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Relevant bibliographies by topics / Expanding knowledge in the mathematical sciences

Academic literature on the topic 'Expanding knowledge in the mathematical sciences'

Author: Grafiati

Published: 10 December 2022

Last updated: 28 January 2023

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Journal articles on the topic "Expanding knowledge in the mathematical sciences"

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Corry, Leo. "Linearity and Reflexivity in the Growth of Mathematical Knowledge." Science in Context 3, no. 2 (1989): 409–40. http://dx.doi.org/10.1017/s0269889700000880.

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The ArgumentRecent studies in the philosophy of mathematics have increasingly stressed the social and historical dimensions of mathematical practice. Although this new emphasis has fathered interesting new perspectives, it has also blurred the distinction between mathematics and other scientific fields. This distinction can be clarified by examining the special interaction of the body and images of mathematics.Mathematics has an objective, ever-expanding hard core, the growth of which is conditioned by socially and historically determined images of mathematics. Mathematics also has reflexive capacities unlike those of any other exact science. In no other exact science can the standard methodological framework used within the discipline also be used to study the nature of the discipline itself.Although it has always been present in mathematical research, reflexive thinking has become increasingly central to mathematics over the past century. Many of the images of the discipline have been dictated by the increase in reflexive thinking which has also determined a great portion of the contemporary philosophy and historiography of mathematics.

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Chen, Xiaohong, Jincheng Zhou, Jinqiu Wang, Dan Wang, Jiu Liu, Dingpu Shi, Duo Yang, and Qingna Pan. "Visualizing Status, Hotspots, and Future Trends in Mathematical Literacy Research via Knowledge Graph." Sustainability 14, no. 21 (October 25, 2022): 13842. http://dx.doi.org/10.3390/su142113842.

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The goal of education for sustainable development is to prepare future citizens to make informed decisions and take responsible action to solve problems. The purpose of mathematical literacy is to ensure that all learners develop an understanding of mathematics, and how to relate mathematics to the world and use mathematical knowledge to make valuable decisions in their lives, work, and society. It can be seen that the purpose of mathematical literacy coincides with the goal of education for sustainable development. In addition, math literacy is closely related to self-regulated learning (SRL), which is the key to meaningful learning and sustainable development. In educational research, it is an essential task to cultivate learners’ mathematical literacy and promote their sustainable development. With the rapid growth of emerging technologies, the emergence of big data has brought numerous challenges to various research fields. In the age of big data, educational research that can identify research perspectives and hotspots and summarize research evolution rules from a large body of literature can assist us in deepening subsequent analysis. As a result, in this study, we used CiteSpace and HistCite knowledge map visualization and exploration technology to examine mathematical literacy research trends, major research countries and regions, major research institutions, significant researchers, highly cited papers, research hotspots, and evolution trends on a global scale. Through this study, we found that the earliest literature on mathematical literacy appeared in 1957, and the research on mathematical literacy can be divided into three germination stages (1957–2001), a slow development stage (2001–2011), and a prosperous development stage (2011–2022). Most studies come from developed countries such as the US, the UK, Germany, and Australia. The Universities of Utrecht and Purdue University were the most published institutions, and scholars at Purpura published the most articles. The research object of highly cited literature is mainly children, and the research is primarily carried out through the measurement of students’ mathematical ability and achievement and the analysis of related influencing factors, which provides a direction for how to improve students’ mathematical literacy. The research on mathematical literacy mainly includes four research hotspots: working memory and mathematical literacy; brain science and mathematical literacy; mathematical achievement and mathematical literacy; and the generation strategy of mathematical literacy. The research field of mathematics literacy mainly includes working memory, parietal cortex, math performance, mathematics education, early childhood, parental belief, fractions, cognitive development, and student learning. There are 10 clusters. Different clusters have different evolutionary trends. With the evolution of time, working memory, mathematical education, fractions, and precinct beliefs clustered, gradually expanding from the concentrated research direction to the subdivision field. The clusters of parietal cortex, math performance, early childhood, cognitive development, and students do not show large keyword nodes during the research period. With time, it has gradually expanded from the centralized research direction to the subdivision field. The parietal cortex, math performance, early childhood, cognitive development, and students clusters did not show large keyword nodes during the whole study period.

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DYER, JOSEPH. "The Place of Musica in Medieval Classifications of Knowledge." Journal of Musicology 24, no. 1 (January 1, 2007): 3–71. http://dx.doi.org/10.1525/jm.2007.24.1.3.

