Proportional thinking

Suppose 2 bags of peanuts cost 59■ .How much will 8 bags cost?You can answer this question by solving the following proportion．     

Solution representations of percentage change problems: the pre-service primary teachers’ mathematical thinking and reasoning

Solution representations can reveal how problem solvers communicate mathematical thinking and reasoning in problem-solving process. The present study examined the solution representations used by 20 pre-service teachers for the percentage change problems. The pre-service teachers were invited to solve a combination of simple and complex percentage change problems. The score for the majority of simple problems was 75% or above, but the score for the complex problems was below 75%. The highest percentage error occurred when the pre-service teachers encountered a percentage greater than 100% in the percentage change problems. Irrespective of their level of mathematics qualifications, the equation approach demonstrating two-step problem-solving process was the predominant strategy adopted by the pre-service teachers. The equation approach imposes low cognitive load and, therefore, is more accessible and efficient than the unitary approach. A few pre-service teachers used the unitary approach. The findings indicate that the pre-service teachers possessed relevant mathematical knowledge for percentage change problems. Furthermore, the inclusion of the equation approach in mathematics textbooks would provide an alternative perspective regarding the teaching and learning of percentage change problems.     

Operational research and critical systems thinking—an integrated perspective

On the basis of a review of the role of systems thinking in the history of OR, Part 1 of this essay proposed a systematic understanding of OR as applied systems thinking. Further, it identified the contribution of ‘critical’ systems thinking (CST) in a combined ability of its two strands, critical systems heuristics (CSH) and total systems intervention (TSI), to enhance the conceptual sophistication of OR. Part 2 aims to translate this understanding into a framework for good professional practice. How exactly can CST strengthen the competence profile of OR professionals? Drawing on three experience-based archetypes of professional service and some basic argumentation-theoretical considerations, a new understanding of OR and applied systems thinking as argumentative practice emerges. In this new understanding CST finds a systematic place and some exemplary uses of CSH and TSI can be located—an integrated perspective.     

On the use of computational tools to promote students’ mathematical thinking

This column will publish short (from just a few paragraphs to ten or so pages), lively and intriguing computer-related mathematics vignettes. These vignettes or snapshots should illustrate ways in which computer environments have transformed the practice of mathematics or mathematics pedagogy. They could also include puzzles or brain-teasers involving the use of computers or computational theory. Snapshots are subject to peer review. In this snapshot students employ dynamic geometry software to find great mathematical richness around a seemingly simple question about rectangles.

Editor: Uri Wilensky

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Students’ geometric thinking with cube representations: Assessment framework and empirical evidence

While representations of 3D shapes are used in the teaching of geometry in lower secondary school, it is known that such representations can provide difficulties for students. In order to assess students’ thinking about 3D shapes, we constructed an assessment framework based on existing research studies and data from G7-9 students (aged 12–15). We then applied our framework to assess students’ geometric thinking in lessons. We report two cases of qualitative findings from a classroom experiment in which Grade 7 students (aged 12–13) tackled a problem in 3D geometry that was, for them, quite challenging. We found that students who failed to answer given problems did not mentally manipulate representations effectively, while others could mentally manipulate representations and reason about them in order to reach correct solutions. We conclude with the proposition that this finding shows the framework can be used by teachers in instruction to assess their students’ 3D geometric thinking.     

Refinements of the β-core and the strong equilibrium and the Aumann proposition

The Aumann proposition establishes that an outcome in the -core of the one-shot gameG is the same as the strong equilibrium utility allocations of the associated supergame. We refine the -core by requiring that the threat strategies used to deter deviations be credible and examine the consequences for the Aumann proposition in the case of the refinement. We show that a refinement of the strong-equilibrium notion is always in the refined -core. The converse is not necessarily true unless the utility allocations are linear.I am grateful to T. Ichiishi for several discussions that helped in the development of this paper. This is part of the author's Ph.D. dissertation submitted at the university of Iowa in December 1985.     

Building teachers’ expertise in understanding, assessing and developing children’s mathematical thinking: the power of task-based, one-to-one assessment interviews

In this paper, we outline the benefits to teachers’ expertise of the use of research-based, one-to-one assessment interviews in mathematics. Drawing upon our research and professional development work with teachers and students in primary and middle years in Australia and the research of others, we argue that the use of the interviews builds teacher expertise through enhancing teachers’ knowledge of individual and group understanding of mathematics, and also provides an understanding of typical learning paths in various mathematical domains. The use of such interviews also provides a model for teachers’ interactions and discussions with children, building both their pedagogical content knowledge and their subject matter knowledge.     

Maxima and Minima of the Hosoya Index and the Merrifield-Simmons Index

The Hosoya index and the Merrifield-Simmons index are typical examples of graph invariants used in mathematical chemistry for quantifying relevant details of molecular structure. In recent years, quite a lot of work has been done on the extremal problem for these two indices, i.e., the problem of determining the graphs within certain prescribed classes that maximize or minimize the index value. This survey collects and classifies these results, and also provides some useful auxiliary results, tools and techniques that are frequently used in the study of this type of problem.     

