An exploratory framework for handling the complexity of mathematical problem posing in small groups

The paper introduces an exploratory framework for handling the complexity of students’ mathematical problem posing in small groups. The framework integrates four facets known from past research: task organization, students’ knowledge base, problem-posing heuristics and schemes, and group dynamics and interactions. In addition, it contains a new facet, individual considerations of aptness, which accounts for the posers’ comprehensions of implicit requirements of a problem-posing task and reflects their assumptions about the relative importance of these requirements. The framework is first argued theoretically. The framework at work is illustrated by its application to a situation, in which two groups of high-school students with similar background were given the same problem-posing task, but acted very differently. The novelty and usefulness of the framework is attributed to its three main features: it supports fine-grained analysis of directly observed problem-posing processes, it has a confluence nature, it attempts to account for hidden mechanisms involved in students’ decision making while posing problems.     

The progression of preservice teachers’ covariational reasoning as they model global warming

The study examines how the covariational reasoning of three preservice mathematics teachers (PSTs) advances, and what they learned about an important metric in climate science, as they examine the link between carbon dioxide (CO₂) pollution and global warming. The PSTs completed a mathematical task during an individual, task-based interview. Their responses were analyzed by complementing the Covariation Framework and the Change in Covarying Quantities Framework. The analysis revealed that the PSTs’ covariational reasoning increased in sophistication as they completed the task, advancing from describing direction of change to reasoning about the rate of change. Each level of sophistication either supported or constrained the PSTs’ ability to specify nonlinear growth, anticipate concavity, draw accurate graphs, and make viable claims about the rate of change. The PSTs also learned about important ideas related to the metric radiative forcing by CO₂, suggesting it is possible to learn mathematics while promoting climate change education.     

Making Sense of Abstract Algebra: Exploring Secondary Teachers’ Understandings of Inverse Functions in Relation to Its Group Structure

This article draws on semi-structured, task-based interviews to explore secondary teachers’ (N = 7) understandings of inverse functions in relation to abstract algebra. In particular, a concept map task is used to understand the degree to which participants, having recently taken an abstract algebra course, situated inverse functions within its group structure (i.e., the set of invertible functions under composition). In addition, their particular conceptions of functions and function composition throughout the interviews were then also considered as a means to explore further their responses during the interviews. Findings indicate that only two participants showed evidence of the desirable mathematically powerful understandings from abstract algebra in relation to inverse functions, and further analysis suggests a variety of challenges in terms of developing meaningful connections, which were more related to conceptions about secondary content than to the abstract algebra content. Implications for the mathematical preparation of secondary teachers are discussed.     

Preservice teachers’ mathematics task modification for emergent bilinguals

Implementing mathematically challenging tasks is difficult for teachers when working with emergent bilinguals because cognitively demanding tasks in mathematics commonly have high language demand. Currently, inadequate teacher preparation for teaching emergent bilinguals is becoming a significant concern in the United States as this population of students is rapidly growing. This study investigated how two mathematics preservice teachers (PSTs) support middle school emergent bilinguals to understand cognitively demanding mathematical problems through task modification. Fieldwork with a concurrent intervention was designed for the PSTs to work with emergent bilinguals in a one‐on‐one setting. The PSTs modified cognitively demanding mathematics tasks and designed a lesson for the emergent bilinguals based on the modified tasks. The results revealed that the task modification made by the PSTs tended to shift from reducing cognitive demands in mathematics and language to maintaining the demands through learning strategies of contextual support.     

融合神经网络与数值计算的人体逆向运动学求解

人体逆向运动学问题是人体运动合成、人体运动捕获和理解的基本问题.由于人体关节链式系统的复杂性,人体逆向运动学方程往往存在多解或无解的情形.传统的方法通常采用解析或数值迭代方法求解逆向运动学问题,在给定足够多约束的情形下能够得到比较好的解,但无法处理少量约束下生成自然的人体姿态问题.近年来,从大规模数据集中学习统计模型参数的思想被广泛运用,求解人体逆向运动学的机器学习方法中经典工作|混合Gauss逆向运动求解模型(Gaussian mixture model-inverse kinematics,GMM-IK)就提出利用混合Gauss模型建模人体姿态数据分布,并采用期望最大化方法求解参数.随着深度学习技术的发展,本文提出一种自编码神经网络与数值迭代融合的方法,在给定少量约束的情形下依然能够得到自然的人体姿态,相较于GMM-IK方法,本文所提出的方法通过神经网络自动学习姿态分布,省去了模型的假设和特征的设计,且量化实验显示本文方法的关节坐标和角度重建误差相较于GMM-IK模型平均减少了25%和39%.在应用方面,本文方法可处理光学运动捕获数据,也可用于图像视频的人体姿态估计等领域.     

