office and schools, then as catalysts for collective inquiry. Further, we show how coaches’ work was both enabled and constrained over time by various organizational dimensions at the school and district levels. Overall, our findings suggest that district and school leaders should think beyond the roles and responsibilities of individual coaches, and consider how to support coaches as participants in system-wide networks focused on continuous learning and instructional improvement.