The Emergence of Mathematical Collaboration in an Interactive Computer Environment

We present a case study of two students engaged in an investigation of number theory concepts in the computer environment, Geoboard. The two students struggle with significant problems to communicate mathematics, and the computer plays a vital role in helping them overcome these difficulties. In fact, the students constantly use the screen images to help them make sense of each other's vague ideas and incomplete utterances. Using the qualitative research methods of discourse analysis, we construct the learning profiles of the two students and show how the characteristics of each contributed to the shared process, and how they used the computer presence to enable this process. We trace this process through the students' construction of two mathematical concepts that arose in their activities, the n-star and common denominators.This revised version was published online in September 2005 with corrections to the Cover Date.     

MAGIC: The Design and Use of an Interactive Modelling Language for Mathematical Programming

The desirability of computer aids for the building as well asthe solving of Mathematical Programming models is argued. Ashort survey is given of some of the distinct approaches possiblein designing matrix generators/languages for such a role. Itis then suggested that the approach most suited to general modelsis to design a language close to widely used mathematical notation.The facilities needed in such a language are discussed and theimplementation using the MAGIC (MAtrix Generator InstructionConvertor) language described.     

An Interactive Method as an Aid in Solving Bicriterion Mathematical Programming Problems

In this paper, a man-machine interactive method is presented as an aid in solving the bicriterion mathematical programming problem. It is assumed that the two objective functions are real-valued functions of the decision variables which are themselves constrained to some compact and nonempty set. The overall utility function is assumed to be unknown explicitly to the decision-maker but is assumed to be a real-valued function defined on the pairs of feasible values of the objective functions and monotone non-decreasing in each argument. The decision-maker is required only to provide yes or no answers to questions regarding the desirability of increase or decrease in objective function values of solutions that he will not accept as optimal. Convergence of the method is indicated and a numerical example is presented in order to demonstrate its applicability.     

Level of Inquiry as Motivator in an Inquiry Methods Course for Preservice Elementary Teachers

Of great importance for achieving science education reform may be teachers' interest in science and enjoyment of science. This study explores the motivational qualities (rated for interest, fun, and learning value) of different levels of inquiry of hands‐on class activities. The participants, 53 preservice teachers in two sections of a science methods course, rated the activities at the end of each class. At the end of the course, these activities were categorized by level of inquiry (levels 0–3), with 30% rated as level 0 (no inquiry), 40% as level 1, 22% as level 2, and 8% as level 3, according to how much choice was given for posing questions and designing investigations. Ratings of each hands‐on activity indicated that participants perceived activities of higher levels of inquiry to be more fun and more interesting. They also perceived that they had learned more. These findings suggest that course instructors should determine level of inquiry when planning course activities, and degree of participant input into course activities may be important in the development of interest in science. A focus on hands‐on learning especially at higher levels of inquiry may serve both to capture the interest of teachers and to model how they can make science more authentic and engaging for children.     

Picture Books as an Impetus for Kindergartners' Mathematical Thinking

Although there is evidence that the use of picture books affects young children's achievement scores in mathematics, little is known about the cognitive engagement and, in particular, the mathematical thinking that is evoked when young children are read a picture book. The focus of the case study reported in this article is on the cognitive engagement that is facilitated by the picture books themselves and not on how this engagement is prompted by a reader. The book under investigation, Vijfde zijn [Being Fifth], is a picture book of high literary quality that was not written for the purpose of teaching mathematics. The story is about a doctor's waiting room and touches on backwards counting and spatial orientation only tacitly as part of the narrative. Four 5 year olds were each read the book by one of the authors without any questioning or probing. The reading sessions took place in school, outside the classroom. A detailed coding framework was developed for analyzing the children's utterances that provided an in-depth picture of the children's spontaneous cognitive engagement. Surprisingly, almost half the utterances were mathematics-related. The findings of the study support the idea that reading children picture books without explicit instruction or prompting has large potential for mathematically engaging children.     

“关灯”游戏的数学建模与求解

对互联网上的一个数学游戏的控制问题,进行了一般性推广,运用数学建模的方法给出了其基于有限域上的线性方程组的数学模型及求解.     

New Developments and Results for Mathematical Models in Environment Evaluations

A new mathematical model capable to provide a detailed evaluation of the ecological state of an environmental system is here presented. The mathematical model consists in a set of ordinary differential equations. The state variable of the system is the so-called Biological Territorial Capacity. The analysis is performed at the scale of each biotope that is the patch of land cover with homogeneous vegetation. Since the model consists in a very large number of ODE, in order to implement numerical computations with a fast algorithm, an approximated solution procedure is proposed. Finally a study case with comparisons between different designs and plans of the territory under investigation is performed.     

