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Journal articles on the topic 'Representation'
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1
Lee, Jungmin, and Wongyoung Lee. "Aspects of A Study on the Multi Presentational Metaphor Education Using Online Telestration." Korean Society of Culture and Convergence 44, no. 9 (September 30, 2022): 163–73. http://dx.doi.org/10.33645/cnc.2022.9.44.9.163.
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This study is an attempt to propose a multiple representational metaphor education model that combines linguistic representation and visual representation using online telestration. The advent of the media and online era has incorporated not only the understanding of linguistic representation l but also the understanding of visual representation into an important phase of cognitive behavior and requires the implementation of online learning. In such an era's needs, it can be said that teaching-learning makes metaphors be used as a tool for thinking and cognition in an online environment, learning leads learners to a new horizon of perception by combining linguistic representation and visual representation. The multiple representational metaphor education model using online telestration will have a two-way dynamic interaction in an online environment, and it will be possible to improve learning capabilities by expressing various representations. Multiple representational metaphor education using online telestration will allow us to consider new perspectives and various possibilities of expression to interpret the world by converging and rephrasing verbal and visual representations using media in an online environment.
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Kölbel, Max. "Perspectival representation and fallacies in metaethics." Canadian Journal of Philosophy 48, no. 3-4 (2018): 379–404. http://dx.doi.org/10.1080/00455091.2018.1432398.
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AbstractThe prevailing theoretical framework for theorising about representation construes all representation as involving objective representational contents. This classic framework has tended to drive philosophers either to claim that evaluative judgements are representations and therefore objective, or else to claim that evaluative judgements are not really representations, because they are not objective. However, a more general, already well-explored framework is available, which will allow theorists to treat evaluative judgements as full-fledged representations (thus doing justice to their representational aspects) while leaving open whether they are objective. Such a more general conception of representational content is exemplified, e.g. by Lewis's ‘centred contents’ and Gibbard's framework of ‘contents of judgement’, thus it is not new. I shall start in §1 by introducing the more general framework of perspectival contents and then illustrate in §2 how awareness of it can help expose the fallaciousness of certain widely used forms of argumentation in metaethics.
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Stone, Christopher, and Larry Bull. "For Real! XCS with Continuous-Valued Inputs." Evolutionary Computation 11, no. 3 (September 2003): 299–336. http://dx.doi.org/10.1162/106365603322365315.
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Many real-world problems are not conveniently expressed using the ternary representation typically used by Learning Classifier Systems and for such problems an interval-based representation is preferable. We analyse two interval-based representations recently proposed for XCS, together with their associated operators and find evidence of considerable representational and operator bias. We propose a new interval-based representation that is more straightforward than the previous ones and analyse its bias. The representations presented and their analysis are also applicable to other Learning Classifier System architectures. We discuss limitations of the real multiplexer problem, a benchmark problem used for Learning Classifier Systems that have a continuous-valued representation, and propose a new test problem, the checkerboard problem, that matches many classes of real-world problem more closely than the real multiplexer. Representations and operators are compared using both the real multiplexer and checkerboard problems and we find that representational, operator and sampling bias all affect the performance of XCS in continuous-valued environments.
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Khalifa, Kareem, Jared Millson, and Mark Risjord. "Scientific Representation: An Inferentialist-Expressivist Manifesto." Philosophical Topics 50, no. 1 (2022): 263–91. http://dx.doi.org/10.5840/philtopics202250112.
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This essay presents a fully inferentialist-expressivist account of scientific representation. In general, inferentialist approaches to scientific representation argue that the capacity of a model to represent a target system depends on inferences from models to target systems (surrogative inference). Inferentialism is attractive because it makes the epistemic function of models central to their representational capacity. Prior inferentialist approaches to scientific representation, however, have depended on some representational element, such as denotation or representational force. Brandom’s Making It Explicit provides a model of how to fully discharge such representational vocabulary, but it cannot be applied directly to scientific representations. Pursuing a strategy parallel to Brandom’s, this essay begins with an account of how surrogative inference is justified. Scientific representation and the denotation of model elements are then explained in terms of surrogative inference by treating scientific representation and denotation as expressive, analogous to Brandom’s account of truth. The result is a thoroughgoing inferentialism: M is a scientific representation of T if and only if M has scientifically justified surrogative consequences that are answers to questions about T.
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Suárez, Luis Alfonso de la Fuente. "TOWARDS EXPERIENTIAL REPRESENTATION IN ARCHITECTURE." Journal of Architecture and Urbanism 40, no. 1 (April 6, 2016): 47–58. http://dx.doi.org/10.3846/20297955.2016.1163243.
