Journal articles: 'Mathematics to Drama'

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Lamihhane, Basanta Raj, Niroj Dahal, and Binod Prasad Pant. "Drama-Based Pedagogy: Ways of Engaging in Mathematics Learning." Mathematics Education Forum Chitwan 8, no. 1 (December 6, 2023): 1–10. http://dx.doi.org/10.3126/mefc.v8i1.60377.

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Mathematics education program always falls under public criticism because of being unable to produce desirable outcomes. From the beginning of formal mathematics education programs in Nepal, mathematics teaching-learning activities have been dominated by the informing and pouring pedagogy for preparing final examinations. Mathematics curricula, contents and pedagogical activities have not bridged the gap between official (formal) mathematics and the learners' lifeworld practices that support creating the mathematical 'Othering'. Likewise, mathematics education programs become unclaimed entity at the crossroads in which no one is willing to take sole responsibility and ownership of the programs but orienting to blame others. Such a blaming culture restrains engaged teaching-learning activities. Against this backdrop, this argumentative paper argues for incorporating the DBP in the mathematics classroom to create an engaged teaching-learning environment. We have metaphorically captured the five significant theoretical features of DBP as/for contextual learning, academic enhancement, reflective practice, agentic development and social wellbeing. Finally, we have briefly described the implications of DBP in mathematics classrooms.

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Giorgi, Edoardo. ""La parola “progresso”: c’è vita oltre la morte? C’è vita oltre la guerra? "." Studia Universitatis Babeș-Bolyai Philologia 67, no. 4 (December 20, 2022): 357–77. http://dx.doi.org/10.24193/subbphilo.2022.4.18.

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"The Word ""Progress"": Is There Life Beyond Death? Is There Life Beyond War? This article’s purpose is to analyze as thoroughly as possible one of the most interesting dramas of the well-known French-Romanian dramatist Matei Vişniec. This work is based on some of the most horrible events that happened during and after the Yugoslavian wars and it narrates a global experience – on many semantic levels and utilizing hermeneutical instruments – throughout the story of a single family, making, in the process, stand out in a clearer way the rich relations between the living and the phantasmatic category of the “living-dead” that continues to communicate with the former. I’ve operated, to shed a light on those phenomena, an analysis based on some anthropological studies that take in exam the violence’s dynamics, but also, of course, I’ve used many auxiliary studies published in Italy and France, that analyze more in detail the drama in question. But the peculiarity of my study is to apply some of the anthropological aspects of war and to collocate this work in the context in which it belongs, demonstrating also how the dramatist has done some thorough research before composing the drama. Keywords: drama, Yugoslavian wars, physical dispossession, “wild capitalism” "

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Marisya, Susanti, and Zuraida Chairani. "Penggunaan Metode Mind Maping Dalam Pembelajaran Menulis Teks Drama." Jurnal Ilmiah Pendidikan Scholastic 7, no. 1 (April 18, 2023): 42–47. http://dx.doi.org/10.36057/jips.v7i1.581.

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Penelitian ini dilatarbelakangi oleh kesulitan siswa dalam pembelajaran menulis teks drama. Siswa lebih menyukai untuk bermain peran dari naskah yang telah ada daripada menulis teks drama. Hal ini lah yang menjadikan pembelajaran menulis teks drama kurang diminati oleh siswa. Siswa juga kurang mampu dalam menyusun ide/ gagasan dalam bentuk tulisan secara sistematis. Banyak dari tulisan mereka yang tidak efektif dan berbelit-belit dari segi alur ceritanya. Beberapa penelitian lain juga menunjukkan bahwa menulis teks drama sulit dan mengalami beberapa kendala. Seperti penelitian yang dilakukan oleh Kusumawati, dkk (2016) dalam Jurnal pendidikan bahasa dan sastra Indonesia. penelitian tesebut menyatakan bahwa pembelajaran menulis teks drama mengalami beberapa kendala baik dari faktor siswa maupun guru. Penelitian ini merupakan penelitian kuantitatif deskriptif. Penarikan sampel dilakukan dengan tenik random sampling dengan jumlah 19 sampel. Data dianalisis dengan Pertama, memeriksa hasil kerja siswa sesuai dengan rubrik penilaian menulis teks drama. kedua, menentukan skor menulis teks drama. Ketiga, mengubah skor menjadi nilai. Keempat, menentukan nilai rata-rata hitung. Kelima, mendeskripsikan kemampuan menulis teks drama. Keenam, memberikan kesimpulan. Hasil penelitian menunjukkan bahwa kemampuan siswa dalam menulis teks drama dengan menggunakan metode mind maping memperoleh nilai rata-rata 80,70. Berada pada rentang 76-85% dengan kualifikasi baik. Penggunaan mind maping terbukti efektif dan inovatif dalam pembelajaran menulis teks drama.

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ERSOY, Esen. "Polygons Teaching Through Creative Drama in Mathematics Teaching." American Journal of Educational Research 2, no. 6 (June 1, 2014): 372–77. http://dx.doi.org/10.12691/education-2-6-7.

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Coleman, Claire Marie, and Tim Lind. "Calculating for creativity: Maths joins the circus." Waikato Journal of Education 25 (November 24, 2020): 85–99. http://dx.doi.org/10.15663/wje.v25i0.717.

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Following recent increases in the diversity of students, technologies, pedagogies and environments, New Zealand classrooms are sites of growing complexity. Tasked with covering a broad range of disciplines within each school day, opportunities for subject integration are of increasing value to busy teachers. Developing upon a previous piece of research (Coleman & Davies, 2018), this project sought to gain student engagement in mathematics through a dramatic framework. A key factor in developing adaptable, responsive and capable learners, creativity is an area of intense educational interest and yet substantial confusion (Jefferson & Anderson, 2017). Focusing upon the activation of students’ creative capacities through drama, this project offers suggestions for future praxis and the development of classrooms that invite creativity. We began by establishing a fictional pre-text closely related to their earlier studies of insects. Recruited to assist Professor Lee—a flea circus owner, with the redesign of her circus, this pretext deliberately offered opportunities for mathematics integration. When planning we predicted the need for students to engage with numbers and measurement, yet remained responsive to opportunities arising from the drama or instigated by the students themselves. Over the five drama-maths sessions, we collaborated with students both in and out of role, to design, plan and prepare a new cockroach circus extravaganza. We generated data for the research through reflective journal entries, student work, drama based research and focus groups. Our findings indicate an enthusiasm for the use of drama to engage students and make mathematics meaningful and highlight the vital elements for collaboration and creativity. Three distinct elements appear crucial to engaging in an effective drama-maths unit: a sense of unity in pursuing a common goal, the value of the affective and embodied elements associated with drama, and cultivation of skills for collaboration. While this project bolsters existing rhetoric surrounding STEAM integration, it advocates for further development around existing notions of collaboration for 21st century learning.

