Relevant bibliographies by topics / Mathematical visualisation

Academic literature on the topic 'Mathematical visualisation'

Author: Grafiati
Published: 4 June 2021
Last updated: 30 January 2023

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Journal articles on the topic "Mathematical visualisation"

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Presmeg, Norma C. "Visualisation and mathematical giftedness." Educational Studies in Mathematics 17, no. 3 (August 1986): 297–311. http://dx.doi.org/10.1007/bf00305075.

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Segerman, Henry. "3D Printing for Mathematical Visualisation." Mathematical Intelligencer 34, no. 4 (September 26, 2012): 56–62. http://dx.doi.org/10.1007/s00283-012-9319-7.

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Babich, A., D. Senk, H. W. Gudenau, K. Mavrommatis, O. Spaniol, Y. Babich, and A. Formoso. "Visualisation of a mathematical model of blast furnace operation for distance learning purposes." Revista de Metalurgia 41, Extra (December 17, 2005): 289–93. http://dx.doi.org/10.3989/revmetalm.2005.v41.iextra.1042.

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Putra, Zetra Hainul, If Only Dia Panjaitan, Nur Aini Putri, Tengku Ririn Wulandari, Neni Hermita, and Dahnilsyah. "Design and Implementation of GeoGebra Learning Activities of Area and Perimeter of Rectangles for Primary School Students." Journal of Physics: Conference Series 2049, no. 1 (October 1, 2021): 012032. http://dx.doi.org/10.1088/1742-6596/2049/1/012032.

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Abstract GeoGebra-based mathematics learning is an approach to teach mathematics that can support students to think mathematically. Learning using GeoGebra provides students with a new hands-on experience in learning mathematics as they can understand the mathematical concepts both from visualisation and representation. This study exploits the method by designing GeoGebra-based mathematics learning on the area and perimeter of rectangles. This study aims to provide a varied and exciting learning experience, support students in thinking mathematically and give a chance to students to solve mathematical problems correctly and fluently. The design of learning activities for the area and perimeter of rectangles with GeoGebra was tested with 4 elementary school students. The results indicate that students begin to understand the area and perimeter of a rectangle logically, although some are still doubts when answering the questions given.
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Nowinski, Wieslaw L. "Computational and mathematical methods in brain atlasing." Neuroradiology Journal 30, no. 6 (November 3, 2017): 520–34. http://dx.doi.org/10.1177/1971400917740362.

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Brain atlases have a wide range of use from education to research to clinical applications. Mathematical methods as well as computational methods and tools play a major role in the process of brain atlas building and developing atlas-based applications. Computational methods and tools cover three areas: dedicated editors for brain model creation, brain navigators supporting multiple platforms, and atlas-assisted specific applications. Mathematical methods in atlas building and developing atlas-aided applications deal with problems in image segmentation, geometric body modelling, physical modelling, atlas-to-scan registration, visualisation, interaction and virtual reality. Here I overview computational and mathematical methods in atlas building and developing atlas-assisted applications, and share my contribution to and experience in this field.
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Rabi, Fazli, Ma Fengqi, and Muhammad Aziz. "The Impact of the Use of Microsoft Mathematics Calculus Visualization on Student's Attitude." American Journal of Creative Education 5, no. 2 (December 13, 2022): 52–66. http://dx.doi.org/10.55284/ajce.v5i2.803.

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The application of mathematical concepts to real-world problems causes students to have difficulty with the concepts. On undergraduate students, a quasi-experimental research study and visualisation of calculus concepts were conducted as part of a larger project. They were discovered to have a preference for mathematics. As a result, students gained a better understanding of concepts and a more positive attitude. In our class, we had two groups of students who were both from the computer science department and who had both taken the same calculus course. Each group, consisting of fifteen students, was divided into two groups: the control group and the experimental group. Using a traditional learning method, the students in the control group were taught topics such as differentiation and integration, among others. The experiment group, on the other hand, had taught the same lesson using a Microsoft Mathematics visualisation tool, instead. The findings revealed that using Microsoft Mathematics visualisation, the students gained a more significant, positive, broader, and conceptual understanding of calculus than they would have otherwise. In addition, the quasi-experimental study found that there was a statistically significant difference in students' attitudes between the pre-test and the post-test. With the help of Microsoft Mathematics visualisation, students were more fascinated and attracted towards calculus concepts than before.
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WORRALL, DAVID. "Studies in metamusical methods for sound and image composition." Organised Sound 1, no. 3 (December 1996): 183–94. http://dx.doi.org/10.1017/s135577189600026x.