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Planning and predicting the experiences that buildings will produce is an essential part of architectural design. The importance of representation lies in its ability to communicate experiences before a building is materialized. This article will treat the topic of representation of architecture works without putting aside our direct experience with edifices. By understanding the perceptual, associative and interactive phenomena that arise from the human encounter with buildings, it becomes possible to comprehend the representation of these phenomena through pictorial means. The first objective of this theoretical article is to define the inherent and unavoidable factors that are present in the creation and interpretation of all architectural representations, regardless of the technical means used. Any representation conveys two processes: the representation of experience (a creative process), and the experience of representation (an interpretive process). Furthermore, there exist two layers in any representation: the what (the architectural object) and the how (the representational medium). The second objective is to suggest alternatives to visual realism, in order to create representations that embody the particular phenomena that an architectural work will be able to produce. On the one hand, representations that pretend to copy reality produce in the observers detailed visual experiences; on the other hand, certain representations reflect the experiences themselves after they have been produced; they represent buildings as they are transformed by experience. This article focuses on those representations that are not only the reflection of an object, but also the reflection of our way of experiencing it.
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Hamilton, Emma, and Alistair Rolls. "Vanilla and/or Vanilla Twist: Political Representation and Equilibrium in Assault on Precinct 13." Journal of Asia-Pacific Pop Culture 8, no. 2 (November 2023): 211–30. http://dx.doi.org/10.5325/jasiapacipopcult.8.2.0211.
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Abstract This article explores the nature of political representation in John Carpenter’s 1976 film Assault on Precinct 13. Previous scholars have taken divergent views of the representation, particularly racial representation, in this film, suggesting it is variously apolitical, conservative, or liberal. This article uses the lens of a “representational equilibrium” to explore the ways in which meaning is constructed in this film and, moreover, the ways in which seemingly contradictory interpretations and meanings can be held at once. A representational equilibrium helps us to understand how representations are distinctly historical and how it is possible, when viewing representation through the lens of its historical context, to understand how a film’s message can be both repressive and liberal, or, in other words, how we can see within the film’s representations evidence of enormous historical change, but no corresponding transformation in the relationships of power that the film conveys. Such a perspective accounts for complex, contradictory, and ambiguous representations and audience identifications, which seek to categorize a film not as either one thing or another but, rather, as capable of being many things at once.
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Maley, Corey J. "Icons, Magnitudes, and Their Parts." Crítica (México D. F. En línea) 55, no. 163 (May 12, 2023): 129–54. http://dx.doi.org/10.22201/iifs.18704905e.2023.1411.
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Analog representations come in different types. One distinction is between those representations that have parts that are themselves representations and those that do not (i.e., those for which the Parts Principle is true and those for which it is not). I offer a unified account of analog representation, showing what all types have in common. This account clarifies when the Parts Principle applies and when it does not, thereby illuminating why the Parts Principle is less interesting than one might have thought. Understanding analog representation instead requires understanding the kinds of magnitudes used in a particular representation, and the kinds of variation possible within a representational scheme.
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Lestari, Nurcholif Diah Sri, Wasilatul Murtafiah, Marheny Lukitasari, Suwarno Suwarno, and Inge Wiliandani Setya Putri. "IDENTIFIKASI RAGAM DAN LEVEL KEMAMPUAN REPRESENTASI PADA DESAIN MASALAH LITERASI MATEMATIS DARI MAHASISWA CALON GURU." KadikmA 13, no. 1 (April 30, 2022): 11. http://dx.doi.org/10.19184/kdma.v13i1.31538.
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Representation is one of the fundamental abilities of mathematics reflected by students understanding of mathematics concepts, principles, or procedures, so it becomes crucial for teachers to develop students' mathematical representation skills. This research was time to describe the representation used in the problem and the level of mathematical representation ability needed to solve mathematical literacy problems. The data was collected through the assignment to design mathematical literacy problems between 3-10 pieces and interview as triangulation on 35 prospective elementary school teacher students. The data are grouped based on various representations and analyzed quantitatively and descriptively. Then one problem is chosen randomly for each type of representation to describe the level of representation ability needed to solve the problem qualitatively. The results show that the mathematical representations used in designed mathematical literacy problems are pictorial-verbal, pictorial-symbolic, verbal-symbolic, pictorial, verbal, symbolic, and pictorial-verbal-symbolic representations. The level of representational ability that tends to be needed to solve problems is levels 0 and 1. This study suggests that prospective teacher students should develop mathematical representation knowledge to improve the quality of their learning in the future
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Park, Sangwon. "Projective representations of quivers." International Journal of Mathematics and Mathematical Sciences 31, no. 2 (2002): 97–101. http://dx.doi.org/10.1155/s0161171202108192.