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ABSTRACT Medieval classifications of knowledge (divisiones scientiarum) were created to impose order on the ever-expanding breadth of human knowledge and to demonstrate the interconnectedness of its several parts. In the earlier Middle Ages the trivium and the quadrivium had sufficed to circumscribe the bounds of secular learning, but the eventual availability of the entire Aristotelian corpus stimulated a reevaluation of the scope of human knowledge. Classifications emanating from the School of Chartres (the Didascalicon of Hugh of St. Victor and the anonymous Tractatus quidam) did not venture far beyond Boethius, Cassiodorus, and Isidore of Seville. Dominic Gundissalinus (fl. 1144––64), a Spaniard who based parts of his elaborate analysis of music on Al-Fāārāābīī, attempted to balance theory and practice, in contradistinction to the earlier mathematical emphasis. Aristotle had rejected musica mundana, and his natural science left little room for a musica humana based on numerical proportion. Consequently, both had to be reinterpreted. Robert Kilwardby's De ortu scientiarum (ca. 1250) sought to integrate the traditional Boethian treatment of musica with an Aristotelian perspective. Responding to the empirical emphasis of Aristotle's philosophy, Kilwardby focused on music as audible phenomenon as opposed to Platonic ““sounding number.”” Medieval philosophers were reluctant to assign (audible) music to natural science or to place it among the scientie mechanice. One solution argued that music, though a separate subiectum suitable for philosophical investigation, was subalternated to arithmetic. Although drawing its explanations from that discipline, it nevertheless had its own set of ““rules”” governing its proper activity. Thomas Aquinas proposed to resolve the conflict between the physicality of musical sound and abstract mathematics through the theory of scientie medie. These stood halfway between speculative and natural science, taking their material objects from physical phenomena but their formal object from mathematics. Still, Thomas defended the superiority of the speculative tradition by asserting that scientie medie ““have a closer affinity to mathematics”” (magis sunt affines mathematicis) than to natural science.

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Ikeda, Toshikazu. "Development research of arithmetic and mathematics curriculum incorporating revolutionary and cumulative knowledge growth." Impact 2022, no. 5 (October 13, 2022): 20–22. http://dx.doi.org/10.21820/23987073.2022.5.20.

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The continuous development of education is important in order to ensure it keeps growing and improving. Professor Toshikazu Ikeda, College of Education, Yokohama National University, Japan, is a Professor of Mathematics who is a proponent of revolutionary knowledge growth through overturning, expanding, and integrating acquired knowledge and skills. This is about progression through bridging the gap between a knowledge goal and the existing knowledge base through developing techniques and pathways to that goal. Ikeda believes that by inserting revolutionary knowledge growth into the mathematics curriculum in Japan, children can be encouraged towards more independent and problem solving based thinking. He has performed an analysis of current teaching materials which involved examining local teaching materials in a specific area, using lessons to analyse and evaluate those materials and looking at long-term global teaching materials that give a deeper examination of specific topics, focusing on how and where it can be used and how students react to the content. In his work, Ikeda uses modelling as a problem solving tool and to develop techniques to deepen learning and lead to revolutionary knowledge growth. Ikeda is collaborating with Professor Max Stephens, Melbourne University, to produce lectures centred on revolutionary growth knowledge for students at teacher training colleges. A key part of Ikedaâ–™s work is teaching mathematical modelling in order to help students understand the importance of mathematics and develop their abilities.

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Gomez-Cabrero, David, Albert Compte, and Jesper Tegner. "Workflow for generating competing hypothesis from models with parameter uncertainty." Interface Focus 1, no. 3 (March 30, 2011): 438–49. http://dx.doi.org/10.1098/rsfs.2011.0015.

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Mathematical models are increasingly used in life sciences. However, contrary to other disciplines, biological models are typically over-parametrized and loosely constrained by scarce experimental data and prior knowledge. Recent efforts on analysis of complex models have focused on isolated aspects without considering an integrated approach—ranging from model building to derivation of predictive experiments and refutation or validation of robust model behaviours. Here, we develop such an integrative workflow, a sequence of actions expanding upon current efforts with the purpose of setting the stage for a methodology facilitating an extraction of core behaviours and competing mechanistic hypothesis residing within underdetermined models. To this end, we make use of optimization search algorithms, statistical (machine-learning) classification techniques and cluster-based analysis of the state variables' dynamics and their corresponding parameter sets. We apply the workflow to a mathematical model of fat accumulation in the arterial wall (atherogenesis), a complex phenomena with limited quantitative understanding, thus leading to a model plagued with inherent uncertainty. We find that the mathematical atherogenesis model can still be understood in terms of a few key behaviours despite the large number of parameters. This result enabled us to derive distinct mechanistic predictions from the model despite the lack of confidence in the model parameters. We conclude that building integrative workflows enable investigators to embrace modelling of complex biological processes despite uncertainty in parameters.

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KHODAKOVSKA, Olena, and Svitlana USTYCHENKO. "THE DEVELOPMENT OF MATHEMATICAL CULTURE OF STUDENTS AS A COMPONENT OF PROFESSIONAL COMPETENCE." Cherkasy University Bulletin: Pedagogical Sciences, no. 2 (2020): 131–36. http://dx.doi.org/10.31651/2524-2660-2020-2-131-136.