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A course in Design Structures is discussed. In this course students learn a multi-faceted approach to exploring mathematical and iterative ideas using sonification and visualisation techniques for their own compositional explorations. These ideas are discussed in relation to philosophy, history, technology, scientific paradigms, and cultural context. Some resulting student work is demonstrated.
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Sekovanov, Valeriy S., Vladimir A. Ivkov, Larisa B. Rybina, and Yuliya A. Sobashko. "Performing a mathematical and informational task “Research of the dynamics of rational functions of a complex variable as a means of developing students' creativity”." Vestnik of Kostroma State University. Series: Pedagogy. Psychology. Sociokinetics 26, no. 4 (February 24, 2021): 187–95. http://dx.doi.org/10.34216/2073-1426-2020-26-4-187-195.

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Multi-stage math and information tasks for students are a kind of creative laboratory in which they show their abilities not only as mathematicians, but also as programmers and artists. Stepwise research on the dynamics of functions of complex variables and their visualisation contribute to the development of students' creativity and the formation of skills in the field of mathematical analysis and programming. This article deals with a multi-stage mathematical and informational task, which is a specially composed sequence of tasks, exercises, problems and didactic situations.
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KRONLAND-MARTINET, R., J. MORLET, and A. GROSSMANN. "ANALYSIS OF SOUND PATTERNS THROUGH WAVELET TRANSFORMS." International Journal of Pattern Recognition and Artificial Intelligence 01, no. 02 (August 1987): 273–302. http://dx.doi.org/10.1142/s0218001487000205.

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This paper starts with a brief discussion of so-called wavelet transforms, i.e., decompositions of arbitrary signals into localized contributions labelled by a scale parameter. The main features of the method are first illustrated through simple mathematical examples. Then we present the first applications of the method to the recognition and visualisation of characteristic features of speech and of musical sounds.
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Franke, L., and F. Pinsler. "Untersuchungen von Salztransportprozessen und deren Visualisierung mit Hilfe der Röntgenanalytik / Examination of salt transport processes and their visualisation using X-ray analysis." Restoration of Buildings and Monuments 4, no. 3 (June 1, 1998): 187–208. http://dx.doi.org/10.1515/rbm-1998-5270.

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Abstract With the help of X-ray for visualisation of salt transport in porous building materials it is now for the first time possible to check both, the description of salt transport processes as well as the mathematical transport models used. The tests were carried out with sandstone, however the results are transferable to other building materials having a comparable pore system.
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Dissertations / Theses on the topic "Mathematical visualisation"

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Dongwi, Beata Lididimikeni. "Examining mathematical reasoning through enacted visualisation." Thesis, Rhodes University, 2019. http://hdl.handle.net/10962/68192.

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This study sets out to analyse the co-emergence of visualisation and reasoning processes when selected learners engaged in solving word problems. The study argues that visualisation processes and mathematical reasoning processes are closely interlinked in the process of engaging in any mathematical activity. This qualitative research project adopted a case study methodology embedded within a broader interpretative orientation. The research participants were a cohort of 17 mixedgender and mixed-ability Grade 11 learners from a private school in southern Namibia. Data was collected in three phases and comprised of one-on-one task-based interviews in the first phase, focus group task-based interviews in the second, and semi-structured reflective interviews in the third. The analytical framework was informed by elements of enactivism and consisted of a hybrid of observable visualisation and mathematical reasoning indicators. The study was framed by an enactivist perspective that served as a linking mediator to bring visualisation and reasoning processes together, and as a lens through which the coemergence of these processes was observed and analysed. The key enactivist concepts of structural coupling and co-emergence were the two mediating ideas that enabled me to discuss the links between visualisation and reasoning that emerged whilst my participants solved the set word problems. The study argues that the visualisation processes enacted by the participants when solving these problems are inseparable from the reasoning processes that the participants brought to bear; that is, they co-emerged.
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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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Melander, Emma. "Applied VMS to handle mathematical misconception in algebra : Metacognition through interactive visualisation prototype." Thesis, Linköpings universitet, Institutionen för datavetenskap, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-132316.