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Liisa Eriksson, Sirkka, and Johanna Vainio. "Bagdad – Mathematics from here to eternity exhibition." Lumat: International Journal of Math, Science and Technology Education 2, no. 1 (January 30, 2014): 17–46. http://dx.doi.org/10.31129/lumat.v2i1.1080.

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Bagdad – Mathematics from here to eternity is an exhibition produced by Swedish Navet Sicence Center that was held in Museum Centre Vapriikki in Tampere 11 April–31 May 2013. The Bagdad exhibition was a fascinating journey to the history of mathematics guided by few historical mathematicians. Al-Khwarizmi, Hypatia, Sofia Kovalevskaya, Archimedes, Brahmagupta and other mathematical masters led the audience to the world of mathematics through drama, games and different problems to be solved. Each exhibition session lasted an hour and a half and included introduction, problems to be solved together and in groups, and individual activities. The introduction was in the form of drama and guided the audience to the mathematical problems. After the introduction, a mathematical problem was solved in groups. After that the audience had the opportunity to explore the tent and games and problems inside of it. At the end, the audience pondered and solved a mathematical problem together.

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Hestiyani Parai, Anastasya Wahyudanti Saputri, and Lina Kartika Sari. "Development of Drama Studies Teaching Material Based on 21st Century Skills and It for Students of Indonesian Language and Literature Education Study Program, Faculty of Language and Arts, Universitas Negeri Jakarta." Aksis : Jurnal Pendidikan Bahasa dan Sastra Indonesia 6, no. 2 (December 28, 2022): 173–82. http://dx.doi.org/10.21009/aksis.060208.

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This research will develop a model of teaching materials for drama studies courses based on 21st century skills and ICT. The purpose of this research is to develop teaching materials for drama studies so that graduates of the Indonesian Language and Literature Education Study Program are able to understand drama study material according to the applicable curriculum and are able to implement it in schools. Preliminary research, first analyzing the need for teaching materials for drama studies courses for students. The results of this research are to develop and obtain teaching materials for drama studies based on 21st century skills and ICT for Indonesian language education study program students.

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Gülderen, Alacapınar, and Hatice Uysal. "A meta-analysis of the effectiveness of the method of creative drama in math courses in regard to student scores in achievement, attitude and retention." Research in Pedagogy 10, no. 2 (2020): 265–84. http://dx.doi.org/10.5937/istrped2002265g.

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In this study, pretest-posttest control group design thesis in experimental models was investigated by meta-analysis for preschool , primary and secondary school mathematics classes based on creative drama method, between years 2000-2020 which are accepted by universities in Turkey. 3doctoral theses and 20 master's theses that are suitable for the problem of this research and have sufficient statistical data were included in the meta-analysis. In the analysis of data, meta-analysis of transaction effectiveness was used. In this study, the effect of creative drama method on students' academic achievement, retention(remembering) and affective (attitude) scores were examined. As a result of meta-analysis calculations, the effect size value of creative drama method on students' academic achievement scores was 0.926, the effect size on retention scores was 1.414 and the effect size value on attitude scores was 0.600. These values determined as a result of the analysis; shows that the effect size is wide for academic success and retention and medium for attitude. According to these findings, the academic success and retention of creative drama method in preschool and elementary mathematics lessons is wide; it can be said that it affects attitude at a moderate level significantly.

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Tong, Enyue, and Li Liu. "Research on the Theater of Absurd." Arts Studies and Criticism 4, no. 1 (July 13, 2023): 1. http://dx.doi.org/10.32629/asc.v4i1.1210.

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This essay aims to do research on one of the most important modern drama movements in Europe — the Theater of Absurd, through doing the background research at first and then comparing works of the same type and period including Nobel Prize work. The authors want more people to get to appreciate the art form of Absurd Drama which precisely reveals very serious social issues fundamentally but through vivid and very comic form. That’s quite novel and classic! After researching on the wide ranges of drama movements in the same period like Environmental Theater, Theater of the Oppressed (TO), Epic Theater, and even Music theater like Off-Off Broadway, the authors finally chose to conduct in-depth research on the Absurd Theater. The background research includes but not limited to the period from1950s to the late 1980s in Europe, and elaborates the development of absurd theory in detail. This paper is represented by Ionesco’s famous drama — Rhinoceros, conducting research from the perspectives of forms, themes, literature technologies and moral to show readers what absurd drama is and its characteristics. Different histories can lead to different forms of literary works including drama. We should always constantly explore new forms of Drama which is extremely interesting and challenging!

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Tshuma, Tholani, and Eunice Nyamupangedengu. "Drama in the Science Classroom: Reimagining the Teaching of Natural and Life Sciences." Educational Research for Social Change 13, no. 1 (May 9, 2024): 18–33. http://dx.doi.org/10.17159/2221-4070/2023/v13i1a2.

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The low levels of interest by students in science, technology, engineering, and mathematics (STEM)-related subjects and work is a challenge that needs to be resolved. And research has shown that arts-based, participatory, and humanistic methodologies-when integrated with the teaching of STEM subjects-have the potential to stimulate student interest, facilitate epistemological access, and hence, improve performance. Thus, in this self-study research paper, two science teacher educators share and reflect on their observations and experiences of using an arts-based teaching methodology (drama) in teaching science concepts and socio-scientific issues to pre-service teachers training to be high school teachers. Drama activities were used to teach the concepts of diffusion, DNA structure, meiosis, and a socio-scientific issue associated with albinism in African communities. Data were collected through the development of drama scripts, journaling observations, reflections, and discussions with a critical friend. Insights from the study show that the integration of drama into the science classroom creates opportunities for social interaction, for recognising students' active participation in their own learning, for power sharing, and for promoting engagement (cognitive, affective, and physical) that leads to the construction of new knowledge. In addition, drama pedagogy humanises science subject matter by showing its relevance and catering for varied learning styles. And drama ignites enthusiasm in students by invoking their innate sense of wonder. Consequently, adopting a STEAM (science, technology, engineering, arts, and mathematics) approach to teaching STEM subjects enriches epistemological access to scientific disciplines because such unconventional pedagogical strategies humanise abstract concepts, thereby increasing the likelihood of student success in these fields. There is, however, a need for heightened alertness in the teacher in order to pick up any misunderstandings and misconceptions about the science concepts that may manifest in the drama presentations.