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Introduction. In recent years, teachers of most technical and natural sciences faculties find the level of freshmen starting a course of higher mathematics insuf-ficient to comprehend the basics of logical constructions. It is difficult for students to clearly realize that, for example, they should learn to prove a statement as a theorem or give a counter-example; in mathematics there are such terms as necessary and sufficient conditions, cause and effect; the system of equations and their totality are dif-ferent things; the properties of mathematical objects are subject of study; solving inequalities or equations requires understanding but not mechanical memorization. All these semantic subtleties make up the concept of mathematical culture based on clear logic reasoning and conclusion. Logical thinking is required in most activities, from business to programming. The relevance of the research is caused by the neces-sity to create a new educational environment free from such negative facts that some students have a low level of mathematical knowledge, skills and abilities; they are enable to independently acquire new mathematical knowledge and skills; their experience in mathematical, communicative and cognitive activity, necessary for a successful future career, is insufficient. International and Ukrainian scientists in the field of pedagogy and psychology diversely studied the problems of intellectual development and mathematical culture of students. (Jean Piaget , Jerome Seymour BrunerLev Vygotsky, Yuriy Hilbukh, Leonid Zankov, Vasilii Davydov, Daniil Elkonin, G.S. Kostiuk, Z.I. Kalmykova, N.O. Menchynska, S. L.Rubinstein, V.F. Palamarchuk, N.F.Talysina etc).The purpose of the articleis to generalize the pedagog-ical essence of mathematical culture, determine the place and role of mathematical education in the formation of students' mathematical culture, study pedagogical pre-requisites and specific technologies of its formation while teaching mathematics and determine conditions for crea-tion of the culture of mathematical language. The methods of analysis, comparison, explication, ab-straction are used in the study. Results. The development of mathematical culture of students involves a number of stages: formation of the student as a subject of educational mathematical activity; awareness of the mathematical education value; creating a holistic view of mathematical activity of the student; understanding mathematical learning materials; reflection of the general structure of mathematical activity in the educational activity; mathematical language acquisition, ability to correctly express and explain operations, ability to use mathematical signs and symbols; gaining under-standing of mathematical modeling as a mathematical method of reality cognition; mastering the system of mathematical concepts, general methods of operations; intellectual and spiritual development of students, includ-ing the development of mathematical thinking, meeting the requirements of modern information society, the develop-ment of children's motivation, creativity, research skills. The culture of mathematical language can only devel-op if the student has a sufficiently strong scientific base that allows him not to concentrate on thinking about the scientific accuracy of a story but to focus on how to speak. Originality. The Internet provides lots of opportunities to develop mathematical culture and present information of different nature: 1) mathematical information for com-pulsory learning i.e. comprehensible knowledge, filled with personal meaning should become a student's acqui-sition; 2) mathematical information for expanding ideas about the subject i.e. elements of logic, combinatorics, probability theory; 3) background information plays an important role in acquiring information, realizing its value, and creating the interest and need to study mathematics.Conclusions. The level of mathematical culture of stu-dents significantly increases under condition of taking nto account the leading ideas of modern international and Ukrainian psychological and pedagogical science about intellectual development of the personality; theoreti-cal substantiation of the content of students' mathemati-cal culture; working out a science-based approach to the technology of development of mathematical qualities of the personality when studying mathematics. In order to improve the culture of mathematical lan-guage, it is necessary to increase the classroom time for the development of oral language skills; allocate 10-15 minutes for oral questioning at every lesson; organize home test papers with an oral performance report in the form of an interview; conduct credit tests orally. Such forms of work contribute to the development of students' mathematical language

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Ramiz Abdinov, Vidadi Akhundov, Ramiz Abdinov, Vidadi Akhundov. "METHODOLOGY FOR ASSESSING THE IMPACT OF INNOVATIONS ON THE PRODUCTION OF THE REGION'S FINAL PRODUCTS." PIRETC-Proceeding of The International Research Education & Training Centre 21, no. 04 (November 9, 2022): 33–38. http://dx.doi.org/10.36962/piretc21042022-33.

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The article developed an algorithm for calculating the coefficient of the impact of innovations on the growth rate of the final product. This mathematical apparatus is a tool for adequate adjustment of the economic system, taking into account the potential of its innovative development. Next, the problem of predicting the regional final product is solved using the Cobb-Douglas(innovation) model. In the calculations, the values of the parameters are determined by the Gradient method. The result obtained indicates the adequacy of the approach used. In addition, the assumptions and hypotheses put forward in the study create prerequisites for further expanding the amount of knowledge in the field of studying the innovative impact on the economy. The practical significance of the proposed models of innovative development of economic systems lies in the emergence of new opportunities for building the innovation policy of the state. Keywords: innovation activity, fuzzy model, Gradient method, innovation index

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Turovets, Yu M. "On the question of the methodology of research of administrative services in the field of construction." Analytical and Comparative Jurisprudence, no. 2 (July 24, 2022): 200–203. http://dx.doi.org/10.24144/2788-6018.2022.02.38.

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The article identifies some aspects of the methodology of research of administrative services in the field of construction. The author points out the importance of applying in the practice of scientific knowledge the correct and complete arsenal of research methods and tools, which directly affects its comprehensiveness and quality, correctness of results. The author points out the position that having its own tasks, content and internal organization, the theory of administrative services in the field of construction is aimed at expanding, deepening, refining, systematizing, and improving the reliability of scientific data. The author defines the method of research of administrative services in the field of construction as rules or prescriptions of purposeful theoretical or practical activity within administrative services in the field of construction, as well as knowledge of rational methods, techniques, operations, procedures for their implementation. The author defends the position, the methodology must be determined through the doctrine of the method and study of the system of such methods, and we believe that the most important interpretation of the methodology of research of administrative services in construction is that it is a system of methods, approaches, methods of administrative science. rights during the implementation of research on administrative services in the field of construction. Within the study, the author points out the existence of methods-operations (analysis, synthesis, deduction, induction, etc.), which are mainly technology of working with scientific material, which should be distinguished from complex methods such as dialectics, synergetic, which are inherent in all sciences and effective within each with it. At the same time, private methods are used in jurisprudence: historical, concrete-sociological, psychological, mathematical, statistical methods and other methods. The author also proves the important role of the comparative law method.

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McKiernan, Erin C., and Diano F. Marrone. "CA1 pyramidal cells have diverse biophysical properties, affected by development, experience, and aging." PeerJ 5 (September 19, 2017): e3836. http://dx.doi.org/10.7717/peerj.3836.

