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.
Full textTolmie, 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.
Full textTolmie, 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.
Full textGodwin, William Henry. "Formalizing graphical notations." n.p, 1998. http://ethos.bl.uk/.
Full textLoftus, John A. "Powers of words in language families." Diss., Online access via UMI:, 2007.
Find full textMeyer, 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.
Full textNumerical 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.
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.
Full textJones, Charles H. "TELEMETRY AND JUGGLING." International Foundation for Telemetering, 2000. http://hdl.handle.net/10150/608297.
Full textOne 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.
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.
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.
Full textJansen, 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.
Full textWaszek, David. "Les représentations en mathématiques." Thesis, Paris 1, 2018. http://www.theses.fr/2018PA01H231.
Full textWhen 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
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.
Full textFernandez, 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.
Full textBolibrzuch, 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.
Full textJones, Ian. "Equality statements as rules for transforming arithmetic notation." Thesis, University of Warwick, 2009. http://wrap.warwick.ac.uk/2229/.
Full textHermo, Reyes Eduardo. "The Logic of Turing Progressions." Doctoral thesis, Universitat de Barcelona, 2019. http://hdl.handle.net/10803/668144.
Full textEl 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 .
Barker, Stephen J. "Interchanging Two Notations for Double-torus Links." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etd/2616.
Full textNgola-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.
Full textOwens, Tyler. "A Covering System with Minimum Modulus 42." BYU ScholarsArchive, 2014. https://scholarsarchive.byu.edu/etd/4329.
Full textBosna, 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.
Full textSebaï, 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.
Full textThe 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
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.
Full textLapointe, Adrien. "Issues in Performance Evaluation of Mathematical Notation Recognition Systems." Thesis, 2008. http://hdl.handle.net/1974/1218.
Full textThesis (Master, Computing) -- Queen's University, 2008-05-21 15:34:21.966
"Synergistic interplay between math search and handwritten mathematical notation recognition." THE GEORGE WASHINGTON UNIVERSITY, 2009. http://pqdtopen.proquest.com/#viewpdf?dispub=3349633.
Full textColeman, Edwin. "The role of notation in mathematics / by Edwin Coleman." Thesis, 1988. http://hdl.handle.net/2440/18777.
Full textMalangi, 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.
Full textTolmie, Julie. "Visualisation, navigation and mathematical perception: a visual notation for rational numbers mod1." Phd thesis, 2000. http://hdl.handle.net/1885/6969.
Full textQuinlan, Cyril Ronald Edmund. "Developing an understanding of algebraic symbols." Thesis, 1992. https://eprints.utas.edu.au/21301/1/whole_QuinlanCyrilRonaldEdmund1993_thesis.pdf.
Full textFarnesi, 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.
Full textMutodi, Paul. "Mathematical symbolisation: challenges and instructional strategies for Limpopo Province secondary school learners." Thesis, 2016. http://hdl.handle.net/10500/23154.
Full textMathematics, Science and Technology Education
D. Phil. (Mathematics, Science and Technology Education)
Stols, Gert Hendrikus. "Algebraïese simbole : die historiese ontwikkeling, gebruik en onderrig daarvan." 1996. http://hdl.handle.net/10500/16122.
Full textDie 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)
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.
Full text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.
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.
Full text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.
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.
Full text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
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.
Full text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
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.
Full textEste 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.
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.
Full text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.
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.
Full textMathematics Education
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.
Full text