Academic literature on the topic 'Degree Discipline: Mathematics'
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Journal articles on the topic "Degree Discipline: Mathematics"
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Khomyuk, Victor, Zlata Bondarenko, Svitlana Kyrylashchyk, and Galyna Chernovolyk. "THE PROBLEM OF INTEGRATION OF HIGHER MATHEMATICS WITH ECONOMIC CYCLE DISCIPLINES IN THE PROCESS OF TEACHING STUDENTS." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 1 (May 20, 2020): 374. http://dx.doi.org/10.17770/sie2020vol1.4815.
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The purpose of the article is to show the necessity of developing the ability of conscious use of the fundamental discipline “Higher Mathematics” potential for a holistic solution of professional economic problems for students of economic specialities. This is only possible through interdisciplinary integration. It is shown that mathematics is a number of disciplines that are sometimes intersected, and sometimes significantly differ from each other in objects and research methods. As practice shows, quite often students’ knowledge in mathematics remains formal, and skills are unformed.For creation an integrative model of basic mathematical and economic disciplines, the article carries out two structural and logical analyses of the academic disciplines’ content: internal and external. The internal means a structural-logical analysis of the topics content of higher mathematics for identifying their leading positions and the main interconnecting elements within a given discipline. The external means a structural-logical analysis of the topics content of other disciplines specialty curriculum in order to determine the degree of their content overlap with the content of mathematical topics and the identification of “supporting” interdisciplinary knowledge that must be used for scientific and comprehensive reveal of the leading positions of higher mathematics.
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Hyndriuk, Vasyl, and Nataliia Yurchenko. "COMPETENCE APPROACH TO TEACHING MATHEMATICS AND HIGHER MATHEMATICS FOR THE STUDENTS MAJORING IN 181 FOOD TECHNOLOGIES SPECIALITY ON THE EXAMPLE OF APPLICATION OF KRAMER'S RULE." Scientific Bulletin of Uzhhorod University. Series: «Pedagogy. Social Work», no. 2(51) (October 25, 2022): 37–41. http://dx.doi.org/10.24144/2524-0609.2022.51.37-41.
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The relevance of the chosen research topic is that the formation of mathematical skills of students majoring in 181 Food Technology is a component of their success in professional activities. An important basis is the ability to solve problems using equations and their systems. One of the tools for solving quadratic systems of linear algebraic equations is Cramer's rule, and Cramer's theorem is one of the key theorems of higher mathematics. The aim of the article is to discuss a new methodological approach to the study of Cramer's theorem and its application for students majoring in 181 Food Technology educational and professional degree of bachelor. To achieve the goal, the following methods were used: analysis, synthesis, generalization, abstraction. The article proposes to introduce Cramer's rule for cases n = 2 and n = 3 within the discipline «Mathematics» with appropriate practical application in professional problems and to continue the study of the topic in the general case within the discipline «Higher Mathematics». This can be realized if we consider Cramer's rule for systems of two linear algebraic equations with two unknowns and for systems of three linear algebraic ones. equations with three unknowns with practical application for solving problems of professional orientation. In our opinion, such a competence approach has a number of advantages. First, in addition to the classical methods of addition, substitution, graphical method of solving systems of two linear equations with two unknowns, students will master another method of solving, and therefore additional benefits in preparing for the state final certification in mathematics. Secondly, when studying the discipline «Higher Mathematics» it is possible to consider the topic «Cramer's Theorem» as a generalization of the study on this topic in the discipline «Mathematics», which will increase motivation for learning and connections between disciplines. Third, it places additional emphasis on the formation of mathematical skills of students majoring in 181 Food Technology and the practical application of mathematics to solve professional problems in junior high school.
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Eriksson, Kimmo. "The nonsense math effect." Judgment and Decision Making 7, no. 6 (November 2012): 746–49. http://dx.doi.org/10.1017/s1930297500003296.
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AbstractMathematics is a fundamental tool of research. Although potentially applicable in every discipline, the amount of training in mathematics that students typically receive varies greatly between different disciplines. In those disciplines where most researchers do not master mathematics, the use of mathematics may be held in too much awe. To demonstrate this I conducted an online experiment with 200 participants, all of which had experience of reading research reports and a postgraduate degree (in any subject). Participants were presented with the abstracts from two published papers (one in evolutionary anthropology and one in sociology). Based on these abstracts, participants were asked to judge the quality of the research. Either one or the other of the two abstracts was manipulated through the inclusion of an extra sentence taken from a completely unrelated paper and presenting an equation that made no sense in the context. The abstract that included the meaningless mathematics tended to be judged of higher quality. However, this “nonsense math effect” was not found among participants with degrees in mathematics, science, technology or medicine.
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Blauth, Ivanete Fátima, and Suely Scherer. "Ações de Docência com Uso de Tecnologias Digitais na Formação Inicial de Professores de Matemática." Jornal Internacional de Estudos em Educação Matemática 13, no. 2 (October 3, 2020): 211–21. http://dx.doi.org/10.17921/2176-5634.2020v13n2p211-221.
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ResumoNeste artigo discutimos resultados de uma pesquisa em que se analisou ações propostas em uma disciplina de Prática de Ensino, identificando aquelas que podem ter possibilitado a construção de conhecimentos tecnológicos e pedagógicos de conteúdo, por egressos de um curso de Licenciatura em Matemática. Dentre as ações identificadas, duas são relacionadas à aprendizagem da docência, uma vivenciada na sala de aula da disciplina, em que o acadêmico teve colegas como alunos, e a outra realizada no espaço da escola, em que o acadêmico assumiu a regência de uma aula de matemática em escolas de Educação Básica. O objetivo neste artigo é analisar essas duas ações e possíveis relações com a construção de conhecimentos tecnológicos e pedagógicos de conteúdo matemático. Os dados foram produzidos na pesquisa a partir de entrevistas realizadas com 27 egressos desse curso de Licenciatura em Matemática, que realizaram a disciplina de Prática de Ensino e concluíram o curso, no período de 2010 a 2015. A partir da análise de “falas de egressos”, concluiu se que as duas ações propostas na disciplina de Prática de Ensino, nas quais os professores em formação tiveram a oportunidade de praticar a docência, podem ter oportunizado a construção de conhecimentos tecnológicos e pedagógicos de conteúdo matemático. Nessas ações, esses egressos tiveram que estudar conteúdos matemáticos e tecnologias, de maneira a atender objetivos de aulas e favorecer a aprendizagem de seus alunos.Palavras-chave: Prática de Ensino. Formação Inicial. Matemática. Tecnologias Digitais.AbstractIn this paper we discuss the results of a research in which actions proposed in a Teaching Practice discipline were analyzed, identifying those may have made the construction of technological and pedagogical knowledge, by graduates of a Mathematics Degree. Among the actions identified, two are related to teaching learning, and other experienced in the classroom, in which the students was the academic’s colleagues, and the other was in the school space, in which the academic took over the conduct of a class of mathematics in Basic Education schools. The objective of this article is to analyze these two actions and possible relationships with the construction of technological and pedagogical knowledge of Mathematical content. The data were produced in the research based on interviews with 27 graduates of this Mathematics Degree, who took the Teaching Practice discipline and completed the course, from 2010 to 2015. From the analysis of the “speeches of graduates”, it was concluded that the two actions proposed in the Teaching Practice discipline, in which the teachers in training had the opportunity to practice teaching, may have given rise to the construction of technological and pedagogical knowledge of Mathematical content. In these actions, these graduates had to study Mathematical content and technologies, in order to meet class objectives and favor the learning of their students.Keywords: Teaching Practice. Initial Formation. Mathematics. Digital Technologies.
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Hu, Jiming, and Yin Zhang. "Measuring the interdisciplinarity of Big Data research: a longitudinal study." Online Information Review 42, no. 5 (September 10, 2018): 681–96. http://dx.doi.org/10.1108/oir-12-2016-0361.
