Dissertations / Theses on the topic 'Mathematical notation'
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Coleman, Edwin. "The role of notation in mathematics." Title page, table of contents and summary only, 1988. http://web4.library.adelaide.edu.au/theses/09PH/09phc6921.pdf.
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Tolmie, Julie, and julie tolmie@techbc ca. "Visualisation, navigation and mathematical perception: a visual notation for rational numbers mod1." The Australian National University. School of Mathematical Sciences, 2000. http://thesis.anu.edu.au./public/adt-ANU20020313.101505.
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There are three main results in this dissertation.
The first result is the construction of an abstract visual space for rational
numbers mod1, based on the visual primitives, colour, and rational radial
direction. Mathematics is performed in this visual notation by defining
increasingly refined visual objects from these primitives. In particular,
the existence of the Farey tree enumeration of rational numbers mod1
is identified in the texture of a two-dimensional animation.
¶
The second result is a new enumeration of the rational numbers mod1,
obtained, and expressed, in abstract visual space, as the visual object
coset waves of coset fans on the torus. Its geometry is shown to encode
a countably infinite tree structure, whose branches are cosets, nZ+m,
where n, m (and k) are integers. These cosets are in geometrical 1-1
correspondence with sequences kn+m, (of denominators) of rational
numbers, and with visual subobjects of the torus called coset fans.
¶
The third result is an enumeration in time of the visual hierarchy of the
discrete buds of the Mandelbrot boundary by coset waves of coset fans.
It is constructed by embedding the circular Farey tree geometrically into
the empty internal region of the Mandelbrot set. In particular, coset fans
attached to points of the (internal) binary tree index countably infinite
sequences of buds on the (external) Mandelbrot boundary.
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Tolmie, Julie. "Visualisation, navigation and mathematical perception : a visual notation for rational numbers mod 1." View thesis entry in Australian Digital Theses Program, 2000. http://thesis.anu.edu.au/public/adt-ANU20020313.101505/index.html.
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Godwin, William Henry. "Formalizing graphical notations." n.p, 1998. http://ethos.bl.uk/.
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Loftus, John A. "Powers of words in language families." Diss., Online access via UMI:, 2007.
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Meyer, Bronwin Colleen. "The equal sign: Teachers’ specialised content knowledge and Learners’ misconceptions." Thesis, Cape Peninsula University of Technology, 2016. http://hdl.handle.net/20.500.11838/2369.
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Thesis (MEd (Education))--Cape Peninsula University of Technology, 2016.Numerical and algebraic equations require understanding of the equal sign as an equivalence relation. Teachers and learners, however, often have an operational, rather than a relational, understanding of the equal sign. This conception is viewed as a misconception. This study investigates the extent to which Grade 6 learners at a particular school have this and other misconceptions regarding equality, with the equal sign as focus. It also investigates this school’s Grade 1 to 6 teachers’ specialised content knowledge (SCK) regarding equality, again focusing on the equal sign. Ultimately the study wishes to establish whether there might be a possible relationship between the level of these teachers’ SCK of the equal sign and learners’ misconceptions of the equal sign. In particular, it tries to answer the question whether teachers’ SCK of the equal sign could possibly promote or prevent the forming of such misconceptions in learners, as well as whether teachers’ SCK of the equal sign could possibly help them identify learners’ misconceptions and help learners form the correct conceptions. This research project is framed within an interpretive paradigm. It focuses on one school taking the form of a theory-led case study in which a mixed method approach is used. Data collection methods include teacher questionnaires followed by two focus group interviews with teachers, based on data collected from questionnaires. In addition, data is collected through a series of lesson observations on number concepts and assessment. Grade 6 learners answered a set of questions structured in the form of a test to investigate their understanding of equality and the equal sign. Six learners were purposefully selected, based on their answers to the questions, and interviewed. Although this school is a high-performing academic school, results indicate that few learners have a flexible operational or basic relational view of the equal sign. The same group of learners that struggle with closure seems to struggle with the misconception of using all the numbers in an equation to solve a particular equation. The majority of Grade 6 learners cannot define the equal sign correctly. According to results, the nature of Grade 1- 6 teachers’ SCK of the equal sign shows that teachers lack skills to prevent, reduce or correct misconceptions about the equal sign.
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Dagiene, Valentina, and Inga Zilinskiene. "Localization of Learning Objects in Mathematics." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-79623.
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Mathematics learning seems to be a demanding and time-consuming task for many learners. Information and communication technology (ICT) is an attractive tool of learning for students at any level and it can provide an effective atmosphere for understanding mathematics.
The question is how to combine mathematics teaching contents, approaches, curricula, and syllabus with new media. The key issue in European educational policy (and other countries as well) is exchange and sharing digital learning resources (learning objects) among countries. In order to accumulate the practice of various countries and use the best digital resources created by different countries, it is necessary to localize learning objects (LO). The paper deals with some
problems connected with localization of LO, developed for mathematics education, and presents some solution. Software localization is mainly referred to as language translation (e.g., translation of user interface texts and help documents). However, there are many other important elements depending on the country and people who will use the localized software. In this paper, the main
attention is paid to localization of learning objects used for teaching and learning mathematics.
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Jones, Charles H. "TELEMETRY AND JUGGLING." International Foundation for Telemetering, 2000. http://hdl.handle.net/10150/608297.
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International Telemetering Conference Proceedings / October 23-26, 2000 / Town & Country Hotel and Conference Center, San Diego, CaliforniaOne of the beauties of mathematics is its ability to demonstrate the relationship between apparently unrelated subjects. And this is not only an aesthetic attribute. The insight obtained by seeing relations where they are not obvious often leads to elegant solutions to difficult problems. This paper will demonstrate a mathematical relation between telemetry and juggling. Any given pulse code modulation (PCM) format can be mapped onto a juggling pattern. The Inter-Range Instrumentation Group (IRIG) 106 Class I PCM formats are a subset of all juggling patterns while the Class II PCM formats are equivalent to the set of all juggling patterns (within some mathematically precise definitions). There are actually quite a few mathematical results regarding juggling patterns. This paper will also discuss how these topics relate to tessellations, bin packing, PCM format design, and dynamic spectrum allocation. One of the shortcomings of human nature is the tendency to get caught up in a particular topic or viewpoint. This is true of the telemetry community as well. It is hoped that this paper will increase the awareness that there are a variety of areas of theory outside of telemetry that may be applicable to the field.