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We prove thatP1 →f P2is a projective representation of a quiverQ=•→•if and only ifP1andP2are projective leftR-modules,fis an injection, andf (P 1)⊂P 2is a summand. Then, we generalize the result so that a representationM1 →f1 M2 →f2⋯→fn−2 Mn−1→fn−1 Mnof a quiverQ=•→•→•⋯•→•→•is projective representation if and only if eachMiis a projective leftR-module and the representation is a direct sum of projective representations.
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Coiera, Enrico. "The qualitative representation of physical systems." Knowledge Engineering Review 7, no. 1 (March 1992): 55–77. http://dx.doi.org/10.1017/s0269888900006159.
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AbstractThe representation of physical systems using qualitative formalisms is examined in this review, with an emphasis on recent developments in the area. The push to develop reasoning systems incorporating deep knowledge originally focused on naive physical representations, but has now shifted to more formal ones based on qualitative mathematics. The qualitative differential constraint formalism used in systems like QSIM is examined, and current efforts to link this to competing representations like Qualitative Process Theory are noted. Inference and representation are intertwined, and the decision to represent notions like causality explicitly, or infer it from other properties, has shifted as the field has developed. The evolution of causal and functional representations is thus examined. Finally, a growing body of work that allows reasoning systems to utilize multiple representations of a system is identified. Dimensions along which multiple model hierarchies could be constructed are examined, including mode of behaviour, granularity, ontology, and representational depth.
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Wu, Lianlong, Seewon Choi, Daniel Raggi, Aaron Stockdill, Grecia Garcia Garcia, Fiorenzo Colarusso, Peter C. H. Cheng, and Mateja Jamnik. "Generation of Visual Representations for Multi-Modal Mathematical Knowledge." Proceedings of the AAAI Conference on Artificial Intelligence 38, no. 21 (March 24, 2024): 23850–52. http://dx.doi.org/10.1609/aaai.v38i21.30586.
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In this paper we introduce MaRE, a tool designed to generate representations in multiple modalities for a given mathematical problem while ensuring the correctness and interpretability of the transformations between different representations. The theoretical foundation for this tool is Representational Systems Theory (RST), a mathematical framework for studying the structure and transformations of representations. In MaRE’s web front-end user interface, a set of probability equations in Bayesian Notation can be rigorously transformed into Area Diagrams, Contingency Tables, and Probability Trees with just one click, utilising a back-end engine based on RST. A table of cognitive costs, based on the cognitive Representational Interpretive Structure Theory (RIST), that a representation places on a particular profile of user is produced at the same time. MaRE is general and domain independent, applicable to other representations encoded in RST. It may enhance mathematical education and research, facilitating multi-modal knowledge representation and discovery.
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Fortes, Fabrício Pires. "A Distinção Gráfico-Linguístico e a Notação Musical." Philosophy of Music 74, no. 4 (December 30, 2018): 1465–92. http://dx.doi.org/10.17990/rpf/2018_74_4_1465.
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This paper examines the traditional musical notation from the viewpoint of the general problem concerning the types of visual representations. More specifically, we analyze this system in relation to the distinction between graphical and linguistic representations. We start by comparing this notation with the representational systems which are most commonly associated with such categories: on the one hand, pictorial representations as an example of a graphical representation; on the other hand, verbal writing usually associated with a linguistic representation. Then, we examine the traditional musical notation in relation to different ways of drawing the distinction graphic–linguistic, and we evaluate the applicability of such criteria to the former system. Finally, we present some general remarks about the legitimacy of this distinction both with respect to representational systems in general and to the specific case of the traditional musical notation.
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Tafani, Eric, and Lionel Souchet. "Commitment to pro- versus counter-attitudinal behavior and the dynamics of social representations." Swiss Journal of Psychology 61, no. 1 (March 2002): 34–44. http://dx.doi.org/10.1024//1421-0185.61.1.34.