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Tshuma, Tholani, and Eunice Nyamupangedengu. "Drama in the Science Classroom: Reimagining the Teaching of Natural and Life Sciences." Educational Research for Social Change 13, no. 1 (May 9, 2024): 18–33. http://dx.doi.org/10.17159/2221-4070/2024/v13i2a2.

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The low levels of interest by students in science, technology, engineering, and mathematics (STEM)-related subjects and work is a challenge that needs to be resolved. And research has shown that arts-based, participatory, and humanistic methodologies-when integrated with the teaching of STEM subjects-have the potential to stimulate student interest, facilitate epistemological access, and hence, improve performance. Thus, in this self-study research paper, two science teacher educators share and reflect on their observations and experiences of using an arts-based teaching methodology (drama) in teaching science concepts and socio-scientific issues to pre-service teachers training to be high school teachers. Drama activities were used to teach the concepts of diffusion, DNA structure, meiosis, and a socio-scientific issue associated with albinism in African communities. Data were collected through the development of drama scripts, journaling observations, reflections, and discussions with a critical friend. Insights from the study show that the integration of drama into the science classroom creates opportunities for social interaction, for recognising students' active participation in their own learning, for power sharing, and for promoting engagement (cognitive, affective, and physical) that leads to the construction of new knowledge. In addition, drama pedagogy humanises science subject matter by showing its relevance and catering for varied learning styles. And drama ignites enthusiasm in students by invoking their innate sense of wonder. Consequently, adopting a STEAM (science, technology, engineering, arts, and mathematics) approach to teaching STEM subjects enriches epistemological access to scientific disciplines because such unconventional pedagogical strategies humanise abstract concepts, thereby increasing the likelihood of student success in these fields. There is, however, a need for heightened alertness in the teacher in order to pick up any misunderstandings and misconceptions about the science concepts that may manifest in the drama presentations.

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Tshuma, Tholani, and Eunice Nyamupangedengu. "Drama in the Science Classroom: Reimagining the Teaching of Natural and Life Sciences." Educational Research for Social Change 13, no. 1 (July 2, 2024): 18–33. http://dx.doi.org/10.17159/2221-4070/2024/v13i1a2.

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The low levels of interest by students in science, technology, engineering, and mathematics (STEM)-related subjects and work is a challenge that needs to be resolved. And research has shown that arts-based, participatory, and humanistic methodologies-when integrated with the teaching of STEM subjects-have the potential to stimulate student interest, facilitate epistemological access, and hence, improve performance. Thus, in this self-study research paper, two science teacher educators share and reflect on their observations and experiences of using an arts-based teaching methodology (drama) in teaching science concepts and socio-scientific issues to pre-service teachers training to be high school teachers. Drama activities were used to teach the concepts of diffusion, DNA structure, meiosis, and a socio-scientific issue associated with albinism in African communities. Data were collected through the development of drama scripts, journaling observations, reflections, and discussions with a critical friend. Insights from the study show that the integration of drama into the science classroom creates opportunities for social interaction, for recognising students' active participation in their own learning, for power sharing, and for promoting engagement (cognitive, affective, and physical) that leads to the construction of new knowledge. In addition, drama pedagogy humanises science subject matter by showing its relevance and catering for varied learning styles. And drama ignites enthusiasm in students by invoking their innate sense of wonder. Consequently, adopting a STEAM (science, technology, engineering, arts, and mathematics) approach to teaching STEM subjects enriches epistemological access to scientific disciplines because such unconventional pedagogical strategies humanise abstract concepts, thereby increasing the likelihood of student success in these fields. There is, however, a need for heightened alertness in the teacher in order to pick up any misunderstandings and misconceptions about the science concepts that may manifest in the drama presentations.

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Ocak, Gürbüz, and Zeynep Bahar Erşen. "Evaluation of the Views of Students towards Creative Drama Used in Mathematics Education." International Journal of Educational Studies in Mathematics 2, no. 1 (October 20, 2015): 24–37. http://dx.doi.org/10.17278/ijesim.2015.01.003.

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Ramlan, Ramlan. "Drama-Based Mathematics Learning Model For Character Building Of Students In Elementary School." Jurnal Indonesia Sosial Teknologi 4, no. 10 (October 25, 2023): 1741–48. http://dx.doi.org/10.59141/jist.v4i10.753.

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Facing the problem of the Indonesian nation which is being hit by a 'moral crisis', the concept of the national education curriculum contains a lot of character education concepts. This is a new challenge so that teachers immediately change the 'mindset' that originally the purpose of teaching to produce intelligent humans, to having to prioritize teaching to form character. Mathematical characteristics are abstract sciences, but the process of understanding must be conveyed through concrete media. In addition, the psychological development of elementary school children is in the urge to want to play and do fun activities. This research aims to get findings of mathematics learning models in elementary schools to form character. This drama-based learning model has been found with learning stages through the planning, implementation, and evaluation stages. At the planning stage, the teacher prepares a drama script themeonut daily life events related to mathematical topics and character value competencies to be developed. At the implementation stage, students role-play according to the theme of the drama script. As for the evaluation stage, the teacher conducts assessments during learning or student activities.

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Yudono, Kristophorus Divinanto Adi, Godang Lamtiur Sitanggang, and Nugroho Widiyanto. "Realisme Magis dalam Naskah Drama Kejahatan Membalas Dendam Karya Idrus Tahun 1948." Indonesian Journal of Performing Arts Education 3, no. 1 (June 22, 2023): 8–14. http://dx.doi.org/10.24821/ijopaed.v3i1.8602.