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Araujo, Renarte Dantas de. "A linguagem matemática para uso em sites de busca ou em ferramentas para portadores de necessidades especiais." Universidade Federal da Paraíba, 2015. http://tede.biblioteca.ufpb.br:8080/handle/tede/7668.
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Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES
This paper deals with some peculiarities involving mathematical writing that generate many communication problems through different perspectives. In a time where the Internet is increasingly used and where it is common to see people on the streets carrying tablet computers, smartphones and even laptops, it is unacceptable that there is no simple and common knowledge way to insert a mathematic equation on a web search. Initially we address the interaction between people with special needs, especially those who make use of applications or devices for easy communication, then treat the virtual communication applied to the form of distance education, whether instantaneous or not instantaneous. Following deal about differences between Mathematics written in Portuguese and other languages as well as inconsistencies in mathematical notation observed in Brazil. Then treat the common text input forms used in Information and Communication Technologies to finish with a rough draft agreement that meets the needs exposed at work.
Este trabalho aborda algumas peculiaridades envolvendo a escrita matemática que geram problemas de comunicação diversos através de diferentes perspectivas. Em uma época onde a Internet é cada vez mais usada e na qual é comum ver pessoas nas ruas portando tablets, smartphones e mesmo computadores portáteis, é inaceitável que não exista uma forma simples e de conhecimento comum para se inserir uma equação matemática em um site de busca.Inicialmente abordamos a interação entre portadores de necessidades especiais, principalmente os que façam uso de aplicativos ou dispositivos para facilitar sua comunicação, em seguida tratamos da comunicação virtual aplicada à modalidade de educação à distância, quer seja instantânea ou não instantânea. Na sequência tratamos sobre divergências entre a escrita matemática na língua portuguesa e outras línguas bem como inconsistências na notação matemática observadas no Brasil. Tratamos então das formas de inserção de texto comuns usadas nas Tecnologias da Informação e Comunicação para finalizar com uma proposta rudimentar de convenção que atenda às necessidades expostas durante o trabalho.
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Borg, Philip. "Using the computer as a tool for constructivist teaching : a case study of Grade 7 students developing representations and interpretations of mathematical notation when using the software Grid Algebra." Thesis, Loughborough University, 2017. https://dspace.lboro.ac.uk/2134/32717.
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The aim of this research was to investigate how I engaged in constructivist teaching (CT) when helping a group of low-performing Grade 7 students to develop new meanings of notation as they started to learn formal algebra. Data was collected over a period of one scholastic year, in which I explored the teacher-student dynamics during my mathematics lessons, where students learnt new representations and interpretations of notation with the help of the computer software Grid Algebra. Analysing video recordings of my lessons, I observed myself continuously changing my teaching purpose as I negotiated between the mathematics I intended to teach and the mathematics being constructed by my students. These shifts of focus and purpose were used to develop a conceptual framework called Mathematics-Negotiation-Learner (M-N-L). Besides serving as a CT model, the M-N-L framework was found useful to determine the extent to which I managed to engage in CT during the lessons and also to identify moments where I lost my sensitivity to students constructions of knowledge. The effectiveness of my CT was investigated by focusing on students learning, for which reason I developed the analytical framework called CAPS (Concept-Action-Picture-Symbol). The CAPS framework helped me to analyse how students developed notions about properties of operational notation, the structure and order of operations in numerical and algebraic expressions, and the relational property of the equals sign. Grid Algebra was found to be a useful tool in helping students to enrich their repertoire of representations and to develop new interpretations of notation through what I defined as informal- and formal-algebraic activities. All students managed to transfer these representations and interpretations of notation to pen-and-paper problems, where they successfully worked out traditionally set substitution-and-evaluation tasks.
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Jansen, Anthony Robert 1973. "Encoding and parsing of algebraic expressions by experienced users of mathematics." Monash University, School of Computer Science and Software Engineering, 2002. http://arrow.monash.edu.au/hdl/1959.1/8059.
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Waszek, David. "Les représentations en mathématiques." Thesis, Paris 1, 2018. http://www.theses.fr/2018PA01H231.
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Pour résoudre un problème de mathématiques ou comprendre une démonstration, une figure bien choisie est parfois d’un grand secours. Ce fait souvent remarqué peut être vu comme un cas particulier d’un phénomène plus général. Utiliser une figure plutôt que des phrases, reformuler un problème sous la forme d’une équation, employer telles notations plutôt que telles autres : dans tous ces cas, en un sens, on ne fait que représenter sous une nouvelle forme ce qu’on sait déjà, et pourtant, cela peut permettre d’avancer. Comment est-ce possible ? Pour répondre à cette question, la première partie de cette thèse étudie ce qu’apporte un changement notationnel précis introduit par Leibniz à la fin du XVIIe siècle. La suite de ce travail analyse, et confronte à l’exemple précédent, plusieurs manières de penser les différences représentationnelles proposées dans la littérature philosophique récente. Herbert Simon, étudié dans la deuxième partie, s’appuie sur le modèle informatique des structures de données : deux représentations peuvent être « informationnellement » équivalentes, mais « computationnellement » différentes. Les logiciens Barwise et Etchemendy, étudiés dans la troisième partie, cherchent à élargir les concepts de la logique mathématique (en particulier ceux de syntaxe et de sémantique) aux diagrammes et figures. Enfin, certains philosophes des mathématiques contemporains, comme Kenneth Manders, remettent en cause la notion même de représentation, en soutenant qu’elle n’est pas éclairante pour comprendre l’usage de figures, formules ou autres supports externes en mathématiques. C’est à ces critiques qu’est consacrée la quatrième et dernière partieWhen solving a mathematical problem or reading a proof, drawing a well-chosen diagram may be very helpful. This well-known fact can be seen as an instance of a more general phenomenon. Using a diagram rather than sentences, reformulating a problem as an equation, choosing a particular notation rather than others : in all these cases, in a sense, we are only representing in a new form what we already knew; and yet, it can help us make progress. How is this possible? To address this question, the first part of this thesis explores the benefits afforded by a specific notational change introduced by Leibniz in the late seventeenth-century. The rest of this work analyses, and puts to the test of the preceding case study, several ways of understanding representational differences which have been put forward in the recent philosophical literature. Herbert Simon, studied in the second part, relies on a comparison with the notion of data structures in computer science: two representations, he writes, can be “informationally” equivalent yet “computationnally” different. The logicians Barwise and Etchemendy, studied in the third part, try to broaden the concepts of mathematical logic (in particular those of syntax and semantics) to cover diagrams and figures. Finally, some contemporary philosophers of mathematics, for instance Ken Manders, argue that the notion of representation itself is not helpful to understand the use of diagrams, formulas or other external reasoning tools in mathematics. Such arguments are the focus of the fourth (and last) part
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Zanibbi, Richard. "Recognition of mathematics notation via computer using baseline structure." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0015/MQ54496.pdf.