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Swedish education needs to change in order to reverse the negative trend in PISA and TIMSS. At the same time digital artifacts are increasingly present in the classroom and commercial applications more available. It is difficult to determine which technical tool that provide real results and it is not yet clear what role technology should have in the classroom. This study examines how visualisation and technology can be used to promote deeper understanding of algebra by addressing the misconception that frequently occurs among students. Observation and interviews were held with students from two schools, one in Norrköping and one in Östersund. Theory regarding algebraic misconceptions have been studied and compiled into two categories. In addition, three prototypes were developed with and later evaluated by a focus group. This work has resulted in suggestions on what technical and interactive activities could be used in algebraic education. The study shows that more research is needed to determine how technology best can be implemented and used effectively in teaching. The work also shows that such research and development needs to be implemented with a user-centered approach with the involvement of relevant target groups.
Svensk undervisning är i behov att förändras för att vända den negativa trenden i PISA och TIMSS. Samtidigt är digitala artefakter alltmer närvarande i klassrummet och kommersiella applikationer alltmer tillgängliga. Det är svårt att avgöra vilka tekniska verktyg som ger faktiska resultat och det är ännu inte klarlagt vilken roll tekniken bör spela i en klassrumssituation. I detta arbete undersöks hur visualiseringar och teknik kan användas för att främja djupare förståelse inom algebra genom att adressera missuppfattningar som ofta förekommer hos elever. Observation och intervjuer genomfördes med elever på två skolor, en i Norrköping och en i Östersund. Teori om algebraiska missuppfattningar har studerats och sammanställts i två kategorier. Dessutom har tre prototyper utvecklats tillsammans med, och utvärderats av, en fokusgrupp. Arbetet har resulterat i förslag på vad tekniska och interaktiva aktiviteter skulle kunna innebära i algebraisk matematikundervisning. Det visar att mer forskning behövs för att avgöra hur teknik på bästa sätt kan implementeras och utnyttjas effektivt inom undervisning. Arbetet visar också att sådan forskning och utveckling behöver genomföras med en användarcentrerad ansats med delaktighet från berörda målgrupper.
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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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Vittadello, Sean T. "Mathematical models for cell migration and proliferation informed by visualisation of the cell cycle." Thesis, Queensland University of Technology, 2020. https://eprints.qut.edu.au/204074/1/Sean_Vittadello_Thesis.pdf.

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Cell migration and proliferation are essential for normal physiological processes, however their misregulation contributes to pathologies including cancer. In this thesis we develop and analyse new mathematical models of cell migration and proliferation, based on new experimental studies that provide visualisation of cell cycle progression, to improve understanding of the migration and proliferation of cells. In particular, we investigate cell migration as a function of cell cycle dynamics, normally-hidden cell synchronisation in cellular assays, whether cell migration and proliferation are mutually exclusive processes, and cellular mechanisms that contribute to heterogeneous cell proliferation.
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Quan, Chaoyu. "Mathematical methods for implicit solvation models in quantum chemistry." Thesis, Paris 6, 2017. http://www.theses.fr/2017PA066587/document.