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Purpose The purpose of this paper is to measure the degree of interdisciplinary collaboration in Big Data research based on the co-occurrences of subject categories using Stirling’s diversity index and specialization index. Design/methodology/approach Interdisciplinarity was measured utilizing the descriptive statistics of disciplines, network indicators showing relationships between disciplines and within individual disciplines, interdisciplinary communities, Stirling’s diversity index and specialization index, and a strategic diagram revealing the development status and trends of discipline communities. Findings Comprehensively considering all results, the degree of interdisciplinarity of Big Data research is increasing over time, particularly, after 2013. There is a high level of interdisciplinarity in Big Data research involving a large number of disciplines, but it is unbalanced in distribution. The interdisciplinary collaborations are not intensive on the whole; most disciplines are aggregated into a few distinct communities with computer science, business and economics, mathematics, and biotechnology and applied microbiology as the core. Four major discipline communities in Big Data research represent different directions with different development statuses and trends. Community 1, with computer science as the core, is the most mature and central to the whole interdisciplinary network. Accounting for all network indicators, computer science, engineering, business and economics, social sciences, and mathematics are the most important disciplines in Big Data research. Originality/value This study deepens our understanding of the degree and trend of interdisciplinary collaboration in Big Data research through a longitudinal study and quantitative measures based on two indexes. It has practical implications to study and reveal the interdisciplinary phenomenon and characteristics of related developments of a specific research area, or to conduct comparative studies between different research areas.
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Yamazaki, Genji, Hirotaka Sakasegawa, and J. George Shanthikumar. "A conservation law for single-server queues and its applications." Journal of Applied Probability 28, no. 1 (March 1991): 198–209. http://dx.doi.org/10.2307/3214750.
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We establish a conservation law for G/G/1 queues with any work-conserving service discipline using the equilibrium equations, also called the basic equations. We use this conservation law to prove an extremal property of the first-come firstserved (FCFS) service discipline: among all service disciplines that are work-conserving and independent of remaining service requirements for individual customers, the FCFS service discipline minimizes [maximizes] the mean sojourn time in a G/G/1 queue with independent (but not necessarily identical) service times with a common mean and new better [worse] than used (NBUE[NWUE]) distributions. This extends recent results of Halfin and Whitt (1990), Righter et al. (1990) and Yamazaki and Sakasegawa (1987a,b). In addition we use the conservation law to obtain an approximation for the mean queue length in a GI/GI/1 queue under the processor-sharing service discipline with finite degree of multiplicity, called LiPS discipline. Several numerical examples are presented which support the practical usefulness of the proposed approximation.
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Cavalheiro, Gabriela Castro Silva, and Renata Cristina Geromel Meneghetti. "Metodologia de Ensino-Aprendizagem-Avaliação de Matemática Através da Resolução de Problemas: uma Análise das Perspectivas de Licenciandos em Matemática." Jornal Internacional de Estudos em Educação Matemática 13, no. 1 (June 22, 2020): 64–72. http://dx.doi.org/10.17921/2176-5634.2020v13n1p64-72.
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Este artigo apresenta uma pesquisa que buscou responder ao seguinte questionamento: Como licenciandos em Matemática avaliam a metodologia de ensino-aprendizagem-avaliação de Matemática através da Resolução de Problemas (RP) implementada por um docente formador-pesquisador em disciplina específica da área? Para desenvolvê-la, adotou-se uma abordagem qualitativa de investigação, coletando-se os dados por meio de um questionário, após implementação da metodologia em uma turma de 18 licenciandos em Matemática que cursavam a disciplina Aritmética. O objetivo desse instrumento foi identificar, na perspectiva desses sujeitos, as possíveis contribuições da metodologia para a aprendizagem dos conteúdos matemáticos e dos demais conhecimentos necessários à formação do licenciado em Matemática. Os principais achados foram organizados em função do tripé aprendizagem, ensino e avaliação de Matemática. Diante das conclusões obtidas, embora a maioria dos sujeitos tenha conseguido perceber a importância do uso dessa metodologia para sua Formação Matemática, Pedagógica ou em Educação Matemática, considera-se importante o desenvolvimento de mais estudos na mesma linha, ou seja, trabalhos que possibilitem ao licenciando em Matemática vivenciar efetivamente várias vezes as diversas metodologias de ensino, aprendizagem e avaliação, por meio de RP e de outras abordagens alternativas, seja na condição de aluno ou de futuro professor.
Palavras-chave: Licenciatura em Matemática. Futuro Professor. Docente Formador-Pesquisador. Aritmética. Metodologia Qualitativa.
Abstract
This article presents a research that sought to answer the following question: How do students of a Mathematics Degree course evaluate the methodology of teaching-learning-assessment of Mathematics through Problem Solving (PR) implemented by a teacher trainer-researcher in a specific discipline in the area? To develop it, a qualitative research approach was adopted, collecting the data through a questionnaire, after implementing the methodology in a class of 18 graduating in Mathematics who studied the Arithmetic discipline. The aim of this instrument was to identify, from the perspective of these subjects, the possible contributions of the methodology to the learning of the mathematical contents and other knowledge necessary for the formation of the graduate in Mathematics. The main findings were organized according to tripod learning, teaching and assessment of mathematics. In view of the conclusions obtained, although the majority of the subjects were able to perceive the importance of using this methodology for their Mathematical Formation, Pedagogical Formation or Mathematical Education Formation, it is considered important to develop further studies in the same line, that is, works that allow the graduating in Mathematics to effectively experience several times the different methodologies of teaching, learning and evaluation, through PR and other alternative approaches, whether as a student or future teacher.
Keywords: Degree in Mathematics. Future Teacher. Teacher Trainer-Researcher. Arithmetic. Qualitative Methodology.
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Kyrykylytsia, Valentyna, Aida Trotsiuk, and Oksana Yasinska. "THE FORMATION OF SCIENTIFIC COMMUNICATION KNOWLEDGE IN ENGLISH IN MASTER’S DEGREE PROGRAM STUDENTS OF NATURAL SCIENCES AND MATHEMATICS." Collection of Scientific Papers of Uman State Pedagogical University, no. 1 (April 27, 2022): 90–96. http://dx.doi.org/10.31499/2307-4906.1.2022.256190.
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The article justifies the importance of studying the academic discipline “Scientific Communication in aForeign Language” according to the Master’s degree educational program. The research aims atfinding the ways of the formation of scientific communication knowledge in English. To achieve thisgoal, such methods of pedagogical research as analysis, synthesis, comparison, generalization oftheoretical scientific literature and advanced practical pedagogical experience were used. It has beennoted that the main didactic purpose of this discipline is to develop students’ knowledge of the scientificresearch methodology and the ability to present their own research results. The basic knowledge thatstudents gain in the process of studying the course has been indicated: awareness of the main featuresof scientific style and elements of academic texts; understanding of the rhetoric, stylistics and genreorganization of modern scientific discourse; skills formation of writing the scientific texts of differentgenres (summary, scientific article, abstract, review); awareness of the requirements for writing andpresenting conference abstracts. The conclusion about the effectiveness of the suggested methods ofstudying the scientific aspect in English by Master’s degree program students of natural sciences andmathematics has been made. It has been proposed to conduct further research in the direction of findingthe new effective ways to study the scientific aspect of a foreign language, in particular with the use ofthe latest information and advanced communication technologies.
Keywords: scientific communication; Master’s degree program; English; academic discipline;scientific aspect; educational-scientific program; Master’s degree program students; academic text;research.
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Volkova, Elena Sergeevna, and Vladimir Borisovich Gisin. "On the assessment of formation of the system of main concepts of mathematical analysis." Современное образование, no. 2 (February 2020): 12–27. http://dx.doi.org/10.25136/2409-8736.2020.2.32942.
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The object of this research is the results of experimental use of the test for inventory of the concepts of mathematical analysis (Calculus Concept Inventory, CCI), which is aimed at assessment of the key concepts of mathematical analysis, such as function, limit and derivative. The test was conducted in the period from 2016 to 2020 and involved Bachelor’s degree students of Financial University under the Government of the Russian Federation on the discipline “Applied Mathematics and Informatics”. “Mathematical Analysis” is one of the key disciplines in formation of mathematical competencies of students majoring “Applied Mathematics and Informatics”. Test was developed by the leading experts from the United States in the area of mathematics and teaching mathematics in the universities, and was implemented in Russian practice for the first time. For quality assessment of the test was applied Cronbach's alpha coefficient, and the results were evaluated based on the Item Response Theory. Although in universities of the United States the implementation of this test showed relatively low effectiveness, for the students of Financial University the coefficient values were significantly higher and allow making an unequivocal conclusion on the informativeness of results. The article also applies the values of discriminant coefficient. Their fluctuation allows using the test not only for assessing the achievement in learning mathematical analysis of students in groups, but also individual results. The results demonstrate that the traditional approach in teaching the principles of mathematical analysis that is widely recognized in the Russian universities is ineffective, which underlines the need to rearrange the content and methods of teaching mathematical analysis in a university.
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Zhen, Wang, Parvez Ali, Haidar Ali, Ghulam Dustigeer, and Jia-Bao Liu. "On Computation Degree-Based Topological Descriptors for Planar Octahedron Networks." Journal of Mathematics 2021 (November 1, 2021): 1–12. http://dx.doi.org/10.1155/2021/4880092.
