Some environmental and attitudinal characteristics as predictors of mathematical creativity

There are many things which can be made more useful and interesting through the application of creativity. Self-concept in mathematics and some school environmental factors such as resource adequacy, teachers’ support to the students, teachers’ classroom control, creative stimulation by the teachers, etc. were selected in the study. The sample of the study comprised 770 seventh grade students. Pearson correlation, multiple correlation, regression equation and multiple discriminant function analyses of variance were used to analyse the data. The result of the study showed that the relationship between mathematical creativity and each attitudinal and environmental characteristic was found to be positive and significant. Index of forecasting efficiency reveals that mathematical creativity may be best predicted by self-concept in mathematics. Environmental factors, resource adequacy and creative stimulation by the teachers’ are found to be the most important factors for predicting mathematical creativity, while social–intellectual involvement among students and educational administration of the schools are to be suppressive factors. The multiple correlation between mathematical creativity and attitudinal and school environmental characteristic suggests that the combined contribution of these variables plays a significant role in the development of mathematical creativity. Mahalanobis analysis indicates that self-concept in mathematics and total school environment were found to be contributing significantly to the development of mathematical creativity.     

Teacher listening: The role of knowledge of content and students

In this research report we consider the kinds of knowledge needed by a mathematician as she implemented an inquiry-oriented abstract algebra curriculum. Specifically, we will explore instances in which the teacher was unable to make sense of students’ mathematical struggles in the moment. After describing each episode we will examine the instructor's efforts to listen to the students and the way that these efforts were supported or constrained by her mathematical knowledge for teaching. In particular, we will argue that in each case the instructor was ultimately constrained by her knowledge of how students were thinking about the mathematics.     

The same tasks,different learning opportunities: An analysis of two exemplary lessons in China and the U.S. from a perspective of variation

This study examined the learning opportunities afforded in two exemplary lessons based on a theory of variation. Implemented in China and the U.S., the two lessons focused on the same topic of patterns in a calendar and were carefully developed through a lesson study approach. Both lessons set similar learning goals but enacted these goals differently. When compared with the U.S. lesson, the Chinese lesson provided more learning opportunities through high cognitively demanding tasks focusing on different identities within patterns. However, the U.S. lesson, which featured fewer tasks and focused on a single pattern identity, may have better supported students in discerning the critical features within the objects of learning. The implications for task design and implementation for effective mathematics teaching are discussed.     

The standard proof,the elegant proof,and the proof without words of tasks in geometry,and their dynamic investigation

Solution of problems in mathematics, and in particular in the field of Euclidean geometry is in many senses a form of artisanship that can be developed so that in certain cases brief and unexpected solutions may be obtained, which would bring out aesthetically pleasing mathematical traits. We present four geometric tasks for which different proofs are given under the headings: standard proof, elegant proof, and the proof without words. The solutions were obtained through a combination of mathematical tools and by dynamic investigation of the geometrical properties.     

The role of problem representation and feature knowledge in algebraic equation-solving

Domain experts have two major advantages over novices with regard to problem solving: experts more accurately encode deep problem features (feature encoding) and demonstrate better conceptual understanding of critical problem features (feature knowledge). In the current study, we explore the relative contributions of encoding and knowledge of problem features (e.g., negative signs, the equals sign, variables) when beginning algebra students solve simple algebraic equations. Thirty-two students completed problems designed to measure feature encoding, feature knowledge and equation solving. Results indicate that though both feature encoding and feature knowledge were correlated with equation-solving success, only feature knowledge independently predicted success. These results have implications for the design of instruction in algebra, and suggest that helping students to develop feature knowledge within a meaningful conceptual context may improve both encoding and problem-solving performance.     

The design of tasks that address applications to teaching secondary mathematics for use in undergraduate mathematics courses

This paper describes theoretical design principles emerging from the development of tasks for standard undergraduate mathematics courses that address applications to teaching secondary mathematics. While researchers recognize that mathematical knowledge for teaching is a form of applied mathematics, applications to teaching remain largely absent from curriculum resources for courses for mathematics majors. We developed various materials that contain applications to teaching that have been integrated into four standard undergraduate mathematics courses. Three primary principles influenced the design of the tasks that prepare future teachers to learn and apply mathematics in a manner central to their future work. Additionally, this paper provides guidance for instructors desiring to develop or implement similar applications. The process of developing these tasks underscores the importance of key features regarding the roles of human beings in the tasks, the intentional focus on advanced content connected to school mathematics, and the integration of active engagement strategies.     