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Cette thèse est consacrée à étudier et à améliorer les modèles mathématiques et les méthodes utilisées pour les modèles de solvatation implicite en chimie quantique. Ce manuscrit est composée de deux parties. Dans la première partie où nous analysons l'interface soluté-solvant, nous donnons, pour la première fois, une caractérisation complète de la surface moléculaire lisse, c'est-à-dire la surface exclue du solvant (SES). À partie de cette caractérisation, nous développons un algorithme de maillage par morceaux pour les surfaces moléculaires différentes, en particulier pour la SES, en utilisant la triangulation à front avançant. De plus, la cavité de la SES (la région entourée par la SES) est une description plus précise de la cavité de soluté. Dans la deuxième partie, nous construisons donc un modèle de continuum polarisable basé (PCM) sur la SES, dans lequel le paramètre de permittivité diélectrique est continu. Le problème électrostatique de ce modèle consiste à résoudre une équation de Poisson définie sur R3. Nous développons ensuite une méthode de Schwarz particulière, où seules les équations locales restreintes à des boules doivent être résolues. Enfin, nous étudions le modèle de solvatation de Poisson-Boltzmann, un autre modèle de solvatation implicite, qui tient compte à la fois de la permittivité diélectrique et de la force ionique du solvant. Une méthode de Schwarz similaire est proposée pour résoudre l'équation de Poisson-Boltzmann associée en résolvant des équations locales restreintes aux boules comme pour le PCM basé sur la SES
This thesis is devoted to study and improve the mathematical models and methods used in implicit solvation models in quantum chemistry. The manuscript is composed of two parts. In the first part where we analyze the solute-solvent interface, we give, for the first time, a complete characterization of the so-called “smooth” molecular surface, i.e., the solvent excluded surface (SES). Based on this characterization, we develop a piecewise meshing algorithm for different molecular surfaces, especially the SES, using the advancing-front triangulation. Further, it has been pointed out in the literature that the SES-cavity (the region enclosed by the SES) is a more accurate description of the solute cavity. In the second part, we therefore construct an SES-based polarizable continuum model (PCM), in which the dielectric permittivity parameter is continuous. The electrostatic problem of this model involves solving a Poisson equation defined in R3. We then develop a particular Schwarz domain decomposition method where only local equations restricted to balls need to be solved. Finally, the Poisson-Boltzmann solvation model, another implicit solvation model, is also investigated, which takes into account both the dielectric permittivity and the ionic strength of the solvent. A similar Schwarz domain decomposition method is proposed to solve the associated Poisson-Boltzmann equation by solving local equations restricted to balls as it is for the SES-based PCM
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Hurdal, Monica Kimberly. "Mathematical and computer modelling of the human brain with reference to cortical magnification and dipole source localisation in the visual cortx." Thesis, Queensland University of Technology, 1998.

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Ivana, Milanović. "Oбрада функције дате помоћу одређеног интеграла у процесу математичког моделирања." Phd thesis, Univerzitet u Novom Sadu, Prirodno-matematički fakultet u Novom Sadu, 2015. https://www.cris.uns.ac.rs/record.jsf?recordId=90360&source=NDLTD&language=en.

