三角代数上初等映射的可加性

本文主要研究了三角代数上的初等映射的可加性.利用矩阵分块理论,证明了三角代数上的初等映射是可加的.     

矩阵的分块初等变换与分块初等阵及其应用

讨论了矩阵分块初等变换和分块初等阵的定义和性质,利用这一工具研究了行列式的分块运算,分块矩阵的求逆和对称阵的分块合同变换等问题.     

因子分析法在农村中学生心理健康综合评价中的应用

运用因子分析的方法对中科院王极盛教授编制的"中国中学生心理健康量表"的总分计算方法进行改进,建立了江西省农村中学生心理健康的综合评价模型,为能准确地评价农村中学生的心理健康提供方法上的支持。     

Three modes of STEM integration for middle school mathematics teachers

Of the four subjects in an integrated science, technology, engineering, and mathematics (STEM) approach, mathematics has not received enough focus. This could be in part because mathematics teachers may be apprehensive or unsure about how to implement integrated STEM education in their classrooms. There are benefits to integrated STEM in a mathematics classroom though, including increased motivation, interest, and achievement for students. This article discusses three methods that middle school mathematics teachers can utilize to integrate STEM subjects. By focusing on open‐ended problems through engineering design challenges, mathematical modeling, and mathematics integrated with technology middle school students are more likely to see mathematics as relevant and valuable. Important considerations are discussed as well as recent research with these approaches.     

Empirically supporting school STEM culture—The creation and validation of the STEM Culture Assessment Tool (STEM‐CAT)

School STEM Culture—an aspect of culture within a school community—is defined as the beliefs, values, practices, and resources in STEM fields as perceived by students, parents, teachers, and administrators and counselors within a school. This study validates the STEM Culture Assessment Tool (STEM‐CAT), an instrument intended to advance the use of the School STEM Culture construct within the research community. Internal consistency was determined through the use of Cronbach's alpha and factor analyses, and the instrument was found to be a reliable measure of School STEM Culture. The instrument can be used in future research to quantify School STEM Culture to determine if interventions change the culture of a school to further STEM education.     

High school students' use of representations in physics problem solving

Findings from physics education research strongly point to the critical need for teachers’ use of multiple representations in their instructional practices such as pictures, diagrams, written explanations, and mathematical expressions to enhance students' problem‐solving ability. In this study, we explored use of problem‐solving tasks for generating multiple representations as a scaffolding strategy in a high school modeling physics class. Through problem‐solving cognitive interviews with students, we investigated how a group of students responded to the tasks and how their use of such strategies affected their problem‐solving performance and use of representations as compared to students who did not receive explicit, scaffolded guidance to generate representations in solving similar problems. Aggregated data on students' problem‐solving performance and use of representations were collected from a set of 14 mechanics problems and triangulated with cognitive interviews. A higher percentage of students from the scaffolding group constructed visual representations in their problem‐solving solutions, while their use of other representations and problem‐solving performance did not differ with that of the comparison group. In addition, interviews revealed that students did not think that writing down physics concepts was necessary despite being encouraged to do so as a support strategy.     

A study of early career teachers’ practices related to language and language diversity during mathematics instruction

The role of language in mathematics teaching and learning is increasingly highlighted by standards and reform movements in the US. However, little is known about teachers’, and especially early career teachers’ (ECTs) practices and understandings related to language in mathematics instruction. This multiple case study explored the language-related understandings and practices of six ECTs in diverse elementary classrooms. Using iterative cycles of analysis, we found that all ECTs regularly attended to students’ mathematical vocabulary use and development. Yet, there was variability in ECTs’ focus on how to teach mathematical vocabulary, expectations for students’ precise use of mathematical terminology, and the use of multiple languages during instruction. These findings indicate that ECTs need more targeted support during teacher preparation and early career teaching in order to better support all students’ language development in the mathematics classroom.     

不确定条件下的乡村中小学布局优化

学校的合理规划布局是实现教育资源优化配置、提高办学效益和推动教育均衡发展的重要途径。已有许多学者研究了学校的布局问题,但基本上都忽略了交通网络条件以及不确定因素对学校布局的影响。本研究将在前人研究基础上,重点考虑交通网络对乡村中小学选址的影响,并假设旅行时间具有不确定性,从而以最小化学生旅行成本、学校建设、道路修建和道路升级成本为目标,构建不确定条件下的设施区位设计模型。在算法求解方面提出混合模拟退火算法,用于确定新建学校的最佳位置,以及新道路的修建和原有道路的升级情况。最后,将提出的模型和算法应用到实际案例中。     

Limit theorems for the canonical von Mises statistics with dependent data

We study the limit behavior of the canonical (i.e., degenerate) von Mises statistics based on samples from a sequence of weakly dependent stationary observations satisfying the ψ-mixing condition. The corresponding limit distributions are defined by the multiple stochastic integrals of nonrandom functions with respect to the nonorthogonal Hilbert noises generated by Gaussian processes with nonorthogonal increments.