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This research uses the counter-attitudinal essay paradigm ( Janis & King, 1954 ) to test the effects of social actions on social representations. Thus, students wrote either a pro- or a counter-attitudinal essay on Higher Education. Three forms of counter-attitudinal essays were manipulated countering respectively a) students’ attitudes towards higher education; b) peripheral beliefs or c) central beliefs associated with this representation object. After writing the essay, students expressed their attitudes towards higher education and evaluated different beliefs associated with it. The structural status of these beliefs was also assessed by a “calling into question” test ( Flament, 1994a ). Results show that behavior challenging either an attitude or peripheral beliefs induces a rationalization process, giving rise to minor modifications of the representational field. These modifications are only on the social evaluative dimension of the social representation. On the other hand, when the behavior challenges central beliefs, the same rationalization process induces a cognitive restructuring of the representational field, i.e., a structural change in the representation. These results and their implications for the experimental study of representational dynamics are discussed with regard to the two-dimensional model of social representations ( Moliner, 1994 ) and rationalization theory ( Beauvois & Joule, 1996 ).
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Gilbert, Stephen B., and Whitman Richards. "The Classification of Representational Forms." Proceedings of the Human Factors and Ergonomics Society Annual Meeting 63, no. 1 (November 2019): 2244–48. http://dx.doi.org/10.1177/1071181319631530.
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Knowledge access and ease of problem-solving, using technology or not, depends upon our choice of representation. Because of our unique facility with language and pictures, these two descriptions are often used to characterize most representational forms, or their combinations, such as flow charts, tables, trees, graphs, or lists. Such a characterization suggests that language and pictures are the principal underlying cognitive dimensions for representational forms. However, we show that when similarity-based scaling methods (multidimensional scaling, hierarchical clustering, and trajectory mapping) are used to relate user tasks that are supported by different representations, then a new categorization appears, namely, tables, trees, and procedures. This new arrangement of knowledge representations may aid interface designers in choosing an appropriate representation for their users' tasks.
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Csaszar, Felipe A., and James Ostler. "A Contingency Theory of Representational Complexity in Organizations." Organization Science 31, no. 5 (September 2020): 1198–219. http://dx.doi.org/10.1287/orsc.2019.1346.
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A long-standing question in the organizations literature is whether firms are better off by using simple or complex representations of their task environment. We address this question by developing a formal model of how firm performance depends on the process by which firms learn and use representations. Building on ideas from cognitive science, our model conceptualizes this process in terms of how firms construct a representation of the environment and then use that representation when making decisions. Our model identifies the optimal level of representational complexity as a function of (a) the environment’s complexity and uncertainty and (b) the firm’s experience and knowledge about the environment’s deep structure. We use this model to delineate the conditions under which firms should use simple versus complex representations; in doing so, we provide a coherent framework that integrates previous conflicting results on which type of representation leaves firms better off. Among other results, we show that the optimal representational complexity generally depends more on the firm’s knowledge about the environment than it does on the environment’s actual complexity. We also show that the relative advantage of heuristics vis-à-vis more complex representations critically depends on an unstated assumption of “informedness”: that managers can know what are the most relevant variables to pay attention to. We show that when this assumption does not hold, complex representations are usually better than simpler ones.
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Graulich, Nicole, Sebastian Hedtrich, and René Harzenetter. "Explicit versus implicit similarity – exploring relational conceptual understanding in organic chemistry." Chemistry Education Research and Practice 20, no. 4 (2019): 924–36. http://dx.doi.org/10.1039/c9rp00054b.
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Learning to interpret organic structures not as an arrangement of lines and letters but, rather, as a representation of chemical entities is a challenge in organic chemistry. To successfully deal with the variety of molecules or mechanistic representations, a learner needs to understand how a representation depicts domain-specific information. Various studies that focused on representational competence have already investigated how learners relate a representation to its corresponding concept. However, aside from a basic connectional representational understanding, the ability to infer a comparable reactivity from multiple different functional groups in large molecules is important for undergraduate students in organic chemistry. In this quantitative study, we aimed at exploring how to assess undergraduate students’ ability to distinguish between conceptually relevant similarities and distracting surface similarities among representations. The instrument consisted of multiple-choice items in four concept categories that are generally used to estimate the reactivity in substitution reactions. This exploratory study shows that the item design for assessing students’ conceptual understanding influences students’ answering patterns. Insights and pitfalls gained from this investigation and future directions for research and teaching are provided.
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Ruliani, Iva Desi, Nizaruddin Nizaruddin, and Yanuar Hery Murtianto. "Profile Analysis of Mathematical Problem Solving Abilities with Krulik & Rudnick Stages Judging from Medium Visual Representation." JIPM (Jurnal Ilmiah Pendidikan Matematika) 7, no. 1 (September 7, 2018): 22. http://dx.doi.org/10.25273/jipm.v7i1.2123.