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AbstrakRealisme magis merupakan karya sastra yang mengaburkan batas antara nalar dan luar nalar. Aliran ini tidak terlepas dari masyarakat Indonesia dengan masing-masing kepercayaan berkaitan magis/mistis yang merupakan unsur kebudayaan. Kajian ini dilakukan untuk menganalisis dan mendeskripsikan unsur realisme magis yang terdapat pada naskah drama Kejahatan Membalas Dendam karya Idrus. Analisis realisme magis pada naskah drama dilakukan berdasarkan penanda realisme magis yang dipetakan oleh Wendy Bush Faris. Pendekatan kajian ini adalah kualitatif deskriptif. Teknik dokumentasi literatur dilakukan sebagai metode pengumpulan data. Analisis dilakukan dengan simak catat, dengan cara membaca naskah drama dan mengklasifikasi naskah berdasarkan ciri realisme magis. Naskah Kejahatan Membalas Dendam karya Idrus memuat lima penanda realisme magis, yakni irreducible element, phenomenal world, unsettling doubt, merging realms, dan disruption identity. Penanda realisme magis ini tampak melalui dialog dan petunjuk lakuan atau tindakan tokoh. Berdasarkan hal tersebut, naskah Kejahatan Membalas Dendam karya Idrus tergolong naskah drama dengan unsur realisme magis. AbstractMagical realism is a literary work that blurs the boundaries between reason and beyond reason. This flow is inseparable from Indonesian society with their respective beliefs related to magic/mystics, which are elements of culture. This study was conducted to analyze and describe the elements of magical realism found in Idrus's drama Crimes of Revenge. The analysis of magical realism in the drama script is based on the markers of magical realism mapped by Wendy Bush Faris. The approach of this study is descriptive qualitative. The literature documentation technique is used as a data collection method. The analysis was carried out by observing notes, by reading the drama scripts and classifying the scripts based on the characteristics of magical realism. Idrus's manuscript of Evil Membas Revenge contains five magical realism markers: irreducible element, phenomenal world, unsettling doubt, merging realms, and identity disruption. This marker of magical realism can be seen through the dialogue and instructions for the behavior or actions of the characters. Based on this, the script for Crimes of Revenge by Idrus is classified as a drama script with elements of magical realism.

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Strakšienė, Giedrė. "Explication of Activities in the Textbooks on Developing Primary School Age Childrens Communicative Competence." Pedagogika 119, no. 3 (September 23, 2015): 82–96. http://dx.doi.org/10.15823/p.2015.025.

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The development of communicative competence is one of the most distinct priorities in contemporary education system in Lithuania (Lietuvos valstybinė švietimo strategija 2013–2022 m.; Pradinio ir pagrindinio ugdymo bendrosios programos (patvirtinta LR švietimo ir mokslo ministro 2008 m. rugpjūčio 26 d. įsakymu Nr. ISAK-2423). Conception of communicative competence of primary school age students is founded on the communication and competence definitions: communication is the activity of conveying information, based on the principle of dialogue, through the exchange of thoughts, messages, experiences, as by verbal or nonverbal interaction, seeking mutual understanding and competence is the entirety of knowledge, abilities, and valuebased attitudes necessary for successful development / self-development and daily life. The objective to enhance effectiveness of the processes of the development of communicative competence induces turning back to the opportunities proposed by training through arts, specifically through drama activity. Effectively applied, drama activity methods can play importante role in transforming and supporting teaching. Following this we raised the research questions: How to specify activities in the textbooks by identifying the methods of creative activity relevant to the development of communicative competence? How in the textbooks (Lihuanian language, Nature Science and Mathematics) are proposed teaching and learning activities relevant to primary school age student‘s communicative abilities (listening, speaking and reading), and how activities are distributed under classes and object of textbooks? How drama activities are presented in the textbooks on developing students’ communicative abilities? This article covers a comparative analysis of the textbooks of the Lithuanian language, Nature science, Mathematics designed for primary school students. Quantitative research design was used and method was employed content analysis (Bitinas, 2008; Ferari et al., 2010; Kojanitz, 2009) of textbooks: Lithuanian language “Pupa”; Nature science “Gilė” and Mathematics “Riešutas” for the first-fourth grades. Total were analysed 32 textbooks. Provision made for sampling of texts, breakdown into constituent components, their categorization, encoding of text units under semantic categories, and interpretation of the contents categories. Drama activity was analysed under to semantic categories – to perform (lt. vaidinti) and to play (lt. žaisti); communicative abilities and activities were analysed under to sematic categories – reading, speaking and listening. Results of the textbooks analysis highlights the nature of the activities contained in to the textbooks and relationship with drama activities, and with development communicative abilities. It has been established in the textbooks, intended for the first through fourth grades, more attention is given to listening and speaking in first and second grades, while in third and fourth grades focus is replaced upon reading, listening and speaking. Analysis of textbooks has shown that pupils are given sufficient amount of activities that develop their communicative abilities, however, when doing analysis in terms of drama activities (semantic categories of the content), only but few drama activities have been identified. The results showed that the students’ communicative competence are most frequently developed in the class (in the textbooks) of the Lithuanian language and Natural sciences. Drama activities are used not always in a suitable manner, i.e. failing to take advantage of the opportunities provided by drama activities. Drama activities in textbooks normally are limited to reading of texts (in dialog) and, focusing upon memorization and reproduction of a text. It has been found out that textbooks also lack tasks associated with different kind of drama activities, there is shortage of learning resources fir to such activities, such as fairy tales, poems, small form folklore, etc.

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Masoum, Elahe, Mohsen Rostamy-Malkhalifeh, and Zahra Kalantarnia. "A Study on the Role of Drama in Learning Mathematics." Mathematics Education Trends and Research 2013 (2013): 1–7. http://dx.doi.org/10.5899/2013/metr-00016.

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Smyrnis, Eleni, and Paul Ginns. "Does a Drama-Inspired ‘Mirroring’ Exercise Enhance Mathematical Learning?" Educational and Developmental Psychologist 33, no. 2 (November 24, 2016): 178–86. http://dx.doi.org/10.1017/edp.2016.17.

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Learning from complex instructional materials typically requires sustained attention, but many learners — both children and adults — may find their minds ‘wandering’ when learning. Drama educators have argued that ‘mirroring’ exercises, where students in pairs or groups mirror each other's movements, improve attention; but, to date, evidence for this claim is anecdotal. This exploratory study investigated the effects of a prelearning mirroring intervention on mathematical performance from the perspective of cognitive load theory. Twenty-six university students engaged in a mindful and embodied mirroring activity before learning a rapid mental mathematics strategy. Effects on learning were evaluated using two mathematical problem-solving tests completed after learning the maths strategy. Compared to the non-mirroring condition, students in the mirroring condition solved subsequent test problems more quickly than those in the control condition. Initial evidence thus suggests a mirroring intervention may enhance the quality of learning during mathematics.

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Turk, Yasemin, and Selahattin Arslan. "Examining Creative Drama Based Mathematics Course with Respect to Theory of Didactical Situations in Mathematics." Procedia - Social and Behavioral Sciences 46 (2012): 4782–85. http://dx.doi.org/10.1016/j.sbspro.2012.06.334.

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Giorgi, Edoardo. "Vișniec’s History of Communism: the “Psychopathology” and the Political “Trauma” in Socialist Heterotopies and Atopies." Studia Universitatis Babeș-Bolyai Philologia 68, no. 2 (June 25, 2023): 243–64. http://dx.doi.org/10.24193/subbphilo.2023.2.14.