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Neuron types (e.g., pyramidal cells) within one area of the brain are often considered homogeneous, despite variability in their biophysical properties. Here we review literature demonstrating variability in the electrical activity of CA1 hippocampal pyramidal cells (PCs), including responses to somatic current injection, synaptic stimulation, and spontaneous network-related activity. In addition, we describe how responses of CA1 PCs vary with development, experience, and aging, and some of the underlying ionic currents responsible. Finally, we suggest directions that may be the most impactful in expanding this knowledge, including the use of text and data mining to systematically study cellular heterogeneity in more depth; dynamical systems theory to understand and potentially classify neuron firing patterns; and mathematical modeling to study the interaction between cellular properties and network output. Our goals are to provide a synthesis of the literature for experimentalists studying CA1 PCs, to give theorists an idea of the rich diversity of behaviors models may need to reproduce to accurately represent these cells, and to provide suggestions for future research.

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MOTCH, CHRISTIAN. "The XMM-NEWTON VIEW ON NEUTRON STARS AND BLACK HOLES." International Journal of Modern Physics D 13, no. 07 (August 2004): 1229–37. http://dx.doi.org/10.1142/s0218271804005365.

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The improved sensitivity of the XMM-Newton satellite is quickly expanding our knowledge of X-ray emission mechanisms and physical conditions in and around compact objects. Thanks to the large collecting power and high energy resolution of the EPIC and RGS instruments, detailed X-ray spectral analysis can be performed in the 0.2 to 12 keV energy range. In this short review, I highlight the most significant results obtained by XMM-Newton on neutron stars both isolated and in binary systems and on accreting stellar mass black holes.

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Dissertations / Theses on the topic "Expanding knowledge in the mathematical sciences"

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Wilensky, Uriel Joseph. "Connected mathematics : builiding concrete relationships with mathematical knowledge." Thesis, Massachusetts Institute of Technology, 1993. http://hdl.handle.net/1721.1/29066.

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Van, de Merwe Chelsey Lynn. "Student Use of Mathematical Content Knowledge During Proof Production." BYU ScholarsArchive, 2020. https://scholarsarchive.byu.edu/etd/8474.

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Proof is an important component of advanced mathematical activity. Nevertheless, undergraduates struggle to write valid proofs. Research identifies many of the struggles students experience with the logical nature and structure of proofs. Little research examines the role mathematical content knowledge plays in proof production. This study begins to fill this gap in the research by analyzing what role mathematical content knowledge plays in the success of a proof and how undergraduates use mathematical content knowledge during proofs. Four undergraduates participated in a series of task-based interviews wherein they completed several proofs. The interviews were analyzed to determine how the students used mathematical content knowledge and how mathematical content knowledge affected a proof’s validity. The results show that using mathematical content knowledge during a proof is nontrivial for students. Several of the proofs attempted by the students were unsuccessful due to issues with mathematical content knowledge. The data also show that students use mathematical content knowledge in a variety of ways. Some student use of mathematical content is productive and efficient, while other student practices are less efficient in formal proofs.

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Snyders, Sean. "Inductive machine learning bias in knowledge-based neurocomputing." Thesis, Stellenbosch : Stellenbosch University, 2003. http://hdl.handle.net/10019.1/53463.

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Thesis (MSc) -- Stellenbosch University , 2003.
ENGLISH ABSTRACT: The integration of symbolic knowledge with artificial neural networks is becoming an increasingly popular paradigm for solving real-world problems. This paradigm named knowledge-based neurocomputing, provides means for using prior knowledge to determine the network architecture, to program a subset of weights to induce a learning bias which guides network training, and to extract refined knowledge from trained neural networks. The role of neural networks then becomes that of knowledge refinement. It thus provides a methodology for dealing with uncertainty in the initial domain theory. In this thesis, we address several advantages of this paradigm and propose a solution for the open question of determining the strength of this learning, or inductive, bias. We develop a heuristic for determining the strength of the inductive bias that takes the network architecture, the prior knowledge, the learning method, and the training data into consideration. We apply this heuristic to well-known synthetic problems as well as published difficult real-world problems in the domain of molecular biology and medical diagnoses. We found that, not only do the networks trained with this adaptive inductive bias show superior performance over networks trained with the standard method of determining the strength of the inductive bias, but that the extracted refined knowledge from these trained networks deliver more concise and accurate domain theories.
AFRIKAANSE OPSOMMING: Die integrasie van simboliese kennis met kunsmatige neurale netwerke word 'n toenemende gewilde paradigma om reelewereldse probleme op te los. Hierdie paradigma genoem, kennis-gebaseerde neurokomputasie, verskaf die vermoe om vooraf kennis te gebruik om die netwerkargitektuur te bepaal, om a subversameling van gewigte te programeer om 'n leersydigheid te induseer wat netwerkopleiding lei, en om verfynde kennis van geleerde netwerke te kan ontsluit. Die rol van neurale netwerke word dan die van kennisverfyning. Dit verskaf dus 'n metodologie vir die behandeling van onsekerheid in die aanvangsdomeinteorie. In hierdie tesis adresseer ons verskeie voordele wat bevat is in hierdie paradigma en stel ons 'n oplossing voor vir die oop vraag om die gewig van hierdie leer-, of induktiewe sydigheid te bepaal. Ons ontwikkel 'n heuristiek vir die bepaling van die induktiewe sydigheid wat die netwerkargitektuur, die aanvangskennis, die leermetode, en die data vir die leer proses in ag neem. Ons pas hierdie heuristiek toe op bekende sintetiese probleme so weI as op gepubliseerde moeilike reelewereldse probleme in die gebied van molekulere biologie en mediese diagnostiek. Ons bevind dat, nie alleenlik vertoon die netwerke wat geleer is met die adaptiewe induktiewe sydigheid superieure verrigting bo die netwerke wat geleer is met die standaardmetode om die gewig van die induktiewe sydigheid te bepaal nie, maar ook dat die verfynde kennis wat ontsluit is uit hierdie geleerde netwerke meer bondige en akkurate domeinteorie lewer.