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The ability to solve mathematical problems is very important in learning math and everyday life. According to Krulik & Rudnick there are 5 stages of problem solving that is Read, Explore, Select A Strategy, Solve And Look Back. Mathematical problems require multiple representational skills to communicate problems, one of which is visual representation. Trigonometry is one of the materials that uses visual representation. This research is a qualitative descriptive research that aims to describe the ability of problem solving mathematics with Krulik & Rudnick stages in terms of visual representation. The study was conducted in MAN 2 Brebes. Determination of Subjects in this study using Purposive Sampling. Research instruments used to obtain the required data are visual representation and problem-solving tests, and interview guidelines. The data obtained were analyzed based on the Krulik & Rudnick problem solving indicator. Subjects in this study were subjects with moderate visual representation. Based on the results, problem solving ability of the subject is not fully fulfilled. Subjects with visual representations are able to do problem solving well that is solving the problem through a concept that is understood without visualization of the image. Subjects with visual representations are having a schematic visual representation type.
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Crichton, Cristina. "Heidegger on Representation: the Danger Lurking in the a Priori." Tópicos, Revista de Filosofía, no. 56 (December 13, 2018): 167–96. http://dx.doi.org/10.21555/top.v0i56.1032.
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Heidegger’s stance towards representational thinking has been widely discussed and debated. In this paper I show how based on an analysis of the mathematical in modern science in Die Frage nach dem Ding, Heidegger draws up a distinction between intuitive representations and representations against experience. I argue that this last type of representations corresponds to his understanding of the way in which representational thinking takes place in modernity, that is, modern representations. Based on an analysis of these two types of representation I claim that in the mid-30s Heidegger realizes that thinking being as the a priori carries a danger, which consists in the fact that being can break its relation with that which is given in ordinary experience and become determined by pure reason alone, and that this danger is the decisive factor underlying Heidegger’s critical stance towards modern representations.
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Ibarra, Andoni, and Thomas Mormann. "Una teoría combinatoria de las representaciones científicas." Crítica (México D. F. En línea) 32, no. 95 (January 7, 2000): 3–46. http://dx.doi.org/10.22201/iifs.18704905e.2000.874.
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The aim of this paper is to introduce a new concept of scientific representation into philosophy of science. The new concept -to be called homological or functorial representation- is a genuine generalization of the received notion of representation as a structure preserving map as it is used, for example, in the representational theory of measurement. It may be traced back, at least implicitly, to the works of Hertz and Duhem. A modern elaboration may be found in the foundational discipline of mathematical category theory. In contrast to the familiar concepts of representations, functorial representations do not depend on any notion of similarity, neither structural nor objectual one. Rather, functorial representation establish correlations between the structures of the representing and the represented domains. Thus, they may be said to form a class of quite "non-isomorphic" representations. Nevertheless, and this is the central claim of this paper, they are the most common type of representations used in science. In our paper we give some examples from mathematics and empirical science. One of the most interesting features of the new concept is that it leads in a natural way to a combinatorial theory of scientific representations, i.e. homological or functorial representations do not live in insulation, rather, they may be combined and connected in various ways thereby forming a net of interrelated representations. One of the most important tasks of a theory of scientific representations is to describe this realm of combinatorial possibilities in detail. Some first tentative steps towards this endeavour are done in our paper.
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Wang, Chunlei, and Na Li. "Bilingual Lexical Representation and Its Access." Journal of Critical Studies in Language and Literature 1, no. 4 (October 18, 2020): 22–27. http://dx.doi.org/10.46809/jcsll.v1i4.39.
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The purpose of this paper is to explore the terminology, concepts and access to bilingual lexical representation. The core problem of linguistic cognitive structure is linguistic representation which is the reflection of individual psychology on linguistic knowledge. In terms of linguistic representation, the research and experiments on the evidence of lexical representation in modern psycholinguistic period are reviewed. Psycholinguistic studies attempt to apply elucidate language theories and model systems to operate and interpret representational data. We recognize that the use of the concept of lexical representation may contribute to the search for "psychological grammar" .Moreover, we present the original intention of studying bilingual representation and three approaches of the bilingual lexical representation: lexical meaning, direct representation of reality, functional representations. Our focuses are models of lexical access, variables that influence lexical access and appraising models of lexical access. Then we represent models of lexical access, which are influenced by variety of factors, including the frequency of a word, its phonological structure, its syntactic category, its morphological structure, the presence of semantically related words, and the existence of alternative meaning of the word. It is concluded that bilingual lexical representation access is influenced by a variety of factors.