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"Vișniec’s History of Communism: the “Psychopathology” and the Political “Trauma” in Socialist Heterotopies and Atopies. This contribution is focused on the famous and interesting drama written by the playwright Matei Vișniec and especially on the peculiarities of the communist psychiatric clinics. By the means of anthropology, this contribution hopes to shed a light on the hidden movements that concerns the management of these institutions, and on how the patients/prisoners were able to resist to some of the most disturbing hardships that were common in that period and in those places. This analysis has been conducted scene by scene, and presents therefore some in depth personal observations, accompanied by studies of great solidity directly regarding the drama but also analysing the general situation (like, for instance, some essays of Michel Foucault and Erving Goffman) that allow a bird-eye observation of the anthropological dynamics on stage. The analysis may as well result in new ways of though on this pièce and maybe even in some interesting debates, although the drama itself is not so recent. The primary goal is to demonstrate how the primigenial vein of the Absurd, present in Vișniec, has become much more bounded to history itself, and to stress out the strong ethicality of the drama. Keywords: communism, psychiatric clinics, Pan-anopticon, alienation, mental resistance, wooden language, anomic patients."

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Baharuddin, Nurul Nafisa, Norhanim Abdul Samat, and Tina Abdullah. "Fostering Community within the Classroom through Drama Education for Indigenous Children." LSP International Journal 9, no. 2 (December 26, 2022): 41–48. http://dx.doi.org/10.11113/lspi.v9.19254.

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This study looks at how drama might help indigenous children in a Johor Orang Asli settlement build a sense of community and improve their social skills. It aims to demonstrate that if given more chances to advance their educational backgrounds, children will be interested in learning. The findings of this study will also persuade educators that it is possible to support the social behaviour development of indigenous children. To convey the data, a case study qualitative design was adopted. The data was gathered using observation and interviews as the instruments. The researchers participated in the activities and conducted semi-structured interviews following each theatrical session. Themes were used to analyse the data. The study highlights the effects of drama on social development, including children’s increased communication abilities and the improvement of communication skills in children. The results can be used as a general overview by educators and the government to understand how drama might be employed as a teaching approach for indigenous children.

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Lee, Kyung-Eon. "A Historical Drama about Mathematics and Mathematicians of the Joseon Dynasty." Journal of the Korea Contents Association 14, no. 7 (July 28, 2014): 93–102. http://dx.doi.org/10.5392/jkca.2014.14.07.093.

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Putri, Ermalati, Rita Inderawati, and Machdalena Vianty. "Analyzing Indonesian Students’ Needs for Virtual Drama Scripts: Bridging Climate Change Topic and Pancasila Profile Dimensions." VELES (Voices of English Language Education Society) 7, no. 2 (October 30, 2023): 385–401. http://dx.doi.org/10.29408/veles.v7i2.21383.

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In the Independent curriculum, it is essential to provide students with diverse learning materials that address global concerns like climate change while also aligning with personal and cultural dimensions, such as the Pancasila Student Profile. This study, conducted at Srijaya Negara High School in Palembang, Indonesia, aimed to understand students' needs for virtual drama scripts that incorporate both climate change and the Pancasila Student Profile themes. Insights were gathered from 36 tenth-grade students, their English teachers, and additional stakeholders through a mixed-methods approach, combining questionnaires and semi-structured interviews. The results highlighted a demand from students for more specific and contextually relevant materials. The integration of climate change and Pancasila themes in virtual drama scripts was found to enhance students' motivation in English learning, particularly with the inclusion of technology. Furthermore, these tailored scripts are believed to improve students' knowledge and awareness of both climate change and the values of Pancasila. This research paves the way for the development of virtual drama scripts that not only serve as English reading materials but also support broader educational initiatives in high schools.

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Rodrigues-Silva, Jefferson, and Ángel Alsina. "STEAM and theatrical education." Dialogia, no. 49 (July 12, 2024): e24694. http://dx.doi.org/10.5585/49.2024.24694.

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Eleven mechanical engineering students participated in a STEAM (interdisciplinarity between Science, technology, engineering, Arts/Humanities, and Mathematics) drama activity of conceiving and performing a play which addressed their course. Following, we pursued a Thick Description of this project, including the meanings and intentions of the play. Accordingly, we interviewed the students so that this description could reflect their voices. As a result, we observed that the drama activity permitted learning about engineering and theatre. Moreover, it was a space to contrast the ideal and the real engineering toward society and to call students to play the role of subjects responsible for their personal, professional and political lives.

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Mehrens, Patrik. "Borgfreden – ett socialt drama med rituella inslag." Rhetorica Scandinavica 27, no. 87 (January 20, 2024): 53–71. http://dx.doi.org/10.52610/rhs.v27i87.118.

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En återkommande företeelse i svensk politik är den så kallade borgfreden, när de politiska partierna mot bakgrund av en kris – till exempel ett krig, en pandemi eller ett mord på en politiker – tillfälligt avvecklar de politiska stridigheterna och ställer sig bakom en till synes enad front. Borgfreden är retoriskt intressant eftersom den tvingar politikerna att iklä sig nya roller och delvis omdefinierar spelreglerna för den politiska kommunikationen, samtidigt som konflikterna lever kvar under ytan. Genom kombinationen av politisk samförståndskultur, rolltagande och latent konflikt kan borgfreden betraktas som ett socialt drama med rituella inslag, där politikernas sätt att språkligt navigera blir särskilt intressant. I följande artikel ges några exempel på hur svensk politisk retorik tagit sig uttryck under perioder av borgfred från första världskriget fram till idag. En slutsats är att borgfreden fungerar som en övergångsritual där en av funktionerna är att upprätthålla den politiska kulturens konfliktdimension.

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Steiner, Erica. "The Dynastic Drama of ‘Beowulf’ by Francis Leneghan." Parergon 39, no. 1 (2022): 252–54. http://dx.doi.org/10.1353/pgn.2022.0031.

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Bergeron, David M. "Gerrard Herbert's Reports about Drama Performances, 1617–19." Studies in Philology 118, no. 4 (2021): 725–41. http://dx.doi.org/10.1353/sip.2021.0026.

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Indraningsih Jeno, Ciclia, Ni Made Arshiniwati, and Ida Ayu Trisnawati. "Symbolic Meaning Relationship between the Condong Character and the Putri in the Gambuh Batuan Dance Drama." Mudra Jurnal Seni Budaya 38, no. 4 (July 18, 2023): 432–42. http://dx.doi.org/10.31091/mudra.v38i4.2038.