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A molecular graph is used to represent a chemical molecule in chemical graph theory, which is a branch of graph theory. A graph is considered to be linked if there is at least one link between its vertices. A topological index is a number that describes a graph’s topology. Cheminformatics is a relatively young discipline that brings together the field of sciences. Cheminformatics helps in establishing QSAR and QSPR models to find the characteristics of the chemical compound. We compute the first and second modified K-Banhatti indices, harmonic K-Banhatti index, symmetric division index, augmented Zagreb index, and inverse sum index and also provide the numerical results.
Dissertations / Theses on the topic "Degree Discipline: Mathematics"
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Gomes, Danilo Olimpio. "Rigor sem órgãos : em meio a relações discursivas, (r)ex(s)istências possíveis /." Rio Claro, 2020. http://hdl.handle.net/11449/192603.
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Orientador: Roger MiarkaResumo: Esta pesquisa, como uma espécie de barco, devém composição que se lança num mar em busca de uma dobra. Uma prega na linha do fora na qual seja possível inventar um dentro habitável e dar passagem a afetos disso que é conhecido por rigor. Um rigor que se relaciona à disciplina de Análise Real, a qual é contemplada numa grande maioria de cursos de licenciatura em Matemática em nosso país. Tal rigor mostra-se discursivamente atrelado a muitas práticas que ocorrem na formação de professores de Matemática, as quais influenciam sobremaneira a forma como licenciandos lidam com a própria graduação e com suas práticas profissionais. Em nossa composição, adotamos uma estética de escrita-fluxo, em que narrativas ficcionais foram compostas tendo como inspiração e suporte vivências experienciadas pelo próprio autor e por toda uma multidão de sujeitos e obras que o circundam e o atravessam, no intuito de construir uma Tese sem Órgãos, ou seja, uma composição desprovida de uma organização prévia. Para tal, estabelecemos alianças teóricas mais estreitas com o pensamento arqueológico de Michel Foucault e com o conceito de Corpo sem Órgãos, de Gilles Deleuze e Félix Guattari, bem como consonâncias junto a constelações teóricas que orbitam cada um desses pensadores. Desta maneira, nas linhas rizomáticas compostas a partir de acoplamentos, desacoplamentos e interrupções de fluxo causadas nas e pelas narrativas construídas, foi possível operar nas fissuras e pensar o conceito de Rigor sem Órgãos,... (Resumo completo, clicar acesso eletrônico abaixo)
Abstract: This research, as a kind of boat, becomes composition that is launched in a sea in search for a fold. A crease in the line of the outside in which it is possible to invent a habitable inside and and give passage to affections of that which is known as rigor. A rigor that is related to the discipline of Real Analysis, which is included in a large majority of undergraduate courses in Mathematics in our country. Such rigor is shown to be discursively linked to many practices that occur in the formation of mathematics teachers, which greatly influence the way they deal with their own graduation and their professional practices. In our composition, we adopted a flow-writing aesthetic, in which fictional narratives were composed having as inspiration and support experiences experienced by the author himself and by a whole multitude of subjects and works that surround and cross him, in order to build a Thesis without Organs, that is, a composition without prior organization. To this goal, we established closer theoretical alliances with the archaeological thought by Michel Foucault and with the concept of Body without Organs, by Gilles Deleuze and Félix Guattari, as well as consonances with theoretical constellations that orbit each of these thinkers. In this way, in the rhizomatic lines composed from couplings, decouplings and interruptions of flow caused in and by the constructed narratives, it was possible to operate in the cracks and think about the concept of Rigor without Orga... (Complete abstract click electronic access below)
Doutor
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Almeida, Amanda Larissa de. "Um estudo interpretativo de teses e dissertações sobre disciplinas de conteúdo matemático : articulações com o campo da formação de professores de Matemática /." Rio Claro, 2019. http://hdl.handle.net/11449/182028.
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Orientador: Rosana Giaretta Sguerra MiskulinResumo: A presente pesquisa caracteriza-se como um estudo interpretativo de 26 teses e dissertações, desenvolvidas em programas de pós-graduação de instituições brasileiras no período de 2001 a 2017, as quais investigaram sobre uma ou mais disciplinas de conteúdo matemático (Cálculo, Álgebra, Análise, entre outras) do curso de Licenciatura em Matemática. O objetivo da investigação consistiu em analisar os resultados das pesquisas e evidenciar suas articulações com aspectos conceituais do campo da formação de professores de Matemática. Para isso, norteamo-nos pela questão de investigação: “O que nos dizem as pesquisas que investigam disciplinas de conteúdo matemático no sentido de uma articulação entre seus resultados e aspectos conceituais do campo da formação de professores de Matemática?”. As teses e dissertações foram mapeadas em dois momentos distintos, porém a partir dos mesmos critérios de seleção. Aquelas produzidas entre os anos de 2001 e 2012 foram mapeadas no contexto do Projeto Universal “Mapeamento e Estado da arte da pesquisa brasileira sobre o professor que ensina Matemática” que constituiu um corpus de 858 trabalhos sobre o professor que ensina Matemática. Já as teses e dissertações realizadas entre 2013 e 2017 foram mapeadas através do Catálogo de Teses e Dissertações da Capes. Para analisar os resultados dessas pesquisas utilizamos alguns conceitos da teoria da Análise de Conteúdo de Bardin (1977) e nos baseamos em referenciais teóricos sobre formação inicial de prof... (Resumo completo, clicar acesso eletrônico abaixo)
Abstract: The present research is characterized as an interpretative study of 26 theses and dissertations, developed in postgraduate programs of Brazilian institutions from 2001 to 2017, which investigated one or more subjects of mathematical content (Calculus, Algebra, Analysis, among others) of the Degree in Mathematics. The objective of the research was to analyze the results of these researches and to highlight their articulations with conceptual aspects of the field of Mathematics teacher training. To that end, we are guided by the research question "What do researches that investigate mathematical content disciplines tell us in the sense of an articulation between their results and conceptual aspects of the field of teacher training in Mathematics?" The theses and dissertations that composed the analysis corpus were mapped in two different moments. Those produced between 2001 and 2012 were mapped in the context of the Universal Project "Mapping and State of the art of Brazilian research on the teacher who teaches Mathematics" which constituted a corpus of 858 works on the teacher who teaches Mathematics. The theses and dissertations carried out between 2013 and 2017 were mapped through the Catalog of Thesis and Dissertations of Capes. In order to analyze its results, we use some concepts from Bardin's theory of content analysis (1977) and rely on theoretical references on the initial formation of teachers of Mathematics and the mathematical formation of the teacher. The results o... (Complete abstract click electronic access below)
Mestre
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Oliveira, Fabiana Cristina Oliveira Silva de. "Uma disciplina, uma história : cálculo na licenciatura em Matemática da Universidade Federal de Sergipe (1972-1990)." Universidade Federal de Sergipe, 2009. https://ri.ufs.br/handle/riufs/4705.
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Coordenação de Aperfeiçoamento de Pessoal de Nível SuperiorThe present work has the intention to construct a history of discipline Calculation in the course of Degree in Mathematics of the Federal University of Sergipe, during the period from 1972 to 1990. It examines the historical curse of discipline by means of the workload, of the prerequisite ones, of its contents, its professors and methods of teaching. It analyzes the history of the Calculation in the prism of the history of the disciplines, taking as sources the lesson plans, minutes acts, resolutions, reports, didatic books and verbal stories. We infer that the changes pass the discipline Calculation had went in regards to the workload of great relevance; however, in if treating to prerequisite and summaries, the alterations were smaller. In the case of the movement of contents of each disciplines, we notice that in elapsing of the years the malter of teaching Calculation was configured gradually and before assuming its last formation it pass for different disciplines with reformularizations in its configuration, with distinct signatures, with distinct workload, but with the same contents. We observed although there was renewal of the teaching picture causing significant alterations regarding the profile of the professors of Calculation. We consideed that the method of the lesson was closely connected to the use that the theacher could make of the book and the applications of exercises.