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Nizaruddin, Nizaruddin, Muhtarom Muhtarom, and Yanuar Hery Murtianto. "EXPLORING OF MULTI MATHEMATICAL REPRESENTATION CAPABILITY IN PROBLEM SOLVING ON SENIOR HIGH SCHOOL STUDENTS." Problems of Education in the 21st Century 75, no. 6 (December 15, 2017): 591–98. http://dx.doi.org/10.33225/pec/17.75.591.
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The students’ multi-mathematical representation capability in problem solving is very important and interesting to discuss, specifically for problems in the two-variable linear equation system. Data was collected from 48 students using written tests and in-depth interviews with selected participants. The research findings showed that few students are using three representations namely symbolic - verbal - table representation, and symbolic representation, however most of the students are using three representations namely symbolic - verbal - images representation, and two representations namely symbolic – verbal representations, and the rest used symbolic representation. In the use of verbal representation, some students had difficulty composing words and all students encountered difficulties in the translational process from symbolic representation and verbal representation to other types of representation. The ability to understand concepts and relationships between mathematical concepts was found to be a necessary condition for the achievement of multi-mathematical representation capability. It is therefore recommended that teachers use a variety of different types of representation, such as verbal, tables and images, to enhance students' understanding of the material. Keywords: multiple representations, problem solving, two-variable linear equation system.
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Nizaruddin, Nizaruddin, Muhtarom Muhtarom, and Yanuar Hery Murtianto. "EXPLORING OF MULTI MATHEMATICAL REPRESENTATION CAPABILITY IN PROBLEM SOLVING ON SENIOR HIGH SCHOOL STUDENTS." Problems of Education in the 21st Century 75, no. 6 (December 15, 2017): 591–98. http://dx.doi.org/10.33225/17.75.591.
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The students’ multi-mathematical representation capability in problem solving is very important and interesting to discuss, specifically for problems in the two-variable linear equation system. Data was collected from 48 students using written tests and in-depth interviews with selected participants. The research findings showed that few students are using three representations namely symbolic - verbal - table representation, and symbolic representation, however most of the students are using three representations namely symbolic - verbal - images representation, and two representations namely symbolic – verbal representations, and the rest used symbolic representation. In the use of verbal representation, some students had difficulty composing words and all students encountered difficulties in the translational process from symbolic representation and verbal representation to other types of representation. The ability to understand concepts and relationships between mathematical concepts was found to be a necessary condition for the achievement of multi-mathematical representation capability. It is therefore recommended that teachers use a variety of different types of representation, such as verbal, tables and images, to enhance students' understanding of the material. Keywords: multiple representations, problem solving, two-variable linear equation system.
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Rateau, Patrick. "Psychosociological anchoring and structural dynamics in social representations of the heterosexual/homosexual couple." Swiss Journal of Psychology 63, no. 1 (March 2004): 43–51. http://dx.doi.org/10.1024/1421-0185.63.1.43.
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This article reports an experimental study on structural variations in a representational field as a function of social regulations activated in symbolic intergroup relations. Two centrality questionnaires were used (refutation technique), one on the representation of the heterosexual couple and one on the representation of the homosexual couple. These questionnaires were administered in the opposite order to two groups of 80 heterosexual men. When there was no intergroup comparison, the participants exhibited the same representation of the two types of couple. In the implicit comparison situation they differentiated the two categories, both by reorganizing the central-system hierarchy of their heterosexual-couple representation, and by over-activating its peripheral elements. Datas are analyzed in terms of the links between the structural dynamics of social representations and the identity dynamics upon which social relations are based.
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Adriaenssen, Han Thomas. "Peter John Olivi on Perceptual Representation." Vivarium 49, no. 4 (2011): 324–52. http://dx.doi.org/10.1163/156853411x606356.
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Abstract This paper studies Olivi’s account of perceptual representation. It addresses two main questions: (1) how do perceptual representations originate? and (2) how do they represent their objects? Regarding (1), it is well known that Olivi emphasizes the activity of the soul in the production of perceptual representations. Yet it is sometimes argued that he overstresses the activity of the soul in a way that yields a philosophically problematic result. I argue that Olivi was well aware of the problem that could be raised for his theory and that he sought to cope with it. Regarding (2), Pasnau argues that for Olivi, causal relationships with external objects determine the content of perceptual representations. I argue that, rather, perceptual representations are about their objects because they are their similitudes. This makes him an internalist about representational content.