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Gambuh is the oldest Balinese theatrical dance drama, with a rich repertoire of dance movements, music, dramaturgy, and costume design, making it the source of Balinese performing arts that emerged later. The main story is about the journey of Prince Panji to find his lover, Princess Candra Kirana. There are two important female characters, namely Condong (servant) and Putri (Princess), who have different social statuses but have a close relationship and play a key role at the beginning of the drama, making them the determinant of the success of the performance. The research aims to reinterpret the meanings contained in the Gambuh dance drama, especially the relationship between Condong and Putri, to offer a living interpretation of local wisdom, pass them on to the next generations, and contribute to building the character of the nation that has nobility and refinement of character. The research was conducted using a qualitative research method, including a literature review, participatory observation, and in-depth interviews in Batuan Village, Gianyar Regency, Bali. The research process begins with a formal description of the characters, dance movements, costumes, and antawacana (dialogue), then the symbolic meaning analysis is carried out using Aesthetic Theory and HG Gadamer and Paul Ricoeur's Hermeneutics approach. The results of the study show that the relationship between the two characters, Condong and Putri, carries the meanings of dedication, sincerity, ethics, and the strength of women - values that are local wisdom but very relevant to women today. The elements of Rwa Bhineda, which are two opposing forces, Trihita Karana, which is harmony with nature, God, and humans, and the Hindu concept of Satyam Sivam Shundaram, which embodies ethical and pure values wrapped in beauty in the Gambuh dance drama - are the essence of Gambuh that is relevant to the present day, making it universal, transcending time and distance.

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Lee, Jung Hyun. "An Analysis of the Mathematics Subject Competency and Affective Characteristics in Mathematics Classes Using Drama-In-Education." Korean Association For Learner-Centered Curriculum And Instruction 17, no. 21 (November 15, 2017): 687–708. http://dx.doi.org/10.22251/jlcci.2017.17.21.687.

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Sagirli,, Meryem zturan. "Elective drama course in Mathematics education: An assessment of pre-service teachers." Educational Research and Reviews 9, no. 14 (July 23, 2014): 466–77. http://dx.doi.org/10.5897/err2014.1723.

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Tezer, Murat, and Emine Aktunç. "Teacher opinions in the implementation of the drama method in mathematics teaching." Procedia - Social and Behavioral Sciences 2, no. 2 (2010): 5836–40. http://dx.doi.org/10.1016/j.sbspro.2010.03.953.

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Walker, Elaine, Carmine Tabone, and Gustave Weltsek. "Research Directions: When Achievement Data Meet Drama and Arts Integration." Language Arts 88, no. 5 (May 1, 2011): 365–72. http://dx.doi.org/10.58680/la201114932.

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In this research, two questions related to arts integration are studied: First, the extent to which sixth and seventh grade students’ language arts and mathematics performance, as well as their engagement with school are positively impacted by classroom settings in which theater strategies are integrated into language arts instruction; and second, the extent to which students are able to sustain their learning gains in language arts once they return to a traditional language arts learning environment. The research is based on a study in which four schools in an urban school district that has a high poverty level, were randomly selected to participate in a federally funded arts integration project; and four schools were randomly assigned to the control group. A total of 28 classrooms and 1020 students were in the study sample. The findings indicate that being in an arts-integrated classroom increased the odds of students passing the state assessment in language arts by 77 percent and by 42% in mathematics. Students who exited the arts integrated project were able to sustain their learning gains once they returned to a traditional instructional setting. For example, seventy-eight% of eighth graders whose language arts instruction as seventh graders included the use of theater strategies were proficient in language arts on the eighth-grade assessment, compared to 69% of students who were instructed using traditional pedagogy.

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Sim, Jaeho. "Science Gifted Students’ Perceptions of Scientists’ Giftedness and Scientist Drama Camp." Korean Science Education Society for the Gifted 14, no. 3 (December 30, 2022): 151–63. http://dx.doi.org/10.29306/jseg.2022.14.3.151.

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The purpose of this study was to investigate gifted students’ perception of scientists’ giftedness and scientist drama camp discovered while participating in the scientist drama camp. To this end, the scientist drama camp program developed by the P University Gifted Center was applied to secondary science gifted students. The researcher collected the preliminary report and result report written by the gifted students who participated in the program, and the video of the scientist drama camp, derived the characteristics through case analysis, and interpreted the meaning. The results of the study were as follows. First, as a result of analyzing the scientist preliminary report written by gifted students, it was found that students discovered various giftedness factors such as originality, challenge and passion, task obsession, intelligence, interest and concern, perseverance, empathy and consideration, and communication and cooperation. In view of these results, it seems that the activity of secondary gifted students’ pre-investigation of scientists provided an opportunity to discover and recognize various gifted elements of scientists. It also revealed an increased awareness of the impact of scientists on society and the impact of society on scientists. In other words, it was found that it provided an opportunity to recognize that outstanding results achieved by scientists can have a positive or negative impact on society. Third, it was found that secondary gifted students came to recognize the importance of communication, cooperation, and accountability while performing the science drama. Looking at the results of this study, it seems that the drama camp program will provide science gifted students with an opportunity to think about the nature of science, while the classes at university affiliated gifted students focus on the cultivation of knowledge and skills in science and mathematics. In addition, this program is expected to help gifted students improve the affective and social aspects of giftedness, such as cooperation, communication, and accountability.

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Klein, Carin, and Justina Bechi Robaski. "Masculinidades Suaves no K-Drama Hello, My Twenties!" Revista da FAEEBA - Educação e Contemporaneidade 32, no. 72 (November 17, 2023): 82–96. http://dx.doi.org/10.21879/faeeba2358-0194.2023.v32.n72.p82-96.

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O artigo insere-se na perspectiva teórica dos Estudos Culturais e de Gênero e analisa o modo pelo qual o k-drama Hello, My Twenties! veicula representações de masculinidades juvenis. A metodologia associa-se à etnografia de tela, visibilizando e problematizando imagens, observando, assim, manifestações de masculinidades a partir de produtos culturais da Coreia do Sul. Atentamos para os comportamentos, as características e os sentimentos que os jovens devem incorporar enquanto sujeitos de gênero, possibilitando-nos não apenas pluralizar as compreensões da juventude contemporânea, mas ampliar o entendimento de que as instituições e os diferentes locais da cultura veiculam pedagogias. Pela análise, a masculinidade “suave” apresenta sentidos ligados ao feminino, mas que não contestam a vivência da heterossexualidade. Entendemos que o artefato possibilita pensar em modos possíveis e plurais de ser homem e viver a masculinidade, ligados à diversidade de interesses de uma sociedade.

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Innes, Christopher. "Bridging Opposites – Drama and Science – in the Plays of John Mighton." Canadian Theatre Review 131 (June 2007): 20–26. http://dx.doi.org/10.3138/ctr.131.003.