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Schreiber, Raphael, and Moisin Monica Bota. "Rebranding “Made in India” through Cultural Sustainability : Exploring and Expanding Indian Perspectives." Thesis, Högskolan i Borås, Akademin för textil, teknik och ekonomi, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:hb:diva-25395.

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This exploratory study is a first attempt to translate the Indian cultural context from a socio-cultural, and legal perspective by identifying the values attributed to Indian textile craftsmanship by Indian textile and fashion stakeholders, and how their perspective is influenced by the global recognition and perception of Indian textile crafts and connotation of “Made in India”. At the same time the study investigates the meaning of “sustainability” in the Indian cultural context, in relation to textile craftsmanship, and how this relates to the Western concept of “sustainability”. Through field research in conjunction with a series of in-depth unstructured interviews, this study reveals that Cultural Sustainability is the dominating narrative in the Indian cultural context due to the prevalence of culturally embedded sustainability practices and the role of textile craftsmanship in sustaining livelihood, being a unique exercise of positioning Indian textile craftsmanship within a framework of cultural heritage as a valuable source of knowledge for sustainable practices in the fashion and textile industry. Unique about this study are the India-centric approach combined with the ethnicity of the subjects interviewed - who are, without exception, Indian nationals, whose work, voice and reputation are shaping India's contemporary textile craft -sustainability narrative (being referred to as the “Indian textiles and fashion elite”) and the framing of traditional craftsmanship from a legal perspective, introducing the notion of legal protection of traditional textile knowledge and traditional cultural expressions.

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Bryngelsson, Erik. "Mathematical Knowledge for Teaching (MKT) i praktiken : Vilka kunskaper krävs för att undervisa matematik?" Thesis, Södertörns högskola, Lärarutbildningen, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-43021.

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The following study aims to examine the special mathematical knowledge needed in order to teach mathematics. Furthermore, the study attempts to explore how teachers’ views on the knowledge needed in order to teach mathematics affects their student’s opportunities to develop their conceptual understanding. Qualitative and quantitative empirical data was attained by observations and complementary interviews. A total of three teachers, all working at the same school, was observed and interviewed. The study used Ball, Thames & Phelps (2008) practice-based theory of mathematical knowledge for teaching, MKT, as its theoretical framework when analyzing the empirical data. The result of the observations displays that math teachers tend to use common content knowledge far more than specialized content knowledge during their lessons. The outcome of this also study reveals that there is a tendency among teachers to interfuse mathematical concepts with terminology. Conceptual understanding is equated with the use of correct terminology. The students are not exposed to the underlying ideas of the mathematical concepts. The study also concludes that there seems to be a sectioning between the mathematical content taught in grade 4-6 from the rest of the content being taught in elementary school, with a low number of connections being made between mathematical topics and concepts included in the curriculum.

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George, Bam Angely, and Mathio Oraha. "Hur uppmärksammar lärare att elever är i behov av särskilt stöd i matematikundervisningen?" Thesis, Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-56084.

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Syftet med denna studie är att undersöka hur lärare upptäcker elever i behov av särskilt stöd inom matematikundervisningen. Fyra intervjuer har genomförts med två klasslärare respektive två speciallärare, från tre olika skolor. Resultatet indikerar att lärare huvudsakligen upptäcker elever i behov av särskilt stöd genom att se till elever med hög frånvaro och genom diskussion med andra lärare. Gemensamt för alla respondenter är att de påpekar att det är elever som når låga resultat i tester under en längre period som är i behov av det särskilda stödet. Resultatet diskuteras i förhållande till ett ramverk som beskriver lärarkunskaper för matematiklärare. Slutsatsen som dras är att kunskapen att upptäcka elever i behov av särskilt stöd är en viktig lärarkunskap.

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Walker, Geoffrey. "Communities of practice, networks & technologies : the dynamics of knowledge flows within third sector organisations in the North East of England." Thesis, Northumbria University, 2008. http://nrl.northumbria.ac.uk/3385/.

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The purpose of this research is to assess the function, form and content of knowledge sharing in communities of practice, social networks and the use of collaborative technologies in Third Sector community networks in the North East of England. This is a significant area worthy of detailed examination due to the acknowledged relationship between communities of practice, social networks and the use of collaborative technologies. These three domains have been examined separately by others and suggestions have been made as to relationships between them but few, if any, studies appear to have used case-based evidence to explore how these relationships add value to knowledge sharing. The research addresses the following research question: To what extent does the use of collaborative technologies in communities of practice and social networks, in the Third Sector of the North East region, add value to face- to-face knowledge sharing and how may this be measured? In order to answer the research question a qualitative holistic case study approach based upon three case studies in Newcastle upon Tyne, South Tyneside and Sunderland has been utilised and grounded theory is used to formulate theory from the observed and analysed practice of the case studies under investigation. The conclusion is drawn that when value is added to knowledge sharing it is relative to the strength of several key variables, including, reciprocity, trust, the strength of network ties and the ability to integrate the use of collaborative technologies into ongoing activities. To aid analysis of the presence and strength of these variables a working paradigm has been designed and developed. Case studies are analysed through this paradigm leading to the development of a theory of knowledge sharing in the Third Sector.