O presente trabalho tem o propósito de construir uma história da disciplina Cálculo no curso de Licenciatura em Matemática da Universidade Federal de Sergipe, durante o período de 1972 a 1990. Examina o percurso histórico da disciplina por meio da carga horária, dos pré-requisitos, de seus conteúdos, seus professores e métodos de ensino. Analisa a história do Cálculo no prisma da história das disciplinas, tomando como fontes os planos de aula, atas, resoluções, relatórios, livros didáticos e relatos orais. Inferimos que as mudanças por que passou a disciplina Cálculo foram no tocante à carga horária de grande relevância; porém, em se tratando de pré-requisitos e ementas, as alterações foram menores. No caso da movimentação dos conteúdos em cada disciplina, notamos que no decorrer dos anos a matéria de ensino Cálculo foi configurada paulatinamente e antes de assumir a sua última formação perpassou por diferentes disciplinas, com reformulações em sua configuração, com assinaturas distintas, com cargas horárias distintas, mas com os mesmos conteúdos. Observamos ainda que o quadro docente ocasionou alterações significativas na disciplina Cálculo. Consideramos que o método da aula estava intimamente ligado ao uso que o professor poderia fazer do livro e das aplicações de exercícios.
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Aquino, Crisvânia de Castro. "Disciplinas de educação matemática em cursos de licenciatura em matemática: um estudo sobre enunciações de licenciados do Instituto Federal do Piauí (IFPI)." Universidade do Vale do Rio dos Sinos, 2014. http://www.repositorio.jesuita.org.br/handle/UNISINOS/3717.
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Este trabalho tem como objetivo analisar as enunciações de licenciados em Matemática do Instituto Federal de Educação, Ciência e Tecnologia do Piauí sobre o currículo de seu curso, no que se refere às disciplinas de Educação Matemática. Para identificar quais são as disciplinas, o trabalho toma como parâmetro uma pesquisa de Gatti e Nunes (2009) sobre currículo de licenciatura no Brasil. Nesse sentido, considerou-se Didática da Matemática, Modelagem da Matemática, Pesquisa em Ensino da Matemática e História da Matemática como disciplinas. O referencial teórico que as fundamentou situa-se na vertente da Educação Matemática denominada Etnomatemática em suas interlocuções com o pensamento de Michel Foucault. Participaram da pesquisa sete licenciados que estavam cursando o último semestre do curso. A pesquisa de cunho qualitativo utilizou-se de entrevistas como instrumento de coleta de dados, as quais foram gravadas e em seguida transcritas. A análise do material empírico evidenciou que: 1) O ensino das disciplinas Didática da Matemática e Modelagem Matemática enfatizou a confecção e utilização de materiais concretos como recurso eficaz para o processo de aprendizagem da Matemática ; 2) As aulas de História da Matemática foram "tradicionais"; 3) A disciplina Pesquisa em Ensino da Matemática priorizou a elaboração do trabalho de conclusão de curso (TCC); 4) As disciplinas de Educação Matemática contribuem para o dinamismo em sala de aula.
This paper aims to analyze the utterances of undergraduates in Mathematics from Instituto Federal de Educação, Ciência e Tecnologia do Piauí (Federal Institute of Education, Science and Technology of Piauí) on the curriculum of their course, in respect to the disciplines of Mathematics Education. To identify which disciplines, the work takes as a parameter a survey of Gatti and Nunes (2009) on undergraduate curriculum in Brazil. In this regard, it was considered Didactics of Mathematics, Mathematical Modeling, Research in Mathematics Education and History of Mathematics as disciplines. The theoretical referential, in which the research is based, is located on the slope of Mathematics Education called Ethnomatematics in their dialogues with the thought of Michel Foucault. Seven undergraduates participated in the survey and they were taking last semester. The qualitative study used interviews as a tool for data collection, which were recorded and then transcribed. The analysis of empirical data showed that: 1) The teaching of subjects didactics of mathematics and mathematical modeling emphasized the manufacture and use of concrete materials as an effective resource for the process of learning mathematics; 2) History lessons of mathematics were "traditional"; 3) Discipline Research in Mathematics Teaching was mainly north of the development work of completion (TCC); 4) the disciplines of mathematics education contribute to the dynamism in the classroom.
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Nascimento, Telma Teixeira do. "Disciplinas pedagógicas em curso de licenciatura em matemática: um estudo das enunciações de estudantes do Instituto Federal do Piauí." Universidade do Vale do Rio dos Sinos, 2013. http://www.repositorio.jesuita.org.br/handle/UNISINOS/3091.
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A dissertação tem como objetivo identificar e analisar as enunciações que circulam na formação inicial de licenciandos de Matemática do Instituto Federal do Piauí (IFPI), mais especificamente, suas enunciações sobre as disciplinas pedagógicas de seu Curso. Participaram do estudo os licenciandos de Matemática do IFPI do primeiro semestre de 2013. O material empírico da pesquisa está constituído por questionários respondidos por esses estudantes e entrevistas realizadas com oito deles.O referencial teórico do estudo está composto por teorizações de Michel Foucault e a literatura contemporânea sobre o tema da formação docente.Os resultados da investigação indicam que os licenciandos: consideram não ser suficiente saber Matemática para saber ensiná-la; não visualizam a relação entre as disciplinas pedagógicas e as específicas na Licenciatura; consideram as disciplinas pedagógicas importantes na formação inicial, como um auxílio, uma técnica para ensinar Matemática; e, como desafio,destacam o ensino da Matemática mais acessível e atraente para os alunos.
The thesis aims to identify and analyze the enunciations that circulate in the initial training of licensees of Mathematics of Federal Institute of Piauí (Instituto Federal do Piauí - IFPI), more specifically, their enunciations about the pedagogical disciplines of their Course. The licensees of Mathematics of IFPI in the first semester of 2013 participated in the study. The empirical material of the study is composed of questionnaires answered by these students and interviews with eight of them. The theoretical framework of the study is composed of astute theorizing of Michel Foucault and the contemporary literature on the subject of teacher education. The results of the investigation indicate that the licensees: consider not to be enough to have knowledge of Mathematics to know how to teach it; do not visualize the relationship between the pedagogical disciplines and the specific in Graduate; consider the pedagogical disciplines important in initial training, as an aid, a technique to teach Mathematics; and, as a challenge, highlight the teaching of Mathematics more accessible and attractive to the students.
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Ribeiro, Luciane Nunes. "Uma análise do movimento de constituição da ementa da disciplina de álgebra linear na licenciatura em matemática." Universidade Federal de Goiás, 2018. http://repositorio.bc.ufg.br/tede/handle/tede/9051.
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This research analyzes the constitution's movements of the University in Europe and in Brazil; the creation of Mathematics’ first course in Brazil; the constitution of the contents which make up the Linear Algebra discipline syllabus and, finally, its current discipline syllabus in the presential courses in Mathematics Degree of the Brazilian Federal Universities. The purpose of the mentioned analysis is to answer the following research question: how did occur the contents' constitution that compose the syllabus of Linear Algebra in Mathematics degrees of Brazilian Federal Universities? In order to reach this objective, the bibliographical and documentary study were used as methodology, especially classical, history and yearbooks, legislation and the syllabus. The theoretical reference is based on Historical-Cultural Theory assumptions, which is scientific, but also political (MOURA, 2017; VYGOTSKI, 1995; CEDRO, 2008; OLIVEIRA, 2002; ZANELLA, 2007), through the study of logical- historical movement – defended by Kopnin, 1978; Sousa, Panossian, Cedro, 2014; Sousa, 2004; Fazenda, 2000 – of Algebra Linear discipline constitution, according to Pires, 2006; Dorier, 2000, Silva, 2003; Moore, 1995. It was necessary to understand the reasons of its inclusion in the university context and its contribution to the professional formation of Mathematics teacher, according to Bastos (1980; 2006), Boyer (1974), Cavalari (2012), Celestino (2000), Garding (1981), Kopnin (1978), Caraça (1959), Ríbnikov (1987), Tubino (1984), Kleiner (2007), among others. It was analyzed 55 Federal Brazilian Universities that offer presential course of Degree in Mathematics. As categories of analysis were stablished the content of syllabus, the workload and the basic bibliographic reference of compulsory discipline of Linear Algebra of these institutions. As more relevant conclusions, it was observed that Linear Algebra began to be developed and taught in Universities to solve practical problems of diverse intellectuals of engineering and exact sciences, and that the transfer of its indexes in an unrelated way may contribute to the difficulties in teaching and learning process present in this discipline.