Numerical solution for degenerate scale problem arising from multiple rigid lines in plane elasticity

This paper studies the degenerate scale problem arising from multiple rigid lines in plane elasticity. In the first step, the problem should be formulated on a degenerate scale by distribution of body force densities along rigid lines. The condition of vanishing displacement along lines is also assumed. The coordinate transform with a reduced factor “h” is performed in the next step. The new obtained BIE is a particular non-homogenous BIE defined in the transformed coordinates with normal scale. In the normal scale, the integral operator is invertible. By using two fundamental solutions that are formulated in the normal scale, the new obtained BIE can be reduced to an equation for finding the factor “h”. Finally, the degenerate scale is obtained. It is proved from computed results that the degenerate scale only depends on the configuration of rigid lines, and does not depend on the initial normal scale used. In addition, the degenerate scale is invariant with respect to the rotation of rigid lines. Many examples are carried out.     

Authority and whole-class proving in high school geometry: The case of Ms. Finley

Students’ experiences with proving in schools often lead them to see proof as a static product rather than a negotiated process that can help students justify and make sense of mathematical ideas. We investigated how authority manifested in whole-class proving episodes within Ms. Finley’s high school geometry classroom. We designed a coding scheme that helped us identify the proving actions and interactions that occurred during whole-class proving and how Ms. Finley and her students contributed to those processes. By considering the authority over proof initiation, proof construction, and proof validation, the episodes illustrate how whole-class proving interactions might relate to students’ potential development (or maintenance) of authoritative proof schemes. In particular, the authority of the teacher and textbook limited students’ opportunities to engage collectively in proving and sometimes allowed invalid arguments to be accepted in the public discourse. We offer suggestions for research and practice with respect to authority and proof instruction.     

An example of the geometry of a 5th-order ODE: The metric on the space of conics in CP2

As an application of the method of [4], we find the metric and connection on the space of conics in ${\mathbb{CP}}^2$ determined as the solution space of the ODE (1). These calculations underpin the twistor construction of the Radon transform on conics in ${\mathbb{CP}}^2$ described in [5]. Two further examples of the method are provided.     

Mathematical modeling of turbulent fiber suspension and successive iteration solution in the channel flow

The modified Reynolds mean motion equation of turbulent fiber suspension and the equation of probability distribution function for mean fiber orientation are firstly derived. A new successive iteration method is developed to calculate the mean orientation distribution of fiber, and the mean and fluctuation-correlated quantities of suspension in a turbulent channel flow. The derived equations and successive iteration method are verified by comparing the computational results with the experimental ones. The obtained results show that the flow rate of the fiber suspension is large under the same pressure drop in comparison with the rate of Newtonian fluid in the absence of fiber suspension. Fibers play a significant role in the drag reduction. The amount of drag reduction augments with increasing of the fiber mass concentration. The relative turbulent intensity and the Reynolds stress in the fiber suspension are smaller than those in the Newtonian flow, which illustrates that the fibers have an effect on suppressing the turbulence. The amount of suppression is also directly proportional to the fiber mass concentration.     

An analysis of context-based similarity tasks in textbooks from Brazil and the United States

Three textbooks from Brazil and three textbooks from the United States were analysed with a focus on similarity and context-based tasks. Students’ opportunities to learn similarity were examined by considering whether students were provided context-based tasks of high cognitive demand and whether those tasks included missing or superfluous information. Although books in the United States included more tasks, the proportion of tasks focused on similarity were about the same. Context-based similarity tasks accounted for 9%–29% of the similarity tasks, and many of these contextual tasks were of low cognitive demand. In addition, the types of contexts that were included in the textbooks were critiqued and examples provided.     

偶数阶中立型差分方程多正解的存在性

利用不动点指数理论,得到了高阶非自治非线性中立型差分方程多正解的存在性准则,推广了有关文献中的相关结论.     

