创意团队隐性知识转移绩效影响因素的实证研究

文章采用问卷调研获取一手数据,运用PLS—SEM方法测度了各类因素对创意团队隐性知识转移绩效的影响。研究发现,PLS—SEM方法对观测数据拟合精度较高,在样本数据非正态分布、共线性等情况下仍然稳定。实证结果表明:团队情境、吸收能力、转移意愿、转化能力、媒介丰富度由大到小对创意团队隐性知识转移绩效产生正向影响,而隐性知识特性必须通过对知识源转化能力的显著负影响才能间接影响知识转移绩效。     

Support vector machine classifiers with uncertain knowledge sets via robust optimization

In this article we study support vector machine (SVM) classifiers in the face of uncertain knowledge sets and show how data uncertainty in knowledge sets can be treated in SVM classification by employing robust optimization. We present knowledge-based SVM classifiers with uncertain knowledge sets using convex quadratic optimization duality. We show that the knowledge-based SVM, where prior knowledge is in the form of uncertain linear constraints, results in an uncertain convex optimization problem with a set containment constraint. Using a new extension of Farkas' lemma, we reformulate the robust counterpart of the uncertain convex optimization problem in the case of interval uncertainty as a convex quadratic optimization problem. We then reformulate the resulting convex optimization problems as a simple quadratic optimization problem with non-negativity constraints using the Lagrange duality. We obtain the solution of the converted problem by a fixed point iterative algorithm and establish the convergence of the algorithm. We finally present some preliminary results of our computational experiments of the method.     

Mathematics university teachers' perception of pedagogical content knowledge (PCK)

Teaching mathematics in university levels is one of the most important fields of research in the area of mathematics education. Nevertheless, there is little information about teaching knowledge of mathematics university teachers. Pedagogical content knowledge (PCK) provides a suitable framework to study knowledge of teachers. The purpose of this paper is to make explicit the perception of mathematics university teachers about PCK. For this purpose, a phenomenological study was done. Data resources included semi-structured interviews with 10 mathematics university teachers who were in different places of the mathematics university teaching experience spectrum. Data analysis indicated a model consisting of four cognitive themes which are mathematics syntactic knowledge, knowledge about mathematics curriculum planning, knowledge about students' mathematics learning and knowledge about creating an influential mathematics teaching–learning environment. Besides, it was found out that three contextual themes influenced on PCK for teaching mathematics in university levels which were the nature of mathematics subjects, university teachers' features and terms of learning environment.     

Developing flexible procedural knowledge in undergraduate calculus

Mathematics experts often choose appropriate procedures to produce an efficient or elegant solution to a mathematical task. This flexible procedural knowledge distinguishes novice and expert procedural performances. This article reports on an intervention intended to aid the development of undergraduate calculus students’ flexible use of procedures. Two sections of the same course were randomly assigned to treatment and control conditions. Treatment students completed an assignment on which they resolved derivative-finding problems with alternative methods and compared the two resulting solutions. Control students were assigned a list of functions to differentiate. On the post-intervention test, treatment students were more likely to use a variety of solution methods without prompting than the control. Moreover, the set of treatment section solutions were closer to those of a group of mathematics experts. This study presents evidence that not only is flexible procedural knowledge a key skill in tertiary mathematics, it can be taught.     

多媒体教育资源库层次索引模型

依据多媒体教育资源各层次特征及其关系,通过定义资源媒体特征空间,构建了教育资源库层次索引模型,各层次特征间的映射规则将资源的高层语义特征映射到低层媒体特征,达到了扩充描述语义的目的,提高了查全率;结合学科本体,规范了资源标注内容和用户查询条件的描述,减少了人为因素对查询项和索引项匹配相似度计算的影响,提高了查准率.     

What Is a Fraction? Developing Fraction Understanding in Prospective Elementary Teachers

Classroom teachers need a well‐developed deep understanding of fractions and pedagogic practices so they can provide meaningful experiences for students to explore and construct ideas about fractions. This study sought to examine prospective elementary teachers' understandings of fraction by focusing specifically on their use of fractions meanings and interpretations. Results indicated that prospective elementary teachers bring with them to their final methods course a limited understanding of fractions and that experiences in methods courses resulted only in minor improvement of those limited understandings. The limited part‐whole understanding of fractions that prospective elementary teachers entered the course with was resilient. The implications of this study suggest a need for prospective elementary teachers to continue to develop their conceptual understanding of fractions and for changes to the content and instructional strategies of mathematics content courses designed for prospective elementary teachers.     

知识共享与间接互惠:基于计算实验方法的研究

团队中,个体知识共享行为的回报往往来自第三方而非受助者,而以直接互惠为视角的知识共享研究却不足以解释此类现象。采用基于计算机仿真实验方法,通过赋予Agent记忆、推理、决策和沟通等能力,研究受表型背叛、组织信任氛围及声誉传播机制影响下,间接互惠机制对团队大范围知识共享行为的维系机理。研究发现,由于辨别者的存在,即使无条件共享者会成为绝对多数,隐藏者并不会大量侵入群体。这意味着间接互惠机制维系了团队大范围知识共享行为。在低的组织信任氛围水平下,辨别者和隐藏者虽然能够共存,团队内的知识共享行为却没有出现。即使只有少数成员能观察到周围同事的知识共享行为,只要声誉信息能够有效传播,间接互惠对广泛知识共享行为的维系作用就能够发挥。     

Communication, credible improvements and the core of an economy with asymmetric information

We analyze an economy with asymmetric information and endogenize the possibilities for information transmission between members of a coalition. We then define a concept of the Core that takes into account these communication possibilities. The internal consistency of the improvements is considered and an Internally Consistent Core, which requires credibility from the improvements is introduced. Received: September 1998/revised version: June 1999     

Non Deterministic Classical Logic: The λμ++ ‐calculus

In this paper, we present an extension of λμ‐calculus called λμ⁺⁺‐calculus which has the following properties: subject reduction, strong normalization, unicity of the representation of data and thus confluence only on data types. This calculus allows also to program the parallel‐or.