Matemática das Universidades Federais Brasileiras. O objetivo dessa análise é o de responder à seguinte questão de pesquisa: como se deu a constituição dos conteúdos que compõem a ementa da disciplina de Álgebra Linear nos cursos de Licenciatura em Matemática das Universidades Federais Brasileiras? Para atingir o objetivo, utilizou-se como metodologia o estudo bibliográfico e documental, mormente de obras clássicas, livros de história, anuários, legislação e ementas. O referencial teórico é pautado nos pressupostos da Teoria Histórico-Cultural, que se constitui científica, mas também política (MOURA, 2017; VYGOTSKI, 1995; CEDRO, 2008; OLIVEIRA, 2002; ZANELLA, 2007), mediante o estudo do movimento lógico-histórico – apregoado por Kopnin, 1978; Sousa, Panossian, Cedro, 2014; Sousa, 2004; Fazenda, 2000 – de constituição da disciplina de Álgebra Linear (PIRES, 2006; DORIER, 2000, SILVA, 2003; MOORE, 1995). Fez-se necessário compreender o que motivou a sua inserção no contexto universitário e qual a sua contribuição para a formação do professor de Matemática, com base em Bastos (1980; 2006), Boyer (1974), Cavalari (2012), Celestino (2000), Garding (1981), Kopnin (1978), Caraça (1959), Ríbnikov (1987), Tubino (1984), Kleiner (2007), entre outros. Foram analisadas 55 Universidades Federais Brasileiras que oferecem o curso presencial de Licenciatura em Matemática. Estabeleceram-se como categorias de análise os conteúdos das ementas, a carga horária e a referência bibliográfica básica da disciplina obrigatória de Álgebra Linear oferecida nestas instituições. Como principais conclusões, observou-se que a disciplina de Álgebra Linear começou a ser desenvolvida e ensinada nas Universidades para resolver problemas práticos de diversos intelectuais das engenharias e ciências correlatas, e que o repasse de seus conteúdos de forma desvinculada pode contribuir para as dificuldades do processo de ensino e aprendizagem presentes nessa disciplina.
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Somavilla, Adriana Stefanello. "A inserção da disciplina de matemática financeira nos cursos de licenciatura em Matemática dos Institutos Federais de Educação, Ciência e Tecnologia da Região Sul do Brasil." Universidade Estadual do Oeste do Paraná, 2017. http://tede.unioeste.br:8080/tede/handle/tede/2937.
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Creating an initial teacher training course involves many aspects, among them, the identity of the Teaching Institution and the constitution of the group of teachers involved in this process. In this scenario, some of the issues faced in the initial training courses of a mathematics teacher are related to pedagogical training, to the institutional field and to the curricular field of these courses. One of these impasses is the relation between Mathematics teaching and the development of competences for the exercise of citizenship. In this sense, debates and discussions on the financial literacy of citizens highlight the role of the contemporary school in the dissemination of financial knowledge. In Brazil there is a movement to insert the theme of financial education in Basic Education and although it is a subject of socioeconomic relevance, financial education is not yet contemplated in the political-pedagogical project of most public schools. Even with some initiatives in this direction, what draws attention to the initial training of mathematics teachers is the absence of discussions as to the insertion of the discipline of Financial Mathematics in the Mathematics Degree courses in Brazil. In this context, a relevant research question emerges: What is revealed about the insertion of the discipline of Financial Mathematics in the Mathematics Degree courses of the Federal Institutes of Education, Science and Technology of the South Region of Brazil? Thus, by adopting an analytical phenomenological research posture, it was sought the teachers with initial training in Mathematics, members of the Structuring Teaching Core of these Institutes who participated in the elaboration and modifications of the Political Pedagogical Project of the Mathematics Courses, offered as a classroom course, in 2016. In this search process, through the coordination of the Mathematics Degree courses, fourteen teachers were pointed out as possible research subjects. After being invited to participate in the research, the invitation was accepted by six teachers and the interview occurred with five of them. The interview prioritized the statements and spontaneous manifestations of the participants and the recording regarding the speech of these teachers was taken in video and audio, which were transcribed and analyzed later, following the three reflexive steps with a phenomenological tendency: description, reduction and interpretation. With the help of the Atlas t.i. software, the analysis process was guided by the research question, looking at the units of meaning that emerged from the Teaching Projects of the Courses and from the teachers' testimonials. Following, by the convergences of the units of meaning, two broad categories were perceived, which were described and interpreted separately. In this sense, in a diverse scenario, some aspects emerged in the investigation, such as: the intra-institutionality and its relation to the insertion of the discipline of Financial Mathematics; the standardization of the curriculum; the turnover of teachers in the NDE and the implications on the decisions of the curricular matrix of these courses in this condition; the delineation of the courses curricular matrix dependent on public policies; the non-establishment of the relationship between Financial Mathematics and Financial Education, signaling to the financial literacy of teachers; the estrangement of the courses before the financial context that is presented; among others. In this direction, the investigative look points to a study of proposals that can contribute to improving the level of the citizens' financial literacy.
Na criação de um curso de formação inicial de professores estão envolvidos muitos aspectos, dentre eles, a identidade da Instituição de Ensino e a constituição do grupo de docentes envolvidos nesse processo. Nesse cenário, algumas das questões enfrentadas nos cursos de formação inicial de um professor de matemática estão relacionadas à formação pedagógica, ao campo institucional e ao campo curricular desses cursos. Um desses impasses é a relação entre o ensino de Matemática e o desenvolvimento de competências para o exercício da cidadania. Nesse sentido, debates e discussões sobre a literacia financeira dos cidadãos destacam o papel da escola contemporânea na disseminação do conhecimento financeiro. No Brasil há um movimento de inserção da temática educação financeira na Educação Básica e apesar de ser um tema de relevância socioeconômica, a educação financeira ainda não é contemplada no projeto político-pedagógico da maioria das escolas públicas. Mesmo com algumas iniciativas nessa direção, o que chama a atenção na formação inicial de professores de matemática, é a ausência de discussões quanto à inserção da disciplina de Matemática Financeira nos cursos de Licenciatura em Matemática no Brasil. Nesse contexto, emerge uma interrogação de pesquisa relevante: O que se revela sobre a inserção da disciplina de Matemática Financeira nos cursos de Licenciatura em Matemática dos Institutos Federais de Educação, Ciência e Tecnologia da Região Sul do Brasil? Assim, ao adotar uma postura de investigação de pesquisa analítica de cunho fenomenológico, buscou-se pelos docentes com formação inicial em Matemática integrantes do Núcleo Docente Estruturante desses Institutos que participaram da elaboração e das modificações do Projeto Político Pedagógico dos Cursos (PPC) de Licenciatura em Matemática, ofertados na forma presencial, em 2016. Nesse processo de busca, por meio das coordenações dos cursos de Licenciatura em Matemática, catorze docentes foram apontados como sujeitos passíveis de investigação. Após serem convidados a participar da pesquisa, o convite foi aceito por seis professores e a entrevista ocorreu com cinco deles. A entrevista priorizou os depoimentos e manifestações espontâneas dos participantes e o registro referente ao discurso desses professores se deu por meio de gravação de vídeo e áudio, que foram transcritos e analisados posteriormente, seguindo os três passos reflexivos com tendência fenomenológica: descrição, redução e interpretação. Com o auxílio do software Atlas t.i., o processo de análise foi conduzido pela interrogação de pesquisa, com o olhar para as unidades de significado que emergiram dos Projetos Pedagógicos dos Cursos e dos depoimentos dos docentes. Na sequência, pelas convergências das unidades de significado, foram percebidas duas categorias amplas, que foram descritas e interpretadas separadamente. Nesse sentido, num cenário diverso, despontaram alguns aspectos na investigação, tais como: a intra-institucionalidade e sua relação na inserção da disciplina de Matemática Financeira; a padronização da grade curricular; a rotatividade dos docentes do NDE e as implicações nas decisões da matriz curricular desses cursos nessa condição; o delinear da matriz curricular dos cursos dependente de políticas públicas; o não estabelecimento da relação entre a Matemática Financeira e a Educação Financeira, sinalizando para a literacia financeira dos professores; o distanciamento dos cursos frente ao contexto financeiro que está posto; entre outros. Nessa direção, o olhar investigativo aponta para um estudo de propostas que contribuam para melhorar o nível de literacia financeira dos cidadãos.
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Rodrigues, Gisane Fagundes. "História da Matemática: Um olhar sob a perspectiva para a formação do professor de Matemática." Universidade Estadual da Paraíba, 2016. http://tede.bc.uepb.edu.br/tede/jspui/handle/tede/2698.