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Fernandez, Rigoberto. "Software tool that generates hierarchical predicate transition nets (HPRTNETS) notation from a unified modeling language (UML) class diagram notation." FIU Digital Commons, 2001. http://digitalcommons.fiu.edu/etd/3306.
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The purpose of this thesis was to design and implement a software engineering tool that supports the editing of Hierarchical Predicate Transition Nets (HPrTNets) in a graphical environment. This tool allowed the user to create a new HPrTNets structure or to load the data associated to a class diagram stored in Rational Rose files converting it to the HPrTNets notation.
This software engineering tool allowed the graphical representation of the static aspect of a system as defined by Unified Modeling Language (UML) class diagrams. The HPrTNets structure consisted of formalizing syntactic structures of UML class diagrams. This tool served as a benchmark in order to lead to a better understanding of UML, reveal potential problems in the current definition of UML, and formally analyze UML specifications and designs. The tool was implemented in Microsoft Visual J++ communicating with Rational Rose via a Component Object Model (COM). The userfriendly graphical interface was created in JBuilder.
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Bolibrzuch, Milosz. "Introduction to some modes of convergence : Theory and applications." Thesis, Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-44563.
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This thesis aims to provide a brief exposition of some chosen modes of convergence; namely uniform convergence, pointwise convergence and L1 convergence. Theoretical discussion is complemented by simple applications to scientific computing. The latter include solving differential equations with various methods and estimating the convergence, as well as modelling problematic situations to investigate odd behaviors of usually convergent methods.
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Jones, Ian. "Equality statements as rules for transforming arithmetic notation." Thesis, University of Warwick, 2009. http://wrap.warwick.ac.uk/2229/.
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This thesis explores children’s conceptions of the equals sign from the vantage point of notating task design. The existing literature reports that young children tend to view the equals sign as meaning “write the result here”. Previous studies have demonstrated that teaching an “is the same as” meaning leads to more flexible thinking about mathematical notation. However, these studies are limited because they do not acknowledge or teach children that the equals sign also means “can be exchanged for”. The thesis explores the “sameness” and “exchanging” meanings for the equals sign by addressing four research questions. The first two questions establish the distinction, in terms of task design, between the two meanings. Does the “can be exchanged for” meaning for the equals sign promote attention to statement form? Are the “can be exchanged for” and “is the same as” meanings for the equals sign pedagogically distinct? The final two research questions seek to establish how children might coordinate the two meanings, and connect them with their existing implicit knowledge of arithmetic principles. Can children coordinate “can be exchanged for” and “is the same as” meanings for the equals sign? Can children connect their implicit arithmetical knowledge with explicit transformations of notation? The instrument used is a specially designed notational computer-microworld called Sum Puzzles. Qualitative data are generated from trials with pairs of Year 5 (9 and 10 years), and in one case Year 8 (12 and 13 years), pupils working collaboratively with the microworld toward specified task goals. It is discovered that the “sameness” meaning is useful for distinguishing equality statements by truthfulness, whereas the “exchanging” meaning is useful for distinguishing statements by form. Moreover, a duality of both meanings can help children connect their own mental calculation strategies with transformations of properly formed notation.
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Hermo, Reyes Eduardo. "The Logic of Turing Progressions." Doctoral thesis, Universitat de Barcelona, 2019. http://hdl.handle.net/10803/668144.
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This dissertation is devoted to developing modal logical tools that can be used in the field of proof theory and ordinal analysis. More precisely, we focus on the relation between strictly positive modal logics and both Turing progressions and ordinal notation systems.
With respect to the former one, we introduce the system TSC that is tailored to generate exactly all relations that hold between different Turing progressions given a particular set of natural consistency notions. We also present an arithmetical interpretation for this modal system, named the Formalized Turing progressions interpretation. The logic is proven to be arithmetically sound and complete with respect to this interpretation.
After exploring the arithmetical semantics of TSC, we investigate the relational semantics of this system. For this purpose, we make use of the universal model of the closed fragment of Go¨del-Lo¨b’s Polymodal Logic (GLP), namely Ignatiev’s universal frame. By slightly modifying the relations defined in this model, we obtain a new frame which is proven to be a universal model for TSC. Moreover, we show how the domain of this frame can be reduced to sequences with finite support while keeping the completeness of the system.
As for ordinal notations systems, we present the logic BC (for Bracket Calculus). Unlike other provability logics, BC is based on a purely modal signature that gives rise to an ordinal notation system instead of modalities indexed by some ordinal given a priori. Moreover, since the order between these notations can be established in terms of derivability within the calculus, the inferences in this system can be carried out without using any external property of ordinals. The presented logic is proven to be equivalent to Reflection Calculus (RCΓ0 ), that is, to the strictly positive fragment of GLPΓ0 .El objetivo de esta tesis es desarrollar herramientas de lógica modal que puedan ser utilizadas en el campo de la teoría de la demostración y el análisis ordinal. Más precisamente, nos centramos en la relación entre las lógicas modales estrictamente positivas y las progresiones de Turing, y entre dichas lógicas y los sistemas de notación ordinal que surgen de ellas. Con respecto a la primera parte, hemos introducido el sistema TSC, diseñado para generar exactamente todas las relaciones válidas entre las diferentes progresiones de Turing, dado un conjunto particular de nociones de consistencia naturales. También presentamos una interpretación aritmética para este sistema modal, denominada interpretación de las Progresiones de Turing formalizadas. Demostramos que la lógica es aritméticamente correcta y completa con respecto a esta interpretación. Tras de estudiar la semántica aritmética de TSC, investigamos la semántica relacional de este sistema. Para este propósito, hacemos uso del modelo universal para el fragmento cerrado de Gödel-Löb’s Polymodal Logic (GLP), a saber, el marco universal de Ignatiev. Modificando ligeramente las relaciones definidas en este modelo, obtenemos un nuevo marco. Demostramos que éste es un modelo universal para TSC. Asimismo, mostramos cómo el dominio de este marco puede reducirse a secuencias con soporte finito manteniendo la completud del sistema. Respecto a los sistemas de notación ordinal, presentamos la lógica BC (por Bracket Calculus). A diferencia de otras lógicas de la demostrabilidad, BC se basa en un lenguaje puramente modal que da lugar a un sistema de notación ordinal, en lugar de estar construido mediante modalidades indexadas por algún ordinal dado a priori. Además, ya que el orden entre estas notaciones puede establecerse en términos de derivabilidad dentro del cálculo, las inferencias en este sistema pueden llevarse a cabo sin usar ninguna propiedad externa de los ordinales. Demostramos que la lógica presentada es equivalente al Reflection Calculus (RCΓ0 ), es decir, al fragmento estrictamente positivo de GLPΓ0 .