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Iwuanyanwu, Paul Nnanyereugo. "Pre-service science teachers’ conceptual and procedural difficulties in solving mathematical problems in physical science." Thesis, University of the Western Cape, 2014. http://hdl.handle.net/11394/4002.

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>Magister Scientiae - MSc
Students frequently leave first-year physical science classes with a dual set of physical laws in mind- the equations to be applied to qualitative problems and the entrenched set of concepts, many erroneous, to be applied to qualitative, descriptive, or explanatory problems. It is in this sense that the emphasis of this study is on ‘change’ rather than acquisition. Thus, a blend of theoretical framework was considered according to the aim of the study. Of immediate relevance in this regard within the “constructivist paradigm” are: Posner, Strike, Hewson and Gertzog’s (1982) conceptual change theory and the revised Bloom’s Taxonomy. Moreover, the very shift or restructuring of existing knowledge, concepts or schemata is what distinguishes conceptual change from other types of learning, and provides students with a more fruitful conceptual framework to solve problems, explain phenomena, and function in the world (Biemans & Simons, 1999; Davis, 2011). A quasi-experimental design was adopted to explore pre-service teachers’ conceptual and procedural difficulties in solving mathematical problems in physical science. Sixteen second and third year pre-service teachers in one of the historically black universities in the Western Cape, South Africa, participated in the study. Two inseparable concepts of basic mechanics, work-energy concepts were taught and used for data collection. Data were collected using questionnaires, Physical Science Achievement Test (PSAT), Multiple Reflective Questions (MRQ) and an interview. An explicit problem solving strategy (IDEAL strategy versus maths-in-science instructional model) was taught in the intervention sessions for duration of three weeks to the experimental group (E-group). IDEAL strategy placed emphasis on drill and practice heuristics that helped the pre-service teachers’ (E-group) understanding of problem-solving. Reinforcing heuristics of this IDEAL strategy include breaking a complex problem into sub-problems. Defining and representing problem (e.g. devising a plan-using Free-Body-Diagram) was part of the exploring possible strategies of the IDEAL. More details on IDEAL strategy are discussed in Chapter 3. The same work-energy concepts were taught to the control group (C-group) using lecture-demonstration method. A technique (i.e. revised taxonomy table for knowledge and cognitive process dimension) was used to categorize and analyse the level of difficulties for each item tested (e.g. D1 = minor difficulty, D2 = major difficulty, and D3 = atypical difficulty

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Wade, Richard Peter. "A systematics for interpreting past structures with possible cosmic references in Sub-Saharan Africa." Diss., Pretoria : [s.n.], 2009. http://upetd.up.ac.za/thesis/available/etd-05052009-174557/.

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Kalash, Abeer. "Trust modelling through social sciences." Thesis, 2014. http://hdl.handle.net/1805/6454.

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Indiana University-Purdue University Indianapolis (IUPUI)
In today's fast paced world, people have become increasingly interested in online communication to facilitate their lives and make it faster. This goes on from simple social interactions to more advanced actions like shopping on the internet. The presence of such activities makes it crucial for people to use their common sense and judgment to process all this information and evaluate what/who they trust and what/whom they do not. This process would have been much easier if the number of people in such networks is really small and manageable. However, there are millions of users who are hooked online every day. This makes the person very overwhelmed with his trusting decision, especially when it comes to interacting with strangers over the internet, and/or buying personal items, especially expensive ones. Therefore, many trust models have been proposed by computer scientists trying to evaluate and manage the trust between users using different techniques and combining many factors. What these computer scientists basically do is coming up with mathematical formulas and models to express trust in online networks and capture its parameters. However, social scientists are the people better trained to deal with concepts related to human behaviors and their cognitive thinking such as trust. Thus, in order for computer scientists to support their ideas and get a better insight about how to direct their research, people like social scientists should contribute. With this in mind, we realized in our group work the importance of such contribution, so we came up with the idea of my research work. In my search, I tried to find how these social scientists think and tackle a dynamic notion like trust, so we can use their findings in order to enhance our work and trust model. Through the chapters, I will discuss an already developed trust model that uses measurement theory in modeling trust. I will refer back to this model and see how other social scientists dealt with some of the issues encountered by the model and its functionality. Some small experiments have been done to show and compare our results with social scientists results for the same matter. One of the most important and controversial points to be discussed from social scientists' point of view is whether trust is transitive or not. Other points to be discussed and supported by social scientists' research include aggregation, reputation, timing effects on trust, reciprocity, and experience effects on trust. Some of these points are classified into trust mapping categories and others are related to trust management or decision making stages. In sum, this work is a multidisciplinary study of trust whose overall goal is to enhance our work and results, as computer scientists.

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Books on the topic "Expanding knowledge in the mathematical sciences"

1

Peter, Müller. Computer modelling in atmospheric and oceanic sciences: Building knowledge. Berlin: Springer, 2004.