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У докторској дисертацији презентовано је педагошко истраживање које се односи на увођењематематичког моделирања као савременог методичког приступа учењу математике, његову примену унаставној пракси, као и на могућност да се кроз математичко моделирање проблема, појава и процеса којисе обрађују у неком другом наставном предмету оствари модернији, интердисциплинарни приступсредњошколској настави. Све то у циљу афирмације иновативног, креативног и напредног математичкогмишљења, квалитетног, структуираног и функционалногзнања, које се у овом истраживању односи наодређене наставне садржаје математичке анализе. У наставни процес интегрисан је осмишљен и израђенпројекат чија је реализација омогућила успостављањемеђупредметне корелације, изучавање функција ињихових примена у научним проблемима кроз процесе математичког моделирања. Нарочита пажњапосвећена је реализацији когнитивних активности ученика у свакој етапи процеса математичкогмоделирања и остваривању њиховог вертикално-кумулативног поретка. Као посебна активност усмерена напотребе и циљеве одабраних процеса математичког моделирања и усклађена са наставним садржајимакоји су изучавани, уведен је и примењен нови методички приступ у обради функција датих помоћуодређеног интеграла, са посебним акцентом на анализу логаритамске функције дате помоћу одређеногинтеграла, а затим и анализу експоненцијалне функције, као инверзне логаритамској. Један деоистраживања фокусиран је на увођење и реализацију назначене нове методичке концепције у обрадифункција датих помоћу одређеног интеграла и на високошколском нивоу учења математичке анализе.Испитивање ефикасности примењених нових, савременихметодичких приступа у раду са ученицима,односно студентима, уз планску и систематску употребу рачунара са одговарајућом софтверскомподршком, обрађено је компаративном анализом резултата педагошких експеримената. На основурезултата истраживања утврђен је позитиван утицај предложених методичких приступа на квалитетматематичког знања ученика, односно студената, и оствареност оптималних резултата у учењу и изучавањунаставних садржаја из области функције.
U doktorskoj disertaciji prezentovano je pedagoško istraživanje koje se odnosi na uvođenjematematičkog modeliranja kao savremenog metodičkog pristupa učenju matematike, njegovu primenu unastavnoj praksi, kao i na mogućnost da se kroz matematičko modeliranje problema, pojava i procesa kojise obrađuju u nekom drugom nastavnom predmetu ostvari moderniji, interdisciplinarni pristupsrednjoškolskoj nastavi. Sve to u cilju afirmacije inovativnog, kreativnog i naprednog matematičkogmišljenja, kvalitetnog, struktuiranog i funkcionalnogznanja, koje se u ovom istraživanju odnosi naodređene nastavne sadržaje matematičke analize. U nastavni proces integrisan je osmišljen i izrađenprojekat čija je realizacija omogućila uspostavljanjemeđupredmetne korelacije, izučavanje funkcija injihovih primena u naučnim problemima kroz procese matematičkog modeliranja. Naročita pažnjaposvećena je realizaciji kognitivnih aktivnosti učenika u svakoj etapi procesa matematičkogmodeliranja i ostvarivanju njihovog vertikalno-kumulativnog poretka. Kao posebna aktivnost usmerena napotrebe i ciljeve odabranih procesa matematičkog modeliranja i usklađena sa nastavnim sadržajimakoji su izučavani, uveden je i primenjen novi metodički pristup u obradi funkcija datih pomoćuodređenog integrala, sa posebnim akcentom na analizu logaritamske funkcije date pomoću određenogintegrala, a zatim i analizu eksponencijalne funkcije, kao inverzne logaritamskoj. Jedan deoistraživanja fokusiran je na uvođenje i realizaciju naznačene nove metodičke koncepcije u obradifunkcija datih pomoću određenog integrala i na visokoškolskom nivou učenja matematičke analize.Ispitivanje efikasnosti primenjenih novih, savremenihmetodičkih pristupa u radu sa učenicima,odnosno studentima, uz plansku i sistematsku upotrebu računara sa odgovarajućom softverskompodrškom, obrađeno je komparativnom analizom rezultata pedagoških eksperimenata. Na osnovurezultata istraživanja utvrđen je pozitivan uticaj predloženih metodičkih pristupa na kvalitetmatematičkog znanja učenika, odnosno studenata, i ostvarenost optimalnih rezultata u učenju i izučavanjunastavnih sadržaja iz oblasti funkcije.
In this PhD dissertation pedagogical research related to introduction of mathematical modeling as amodern methodical approach to learning mathematics is presented, its application in teaching practice,as wellas possibilities to achieve modern, interdisciplinary approach to high school teaching, using mathematicalmodeling of problems, phenomenons and processes which are being looked at in another ciruculum subject. Theintention is to affirm innovative, creative and advanced mathematical thinking, high quality, structured andfunctional knowledge, which in this study refers tospecific areas of mathematical analysis. A well thoughtproject was designed and constructed in such a way  to integrate within the teaching process, and itsimplementation has enabled the establishment of interdisciplinary correlation and the study of functions andtheir use in scientific problems through the process of mathematical modelling. Special attention is paid to therealization of cognitive activities of pupils in each stage of the process of mathematical modelling, and acheivingtheir vertically-cumulative order. As a separate activity focused on the goals and needs of selected processes ofmathematical modeling, harmonized with teaching content being studied, a new methodical approach wasintroduced and applied to treat functions given by  a definite integral, with special emphasis on treatment oflogarithmic function given by a definite integral,  and followed by treatment of the exponential function as theinverse logarithmic. A part of the research is focused on the introduction and implementation of new methodicalconcept in treatment of functions given by a definite integral and on university level of studying mathematicalanalysis. Efficiency of these new and modern methodical approaches was tested on pupils and students,  withplanned and systematic usage of computers and appropriate software, and processed by comparative analysis ofresults obtained by pedagogical experiments. Results have shown positive impact of proposed methodicalapproaches to the quality of pupils’ and students’  mathematical knowledge, and the achievement of optimalresults in learning and studying of teaching content on mathematical functions.
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Crawford, Carl Jonathan. "Dynamic multilevel graph layout and visualisation." Thesis, University of Greenwich, 2016. http://gala.gre.ac.uk/18104/.