Understanding multidigit whole numbers: The role of knowledge components,connections, and context in understanding regrouping 3+-digit numbers

This case study of a PST's understanding of regrouping with multidigit whole numbers in base-10 and non-base-10 contexts shows that although she seems to have all the knowledge elements necessary to give a conceptually based explanation of regrouping in the context of 3-digit numbers, she is unable to do so. This inability may be due to a lack of connections among various knowledge components (conceptual knowledge) or a lack of connections between knowledge components and context (strategic knowledge). Although she exhibited both conceptual and strategic knowledge of numbers while regrouping 2-digit numbers, her struggles in explaining regrouping 3-digit numbers in the context of the standard algorithms indicate that explaining regrouping with 3-digit is not a mere extension of doing so for 2-digit numbers. She also accepts an overgeneralization of the standard algorithms for subtraction to a time (mixed-base) context, indicating a lack of recognition of the connections between the base-10 contexts and the standard algorithms. Implications for instruction are discussed.     

Multicriteria estimation of probabilities on basis of expert non-numeric,non-exact and non-complete knowledge

A new method of alternatives’ probabilities estimation under deficiency of expert numeric information (obtained from different sources) is proposed. The method is based on the Bayesian model of uncertainty randomization. Additional non-numeric, non-exact, and non-complete expert knowledge (NNN-knowledge, NNN-information) is used for final estimation of the alternatives’ probabilities. An illustrative example demonstrates the proposed method application to forecasting of oil shares price with the use of NNN-information obtained from different experts (investment firms).     

A model of knowledge activation and insight in problem solving

This article presents a model of insight that offers predictions on how and when insights are likely to occur as an individual solves problems. This model is based on a fundamental trade‐off between the conscious cognition that underlies how people decide among alternatives and the unconscious cognition that underlies insight. I argue that the attention controls how much thought (i.e., knowledge activation) goes to conscious cognition, and whatever activation is left over will go to finding an insight. I validate this model by replicating the common pattern of insight in problem solving (preparation—impasse—incubation—verification). The model implies that 1) one should be able to increase the frequency of insight by lessening the demand for conscious cognition, 2) impasse is not necessary for insight, and 3) incubation time increases if a person engages in any activity with a high demand on attention. Understanding how insight occurs during problem solving provides practical suggestions to make people and groups more creative and innovative; it also provides avenues for future research on the cognitive dynamics of insight. © 2004 Wiley Periodicals, Inc. Complexity 9: 17–24, 2004     

The generation of formulas held in common knowledge

Common knowledge of a finite set of formulas implies a special relationship between syntactic and semantic common knowledge. If S, a set of formulas held in common knowledge, is implied by the common knowledge of some finite subset of S, and A is a non-redundant semantic model where exactly S is held in common knowledge, then the following are equivalent: (a) S is maximal among the sets of formulas that can be held in common knowledge, (b) A is finite, and (c) the set S determines A uniquely; otherwise there are uncountably many such A. Even if the knowledge of the agents are defined by their knowledge of formulas, 1) there is a continuum of distinct semantic models where only the tautologies are held in common knowledge and, 2) not assuming that S is finitely generated (a) does not imply (c), (c) does not imply (a), and (a) and (c) together do not imply (b). Received November 1999/Revised version January 2000     

The difference between common knowledge of formulas and sets

Common knowledge can be defined in at least two ways: syntactically as the common knowledge of a set of formulas or semantically, as the meet of the knowledge partitions of the agents. In the multi-agent S5 logic with either finitely or countably many agents and primitive propositions, the semantic definition is the finer one. For every subset of formulas that can be held in common knowledge, there is either only one member or uncountably many members of the meet partition with this subset of formulas held in common knowledge. If there are at least two agents, there are uncountably many members of the meet partition where only the tautologies of the multi-agent S5 logic are held in common knowledge. Whether or not a member of the meet partition is the only one corresponding to a set of formulas held in common knowledge has radical implications for its topological and combinatorial structure.     

The role of prediction in the teaching and learning of mathematics

The prevalence of prediction in grade-level expectations in mathematics curriculum standards signifies the importance of the role prediction plays in the teaching and learning of mathematics. In this article, we discuss benefits of using prediction in mathematics classrooms: (1) students’ prediction can reveal their conceptions, (2) prediction plays an important role in reasoning and (3) prediction fosters mathematical learning. To support research on prediction in the context of mathematics education, we present three perspectives on prediction: (1) prediction as a mental act highlights the cognitive aspect and the conceptual basis of one's prediction, (2) prediction as a mathematical activity highlights the spectrum of prediction tasks that are common in mathematics curricula and (3) prediction as a socio-epistemological practice highlights the construction of mathematical knowledge in classrooms. Each perspective supports the claim that prediction when used effectively can foster mathematical learning. Considerations for supporting the use of prediction in mathematics classrooms are offered.