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Whitley, Richard. Knowledge and practice in the management and policy sciences. Manchester: Manchester Business School, 1989.

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1953-, Roth Wolff-Michael, ed. Scientific & mathematical bodies: The interface of culture and mind. Rotterdam: Sense Publishers, 2011.

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Barbin, Evelyne. The Dialectic Relation Between Physics and Mathematics in the XIXth Century. Dordrecht: Springer Netherlands, 2013.

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Dybjer, P. Epistemology versus Ontology: Essays on the Philosophy and Foundations of Mathematics in Honour of Per Martin-Löf. Dordrecht: Springer Netherlands, 2012.

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Gillispie, Charles C. Lazare and Sadi Carnot: A Scientific and Filial Relationship. Dordrecht: Springer Netherlands, 2013.

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Subrahmanian, V. S. Computational Analysis of Terrorist Groups: Lashkar-e-Taiba: Lashkar-e-Taiba. New York, NY: Springer New York, 2013.

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Canadian Association for Information Science. Conference. Advancing knowledge: Expanding horizons for information science : proceedings of the 30th Annual Conference of the Canadian Association for Information Science, Faculty of Information Studies, University of Toronto, May 30-June 01, 2002 = L'avancement du savoir : élargir les horizons des sciences de l'information : travaux de 30e congr`es annuel de l'Association canadienne des sciences de l'information, Faculty of Information Studies, University of Toronto, 30 mai-01 juin 2002. [Toronto: Canadian Association for Information Science, 2002.

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Korolev, Oleg, Mihail Kussyy, Anatoliy Sigal, Veniamin Livshic, and Evgeniy Solozhencev. The use of entropy in modeling decision-making processes in economics. ru: INFRA-M Academic Publishing LLC., 2022. http://dx.doi.org/10.12737/1865188.

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The monograph is devoted to the study of entropy, the history of this general scientific category, the development of its theory, various aspects of the application of entropy. Entropy — a measure of chaos — is one of the basic concepts of modern natural science. Having arisen in thermodynamics in the first half of the XIX century, the concept of entropy has found numerous applications in many branches of knowledge, including in other branches of physics, engineering, computer science, biology, economics, social sciences. Particular attention is paid to the evolution of views on the concept of entropy, various aspects of the use of entropy for modeling processes in financial markets, the methodology of recurrent analysis of time series in economics, as well as various aspects of the use of entropy for game-theoretic modeling of resource allocation processes. It will be useful to specialists in mathematical modeling, scientists and practitioners specializing in managerial decision-making, teachers, graduate students, students.

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Zhang, Wei-Bin. Capital and Knowledge: Dynamics of Economic Structures with Non-Constant Returns. Springer London, Limited, 2012.

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Book chapters on the topic "Expanding knowledge in the mathematical sciences"

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Ferreirós, José. "Mathematical Knowledge and the Interplay of Practices." In EPSA Philosophical Issues in the Sciences, 55–64. Dordrecht: Springer Netherlands, 2010. http://dx.doi.org/10.1007/978-90-481-3252-2_6.

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Kohlhase, Michael, Luca De Feo, Dennis Müller, Markus Pfeiffer, Florian Rabe, Nicolas M. Thiéry, Victor Vasilyev, and Tom Wiesing. "Knowledge-Based Interoperability for Mathematical Software Systems." In Mathematical Aspects of Computer and Information Sciences, 195–210. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-72453-9_14.

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Djebbar, Ahmed. "Mathematical Knowledge Fields in the Islamicate World." In Routledge Handbook on the Sciences in Islamicate Societies, 555–65. London: Routledge, 2023. http://dx.doi.org/10.4324/9781315170718-50.

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Valente, K. G. "Queer(y)ing Mathematical Knowledge and Practices." In Handbook of the Mathematics of the Arts and Sciences, 1–18. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-319-70658-0_71-1.

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Valente, K. G. "Queer(y)ing Mathematical Knowledge and Practices." In Handbook of the Mathematics of the Arts and Sciences, 2777–94. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-319-57072-3_71.

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Wiesing, Tom, Michael Kohlhase, and Florian Rabe. "Virtual Theories – A Uniform Interface to Mathematical Knowledge Bases." In Mathematical Aspects of Computer and Information Sciences, 243–57. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-72453-9_17.

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Fantinelli, Stefania. "Knowledge Creation Processes Between Open Source Intelligence and Knowledge Management." In Mathematical-Statistical Models and Qualitative Theories for Economic and Social Sciences, 377–88. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-54819-7_25.

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Chen, Wen-Chi, Jin-De Chang, Wen-Hong Chiu, Cheng-Lung Lee, Hui-Ru Chi, and Pei-Fen Tsai. "Mathematical Demonstration of Astronomical and Geographical Knowledge." In Lecture Notes of the Institute for Computer Sciences, Social Informatics and Telecommunications Engineering, 375–86. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-06158-6_36.

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Heggen, Marianne Presthus, and Anne Myklebust Lynngård. "Curious Curiosity – Reflections on How Early Childhood Lecturers Perceive Children’s Curiosity." In International Perspectives on Early Childhood Education and Development, 183–201. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-72595-2_11.