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This thesis addresses the issue of efficient dynamic graph drawing for large scale connected graphs with around 10,000 vertices. It contains three main contributions. Firstly, an efficient method for approximating the n-body calculations used in Force Directed Placement (FDP) is described, exploiting use of a multilevel scheme to approximate distance between groups of vertices much like the Barnes Hut Octree. The method suggests better representation of the graphs underlying relationships. In experiments this algorithm, referred to as Multilevel Global Force (MGF), reduces running time by an average of 40% compared to the popular Barnes Hut Octree approximation method. Secondly, optimisation methods used in static graph drawing (such as multilevel and approximation schemes) are adapted for use in dynamic graph drawing, simultaneously improving the quality of layouts produced and reducing the complexity such that large graphs with thousands of vertices can be drawn in interactive time. Thirdly, several techniques are introduced for incorporating graph changes into the dynamic graph drawing to differing extents, allowing the viewer to decide whether the ongoing layout should preserve the original layout or prioritise the graph changes. The works are combined to form an efficient multilevel dynamic graph drawing algorithm.
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Sun, Yi. "Non-linear hierarchical visualisation." Thesis, Aston University, 2002. http://publications.aston.ac.uk/13263/.

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This thesis applies a hierarchical latent trait model system to a large quantity of data. The motivation for it was lack of viable approaches to analyse High Throughput Screening datasets which maybe include thousands of data points with high dimensions. We believe that a latent variable model (LTM) with a non-linear mapping from the latent space to the data space is a preferred choice for visualising a complex high-dimensional data set. As a type of latent variable model, the latent trait model can deal with either continuous data or discrete data, which makes it particularly useful in this domain. In addition, with the aid of differential geometry, we can imagine that distribution of data from magnification factor and curvature plots. Rather than obtaining the useful information just from a single plot, a hierarchical LTM arranges a set of LTMs and their corresponding plots in a tree structure. We model the whole data set with a LTM at the top level, which is broken down into clusters at deeper levels of the hierarchy. In this manner, the refined visualisation plots can be displayed in deeper levels and sub-clusters may be found. Hierarchy of LTMs is trained using expectation-maximisation (EM) algorithm to maximise its likelihood with respect to the data sample. Training proceeds interactively in a recursive fashion (top-down). The user subjectively identifies interesting regions on the visualisation plot that they would like to model in a greater detail. At each stage of hierarchical LTM construction, the EM algorithm alternates between the E - and M - step. Another problem that can occur when visualising a large data set is that there may be significant overlaps of data clusters. It is very difficult for the user to judge where centres of regions of interest should be put. We address this problem by employing the minimum message length technique, which can help the user to decide the optimal structure of the model.
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Books on the topic "Mathematical visualisation"

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Murphy, D. G. Formulation of a mathematical model for kinematic froth visualisation. Manchester: UMIST, 1996.

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Rozenblat, Céline. Methods for Multilevel Analysis and Visualisation of Geographical Networks. Dordrecht: Springer Netherlands, 2013.

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SAS Institute. Discovering JMP 11. [Place of publication not identified]: SAS Institute, 2013.

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Farebrother, R. W. Visualizing statistical models and concepts. New York: Marcel Dekker, 2002.

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Blake, Andrew. Visual reconstruction. Cambridge, Mass: MIT, 1987.

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Toshiyasu, Kunii, ed. Topological modeling for visualization. Tokyo: Springer, 1997.

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Turdukulov, Ulanbek Duyshokovich. Visualizing the evolution of image features in time-series: Supporting the exploration of sensor data = Visualisatie van veranderende objecten in multitemporele beelden : ondersteuning van de exploratie van sensor gegevens. Utrecht: Universiteit Utrecht, 2007.