Computational estimation skill of preservice teachers: operation type and teacher view

Despite the importance of computational estimation skill for the improvement of number sense, little research exists on preservice teachers’ estimation skills and their view on estimation in the US context. This study examined the computational estimation skill of 58 preservice elementary teachers (PSTs) and its relationship to their views of the meaning of estimation and the importance of teaching it. Three sets of instruments were used: an estimation task, a computational task, and a belief survey. Results indicated that PSTs performed differently depending on the types of operations on the estimation test. It was also found that different types of problems elicited different strategies. Furthermore, the intervention of the study, along with five other factors were found to significantly correlate with estimation skills. The five factors include PSTs’ mathematical knowledge, their reported confidence about estimation skills, their self-reported knowledge about calculator use in instruction, their views of estimation in teaching mathematics, and their definition of estimation. A negative correlation was documented for the knowledge of calculator use in instruction, and positive correlations were present for other factors. Implications are discussed in accordance with these findings.     

Problem posing via “what if not?” strategy in solid geometry — a case study

The study describes the kinds of problems posed by pre-service teachers on the basis of complex solid geometry tasks using the “what if not?” strategy and the educational value of such an activity. Twenty-eight pre-service teachers participated in two workshops in which they had to pose problems on the basis of given problems. Analysis of the posed problems revealed a wide range of problems including those containing a change of one of the numerical data to another specific one, to a proof problem. Different kinds of posed problems enlightened some phenomena such as a bigger frequency of posed problems with another numerical value and a lack of posed problems including formal generalization. We also discuss the educational strengths of problem posing in solid geometry using the “what if not?” strategy, which could make the learner rethink the geometrical concepts he uses while creating new problems, make connections between the given and the new concepts and as a result deepen his understanding of them.     

Equality Constraints in Multiobjective Robust Design Optimization: Decision Making Problem

Robust design optimization (RDO) problems can generally be formulated by incorporating uncertainty into the corresponding deterministic problems. In this context, a careful formulation of deterministic equality constraints into the robust domain is necessary to avoid infeasible designs under uncertain conditions. The challenge of formulating equality constraints is compounded in multiobjective RDO problems. Modeling the tradeoffs between the mean of the performance and the variation of the performance for each design objective in a multiobjective RDO problem is itself a complex task. A judicious formulation of equality constraints adds to this complexity because additional tradeoffs are introduced between constraint satisfaction under uncertainty and multiobjective performance. Equality constraints under uncertainty in multiobjective problems can therefore pose a complicated decision making problem. In this paper, we provide a new problem formulation that can be used as an effective multiobjective decision making tool, with emphasis on equality constraints. We present two numerical examples to illustrate our theoretical developments.     

Some Observations on the Theory of Cryptographic Hash Functions

In this paper, we study issues related to the notion of “secure” hash functions. Several necessary conditions are considered, as well as a popular sufficient condition (the so-called random oracle model). We study the security of various problems that are motivated by the notion of a secure hash function. These problems are analyzed in the random oracle model, and we prove that the obvious trivial algorithms are optimal. As well, we look closely at reductions between various problems. In particular, we consider the important question “does collision resistance imply preimage resistance?”. We provide partial answers to this question – both positive and negative! – based on uniformity properties of the hash function under consideration.     

Using components of mathematical ability for initial development and identification of mathematically promising students

Kruteskii's work on the mathematical abilities of school children is a seminal work on the nature of mathematical ability. However, the task of developing methods for the practical application of his work is still a significant problem in mathematics education. The authors have developed a practical application of Kruteskii's approach to the important problem of initially developing components of mathematical ability in student and thereafter identifying mathematically promising students. Examples of problems that were designed to develop ability to generalize, flexibility and reversibility of mental processes are presented. A practical guide for determining the level of development of components of mathematical abilities in individual students, in terms of specified observables, is presented as a set of structured reference tables. The authors set out a practical application protocol that combines use of the tables and sets of specially developed problems for initial development of mathematical abilities prior to identification of mathematically promising students in the general classroom. A significant motivation for this work is the desire to avoid time-consuming and resource intensive practices such as interviews and summer schools which therefore have been used successfully because these practices are now out of reach for all but very wealthy countries or highly ideologically driven systems. On the other hand, special examinations heavily depend on the level of preparedness of the students for the particular examination, and therefore some students with high abilities but with fewer opportunities to prepare could be overlooked.     