On the Semivalues and the Least Square Values Average Per Capita Formulas and Relationships

In this paper, it is shown that both the Semivalues and the Least Square Values of cooperative transferable utilities games can be expressed in terms of n^2 averages of values of the characteristic function of the game, by means of what we call the Average per capita formulas. Moreover, like the case of the Shapley value earlier considered, the terms of the formulas can be computed in parallel, and an algorithm is derived. From these results, it follows that each of the two values mentioned above are Shapley values of games easily obtained from the given game, and this fact gives another computational opportunity, as soon as the computation of the Shapley value is efficiently done.     

On the Quaternion Ball and the Quaternion Projective Space

Since the quaternion ball was used to study the AdS/CFT problems tor spinor fields, it is worthwhile to study further the geometry （in sense of Klein） and analysis on it and on its extended space （in the sense of Behnke-Thullen）, the quaternion projective space.     

Synergies among students’ thinking modes and representation types in linear algebra: employing statistical implicative analysis

In this work, students’ thinking modes and representation types in linear algebra are investigated through statistical implicative analysis techniques. Specifically, our research question considers the implicative relationships between students’ thinking modes and representation types of linear algebra. The participants were 74 undergraduate linear algebra students enrolled in the department of mathematics education of a government university located in western Turkey. The data was collected using six paper-and-pencil tasks, relating to a context of linear equations, matrix algebra, linear combination, span, linear independency–dependency and basis. A document analysis technique was used to analyze the data within a theoretical lens of thinking modes and representation types. To delineate similarity diagrams, hierarchical trees, and implicative models (which will be detailed in the paper), an R version of Cohesion Hierarchical Implicative Classification software was used. According to the results, students’ analytic structural thinking modes on linear combination and span and linear independency significantly imply the use of algebraic and abstract representations. The results also confirm that the notions of linear combination and span and linear dependency/independency are core elements for theoretical thinking and are needed for learning linear algebra.     

A Remark on the Weak Topology and the Degree

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Relationship between the Udwadia–Kalaba equations and the generalized Lagrange and Maggi equations

In their paper “A New Perspective on Constrained Motion,” F. E. Udwadia and R. E. Kalaba propose a new form of matrix equations of motion for nonholonomic systems subject to linear nonholonomic second-order constraints. These equations contain all of the generalized coordinates of the mechanical system in question and, at the same time, they do not involve the forces of constraint. The equations under study have been shown to follow naturally from the generalized Lagrange and Maggi equations; they can be also obtained using the contravariant form of the motion equations of a mechanical system subjected to nonholonomic linear constraints of second order. It has been noted that a similar method of eliminating the forces of constraint from differential equations is usually useful for practical purposes in the study of motion of mechanical systems subjected to holonomic or classical nonholonomic constraints of first order. As a result, one obtains motion equations that involve only generalized coordinates of a mechanical system, which corresponds to the equations in the Udwadia–Kalaba form.     

A learning trajectory in Kindergarten and first grade students’ thinking of variable and use of variable notation to represent indeterminate quantities

Given the importance of understanding and using indeterminate quantities in algebraic thinking, the development of learning trajectories about how Kindergarten and first grade students understand variable and use variable notation in the context of algebraic expressions is critical. Based on an empirically developed learning trajectory, we analyzed children’s responses at three different points in a classroom teaching experiment. Our purpose was to describe levels of thinking among 16 students (eight in Kindergarten and eight in first grade). Our results revealed qualitative changes in the thinking about indeterminate quantities of most student participants. As students progressed through the experiment, we found that they advanced from what we characterized as a “Pre-variable” Level to a “Letters as representing indeterminate quantities as varying unknowns; explicit operations on indeterminate quantities” Level. Learning trajectories such as that developed here hold promise for informing the design of interventions that support young children’s early algebraic thinking.     

Bridging the Gap Between the Dense and the Discrete: The Number Line and the “Rubber Line” Bridging Analogy

In two experiments we explored the instructional value of a cross‐domain mapping between “number” and “line” in secondary school students' understanding of density. The first experiment investigated the hypothesis that density would be more accessible to students in a geometrical context (infinitely many points on a straight line segment) compared to a numerical context (infinitely many numbers in an interval). The participants were 229 seventh to eleventh graders. The results supported this hypothesis but also showed that students' conceptions of the line segment were far from that of a dense array of points. We then designed a text-based intervention that attempted to build the notion of density in a geometrical context, making explicit reference to the number-to-points correspondence and using the “rubber line” bridging analogy (the line as an imaginary unbreakable rubber band) to convey the no-successor principle. The participants were 149 eighth and tenth graders. The text intervention improved student performance in tasks regarding the infinity of numbers in an interval; the “rubber line” bridging analogy further improved performance successfully conveying the idea that these numbers can never be found one immediately next to the other.     

δ - and δ ′-shocks and the transportation and concentration processes

Using the definitions of δ - and δ ′-shocks for some systems of conservation laws, the corresponding Rankine–Hugoniot conditions are derived. We also derive the balance laws describing area, volume, mass and momentum transportation between the area outside the wave front and the wave front. (© 2008 WILEY-VCH Verlag GmbH & Co. KGaA, Weinheim)