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AbstractCuriosity and wonder are considered fundamental for children’s development. However, no precise definition of curiosity exists, and there is little research on the nature of curiosity. There is also a lack of knowledge and ideas about how pedagogy can sustain and stimulate curiosity. Drawing upon empirical material from semi-structured interviews with seven Early Childhood Teacher Education (ECTE) lecturers from the disciplines of mathematics, arts, literature, drama, pedagogy, science and physical education about their view of children’s curiosity, the authors aim to explore the lecturers’ understanding of children’s curiosity and how this understanding varies between disciplines. Children enact their curiosity in a cultural-historical context. The cultural-historical tradition of outdoor play is a part of the institution’s practices influencing the children, while the children may use curiosity to influence the content of these practices. Although the lecturers are from different disciplines, their understanding of curiosity were consistent, particularly with regards to their focus on bodily expressions of curiosity. Expanding the concept of curiosity, we suggest the term bodily curiosity to recognise and operationalise a sensory, active and embodied search for answers. Similarly, we suggest the term bodily wonder about a kind of embodied philosophising.

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Remmert, Volker R. "The Art of Garden and Landscape Design and the Mathematical Sciences in the Early Modern Period." In Gardens, Knowledge and the Sciences in the Early Modern Period, 9–28. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-26342-7_2.

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Conference papers on the topic "Expanding knowledge in the mathematical sciences"

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Tsai, Hsine-Jen, Les Miller, Ming Hua, Sree Nilakanta, and Meher Vani Bojja. "Expanding the Disaster Management Knowledge Space through Spatial Mediation." In 2012 45th Hawaii International Conference on System Sciences (HICSS). IEEE, 2012. http://dx.doi.org/10.1109/hicss.2012.262.

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Croasdell, D. T., and Y. K. Wang. "Virtue-nets: toward a model for expanding knowledge networks." In 37th Annual Hawaii International Conference on System Sciences, 2004. Proceedings of the. IEEE, 2004. http://dx.doi.org/10.1109/hicss.2004.1265594.

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Bidaibekov, Yessen Y., Viktor S. Kornilov, Guldina B. Kamalova, and Nagima Sh Akimzhan. "Fundamentalization of knowledge system on applied mathematics in teaching students of inverse problems for differential equations." In ADVANCEMENTS IN MATHEMATICAL SCIENCES: Proceedings of the International Conference on Advancements in Mathematical Sciences. AIP Publishing LLC, 2015. http://dx.doi.org/10.1063/1.4930470.

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Khatimin, Nuraini, Azami Zaharim, and Azrilah Abd Aziz. "Validation of instruments to measure students' mathematical knowledge." In THE 2ND ISM INTERNATIONAL STATISTICAL CONFERENCE 2014 (ISM-II): Empowering the Applications of Statistical and Mathematical Sciences. AIP Publishing LLC, 2015. http://dx.doi.org/10.1063/1.4907521.

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Tajudin, Nor'ain Mohd, and Noor Zarinawaty Abd Kadir. "Technological pedagogical content knowledge and teaching practice of mathematics trainee teachers." In PROCEEDINGS OF THE 21ST NATIONAL SYMPOSIUM ON MATHEMATICAL SCIENCES (SKSM21): Germination of Mathematical Sciences Education and Research towards Global Sustainability. AIP Publishing LLC, 2014. http://dx.doi.org/10.1063/1.4887681.

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Binti Mohamad Sani, Nur Syafiqah, and Nur Syafiqah Binti Mohamad Sani. "Towards a framework to measure knowledge transfer in organizations." In 2015 International Symposium on Mathematical Sciences and Computing Research (iSMSC). IEEE, 2015. http://dx.doi.org/10.1109/ismsc.2015.7594062.

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Gobithaasan, R. U., Kenjiro T. Miura, and Mohamad Nor Hassan. "Bridging CAGD knowledge into CAD/CG applications: Mathematical theories as stepping stones of innovations." In PROCEEDINGS OF THE 21ST NATIONAL SYMPOSIUM ON MATHEMATICAL SCIENCES (SKSM21): Germination of Mathematical Sciences Education and Research towards Global Sustainability. AIP Publishing LLC, 2014. http://dx.doi.org/10.1063/1.4887595.

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Wan Salleh, Masturah, and Hajar Sulaiman. "A survey on the effectiveness of using GeoGebra software towards lecturers' conceptual knowledge and procedural mathematics." In PROCEEDINGS OF THE 20TH NATIONAL SYMPOSIUM ON MATHEMATICAL SCIENCES: Research in Mathematical Sciences: A Catalyst for Creativity and Innovation. AIP, 2013. http://dx.doi.org/10.1063/1.4801143.

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Saniah Sulaiman, Nor Intan, Saadiah Ghazali, Rose Alinda Alias, Mohd Faizal Omar, and Nerda Zura Zabidi. "Multi attribute decision making assessment on knowledge sharing through social media." In 2015 International Symposium on Mathematical Sciences and Computing Research (iSMSC). IEEE, 2015. http://dx.doi.org/10.1109/ismsc.2015.7594050.

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Mun, Johnathan, Nelson R. de Albuquerque, Choong-Yeun Liong, and Abdul Razak Salleh. "Fuzzy inference systems, ASKE, knowledge value added, and Monte Carlo risk simulation for evaluating intangible human capital investments." In PROCEEDINGS OF THE 20TH NATIONAL SYMPOSIUM ON MATHEMATICAL SCIENCES: Research in Mathematical Sciences: A Catalyst for Creativity and Innovation. AIP, 2013. http://dx.doi.org/10.1063/1.4801263.

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