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In terms of drama that deals with science, the award-winning Canadian playwright John Mighton is almost unique in being a practising scientist as well as a professional playwright. Indeed, he holds two PhD degrees: one in philosophy and one in mathematics. He has published a highly regarded book on mathematics, under the title of The Myth of Ability, and is the founder and coordinator of a highly innovative school program designed to help students who are having difficulty with math, called JUMP (which stands for “Junior Undiscovered Math Prodigies”). He has also written six plays to date, which have been staged widely across Canada as well as being performed in Europe, Japan and the United States. One of these, Possible Worlds, has been turned into a film by the Canadian director Robert Lepage; and Mighton is currently working with Lepage again, adapting for the stage a science book, titled The Elegant Universe: Superstrings, Hidden Dimensions and the Quest for the Ultimate Theory – a title that demonstrates the ambitiousness of Mighton’s aims. He has also won a number of prestigious national prizes, including no fewer than two Governor General’s Awards for Drama. And, in 2006, he was awarded the Siminovitch Prize (the most prestigious and valuable theatre award in Canada).

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Poisson, Eric. "Visual Differential Geometry and Forms: A Mathematical Drama in Five Acts." Notices of the American Mathematical Society 69, no. 11 (December 1, 2022): 1. http://dx.doi.org/10.1090/noti2574.

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Moumoutzis, Nektarios, Nikolaos Apostolos Rigas, Chara Xanthaki, Yiannis Maragkoudakis, Stavros Christodoulakis, Desislava Paneva-Marinova, and Lilia Pavlova. "Employing Theatrical Games to Establish and Support Onlife Learning Communities on Mathematical Principles of Informatics." Digital Presentation and Preservation of Cultural and Scientific Heritage 10 (September 13, 2020): 19–44. http://dx.doi.org/10.55630/dipp.2020.10.1.

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This paper presents how the PerFECt Framework for establishing and sustaining learning communities can be combined with innovative approaches of teaching mathematics using drama, to develop unplugged activities to introduce the binary system in primary and secondary school students. The resulting Human Calculator theatrical game enables students, using their bodies, to learn the binary representation of numbers and discover the algorithms of addition, subtraction, multiplication and division.

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Lawrence, William. "Advice to a student of Classics." Journal of Classics Teaching 18, no. 36 (2017): 15–16. http://dx.doi.org/10.1017/s2058631017000162.

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Look at the secondary school timetable and you will see that almost all the subjects are ancient Greek words; so the Greeks studied these ideas first and are worth studying for their ideas in their own language (just like the Romans in Latin!). Greek: Biology, Physics, Zoology, Philosophy, Mathematics, Economics, Politics, Music, Drama, Geography, History, Technology, Theatre Studies. Latin: Greek, Latin, Art, Science, Information (Latin) Technology (Greek), Computer Science, Media Studies.

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Hudáková, Jana, and Eva Králová. "11. Creative Interdisciplinary Math Lessons by Means of Music Activities." Review of Artistic Education 12, no. 2 (March 1, 2016): 290–96. http://dx.doi.org/10.1515/rae-2016-0035.

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Abstract The goal of the paper is to introduce the project Comenius “EMP-Maths”, entitled ‘Providing Mathematics with Music Activities’, in which seven European countries took part. The key chapter is devoted to music activities that Slovak team integrated in the school subject of Mathematics. Music activities were selected and designed in accordance with the content of school subject Mathematics. To each particular theme the project solvers designed methodologies and didactic musical games, contests, music and drama exercises. The authoresses illustrate in detail one example of this integration which was presented during the meeting of 7 European countries in Barcelona in January 2015. Their illustration refers to interconnection of cognitive, affective, and psychomotor goals of both school subjects to develop musical and mathematical abilities of 11 – 12 year old elementary school pupils.

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Martinez, Joseph G. R., and Nancy C. Martinez. "Mathematics Detective: A Hidden Solution to the Water Jar Problem." Mathematics Teaching in the Middle School 11, no. 8 (April 2006): 407–16. http://dx.doi.org/10.5951/mtms.11.8.0407.

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The Water Jar problem, which is discussed here, has been around since the early 1800s. The problem involves finding a specific amount of water by pouring water in and out of two different containers. In fact, one movie highlighted elements of the Water Jar problem in its storyline. The leading characters, one a police sergeant and the other a businessman, become involved in solving puzzles and problems related to a crime. The crime, of course, involves the classic Water Jar problem. Two containers, an unlimited amount of water but a very limited amount of time, and a pressure-sensitive mechanism that will trigger a catastrophe add drama to the movie and highlight the need for clear-headed logic to avoid a potentially disastrous dilemma.

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Nur Aini, Miftah Putri, and Prembayun Miji Lestari. "Penggunaan Bahasa Jawa dalam Loka Drama Lara Ati karya Bayu Skak." Sutasoma : Jurnal Sastra Jawa 11, no. 1 (June 29, 2023): 65–77. http://dx.doi.org/10.15294/sutasoma.v11i1.67114.

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Language has a very important role in life. Through language, humans can interact with each other both orally and in writing which aims to convey information. The form of interaction is not only in the form of direct communication but can also be in the form of indirect communication. As is the case with the interaction of a film which has the aim of conveying a message to its audience. Of the many films on YouTube, one type of film that is quite interesting is a regional language film, one of which is a Javanese language film. Javanese-language films also have a contribution in an introduction to the culture of a region. One of the newest films that uses Javanese and has language variations is the film Lara Ati by Bayu Skak. This research uses a theoretical approach in the form of a sociolinguistic approach and a methodological approach in the form of a qualitative descriptive approach. The data collection technique used is the observing and noting technique. The analysis technique uses a qualitative descriptive technique. The source of the data for this study is the Lara Ati Drama Workshop episodes 1 to 5 which are sourced from YouTube videos. The results of this study are the use of language that appears in the drama workshops in the form of Javanese, a variety of ngoko, krama and also a mix of languages. In addition, the characteristics that appear in the drama scene are language variations, namely dialect, speech level, code-switching and splitting. Based on the results of this study, there were errors in the use of the Javanese language based on the context. In addition, the characteristic forms that emerged were language variations including the Suroboyoan dialect and the ngapak dialect, the speech level of the Javanese language, the variety of ngoko lugu, ngoko alus, and krama lugu, krama alus, code mixing. -code switching, and splitting. Keywords: sociolinguistics; language variations; use of the Javanese language; lokadrama Lara Ati; Bayu Skak

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GÜNAYDIN, Nuray, Betül KÜÇÜK-DEMİR, and Cansu TUTKUN. "An Investigation of the Methods Used in Teaching Basic Mathematics Concepts To Preschool Children: Pilot Study." Kuram ve Uygulamada Sosyal Bilimler Dergisi 7, no. 2 (December 31, 2023): 225–36. http://dx.doi.org/10.48066/kusob.1394007.