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Cezikturk, Özlem. "A Specific Kind of Representation: How Systematics May Ease Cognitive Overload." Jurnal VARIDIKA 1, no. 1 (July 1, 2022): 1–13. http://dx.doi.org/10.23917/varidika.v1i1.17556.
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Multiple representations are beneficial for meaningful understanding. However, three or more representations may add to the cognitive overload of students, if not in interactive diagrams and dynamic geometry. How a well-known representation consisting of more than 3 or more representational registers may overcome the problem of cognitive overload without being too complicated. In this study, an old but well-structured representation that was used even over 40 years was analyzed. The critical points of a function, asymptotes, x / y-intercepts, inflection points, and graphing can be identified easily. It is prepared in the form of a table and the factors of the first derivative of the function and the second derivative and their roots indicate the function’s increasing and decreasing intervals and its graph. This representation is very systematic and it acts like a method to draw the function’s graph with no-fault possible. Yet, besides being used for many years, is still used for courses like Calculus, etc. We argue that cognitive overload theory cannot alter this representation due to its systematic nature. In content analysis, some examples of this representation are shared via the reader, and some qualitative aspects about it are analyzed. Finally, its systematicity, well-structured nature, and nature in reducing extraneous cognitive load are emphasized. The important thing here is that it is very strategic not to lose some representations for the sake of new ones if their value is already known but not discussed too much.
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Nasrun, Rully Charitas Indra Prahmana, and Irwan Akib. "The Students’ Representative Processes in Solving Mathematical Word Problems." Knowledge 3, no. 1 (January 28, 2023): 70–79. http://dx.doi.org/10.3390/knowledge3010006.
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Representation in mathematics is essential as a basis for students to be able to understand and apply mathematical ideas. This study aims to describe how students produce different representations in solving word problems. In solving word problems, students make verbal–written representations, image representations, and symbol representations. This research uses a qualitative descriptive study involving 75 fifth-grade students at one of the private schools in Makassar, Indonesia. Setting and Participants: two subjects were chosen from 75 participants based on the completion of word problems that resulted in different representations, including verbal–written representations, picture representations, and symbol representations. The instruments used were word problems and interview sheets, although some other students only used one or two forms of mathematical representation. The results of this study indicate that, from the different representations produced that include verbal–written representations, image representations, and symbol representations, students carry out the process of translation, integration, solution, and evaluation until finding answers. In addition, other findings were students’ ‘mathematical literacy which immensely helped the students’ representation process in solving word problems. three forms of representation were found to be produced by students: verbal–written, image representation, and symbol representation. Furthermore, the three forms of representation were created through carrying out four representation processes, namely the processes of translation, integration, solution, and evaluation.
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Anderson, Gail M. "The Evolution of the Cartesian Connection." Mathematics Teacher 102, no. 2 (September 2008): 107–11. http://dx.doi.org/10.5951/mt.102.2.0107.
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One of NCTM's ten standards for school mathematics is Representation: “Representations [such as diagrams, graphs, and symbols] should be treated as essential elements in supporting students' understanding of mathematical concepts and relationships; in communicating mathematical approaches, arguments, and understandings to one's self and to others; in recognizing connections among related mathematical concepts; and in applying mathematics to realistic problem situations through modeling” (NCTM 2000, p. 67). In my experience, one of the biggest issues students struggle with is the connection between equations and their graphs (referred to as the “Cartesian connection” in an interesting study by Knuth [2000]). Unfortunately, although students are becoming proficient in using algebraic and graphical representations independently, they often do not make the connection between the two representational formats (Knuth 2000; NCTM 2000; Van Dyke and White 2004). In this article, I will explore the history of the graphical representation of functions and curves, specifically, the development of the Cartesian coordinate system as the most common frame for this graphical representation.
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Anderson, Gail M. "The Evolution of the Cartesian Connection." Mathematics Teacher 102, no. 2 (September 2008): 107–11. http://dx.doi.org/10.5951/mt.102.2.0107.
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One of NCTM's ten standards for school mathematics is Representation: “Representations [such as diagrams, graphs, and symbols] should be treated as essential elements in supporting students' understanding of mathematical concepts and relationships; in communicating mathematical approaches, arguments, and understandings to one's self and to others; in recognizing connections among related mathematical concepts; and in applying mathematics to realistic problem situations through modeling” (NCTM 2000, p. 67). In my experience, one of the biggest issues students struggle with is the connection between equations and their graphs (referred to as the “Cartesian connection” in an interesting study by Knuth [2000]). Unfortunately, although students are becoming proficient in using algebraic and graphical representations independently, they often do not make the connection between the two representational formats (Knuth 2000; NCTM 2000; Van Dyke and White 2004). In this article, I will explore the history of the graphical representation of functions and curves, specifically, the development of the Cartesian coordinate system as the most common frame for this graphical representation.