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Barker, Stephen J. "Interchanging Two Notations for Double-torus Links." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etd/2616.
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Knot theory is a relatively young branch of mathematics, still less than a century old. The development of the Jones polynomial in 1984 led to increased activity in knot theory. Though work is constantly being done in this field, notably the classification of torus knots, double-torus knots are still lacking such a complete understanding. There exists two notations, those of Rick Norwood and of Peter Hill, that describe knots on the double-torus. The ambition of this thesis is to begin to make the case that it is possible to render these two notations interchangeable. Illustrating this will require examining the two notations and finding a way to change one into the other, then check if this process is reversible. If not, then proceed to develop a method that works to convert the second notation back to the first.
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Ngola-Kazumba, Maria. "An investigation on how learners may use multiple representations in a social interaction to promote learning of percentages and fractions: a case study." Thesis, Rhodes University, 2013. http://hdl.handle.net/10962/d1006057.
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The study examined the use of multiple representations such as the real world, written symbols, spoken symbols, diagrams and manipulatives by learners to promote the learning of percentages and fractions through social interaction. This investigation was carried out through a teaching and learning programme which was developed and implemented by me, the researcher. The effect of the implemented programme was the main focus of the research. The qualitative study was oriented in the interpretive paradigm – a paradigm that seeks to understand the meaning attached to human actions. Twenty learners participated in the implementation of the programme and 9 learners were selected for focus group interviews. The purpose of the interviews was to explore learners' understanding and feelings about the use of multiple representations in the learning of percentages and fractions through social interactions. The other tools employed in this study were pre-and-post diagnostic tests, observations, learners' work and a journal. The pre-test was used to determine learners' prior knowledge for the program design and implementation, while the post-test and learners' work were used to analyze the effect of the programme. Observations were used to investigate how multiple representations promoted or did not promote the learning of percentages and fractions. The teacher's journal was to record and reflect on any relevant information gathered on each lesson observed. The data shows that the effective use of multiple representations helped learners learn the concept of percentages and fractions better. Learners were able to look at representations in useful ways; multiple representations made some aspects of the concept clear; and multiple representations enabled learners to correct errors. Through the interaction between the teacher and learners, the following was found: all the learners changed words to change focus; learners made links between multiple representations; the learners deepened their concepts of percentages and fractions; learners could convert between fractions using multiple representations; learners could work out percentages of a quantity; and learners could express one quantity as a percentage of another. Furthermore, through the interaction between learners and learners all learners could identify more equivalent fractions of an initial fraction which was given to them; and they could increase and decrease a quantity by a given percentage. On the basis of this research, it can be concluded that the programme promoted the learning of percentages and fractions through three effective methodologies. The first methodology consisted of the effective use of multiple representations; the second methodology concerned the interaction between the teacher and learner during the learning process and the last methodology related to the interaction between the learners - interactions that were not strongly mediated by the teacher. I would recommend that teachers use these three effective approaches when teaching percentages and fractions to promote the learning of the concepts.
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Owens, Tyler. "A Covering System with Minimum Modulus 42." BYU ScholarsArchive, 2014. https://scholarsarchive.byu.edu/etd/4329.
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Bosna, Bora. "On Amalgamation of Pure Patterns of Resemblance of Order Two." The Ohio State University, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=osu1408722057.
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Sebaï, Nassira. "Des tâches d’évaluation en mathématiques au livret scolaire : Étude qualitative des pratiques de huit enseignants de CM1 et CM2." Thesis, Paris 5, 2012. http://www.theses.fr/2012PA05H018/document.
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L’approche par les compétences fait partie de la rénovation des systèmes éducatifs. La loi de 1990 institue, pour chaque élève, un livret scolaire qui s’appuie sur des référentiels de compétences. Nous étudions les pratiques d’évaluation et du quotidien de huit professeurs des écoles de CM1 et de CM2. Notre recherche, descriptive, se place dans le cadre des réflexions sur les pratiques enseignantes. Elle se situe dans le champ de la didactique et s’appuie sur des contenus disciplinaires en mathématiques dans deux domaines de connaissance : les fractions et la résolution de problèmes. Notre dispositif d’étude des pratiques enseignantes s’appuie sur un corpus constitué de tâches d’évaluation et de tâches du quotidien ainsi que sur des entretiens à visée compréhensive pendant lesquels les maîtres corrigent les copies de trois à quatre élèves de niveau scolaire moyen choisies par eux. Il s’agit de comprendre le processus d’évaluation depuis le choix des tâches jusqu’au remplissage du livret scolaire qui sert à communiquer sur les acquis des élèves. Nos résultats montrent que l’évaluation des compétences se fait chez l’ensemble des professeurs à travers des tâches standardisées dans le domaine des fractions. Dans la résolution de problèmes, les tâches sont décomposées chez les professeurs qui adhèrent à l’APC alors qu’elles ne le sont pas chez ceux qui ne se préoccupent pas des compétences. Lors de l’évaluation des productions des élèves, les erreurs n’ont pas un statut « formatif ». Les livrets scolaires ont une fonction sommative. Ils fonctionnent comme des bulletins de notesThe competency-based instruction is an integral part of the renewal of education systems. The 1990 law introduces, for each pupil, a report book based on reference frameworks for competences. We study the evaluation practices and the daily professional lives of eight 4th-5th grade teachers. Our research adopts a descriptive approach and comes within the reflections on teaching practices. It belongs to the field of didactics and employs subject-specific contents in two knowledge fields of mathematics, i.e. the fractions and problem solving. Our study scheme for teaching practices lies on a corpus of evaluation and daily tasks as well as on a set of comprehensive interviews during which the teachers select and grade the exams of three or four pupils with an average school level. The aim is to understand the evaluation process from the choice of tasks to the filling up of report books which serve as communication supports for the pupils’ achievements.The results show that, for all teachers, the evaluation of competences is achieved through a set of standardized tasks in the field of fractions. Regarding the problem solving field teachers supporting the APC break down the tasks while teachers, that are less concerned about the competences, do not proceed in the same manner. During the pupils’ evaluation, the mistakes do not have any formative function. The report books carry out a summative function. They are assimilated to grades reports
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Baroin, Gilles. "Applications de la théorie des graphes à des objets musicaux : modélisations, visualisations en hyperespace." Phd thesis, Université Toulouse le Mirail - Toulouse II, 2011. http://tel.archives-ouvertes.fr/tel-00943407.