Characterizing the growth of one student’s mathematical understanding in a multi-representational learning environment

The purpose of this study was to characterize the growth of one student’s mathematical understanding and use of different representations about a geometric transformation, dilation. We accomplished this purpose by using the Pirie-Kieren model jointly with the Semiotic Representation Theory as a lens. Elif, a 10^th- grade student, was purposefully chosen as the case for this study because of the growth of mathematical understanding about dilation she exhibited over time. Elif participated in task-based interviews before, during and after participating in a variety of transformation lessons where she used multiple representations, including physical and virtual manipulatives. The results revealed that Elif was able to progress in her mathematical understanding from informal levels to the formal levels in the Pirie-Kieren model as she performed treatments and conversions, movements involving different registers of representations. The results also showed numerous examples of Elif’s mathematical understanding based on folding back activities, complementary aspects of acting and expressing, and interventions. Using the two theories together provides a powerful and holistic approach to a deeper understanding of mathematical learning by characterizing and articulating the growth of mathematical understanding and the way of mathematical thinking.     

A free boundary problem arising from DCIS mathematical model

Ductal carcinoma in situ – a special cancer – is confined within the breast ductal only. We derive the mathematical ductal carcinoma in situ model in a form of a nonlinear parabolic equation with initial, boundary, and free boundary conditions. Existence, uniqueness, and stability of problem are proved. Algorithm and illustrative examples are included to demonstrate the validity and applicability of the technique in this paper. Copyright © 2016 John Wiley & Sons, Ltd.     

Singaporean students' mathematical thinking in problem solving and problem posing: an exploratory study

This study explored Singaporean fourth, fifth, and sixth grade students' mathematical thinking in problem solving and problem posing. The results of this study showed that the majority of Singaporean fourth, fifth, and sixth graders are able to select appropriate solution strategies to solve these problems, and choose appropriate solution representations to clearly communicate their solution processes. Most Singaporean students are able to pose problems beyond the initial figures in the pattern. The results of this study also showed that across the four tasks, as the grade level advances, a higher percentage of students in that grade level show evidence of having correct answers. Surprisingly, the overall statistically significant differences across the three grade levels are mainly due to statistically significant differences between fourth and fifth grade students. Between fifth and sixth grade students, there are no statistically significant differences in most of the analyses. Compared to the findings concerning US and Chinese students' mathematical thinking, Singaporean students seem to be much more similar to Chinese students than to US students.     

Preservice mathematics teachers' conceptions and enactments of modeling standards

Mathematical modeling has been highlighted recently as Common Core State Standards for Mathematics (CCSSM) included Model with Mathematics as one of the Standards for Mathematical Practices (SMP) and a modeling strand in the high school standards. This common aspect of standards across most states in the United States intended by CCSSM authors and policy makers seems to mitigate the diverse notions of mathematical modeling. When we observed secondary mathematics preservice teachers (M‐PSTs) who learned about the SMP and used CCSSM modeling standards to plan and enact lessons, however, we noted differences in their interpretations and enactments of the standards, despite their attendance in the same course sections during a teacher preparation program. This result led us to investigate the ways the M‐PSTs understood modeling standards, which could provide insights into better preparing teachers to teach mathematical modeling. We present the contrasting ways in which M‐PSTs presented modeling related to their conceptions of mathematical modeling, choices of problems, and enactments over an academic year, connecting their practices to extant research. We consider this teaching and research experience as an opportunity to make significant changes in our instruction that may result in our students enhanced implementation of mathematical modeling.     

Solving bilevel programs with the KKT-approach

Bilevel programs (BL) form a special class of optimization problems. They appear in many models in economics, game theory and mathematical physics. BL programs show a more complicated structure than standard finite problems. We study the so-called KKT-approach for solving bilevel problems, where the lower level minimality condition is replaced by the KKT- or the FJ-condition. This leads to a special structured mathematical program with complementarity constraints. We analyze the KKT-approach from a generic viewpoint and reveal the advantages and possible drawbacks of this approach for solving BL problems numerically.     

Kronecker product approximations for image restoration with anti‐reflective boundary conditions

The anti‐reflective boundary condition for image restoration was recently introduced as a mathematically desirable alternative to other boundary conditions presently represented in the literature. It has been shown that, given a centrally symmetric point spread function (PSF), this boundary condition gives rise to a structured blurring matrix, a submatrix of which can be diagonalized by the discrete sine transform (DST), leading to an O(n² log n) solution algorithm for an image of size n × n. In this paper, we obtain a Kronecker product approximation of the general structured blurring matrix that arises under this boundary condition, regardless of symmetry properties of the PSF. We then demonstrate the usefulness and efficiency of our approximation in an SVD‐based restoration algorithm, the computational cost of which would otherwise be prohibitive. Copyright © 2005 John Wiley & Sons, Ltd.