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Okul öncesi dönem yaşamın tüm evrelerini etkileyen çok önemli bir dönemdir. Bu araştırma 48-60 aylık çocuklara matematik kavramlarının öğretiminde kullanılan yöntemlerin incelenmesi amacıyla yapılmıştır. Araştırmaya katılan çocukların sınıfları önceden belli olduğundan ve rastgele deney gruplarına aktarılmaları söz konusu olmadığından araştırma nicel araştırma desenlerinden yarı deneysel model ile yapılmıştır. Çalışma Doğu Karadeniz’in bir ilinde Milli Eğitim Bakanlığı’na bağlı anaokullarına devam eden 48-60 aylık toplam 40 çocuk ile yürütülmüştür. Çalışmada veri toplama aracı olarak “Boehm Okul Öncesi Temel Kavramlar Testi-3” kullanılmıştır. Çocuklar 4 yaş 0 ay ve 5 yaş 11 ay yaş aralığında olduğundan testin 25-76 arası maddeleri kullanılmıştır. Araştırmaya ön test ile başlanmış ve çocukların düşük puan aldıkları dört kavram için farklı yöntemler kullanılarak etkinlikler hazırlanmıştır. Etkinlikler dört hafta boyunca çocuklara uygulanmıştır. Daha sonra bir hafta ara verilip son test uygulanmıştır. Veriler SPSS paket programı ile analiz edilmiştir. Analiz sonucunda okul öncesinde temel matematik kavram öğretiminde drama, düz anlatım, oyunla anlatım ve müzikle anlatım yöntemleri arasından en etkili yöntemin müzikle anlatım yöntemi olduğu belirlenmiştir. Bu doğrultuda çalışmanın okul öncesi kurumlarda çalışan öğretmenler için müzikle anlatım yöntemi ve drama yöntemi ile ilgili daha fazla etkinlik hazırlamaları konusunda rehber olması beklenmektedir. Düz anlatımın diğer yöntemlere göre çok daha az etkili olduğu düşünülürse okul öncesi öğretmenlerinin düz anlatımdan kaçınmalarının çocukların öğrenimi için daha iyi olacağı söylenebilir.

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Yuksekyalcin, Gozen, Isil Tanriseven, and Hatice Sancar-Tokmak. "Mathematics and science teachers’ perceptions about using drama during the digital story creation process." Educational Media International 53, no. 3 (July 2, 2016): 216–27. http://dx.doi.org/10.1080/09523987.2016.1236970.

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Fleming *, Mike, Christine Merrell, and Peter Tymms. "The impact of drama on pupils' language, mathematics, and attitude in two primary schools." Research in Drama Education: The Journal of Applied Theatre and Performance 9, no. 2 (September 2004): 177–97. http://dx.doi.org/10.1080/1356978042000255067.

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Allern, Tor-Helge, and Ove Gunnar Drageset. "Out of Syria: A process drama in mathematics with change of roles and perspectives." Applied Theatre Research 5, no. 2 (July 1, 2017): 113–27. http://dx.doi.org/10.1386/atr.5.2.113_1.

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Pálinkás-Molnár, Mónika, and László Bernáth. "Examining the Relations between Dance and Mathematics among First Class Students." Tánc és Nevelés 1, no. 1 (August 17, 2020): 21–36. http://dx.doi.org/10.46819/tn.1.1.21-36.

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Dance and mathematics are seemingly very distant concepts at first glance. In the theoretical parts of our study we show how strongly mathematics and spatial abilities are interrelated, including the correlation between dance and spatial abilities as well. Consequently a hypothesis derives that dance develops spatial abilities, through which it develops mathematical skills at the same time. Our research focused on first year primary school students. During the one month course we applied creative children dance and tasks of movement from drama pedagogy. Children’s abilities were measured pre- and after the course classes with a test of both mathematical and spatial skills. According to this research, we could show some improvement in mathematical skills as a result of the development, but there is no significant improvement in spatial skills. We attempted to find out about the reasons of the results we found.

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Barnett, Janet Heine. "Enter, Stage Center: The Early Drama of the Hyperbolic Functions." Mathematics Magazine 77, no. 1 (February 1, 2004): 15. http://dx.doi.org/10.2307/3219227.

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Barnett, Janet Heine. "Enter, Stage Center: The Early Drama of the Hyperbolic Functions." Mathematics Magazine 77, no. 1 (February 2004): 15–30. http://dx.doi.org/10.1080/0025570x.2004.11953223.

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GENÇ, Hanife Nalan. "Eğitimde Drama Dersinde Öğrencilerin Hazırbulunuşluk Düzeylerinin Öğrenme Kuramları Açısından İncelenmesi." Journal of Turk-Islam World Social Studies 38, no. 38 (2023): 18–31. http://dx.doi.org/10.29228/tidsad.71395.

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Gabbay, Freddy, Rotem Lev Aharoni, and Ori Schweitzer. "Deep Neural Network Memory Performance and Throughput Modeling and Simulation Framework." Mathematics 10, no. 21 (November 6, 2022): 4144. http://dx.doi.org/10.3390/math10214144.

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Deep neural networks (DNNs) are widely used in various artificial intelligence applications and platforms, such as sensors in internet of things (IoT) devices, speech and image recognition in mobile systems, and web searching in data centers. While DNNs achieve remarkable prediction accuracy, they introduce major computational and memory bandwidth challenges due to the increasing model complexity and the growing amount of data used for training and inference. These challenges introduce major difficulties not only due to the constraints of system cost, performance, and energy consumption, but also due to limitations in currently available memory bandwidth. The recent advances in semiconductor technologies have further intensified the gap between computational hardware performance and memory systems bandwidth. Consequently, memory systems are, today, a major performance bottleneck for DNN applications. In this paper, we present DRAMA, a deep neural network memory simulator. DRAMA extends the SCALE-Sim simulator for DNN inference on systolic arrays with a detailed, accurate, and extensive modeling and simulation environment of the memory system. DRAMA can simulate in detail the hierarchical main memory components—such as memory channels, modules, ranks, and banks—and related timing parameters. In addition, DRAMA can explore tradeoffs for memory system performance and identify bottlenecks for different DNNs and memory architectures. We demonstrate DRAMA’s capabilities through a set of experimental simulations based on several use cases.

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Journal articles on the topic 'Mathematics to Drama'

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