Mathematical working space and paradigms as an analysis tool for the teaching and learning of analysis

ZDM – Mathematics Education - Mathematical working space (MWS) is a model that is used in research in mathematics education, particularly in the field of geometry. Some MWS elements are...     

Mathematical paradoxes as pathways into beliefs and polymathy: an experimental inquiry

This paper addresses the role of mathematical paradoxes in fostering polymathy among pre-service elementary teachers. The results of a 3-year study with 120 students are reported with implications for mathematics pre-service education as well as interdisciplinary education. A hermeneutic-phenomenological approach is used to recreate the emotions, voices and struggles of students as they tried to unravel Russell’s paradox presented in its linguistic form. Based on the gathered evidence some arguments are made for the benefits and dangers in the use of paradoxes in mathematics pre-service education to foster polymathy, change beliefs, discover structures and open new avenues for interdisciplinary pedagogy.     

油罐刻度设计的数学模型及数值解法

从炼油厂储油罐上的刻度设计问题入手,建立了储油量与刻度之间关系的积分和微分方程数学模型,利用数值解法得到了实际问题中储油罐刻度的设计方案,并给出了储油量与刻度差的关系曲线.     

Interactive Optimization Aspects of Electronic Spreadsheet Models for Design and Planning

This paper extends the discussion of the relationship between optimization and electronic spreadsheet modelling. Previous authors have described two connections. These are, first, the use of spreadsheets to facilitate optimization projects and, second, the use of optimization within the spreadsheet model itself such as for cell value computation. In this paper we argue that use of the spreadsheet model for planning and design problems often may actually be viewed as interactive multi-criterion optimization per se. This provides a third connection between optimization and spreadsheet models. We base our arguments on a simplified example arising in insurance consulting work and note other examples as well. We also propose a method for incorporating this observation into existing spreadsheet models and indicate desirable innovations in spreadsheet software.     

生成学习系统的混沌与设计

认知学习是一种高度复杂的非线性现象.试图依据生成学习理论和经验学习的思想,建构含有记忆效应的生成学习系统动力学模型,探讨认知学习过程的复杂现象和变化特征,揭示学习系统波动的内生机制和学生认知的混沌规律,并在此基础上提出基于学习混沌的教学系统设计模式,期望能促进学生认知结构的发展.     

Erratum to: Mathematical working space and paradigms as an analysis tool for the teaching and learning of analysis

ZDM – Mathematics Education -     

Dynamics Modelling and Simulation Environment for Rapid Manipulator Design

For rapid development of space robotics mission scenarios, DLR provides an efficient assembly and simulation environment. It combines a CAD based robotic subsystems data base with kinematic and kinetic software tools for modeling and simulating the behaviour of the entire robotic system. In space environment, redundant manipulators are prefered. This paper addresses two implemented approaches for solving inverse kinematics and kinetics of such kind of systems.     

Mathematical analysis for an epidemic model with spatial and age structure

A system of parabolic–hyperbolic equations with a non-local boundary condition, arising in mathematical theory of epidemics, is analyzed. For such a system, well–posedness as well as Sobolev regularity with respect to the space variables is proved. Asymptotic behavior of the solutions is also investigated.     

《数理逻辑和集合论》讲课用例的设计和构造

《数理逻辑与集合论》是数学、信息、哲学和计算机科学等专业的重要基础,但其高度的抽象性特点往往使得学生望而生畏.课程教学中不能只强调抽象的、难以理解的符号系统,而必须立足于使学生拥有很好的直觉认识能力.在教学过程中有意识地选择数学和信息科学中学生们熟悉的典型实例,精心设计和构造以帮助学生理解相应的抽象概念,在温故知新的基础上,大大拓展了学生视野,对理解抽象概念起到事半功倍的成效.     

Learning to prove: using structured templates for multi-step calculations as an introduction to local deduction

It is generally accepted that proof is central to mathematics. There is less agreement about how proof should be introduced at school level. We propose an approach—based on the systematic exploitation of structured calculation—which builds the notion of objective mathematical proof into the curriculum for all pupils from the earliest years. To underline the urgent need for such a change we analyse the current situation in England—including explicit evidence of the extent to which current instruction fails even the best students.