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Poustie, Jan. Visualisation and Language (Solutions Mathematical Language Series). Next Generation, 1998.

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Semiotics As a Tool for Learning Mathematics: How to Describe the Construction, Visualisation, and Communication of Mathematical Concepts. BRILL, 2016.

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Kadunz, Gert, and Adalira Saénz-Ludlow. Semiotics As a Tool for Learning Mathematics: How to Describe the Construction, Visualisation, and Communication of Mathematical Concepts. BRILL, 2016.

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Book chapters on the topic "Mathematical visualisation"

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Yoon, Caroline. "Visualisation for Different Mathematical Purposes." In Semiotics as a Tool for Learning Mathematics, 69–87. Rotterdam: SensePublishers, 2016. http://dx.doi.org/10.1007/978-94-6300-337-7_4.

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Iakobovski, M. V., D. E. Karasev, P. S. Krinov, and S. V. Polyakov. "Visualisation of Grand Challenge Data on Distributed Systems." In Mathematical Modeling, 71–78. Boston, MA: Springer US, 2001. http://dx.doi.org/10.1007/978-1-4757-3397-6_7.

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Nardi, Elena. "Mediating Mathematical Meaning Through Symbolisation, Verbalisation and Visualisation." In Amongst Mathematicians, 111–60. Boston, MA: Springer US, 2008. http://dx.doi.org/10.1007/978-0-387-37143-6_4.

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Kotze, Hanti, Gerrie J. Jacobs, and Erica D. Spangenberg. "Mathematical Modelling for Engineering Diploma Students: Perspectives on Visualisation." In International Perspectives on the Teaching and Learning of Mathematical Modelling, 541–51. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-62968-1_45.

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Quarteroni, Alfio, Marzio Sala, M. L. Sawley, N. Parolini, and G. Cowles. "Mathematical Modelling and Visualisation of Complex Three-dimensional Flows." In Mathematics and Visualization, 361–77. Berlin, Heidelberg: Springer Berlin Heidelberg, 2003. http://dx.doi.org/10.1007/978-3-662-05105-4_19.

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Nihoul, Jacques C. J., P. Adam, and P. Brasseur. "Mathematical Visualisation of the Northern Bering Sea’s Summer Ecohydrodynamics." In Data Assimilation, 107–34. Berlin, Heidelberg: Springer Berlin Heidelberg, 1994. http://dx.doi.org/10.1007/978-3-642-78939-7_5.

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Brown, Jill P. "Visualisation Tactics for Solving Real World Tasks." In International Perspectives on the Teaching and Learning of Mathematical Modelling, 431–42. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-18272-8_36.

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Korchazhkina, Olga. "How to Solve Unconventional Mathematical Problems with the Help of Electronic Visualisation." In Communications in Computer and Information Science, 95–107. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-78273-3_10.

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Stillman, Gloria Ann. "Enabling Anticipation Through Visualisation in Mathematising Real-World Problems in a Flipped Classroom." In International Perspectives on the Teaching and Learning of Mathematical Modelling, 163–73. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-62968-1_14.

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Marinescu, Răzvan V., Arman Eshaghi, Daniel C. Alexander, and Polina Golland. "BrainPainter: A Software for the Visualisation of Brain Structures, Biomarkers and Associated Pathological Processes." In Multimodal Brain Image Analysis and Mathematical Foundations of Computational Anatomy, 112–20. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-33226-6_13.

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Conference papers on the topic "Mathematical visualisation"

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Mojzisova, Andrea, and Jana Pocsova. "Visualisation of mathematical content using LATEX animations." In 2018 19th International Carpathian Control Conference (ICCC). IEEE, 2018. http://dx.doi.org/10.1109/carpathiancc.2018.8399689.

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Lehning, Herve. "A Mathematical Look to the World." In 2013 17th International Conference on Information Visualisation. IEEE, 2013. http://dx.doi.org/10.1109/iv.2013.48.

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Gauld, Dylan. "Growth: Visualisation of predictive mathematical models using 3D computer graphics and animation." In Electronic Visualisation and the Arts. BCS Learning & Development, 2016. http://dx.doi.org/10.14236/ewic/eva2016.41.