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A la frontière entre musique et mathématiques, cette étude présente un espace musical géométrique original utilisé pour l'analyse et la pédagogie.En utilisant différentes méthodes, les mathématiciens et théoriciens de la musique ont démontré que notre espace des hauteurs tempéré à douze notes peut être considéré comme une combinaison de tierces mineurs et majeures. Nous utilisons le produit cartésien de deux graphes circulaires C3□C4 pour construire le graphe Planet qui répond à ce concept. Comme la décomposition implique deux ensembles et que chaque classe de hauteur est la combinaison unique de ces deux sous-groupes, nous utilisons une coloration en termes de graphes par des nombres complexes et introduisons le concept d'idéogrammes à deux dimensions. Nous effectuons une analyse spectrale du graphe Planet pour déterminer ses espaces propres et obtenir des coordonnées géométriques. Le modèle qui en résulte est appelé Planet-4D, il offre à chaque symbole une position physiquement équivalente. Il comporte plus de symétries que tout modèle discret 3D. A partir de ce modèle, nous construisons une représentation en quatre dimensions où les accords parfaits se trouvent en surface d'une hypersphère. Nous étendons enfin le concept principal pour afficher n'importe quel agrégat de notes sur l'hypersphère dans un cadre atonal. Dans une seconde partie, nous modélisons sous forme de graphes des objets musicaux existants : claviers, réseaux de notes (Tonnetze) ou d'accords ainsi que des schémas de modulation. Nous appliquons des projections spectrales afin de visualiser les symétries inhérentes à ces objets et terminons par des études d'œuvres tonales et atonales, effectuées avec le système de visualisation inventé.
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Lapointe, Adrien. "Issues in Performance Evaluation of Mathematical Notation Recognition Systems." Thesis, 2008. http://hdl.handle.net/1974/1218.
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Performance evaluation of document recognition systems is a difficult and practically-important problem. In this thesis, we contribute to the understanding of performance evaluation by studying some issues that arise in evaluation of systems for recognition of mathematical expressions. Issues that are discussed cover the reported performance evaluation experiments, the code availability, the nature of the mathematical notation, the extent of the coverage of mathematical recognition systems, and the quantification of performance evaluation results. For each issue, we discuss its impact on performance evaluation, give an overview of the state of the art for addressing it and point out open problems.Thesis (Master, Computing) -- Queen's University, 2008-05-21 15:34:21.966
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"Synergistic interplay between math search and handwritten mathematical notation recognition." THE GEORGE WASHINGTON UNIVERSITY, 2009. http://pqdtopen.proquest.com/#viewpdf?dispub=3349633.
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Coleman, Edwin. "The role of notation in mathematics / by Edwin Coleman." Thesis, 1988. http://hdl.handle.net/2440/18777.
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Malangi, Swaroop. "Simulation and mathematical notation of alarms unit for computer assisted resuscitation algorithm." Thesis, 2004. http://library1.njit.edu/etd/fromwebvoyage.cfm?id=njit-etd2004-008.
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Tolmie, Julie. "Visualisation, navigation and mathematical perception: a visual notation for rational numbers mod1." Phd thesis, 2000. http://hdl.handle.net/1885/6969.
Full textAbstract:
There are three main results in this dissertation. The first result is the construction of an abstract visual space for rational numbers mod1, based on the visual primitives, colour, and rational radial direction. Mathematics is performed in this visual notation by defining increasingly refined visual objects from these primitives. In particular, the existence of the Farey tree enumeration of rational numbers mod1 is identified in the texture of a two-dimensional animation. The second result is a new enumeration of the rational numbers mod1, obtained, and expressed, in abstract visual space, as the visual object coset waves of coset fans on the torus. Its geometry is shown to encode a countably infinite tree structure, whose branches are cosets, nZ+m, where n, m (and k) are integers. These cosets are in geometrical 1-1 correspondence with sequences kn+m, (of denominators) of rational numbers, and with visual subobjects of the torus called coset fans. The third result is an enumeration in time of the visual hierarchy of the discrete buds of the Mandelbrot boundary by coset waves of coset fans. It is constructed by embedding the circular Farey tree geometrically into the empty internal region of the Mandelbrot set. In particular, coset fans attached to points of the (internal) binary tree index countably infinite sequences of buds on the (external) Mandelbrot boundary.
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Quinlan, Cyril Ronald Edmund. "Developing an understanding of algebraic symbols." Thesis, 1992. https://eprints.utas.edu.au/21301/1/whole_QuinlanCyrilRonaldEdmund1993_thesis.pdf.
Full textAbstract:
The major objective of this research project was to investigate the
difficulties that beginning algebra students experience in developing an
understanding of the meaning and use of algebraic symbols.
Learning problems identified by relevant research projects during
the previous two decades provided a starting point, and items used in
these projects for written tests or interviews were valuable in the
formation of a new test instrument. By incorporating aspects
investigated by several other researchers, a broad-based approach was
employed to extend their work of applying psychological
understandings of cognition to the learning processes involved in early
algebra. Investigations examined interrelationships between measures
previously studied in separate projects.
Data were collected for analysis from a sample of 208 Year 7
secondary school students as they began their study of algebra in the
form of generalized arithmetic. Methods of data collection were
repeated written tests, interviews and lesson observations. To locate
the responses of the beginning Year 7 students in the learning
continuum about algebraic symbols as numerical variables, research
data were also collected from another 309 Years 7 to 12 students.
Scales were established for measuring and reporting on the
patterns of thinking revealed by the students' responses. The pool of
research information about the learning of algebra was expanded by the
frequency data for individual items and for scaled groups of items.
Comparisons and contrasts with findings of earlier researchers were
reported where possible.