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Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES
This dissertation aimed to analyze the history of mathematics as a discipline and its importance in training mathematics professors at the State University of Paraíba (UEPB), the Federal University of Campina Grande (UFCG) and the Federal Institute of Education, Science and Technology of Paraíba (IFPB) located in Campina Grande and the Federal University of Paraíba (UFPB), in João Pessoa. The qualitative research, since it seeks the gist of the phenomenon investigated in all its dimensions and processes, is supported by bibliographical and documentary study. Given the importance of mathematics in teaching practice as the main component for initial teacher´s education, it takes for examination the following documents: the National Curriculum Guidelines, which establish the rules for the creation of the Educational Project Course and in particular cases a Plan Course provided by the lecturer professor of the discipline the history of mathematics. Therefore, the guidelines of the discipline was analyzed in details, but it also caused us to identify in practice the design of teacher educators and students in training on the History of Mathematics discipline and, above all, the importance of the history of mathematics in the development of teachers training. The paper interviewed four teachers and three students of the quoted institutions. From the analysis of interviews, we built two categories that emerged from the conversations: The history of mathematics as a contribution to the training of teachers and the importance of mathematics in history for teacher training. We understand that the discipline is important for the essentiality of bringing the light of the classroom discussions knowledge about what is mathematics from a historical point of view and how it was developed throughout time. The major evidences after the analysis of documents and interviews was the difference between the proposal of the written curriculum and the one implemented in the classroom by teachers, indicating that there is an attempt of students training to work in their future activities practices in which they are linked to the history of mathematics.
Esta dissertação teve como objetivo analisar a disciplina de História da Matemática e sua importância na formação do professor de matemática na Universidade Estadual da Paraíba (UEPB), na Universidade Federal de Campina Grande (UFCG) e no Instituto Federal de Educação, Ciência e Tecnologia da Paraíba (IFPB) todos na cidade de Campina Grande e na Universidade Federal da Paraíba (UFPB), em João Pessoa. A pesquisa de natureza qualitativa, por sua condição de captar a essencialidade do fenômeno investigado em toda a sua dimensão e processo, teve apoio em estudo bibliográfico e documental. Tendo em vista a importância do currículo da Licenciatura em Matemática como componente principal para a formação inicial de professores tomamos para análise os seguintes documentos: as Diretrizes Curriculares Nacionais, que determinam as normas para a criação do Projeto Pedagógico do Curso e em casos particulares o Plano de Curso disponibilizado pelo professor ministrante da disciplina de História da Matemática. Para tanto, a ementa da referida disciplina foi analisada de forma minuciosa, como também nos provocou identificar na prática a concepção de professores formadores e alunos em formação sobre a disciplina de História da Matemática e, sobretudo, a importância da História da Matemática na formação do professor. Participaram das entrevistas quatro professores e três alunos das Instituições pesquisadas. A partir das análises das entrevistas construímos duas categorias que emergiram das falas, que são elas: a História da Matemática como contribuição para a formação do professor e a importância da História da Matemática para a formação do professor. Entendemos que a disciplina é importante pela essencialidade de trazer a luz das discussões em sala de aula um conhecimento sobre o que é matemática do ponto de vista histórico e como ela se desenvolveu ao longo do tempo. As principais evidências após as análises em documentos e nas entrevistas realizadas foi à diferença entre a proposta do currículo escrito e a do currículo implementado em sala de aula pelos professores, indicando que há uma tentativa de alunos em formação trabalhar em suas práticas futuras atividades em que estejam ligadas a História da Matemática.
Books on the topic "Degree Discipline: Mathematics"
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E, Reys Robert, and Dossey John A, eds. U.S. doctorates in mathematics education: Developing stewards of the discipline. Providence, R.I: American Mathematical Society, 2008.
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Astrahancevaa, Irina, Sergey Bobkov, Vadim Mizonov, and Sergey Boykov. Modeling of systems. ru: INFRA-M Academic Publishing LLC., 2022. http://dx.doi.org/10.12737/1831624.
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The textbook discusses general issues of system modeling, analytical, empirical and simulation approaches to modeling. Typical mathematical schemes used in the analytical approach, methods and tools of simulation modeling of systems are given. Attention is also paid to network and agent-based alternative approaches to modeling.
Meets the requirements of the federal state educational standards of higher education of the latest generation.
It is intended for undergraduate students studying in the direction of 09.03.02 "Information systems and technologies", whose working curricula include the discipline "Systems Modeling". It is assumed that the training plans also include training courses "Discrete Mathematics", "Mathematical logic and theory of algorithms", "System analysis". The manual will also be useful for master's degree students studying in the direction 09.04.02 "Information systems and technologies" (discipline "Models of information processes and systems").
Book chapters on the topic "Degree Discipline: Mathematics"
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Tribe, Keith. "The Moral Sciences Tripos and Cambridge Political Economy." In Constructing Economic Science, 77–106. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780190491741.003.0004.
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The Cambridge Economics Tripos (an honours degree) was created in 1903 by detaching the teaching of economics in Cambridge from the Moral Sciences Tripos, a broad degree including logic, psychology, and politics and ethics. To understand why Alfred Marshall sought to detach the teaching of economics in this way we need to understand both the nature of this undergraduate programme of study, as well as the model that he sought to emulate: the Mathematical Tripos. This had been until mid-century the primary Cambridge qualification, and rather than a training in mathematics per se, its examination sought to foster a particular intellectual discipline. Students were trained in groups, usually by non-college private ‘coaches’, who drilled students in techniques with whose aid they might solve the questions put to them during several days of examinations. Good students became adept at the speedy selection of the appropriate technique and its application to a given problem. By contrast, the Moral Sciences Tripos was organised around the interpretation of set (canonical) books, and so did not foster this problem-solving approach.
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Lamer, Antoine, Naima Oubenali, Romaric Marcilly, Mathilde Fruchart, and Benjamin Guinhouya. "Master’s Degree in Health Data Science: Implementation and Assessment After Five Years." In Studies in Health Technology and Informatics. IOS Press, 2022. http://dx.doi.org/10.3233/shti220906.
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Health data science is an emerging discipline that bridges computer science, statistics and health domain knowledge. This consists of taking advantage of the large volume of data, often complex, to extract information to improve decision-making. We have created a Master’s degree in Health Data Science to meet the growing need for data scientists in companies and institutions. The training offers, over two years, courses covering computer science, mathematics and statistics, health and biology. With more than 60 professors and lecturers, a total of 835 hours of classes (not including the mandatory 5 months of internship per year), this curriculum has enrolled a total of 53 students today. The feedback from the students and alumni allowed us identifying new needs in terms of training, which may help us to adapt the program for the coming academic years. In particular, we will offer an additional module covering data management, from the edition of the clinical report form to the implementation of a data warehouse with an ETL process. Git and application lifecycle management will be included in programming courses or multidisciplinary projects.
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Dasgupta, Subrata. "Glimpses of a Scientific Style." In It Began with Babbage. Oxford University Press, 2014. http://dx.doi.org/10.1093/oso/9780199309412.003.0014.
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In august 1951, David Wheeler submitted a PhD dissertation titled Automatic Computing with the EDSAC to the faculty of mathematics (D. F. Hartley, personal communication, September 7, 2011) at the University of Cambridge. The year after, in November 1952, another of Maurice Wilkes’s students, Stanley Gill, submitted a thesis titled The Application of an Electronic Digital Computer to Problems in Mathematics and Physics. Wheeler’s was not the first doctoral degree awarded on the subject of computing. That honor must surely go to Herman Hollerith for his thesis submitted to Columbia University in 1890 on his invention of an electrical tabulating system (see Chapter 3, Section IV). Nor was Wheeler’s the first doctoral degree on a subject devoted to electronic computing. In December 1947, Tom Kilburn (codesigner with Frederic C. Williams of the Manchester Mark I [see Chapter 8, Section XIII]) had written a report on the CRT-based memory system he and Williams had developed (but called the Williams tube). This report was widely distributed in both Britain and the United States (and even found its way to Russia), and it became the basis for Kilburn’s PhD dissertation awarded in 1948 by the University of Manchester (S. H. Lavington, personal communication, August 31, 2011). Wheeler’s doctoral dissertation, however, was almost certainly the first on the subject of programming. And one might say that the award of these first doctoral degrees in the realm of computer “hardware” (in Kilburn’s case) and computer “software” (in Wheeler’s case) made the invention and design of computers and computing systems an academically respectable university discipline. As we have witnessed before in this story, establishing priority in the realm of computing is a murky business, especially at the birth of this new discipline. Thus, if by “computer science” we mean the study of computers and the phenomena surrounding computers (as three eminent computer scientists Allan Newell, Alan Perlis (1922–1990), and Herbert Simon suggested in 1967), then—assuming we agree on what “computers” are—the boundary between hardware and soft ware, between the physical computer and the activity of computing, dissolves.