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Wu, Aoyu, Wai Tong, Haotian Li, Dominik Moritz, Yong Wang, and Huamin Qu. "ComputableViz: Mathematical Operators as a Formalism for Visualisation Processing and Analysis." In CHI '22: CHI Conference on Human Factors in Computing Systems. New York, NY, USA: ACM, 2022. http://dx.doi.org/10.1145/3491102.3517618.

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Bakar, Kamariah Abu, Ahmad Fauzi Mohd Ayub, Rohani Ahmad Tarmizi, and Wong Su Luan. "Effect of teaching mathematics using GeoGebra on students’ with dissimilar spatial visualisation." In THE 22ND NATIONAL SYMPOSIUM ON MATHEMATICAL SCIENCES (SKSM22): Strengthening Research and Collaboration of Mathematical Sciences in Malaysia. AIP Publishing LLC, 2015. http://dx.doi.org/10.1063/1.4932469.

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Servin, Christian, Olga Kosheleva, and Vladik Kreinovich. "Adversarial Teaching Approach to Cybersecurity: A Mathematical Model Explains Why It Works Well." In 2020 24th International Conference Information Visualisation (IV). IEEE, 2020. http://dx.doi.org/10.1109/iv51561.2020.00058.

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Wickham-Jones, Tom. "Exploring the Beauty of Mathematics with Mathematica." In Electronic Visualisation and the Arts (EVA 2014). BCS Learning & Development, 2014. http://dx.doi.org/10.14236/ewic/eva2014.59.

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Budgett, Stephanie, Azam Asanjarani, and Heti Afimeimounga. "Visualizing Markov Processes." In Bridging the Gap: Empowering and Educating Today’s Learners in Statistics. International Association for Statistical Education, 2022. http://dx.doi.org/10.52041/iase.icots11.t10f3.

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Researchers and educators have long been aware of the misconceptions prevalent in people’s probabilistic reasoning processes. Calls to reform the teaching of probability from a traditional and predominantly mathematical approach to include an emphasis on modelling using technology have been heeded by many. The purpose of this paper is to present our experiences of including an activity based on an interactive visualisation tool in the Markov processes module of a first-year probability course. Initial feedback suggests that the tool may support students’ understanding of the equilibrium distribution and points to certain aspects of the tool that may be beneficial. A targeted survey, to be administered in Semester 1, 2022, aims to provide more insight.
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Popovas, Darius, Maria Chizhova, Denys Gorkovchuk, Julia Gorkovchuk, Mona Hess, and Thomas Luhmann. "VIRTUAL TERRESTRIAL LASER SCANNER SIMULATOR IN DIGITAL TWIN ENVIRONMENT." In ARQUEOLÓGICA 2.0 - 9th International Congress & 3rd GEORES - GEOmatics and pREServation. Editorial Universitat Politécnica de Valéncia: Editorial Universitat Politécnica de Valéncia, 2021. http://dx.doi.org/10.4995/arqueologica9.2021.12091.

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We are presenting a Terrestrial Laser Scanner simulator - a software device which could be a valuable educational tool for geomatics and engineering students. The main goal of the VirScan3D project is to cover engineering digitisation and will be solved through the development of a virtual system that allows users to create realistic data in the absence of a real measuring device in a modelled real life environment (digital twin). The prototype implementation of the virtual laser scanner is realised within a game engine, which allows for fast and easy 3D visualisation and navigation. Real life objects can be digitised, modelled and integrated into the simulator, thus creating a digital copy of a real world environment. Within this environment, the user can freely navigate and define suitable scanning positions/stations. At each scanning station a simulated scan is performed which is adapted to the technical specifications of a real scanner. The mathematical solution is based on 3D line intersection with the virtual 3D surface including noise and colour as well as an intensity simulation. As a result, 3D point clouds for each station are generated, which will be further processed for registration and modelling using standard software packages.
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Bowen, Jonathan P., and Tula Giannini. "Galois Connections: Mathematics, Art, and Archives." In Electronic Visualisation and the Arts (EVA 2015). BCS Learning & Development, 2015. http://dx.doi.org/10.14236/ewic/eva2015.18.

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