Hierarchies of difficulty, as proposed by previous researchers for
distinguishing levels of understanding of algebraic symbols, were
tested for their applicability to the student sample and to see if they
reflected any identifiable learning sequences. The most difficult
challenge for students beginning their study of the algebra of
generalized arithmetic was found to be the attainment of an
understanding of algebraic symbols as representing numerical variables.
Some Year 7 students made little progress towards this goal during the
seven months of the study. The tendency to regard symbols as
standing for objects or people was one focus of attention.
Evidence supported the view that the level of achievement on the
algebraic tasks presented is related to the degree of progress towards
understanding algebraic symbols as numerical variables. Empirical data
were shown to agree with psychological reasons for arranging some of
the tasks into hierarchical orders of difficulty and/or into sequential
orders of learning. There was some elucidation of the key steps in
learning which distinguish students likely to progress in algebra.
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Farnesi, Claudia. "A mathematical contribution to dance notation : analysing Labanotation with Euclidean geometry, computing matrices for dance notation, and choreographing with crystallographic groups." Thesis, 2006. http://spectrum.library.concordia.ca/8815/1/MR14233.pdf.
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Dances consist of bodies moving through space and time, a concept established by the great choreographer Merce Cunningham. Dance notation is the recording of these movements on paper. This multidisciplinary research aims at bridging the gap between the sciences and the arts. We mathematically investigate an existing system of dance notation, and use mathematical tools to generate new ones. The arts of dance and dance notation contain numerous mathematical concepts, mostly relating to Euclidean geometry. The first objective of this research is to identify these mathematical structures present in Labanotation. The second is to characterize dances using algebra. In one section, positions of partners in contradancing are defined by matrices and calculated through matrix multiplication using Homogeneous Coordinates. In another section, body movements are encoded into 4 x 6 matrices; the rows represent the four-dimensional coordinate space, and the columns the different body parts. After raising into 5 x 7 matrices using the concept of homogeneous coordinates, summing a sequence of matrices provides a choreography matrix representing the final position of a dancer as dictated by the sequence. The third objective is to choreograph using crystallographic groups (or wallpaper groups). Geometric shapes are designed to represent the basic steps of certain ballroom dances, and each group is applied to each symbol using Artlandia's SymmetryWorks in Adobe Illustrator. A brief discussion explains why only five groups are relevant, and the ensuing results illustrate that these groups applied to the dance symbols generate mostly feasible choreographic routines.
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Mutodi, Paul. "Mathematical symbolisation: challenges and instructional strategies for Limpopo Province secondary school learners." Thesis, 2016. http://hdl.handle.net/10500/23154.
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This study reports on an investigation into the manner in which mathematical symbols influence learners’ understanding of mathematical concepts. The study was conducted in Greater Sekhukhune and Capricorn districts of Limpopo Province, South Africa. Multistage sampling (for the district), simple random sampling (for the schools), purposive sampling (for the teachers) and stratified random sampling with proportional allocation (for the learners) were used. The study was conducted in six schools randomly selected from rural, semi-urban and urban settings. A sample of 565 FET learners and 15 FET band mathematics teachers participated in the study. This study is guided by four interrelated constructivist theories: symbol sense, algebraic insight, APOS and procept theories. The research instruments for the study consist of questionnaires and interviews. A mixed method approach that was predominantly qualitative was employed. An analysis of learners’ difficulties with mathematical symbols produced three (3) clusters. The main cluster consists of 236 (41.6%) learners who indicate that they experience severe challenges with mathematical symbols compared to 108 (19.1%) learners who indicated that they could confidently handle and manipulate mathematical symbols with understanding. Six (6) categories of challenges with mathematical symbols emerged from learners’ encounters with mathematical symbols: reading mathematical text and symbols, prior knowledge, time allocated for mathematical classes and activities, lack of symbol sense and problem contexts and pedagogical approaches to mathematical symbolisation. Two sets of theme classes related to learners’ difficulties with mathematical symbols and instructional strategies emerged. Learners lack symbol sense for mathematical concepts and algebraic insight for problem solving. Learners stick to procedurally driven symbols at the expense of conceptual and contextual understanding. From a pedagogical perspective teachers indicated that they face the following difficulties when teaching: the challenge of introducing unfamiliar notation in a new topic; reading, writing and verbalising symbols; signifier and signified connections; and teaching both symbolisation and conceptual understanding simultaneously. The study recommends teachers to use strategies such as informed choice of subject matter and a pedagogical approach in which concepts are understood before they are symbolised.Mathematics, Science and Technology Education
D. Phil. (Mathematics, Science and Technology Education)
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Stols, Gert Hendrikus. "Algebraïese simbole : die historiese ontwikkeling, gebruik en onderrig daarvan." 1996. http://hdl.handle.net/10500/16122.
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Text in Afrikaans, abstract in Afrikaans and EnglishDie gebruik van simbole maak wiskunde eenvoudiger en kragtiger, maar ook moeiliker verstaanbaar. Laasgenoemde kan voorkom word as slegs eenvoudige en noodsaaklike simbole gebruik word, met die verduidelikings en motiverings in woorde. Die krag van simbole le veral in die feit dat simbole as substitute vir konsepte kan dien. Omdat die krag van simbole hierin le, skuil daar 'n groot gevaar in die gebruik van simbole. Wanneer simbole los is van sinvolle verstandsvoorstellings, is daar geen krag in simbole nie. Dit is die geval met die huidige benadering in skoolalgebra. Voordat voldoende verstandsvoorstellings opgebou is, word daar op die manipulasie van simbole gekonsentreer. Die algebraiese historiese-kenteoretiese perspektief maak algebra meer betekenisvol vir leerders. Hiervolgens moet die leerlinge die geleentheid gegun word om oplossings in prosavorm te skryf en self hul eie wiskundige simbole vir idees spontaan in te voer. Hulle moet self die voordeel van algebraiese simbole beleef.
The use of symbols in algebra both simplifies and strengthens the subject, but it also increases its level of complexity.This problem can be prevented if only simple and essential symbols are used and if the explanations are fully verbalised. The power of symbols stems from their potential to be used as substitutes for concepts. As this constitutes the crux of mathematical symbolic representation, it also presents a danger in that the symbols may not be comprehended. If symbols are not related to mental representations, the symbols are meaningless. This is the case in the present approach to algebra. Before sufficient mental representations are built, there is a concentration on the manipulation of symbols. The algebraic historical epistemological perspective makes algebra more meaningful for learners. Learners should be granted the opportunities to write their solutions in prose and to develop their own symbols for concepts.