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Polillo, Simone. "How Financial Economics Got Its Science." In The Ascent of Market Efficiency, 119–42. Cornell University Press, 2020. http://dx.doi.org/10.7591/cornell/9781501750373.003.0005.
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This chapter divides the scientific status of the discipline into two empirical questions concerning the degree to which finance is scientific and the kind of science financial economists pursue. Focusing on articles published in the Journal of Finance between 1950 and 2000, the chapter investigates the forms and practices financial economists came to rely on to communicate their results to one another. It also documents the ways in which financial economics changed as mathematics and statistics became dominant, and how mathematics and statistics changed the affective dispositions of financial economists. The chapter analyzes how financial scholars used specific communicative practices and inscription devices as a function of how they conceptualized expertise. It draws the more general lesson that techniques of quantitative analysis are no substitute for relationships of trust among knowledge producers, while pointing to the limited role numbers play in the construction of social knowledge when they are not backed by social relationships.
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Bennett, Jim. "3. A mathematical science." In Navigation: A Very Short Introduction, 42–66. Oxford University Press, 2017. http://dx.doi.org/10.1093/actrade/9780198733713.003.0003.
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‘A mathematical science’ shows that the idea of navigation taking on techniques from other disciplines is reinforced by the appearance of instruments from these disciplines modified for seaborne use. The mariner’s astrolabe had only the altitude scale and was more robustly made to withstand the rigours of use at sea. The cross-staff, and then backstaff, replaced the astrolabe. These instruments made familiar the concept of latitude in degrees. Seamen also used the nocturnal to find local time from the rotation of the stars around the celestial Pole. The new role for mathematics in navigation is nowhere better exemplified than in the development of nautical charts—particularly the 16th-century Mercator projection.
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Amato, Luanne M. "Improving Diversity and Equality in STEM Education." In Handbook of Research on Active Learning and Student Engagement in Higher Education, 339–65. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-7998-9564-0.ch016.
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Within the global business environment there is a critical need for a diverse pool of employees with higher education degrees in the fields of science, technology, engineering, and mathematics (STEM). Unfortunately, in the United States, graduation statistics suggest marginalized groups are underrepresented in the awarding of STEM degrees. This chapter explains why diversity in STEM careers is reported to be a critical need for U.S. economic sustainability and competitiveness in the global business arena. It highlights the major challenges and barriers in STEM education related to instructional design that severely limit student engagement and derail degree attainment in STEM disciplines, especially for marginalized groups. The chapter also explains how Universal Design for Learning (UDL) acts a template for improved instructional design and introduce the LEVEL instructional model, which was created based on the principles of UDL and, when utilized in higher education coursework, promotes active learning and support for diverse learning styles.
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Baker, Tawrin. "Images of the Eye from Vesalius to Fabricius ab Aquapendente." In Reassessing Epistemic Images in the Early Modern World. Nieuwe Prinsengracht 89 1018 VR Amsterdam Nederland: Amsterdam University Press, 2022. http://dx.doi.org/10.5117/9789463723350_ch10.
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Illustrations of the eye were rare in printed medical and anatomical works prior to Vesalius’s 1543 Fabrica. Subsequent epistemic images of the eye, seen in figures such as Juan Valverde, Felix Platter, Johannes Kepler, and Fabricius ab Aquapendente, had a complex relationship with the evolving, and increasingly intertwined, disciplines of anatomy, natural philosophy, and optics. Images of the eye reflected, and to some degree helped to generate, new practices of reading, approaches to creating knowledge, and the formation of communities. This analysis challenges a widely-held distinction in early modern historiography between the role of pictures in the anatomical/medical sciences and that of diagrams in the mathematical sciences.
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Johnson, Japera, Tiffany Jones, Georges Haddad, Clyde Wilcox, and Judith K. (Gwathmey) Wilcox. "Strategies to Enhance the Role of HBCUs in Increasing the Science, Technology, Engineering, Mathematics, and Medical (STEMM) Workforce." In Setting a New Agenda for Student Engagement and Retention in Historically Black Colleges and Universities, 96–118. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-5225-0308-8.ch007.
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Historically Black Colleges and Universities (HBCUs) have a long history of student engagement and institutional commitment to developing STEMM degrees. To become even better at fostering a diverse STEMM field, HBCUs must assess their strengths, weaknesses and challenges as well as opportunities in order to remain competitive in the 21st century. This chapter explores factors related to improving STEMM student academic preparation, retention and engagement. The authors provide recommendations to enhance experiential learning and offer educational pathways that lead to long-term retention and engagement of minority students. Furthermore, in the face of the need to advance and diversify the scientific workforce, we examine whether and how specific institutional contexts shape student interactions with faculty and institutional cultures. Historically black colleges and universities have played an important role in diversifying the Science Technology, Engineering, Mathematics, and Medicine (STEMM) workforce. In this paper we offer practical suggestions to clarify and strengthen their roles in student recruitment, retention, engagement, and advancement in STEMM. Preparatory summer institutes give minority students access to curriculum, tutoring, research opportunities, psycho-social support while encouraging the development of peer and faculty relationships. Such institutes nurture a successful socialization of minority students into STEMM disciplines. Dual admissions between two year and four year degree granting institutions will likely enhance student retention. Institutional agents and mentors play a major role by providing experiential learning opportunities that capture and retain students' interests. A combination of experiential learning, dual articulation, and the creation of strong and engaged institutional agents as well as mentors will likely facilitate student retention and successful integration into a larger STEMM network.
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Scott, Cinda P., Bonne August, and Costanza Eggers-Piérola. "All Hands on Deck." In Cases on Interdisciplinary Research Trends in Science, Technology, Engineering, and Mathematics, 320–48. IGI Global, 2013. http://dx.doi.org/10.4018/978-1-4666-2214-2.ch013.
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The nationwide National Science Foundation (NSF) Innovation through Institutional Integration (I3) program challenges faculty, administrators, and project partners to think strategically about the creative integration of NSF-funded awards and to provide students with an interdisciplinary, cross-curriculum, technologically current approach to Science, Technology, Engineering, and Mathematics (STEM) curriculum. The NSF I3 program places particular emphasis on underrepresented minorities seeking two- and four-year degrees in STEM disciplines. The focus of this chapter is on how survey data collected across STEM departments in the School of Arts and Sciences and the School of Technology and Design have been used to guide the City Tech I3 Project to implement case study teaching methodologies as a means for creating institutional change in STEM laboratories. The City Tech I3 Project addresses three of the national NSF I3 goals: broadening participation, integrating research and education, and developing a global workforce.
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Pearson, Yvette E., and Quincy G. Alexander. "The Inclusion of Persons With Disabilities in Engineering Education and Careers." In Implementation Strategies for Improving Diversity in Organizations, 249–70. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-4745-8.ch009.
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The Americans with Disabilities Act (ADA) and other laws have made strides towards equity and inclusion for persons with disabilities in the US. Despite this, challenges persist both in higher education and the workforce, particularly in science, technology, engineering, and mathematics (STEM) fields. While students with disabilities indicate interest in and intent to major in STEM disciplines at the same rate as their peers without disabilities, they are not retained through graduation at the same rates, and thus remain underrepresented among STEM graduates and professionals. Those who do complete STEM degrees experience higher unemployment rates and lower average salaries than their colleagues without disabilities. For engineering innovations to optimally serve society, the engineering profession must be representative of society. And this must go beyond counting the numbers; inclusion of diverse perspectives is a must. This chapter shares challenges, opportunities, and strategies for inclusion of persons with disabilities in engineering education and practice.
Conference papers on the topic "Degree Discipline: Mathematics"
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Hale, Beverley. "Reaching out to the sports science setting: the impact of academic practice on students’ statistical literacy." In Statistics Education and Outreach. International Association for Statistical Education, 2011. http://dx.doi.org/10.52041/srap.11501.
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It has been widely documented that many undergraduate students demonstrate antipathy towards statistics. This paper documents the findings from an investigation of statistics education in a sport and exercise science department at The University of Chichester in the UK. Sports science is a multidisciplinary subject that encompasses biomechanics, physiology, and psychology. The university had a suite of four programmes each with a different emphasis in terms of subject discipline. Academics’ use and interpretation of statistics are influenced by their subject specialism within sports science. The investigation evaluated the differences in examination performance between degree programmes, gender and previous mathematics achievement. Findings from the analysis of examination results found mathematics qualification to significantly affect achievement in statistics examinations. Qualitative analysis provided contextual detail that support the need for professional and pedagogic development.
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Robinson, Stefanie L., and Jennifer A. Mangold. "Implementing Engineering and Sustainability Curriculum in K-12 Education." In ASME 2013 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2013. http://dx.doi.org/10.1115/imece2013-66693.