Mathematics Education
M. Sc. (Wiskunde-Onderwys)
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Lin, Hsiang-Feng, and 林香鳳. "A study on creative thinking tests for mathematical problems about operations and notations." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/43499655545025587620.
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碩士國立屏東教育大學
應用數學系
99
The study is mainly to develop the creative thinking tests for mathematical problems about operations and notations. There are three types of problems including problem-solving, fitting problem, and redefining problem. The procedure includes design, pretest, correction and test. Then, we construct the rating scale. At last, we use the multidimensional scaling and homogeneity analysis to compare our test and the Williams Creative Thinking Tests (WCTT). 546 students take those tests. The followings are the conclusions: 1. When designing creative mathematical problems of operations and notations, we must avoid much mathematical content related to textbooks. Then, the test can really measure the mathematical creativity. 2. Flexibility of different rating scales may lead to different results throughout the study. 3. The result of comparisons by the multidimensional scaling to our test and Williams test (WCTT) shows very different. 4. We divide the students into five clusters by their creativity. The homogeneity of the best cluster is the most different and the homogeneity of the lowest cluster is the most similar. This study shows that creative thinking tests will derive different results due to the different subjects, content, and test form.
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WU-TAI-JUNG, PA, and 巴吳泰融. "Action Research on Remedial Teaching of “Scientific Notation” in the Junior High School Mathematics." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/ddsgzu.
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碩士國立臺東大學
進修部教育行政碩士班(夜間)
106
This research adopts action research method to describe the learning process of the low-learning-achievement students when receiving remedial teaching through direct and mastery teaching modes, and to make an analysis from different perspectives—learning sheet, class assessment and study performance in stage evaluation. The research object is 6 selected students from the class which the researcher teaches who are marked as students with low learning achievement in the unit of scientific notation. The remedial teaching is conducted once a week, for 11 weeks, 11 times in total. The type of error in student’s learning of scientific notation is analyzed in accordance with collected data and remedial teaching activities are designed to solve these errors. The learning sheet, class assessment and stage evaluation of each time will be a reference to judge whether the students have change or promotion in their ability and learning attitude. Finally, discussion, reflection and suggestions will be made in the hope of promoting students’ study interest and making reflection on teaching. Research results discover that after two kinds of remedial teaching methods were implemented, students have better performance in certain sub-theme learning of scientific notation. They originally had no idea about scientific notation, but they could now write the representation of scientific notation correctly. Their learning was originally affected by the negative and positive numbers as well as addition and subtraction, which has also been improved in the process of remedial teaching. They begin to rebuild self-confidence and are willing to share their computing methods and ideas.
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郭世任. "An Experimental Study on Mathematics Instruction Integrated with Still Thoughts Teaching - For example in Scientific notation." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/m4eybx.
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碩士國立高雄師範大學
數學系
102
ABSTRACT The purpose of this research is to investigate students’ learning willingness and attitudes towards math. In this study, an experimental design of Still Thoughts Teaching was conducted to integrate with math teaching. By means of the improvement of humanistic spirit and the changed relationship between students and their teacher, students gained more reflection and self-confidence; meanwhile, their teacher could introspect his professional growth and teaching enthusiasm. The research was considered approximately one semester, from September 2012 to January 2013, to conduct. The participants, tenth-grade students from two of the researcher’s classes, were divided into the experimental group and the control group. The data collected from the research’s self-examination, experiments, observation, interviews, documents and analyses of the exam papers was based on the teaching activities of scientific notation to reveal the problems and find out the solutions. The results of the study were presented as in the following. 1. Still Thoughts Teaching can be integrated with mathematical instruction. 2. Still Thoughts Teaching , students have significant and active changes in their learning willingness towards math. 3. Students have progressed in their daily routine and behavior since Still Thoughts Teaching was executed. 4. Students tend to feel grateful after the researcher enforced Still Thoughts Teaching. 5. Still Thoughts Teaching makes the interaction between students and their teacher more harmonious. 6. Still Thoughts Teaching is suitable for any teaching mathematical unit. 7. If you want to implement, then any teacher should apply Still Thoughts to his or her math teaching methods. 8. If there are administrative support and teaching staff’s assistance, the enforcement of Still Thoughts Teaching will be accompanied by more motivation. At last, the following recommendations, based upon results from this study, are offered for future research and for the profession. First, this study can be used for theme-based instruction and be applied during blank curriculums or class meeting. Second, the teacher should teach as a good role model to fulfill his or her teaching Still Thoughts. Keywords: Still Thoughts Teaching, mathematics teaching, humanistic spirit, experimental research
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Lin, Yi Chun, and 林怡君. "A Study of the Effectiveness of Information Technology Integrated Combined with Cooperative in Mathematic Teaching－An Example of ”Scientific Notation”." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/8z8x49.
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碩士育達商業科技大學
資訊管理所
101
ABSTRACT This research compares the effect of information technology integrated teaching with cooperative learning in mathematics and traditional lectures on grade 7 junior high school students. This study also discusses the learning achievements and learning attitudes along with the students’ receptivity to technology integrated into mathematic course. A quasi-experimental design was adopted with 5 classes of sixty grade 7 junior high school students in Miaoli for one week of experimental teaching in order to discover the students’ learning achievements and attitudes. The results are analyzed by one-way and two-way ANCOVA, which are described as below: A. Learning Achievement of “scientific notation” session 1. Information technology integrated into teaching with cooperative learning for grade 7 junior high school students can increase math learning achievement. 2. High-achieving students progress more than mid and low-achieving students in math achievement. 3. The experimental group progressed significantly better after using information technology integrated into teaching with cooperative learning compared to traditional teaching methodologies. 4. Information technology integrated into teaching with cooperative learning can improve junior high school students’ learning attitudes. B. Learning attitude of “scientific notation” session 5. Low-achieving students progress more than high and mid achieving ones in math learning achievement attitude. 6. Experimental group student learning attitude improves after using information technology integrated into teaching with cooperative learning. 7. Experimental group students agree with technology integrated into math class. Most of the students suggest information technology integrated into teaching with cooperative learning can increase junior high school student learning achievement and attitude. Finally, this study discovered that teachers can apply information technology integrated into teaching with cooperative learning for junior high school students in order to increase students' math learning achievement and learning attitude. Key Words: e-learning, cooperative learning,mathematical learning effectiveness
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Alvarenga, Helena Pereira. "Do credit rating notations affect U.S. commercial banks’ leverage levels? new findings on the effects of the financial crisis." Master's thesis, 2013. http://hdl.handle.net/10071/6804.
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This paper analyses the link between U.S. commercial banks leverage (both market leverage
and book leverage) and their credit rating changes by extending previous results from
corporate firms to banks. We found evidence that the credit rating notation variable also
explains leverage levels fluctuations in the banking sector as it does for the corporate sector.
The results obtained demonstrate that U.S. commercial banks reduce their leverage
following credit rating downgrades and augment it after upgrades. These adjustments of the
leverage levels have higher statistical significance when we test them for the financial crisis
period, where the credit rating variable significance increases. Moreover, we show that the
speed of adjustment for U.S. commercial banks is faster during the crisis turmoil period
(2008 to 2011) rather than in normal economic conditions (2004 to 2007), and also that the
adjustment speed increased by 50% after the crisis (from 40% to 61%) and is statistically
significant. As far as we acknowledge, these results are new findings that could open up new
avenues of research for this literature, either with banks or corporate firms.Este trabalho analisa a relação entre o grau de alavancagem de bancos comerciais dos E.U.A. (tanto o grau de alavancagem com valores de mercado como o grau de alavancagem com valores contabilísticos) e as alterações ao nível da notação de risco (credit rating) expandido estudos anteriores relativos a empresas para bancos. Com este estudo, encontrámos evidência de que a variável notação de risco de crédito explica parte das variações do nível de alavancagem no setor bancário, à semelhança da evidência empírica para o setor não financeiro. Os resultados obtidos demonstram que os bancos comerciais dos E.U.A. reduzem o seu grau de alavancagem após uma redução da sua notação de risco de crédito e aumentam o seu grau de alavancagem após uma melhoria da sua notação de risco de crédito. Estes ajustamentos do grau de alavancagem revelam uma elevada significância estatística quando testados para o período da crise financeira, com um aumento da significância da variável de notação de risco de crédito. Adicionalmente, mostramos que a velocidade de ajustamento dos bancos comerciais dos E.U.A. é mais rápida durante o período de maior agitação da crise financeira (2008 a 2011) do que durante o período de condições económicas expansionistas (2004 a 2007), e ainda mostramos que a velocidade do ajustamento aumenta em 50% após a crise (de 40% para 61%), sendo estatisticamente significativa. De acordo com o nosso conhecimento, estes resultados são uma evidência que pode conduzir a estudos futuros nesta literatura, tanto para bancos como para empresas não financeiras.
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Wu, Yiling, and 吳宜玲. "Developing an online diagnostic test system with multiple-choice items and constructed-response items in Mathematics--taking the "exponential laws and scientific notations" unit in grade seven as an example." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/07121718094196328138.
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碩士國立臺中教育大學
教育測驗統計研究所
100
The constructed-response items can collect the students' problem solving, including all actions while problem solving, so it is suitable to analyze the error types. In the " exponential laws and scientific notations " unit of math subject, students have many misconceptions. If the questions are "multiple-choice types", students can solve by guessing, teachers can not know what error types the students have. This research is base on constructed-response items to build a " exponential laws and scientific notations " diagnostic test system. With practicing, record the problem solving processes to analyze the students' error types. The study result gives: a. The diagnostic test system of this research can record the problem solving processes, analyze the students' error types, and score automatically. b. The reliability of added constructed-response items is better than the multiple-choice types (0.890 < 0.894). Therefore, in the case of the same test length, if the questions can be added a part of constructed-response items, the reliability will be higher. c. We can obtain more students' answering responses from the constructed-response items than the multiple choice questions. d. The development- “automatic analyzing constructed-response items model” of this thesis can identify the error type attaining to 100% accuracy, and the performance is excellent. On the identification of sub-skills, and error types, rhe Bayesian network which is combined the multiple choice questions with the solving responses of the constructed-response items is better than the traditional one.
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Moloto, Phuti Margaeret. "An exploration of mathematical knowledge for teaching for Grade 6 teachers in the teaching of fractions : a case study of three schools in Capricorn South District." Diss., 2020. http://hdl.handle.net/10500/27361.
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The study aimed to explore teachers’ mathematical knowledge in respect of teaching the
concept of fractions to Grade 6 learners. To that end a qualitative study was done, using a case
study design. Data were collected through the observation of, and interviews with, three
teachers at three schools in the Capricorn South district. Rooted in the theory of constructivism,
the study was supplemented by the conceptual framework of mathematical knowledge for
teaching (MKT) (Ball et al., 2008) and Shulman’s (1986) notion of pedagogical knowledge for
teaching (PCK). The key finding of this investigation revealed that, of the three teachers, two
did not develop the concept of fractions for their learners, but merely followed the traditional
method of teaching the concept by encouraging their learners to memorise rules without
understanding. Only one teacher emphasised an understanding of mathematical concepts. The main observation which the researcher made, was that teachers require a great deal of
knowledge and expertise, in carrying out the work of teaching subject matter related to
fractions.Mathematics Education
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Effenbergerová, Klára. "Netradiční výrazové prostředky a techniky. Matematické principy v komparaci netradičního výtvarného a hudebního díla." Master's thesis, 2011. http://www.nusl.cz/ntk/nusl-312833.
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Univerzita Karlova v Praze / Pedagogická fakulta / Katedra výtvarné výchovy // Charles University in Prague / Faculty of Education / The Department of Fine Art Education Netradiční výrazové prostředky a techniky Matematické principy v komparaci netradičního výtvarného a hudebního díla UnconventionalMeansofexpressionandtechniques Mathematical principles in comparing unconventional visual and musical art Klára Effenbergerová Výtvarná výchova - pedagogika Prezenční studium, 5. ročník Datum dokončení: květen 2011 Vedoucí práce: Doc. PhDr. Jaroslav Bláha, Ph.D. Abstract The thesis deals with a comparative analysis of a project called Poéme électronique in the Philips Pavilion (1958), while an emphasis is put on its mathematical background and broader interdisciplinal contexts. Particular attention is devoted to grand oldman Iannis Xenakis. The thesis tries to interpret the phenomenon of Electronic poetry, which we understand as an effort to design a multimedia "Gesamtkunstwerk". This brings the necessitate of the multi-specialized synthetic approach in searching of a relationship between the kinds of arts, and the analysis of interactions of individual project components.