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Introducing students to engineering concepts in early education is critical, as literature has shown that students’ degree of comfort and acceptance of science and technology is developed very early on in their education. While introducing engineering as a potential profession in K-12 classrooms has its own merits, it has also proven itself to be useful as a teaching tool. Engineering can lend itself to concepts that can engage students in critical thinking, problem solving, as well as the development of math and science skills. In engineering higher education there has been an increased focus on industrial ecology and sustainability in order to help students understand the environmental and social context within today’s society. The authors of this paper discuss the importance of these attributes when introducing engineering to K-12 students. Engineering and sustainability are not two mutually exclusive concepts, but sustainability should be considered throughout the practice of the engineering discipline. The ADEPT (Applied Design Engineering Project Teams) program at the University of California, Berkeley was established to design and deploy a standards-based engineering curriculum for middle schools and high schools (grades 6–12) designed to integrate mathematics and science concepts in applied engineering projects, inspire secondary students, and strengthen the classroom experience of current and future faculty in math, science, and engineering. This paper discusses the importance of introducing engineering and sustainability in K-12 classrooms. Example modules that were developed through the ADEPT program are presented as well as a set of recommendations that were designed as a guideline for educators to incorporate engineering and sustainability in K-12 classrooms. While the module discussed here was designed for middle school students, the curriculum and criteria recommended can be adapted to primary and secondary education programs.
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Lozano Albalate, María Teresa, Ana Isabel Allueva-Pinilla, José Luis Alejandre-Marco,, Raquel Trillo-Lado, Sergio Ilarri-Artigas, Carlos Sánchez-Azqueta, Lorena Fuentes-Broto, Susana Bayarri-Fernández, and Concepción Aldea-Chagoyen. "Projects to encourage female students in STEM areas." In Fifth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9474.
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Today, the number of female students that enrol in degrees related to Science, Technology, Engineering and Mathematics (STEM) areas is quite low. So, numerous initiatives have arisen to promote these degrees and encourage female students in these areas. In this context, the EuLES Network (u-Learning Environments in Higher Education), an interdisciplinary network created in 2010 at the University of Zaragoza (Spain) to foster research, interaction, cooperation and transfer of knowledge and technologies related to learning and open education, has developed two projects oriented to High School Students: “WikinformáticA! en Aragon” and “Women in STEM by EuLES”. WikinformáticA! en Aragón is a competition for student groups in which they develop a wiki on prominent women in the history of Information and Communication Technology (ICT). The objective is the visibility of women involved in technology. The purpose of the Women in STEM project is to offer testimonies of women in Science, Technology, Engineering and Mathematics to encourage scientific vocations, especially in young people and girls. The project consists of conducting video interviews of women who work or study in these disciplines. All the videos, along with a short biography, are posted on the web.
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Roquette, Juan, Fernando Alonso, and Pilar Salazar. "Human-Centered Design since the Degree Kickoff: from Alumni Experience to Designer and User Experience." In 13th International Conference on Applied Human Factors and Ergonomics (AHFE 2022). AHFE International, 2022. http://dx.doi.org/10.54941/ahfe1001377.
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This article seeks to investigate the new paradigms of digital form and their application to the design process as a way to integrate service design from the very beginning of the process. It addresses a review of the generation of design in the key of "activity of conformation of open strategies". The aim is to open a deep reflection that allows an evolution of the understanding of the discipline of design linked to the outdated definition of "task of formalization of finished objects", which is widespread and still widely assumed. It is undeniable that engineering, urban planning, architecture, graphic design, product design, experience design and fashion design all share a common objective: all of them, in the end, can be considered as "service design".Indeed, each of the modalities of contemporary design and creation involves providing conceptual and oper-ational responses to needs (functional, aesthetic, symbolic, structural, social, individual). In short, creative activity consists of interpreting requirements and constraints in the most creative and efficient way possible. Design is not so much concerned with the need to produce "finished" objects, whether tangible or intangible. Contemporary design aims to create "formal laws", flexible and open, that can be applied according to the changing scenarios posed by today's users. To design digitally today is to create logical structures of data, algorithms and open results. This article rais-es the possibility of designing -from the genesis of the design- by integrating data referring to users and their algo-rithms as the basis of the formal, diagrammatic or structural law of the design solution. From clear mathematical rules and their parameterization, we propose the generation of the base structure of the "digital contemporary design"; from the exposition of data to the generation of “empty form”. In order to that, a preliminary reflection on the Technical drawing / CAD / BIM is proposed as well as describing the languages of the contemporary Design project (data and algorithms necessary for the construction of the form by topological transformations on simple forms). This is a con-temporary way of understanding the generation of the “empty form”. A "prepared" and "structured" format for the subsequent acquisition of successive layers of information (user data) that would trigger the "virtual twin" of the de-sign. Designing by means of topological transformations is an essential exercise in the foundations of digital culture: working with this type of algorithm is the main work of CAD programs. The conception of contemporary design must increasingly take into account the digital era, which constitutes the paradigm of our culture. The ideation and formalization of the actions that define design, architecture, urbanism and the physical environment, go through the management of formal operations within information systems that com-bine identity, visuality, materiality, measurement, financing, parameterization, industrialization, construction mainte-nance and, of course, interaction with users and systems. This phenomenon once again highlights the importance of geometry and drawing as fundamental disciplines that sustain the solid foundations of design education in the Univer-sity.Finally, the article addresses the urgency of defining new methodologies for the design process to ensure that design does not remain a mere "cultural response" to the technical advances produced by science, nor is it a purely intuitive process that proposes images but dispenses with the technical language of its time. We defend the activity of design as a purely contemporary task, which must be generated with the languages and methodologies of our current (and future) time, and for which it must have the possibility of integrating data and adapting to them with flexibility. In this way, any kind of design can be considered "service design" because it will "serve" effectively, avoiding the unnecessary iterations pursued by the LEAN system, which make human actions on reality inefficient and unsustaina-ble. Such a design would prevent the industry from having to generate an overabundance of designs and then discard the inadequate ones (by natural selection, through trial and error, dictated by the market and by user needs).Keywords: Design Training · Design Methodologies · Human-centered Design · Alumni experience · Designer experience ·User Experience · Service Design · Form · Contemporary Design process
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Dillard, David A., Melissa D. Nipper, Scott W. Case, and Alan A. Kornhauser. "Preparation for the Fundamentals of Engineering Examination at Virginia Tech." In ASME 2011 International Mechanical Engineering Congress and Exposition. ASMEDC, 2011. http://dx.doi.org/10.1115/imece2011-63558.
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The first step most engineers take toward professional engineering licensure is taking the Fundamentals of Engineering examination administered by the National Council of Examiners for Engineering and Surveying. The examination is typically taken by students near completion of an undergraduate engineering degree. By following up with engineering experience and the Professional Engineering examination, engineers can be licensed in any of the 50 states of the U.S. Professional licensure is both an aid and an incentive to professionalism in engineers. Licensure provides a publicly recognized credential for engineering competence and professional ethics. The licensing process, together with state requirements for maintaining licensure, ensures that professional engineers have the depth and breadth of knowledge required for engineering practice. Knowledge of licensing requirements helps young engineers set their own standards for engineering competence. Virginia Tech has, for many years, assisted its senior engineering students in preparing for the Fundamentals of Engineering examination. The program began in the 1970’s as an unofficial series of review lectures offered by engineering faculty. Later, it became a two credit hour course administered by the Department of Engineering Science and Mechanics with modules taught by faculty from many engineering disciplines as well as mathematics and chemistry. The course was taught every spring, using a set of notes and problems prepared by the instructors and available to students at reproduction cost. Lectures were scheduled in the evening to reduce interference with other courses. In spring 2011, the course was taught for the first time as an asynchronous online course developed by the instructors working in conjunction with Virginia Tech’s Institute for Distance and Distributed Learning. Updated lecture notes and problems were available for download, and lectures, recorded for the online course, were available for viewing as audio/video slide presentations using streaming video format. Since different faculty had different prior experience with computer-aided and online teaching, the different course modules used various online teaching techniques. The course website has been organized so that student response to the online materials may be monitored. Historically, Virginia Tech has had both high levels of undergraduate participation in the Fundamentals of Engineering examination and a high pass rate. Statistics on course registration, exam participation, and pass rate over the past decade are presented and compared with statistics for the new online course. In spite of a few technical and other issues, the online course appears to be a success. It is anticipated that feedback from this initial online offering will result in even better student acceptance and utilization of the online content, as well as examination performance, in the future.