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Susanti, Susanti, Zainal Abidin, and Rina Mauliza. "ANALISIS KEMAMPUAN REPRESENTASI MATEMATIS SISWA MELALUI PENERAPAN STRATEGI SCAFFOLDING." Jurnal Ilmiah Pendidikan Matematika Al Qalasadi 5, no. 1 (July 9, 2021): 99–116. http://dx.doi.org/10.32505/qalasadi.v5i1.2912.
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This descriptive qualitative research aims to describe the mathematical representation abilities of students through the application of the scaffolding strategy. The subjects of this study were 2 students with low representation abilities and 2 students with moderate representation abilities in class VIII-4 of SMP Negeri 6 Banda Aceh. The data was collected by means of a mathematical representation ability test sheet, interviews, and a recording device. Then data analysis by reducing data, presenting data, triangulating time, and drawing conclusions. The results showed that subjects with low representation skills tended to perform visual representations, but after scaffolding they were able to use visual representations independently and verbal representations by checking several times. Meanwhile, subjects with moderate representation ability tend to perform visual and verbal representations with multiple checks and symbolic representations with several interventions, after scaffolding they are able to use visual and verbal representations independently, even though symbolic representations still require several interventions. This shows that the students' representation ability gets better after being given a scaffolding strategy.
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Syafitri, Aulia, Roseli Theis, and Dewi Iriani. "ANALISIS KESULITAN KEMAMPUAN REPRESENTASI MATEMATIS SISWA EKSTROVERT DALAM MENYELESAIKAN SOAL MATEMATIKA PADA MATERI ALJABAR." Absis: Mathematics Education Journal 3, no. 1 (March 20, 2021): 16. http://dx.doi.org/10.32585/absis.v3i1.1382.
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The objective of this study is to analyze the difficulty of representation ability Mathematical extrovert students in class VII-D in solving math problems on algebraic material, as well as knowing the factors that cause difficulties experienced by students in meet the indicators of mathematical representation ability. The ability of mathematical representations is measured based on Its aspects include visual representation aspects, expression representation aspects mathematics, and aspects of the representation of words or written text. This is qualitative research using a descriptive approach. This is carried out at SMP Negeri 22 Jambi with 4 students from class VII-D. The results showed that SE1, SE2, SE3 and SE4 are students with extrovert personalities do not have difficulty in the visual aspect. On aspects of representation of mathematical equations or expressions of Students SE1, SE3, and SE4 having difficulty making mathematical models or equations. On that aspect word or written text students SE2, SE3, and SE4 have difficulty when determine what steps will be taken to solve the problem mathematical. Factors causing difficulties in the mathematical representation ability are on visual aspects, representational aspects of mathematical expressions, and aspects of word representation or written text is a non-cognitive learning factor
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Sakkalis, T., G. Shen, and N. M. Patrikalakis. "Representational validity of boundary representation models." Computer-Aided Design 32, no. 12 (October 2000): 719–26. http://dx.doi.org/10.1016/s0010-4485(00)00047-6.
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Carlson, Thomas A., J. Brendan Ritchie, Nikolaus Kriegeskorte, Samir Durvasula, and Junsheng Ma. "Reaction Time for Object Categorization Is Predicted by Representational Distance." Journal of Cognitive Neuroscience 26, no. 1 (January 2014): 132–42. http://dx.doi.org/10.1162/jocn_a_00476.
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How does the brain translate an internal representation of an object into a decision about the object's category? Recent studies have uncovered the structure of object representations in inferior temporal cortex (IT) using multivariate pattern analysis methods. These studies have shown that representations of individual object exemplars in IT occupy distinct locations in a high-dimensional activation space, with object exemplar representations clustering into distinguishable regions based on category (e.g., animate vs. inanimate objects). In this study, we hypothesized that a representational boundary between category representations in this activation space also constitutes a decision boundary for categorization. We show that behavioral RTs for categorizing objects are well described by our activation space hypothesis. Interpreted in terms of classical and contemporary models of decision-making, our results suggest that the process of settling on an internal representation of a stimulus is itself partially constitutive of decision-making for object categorization.
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Jenkins, W. M., M. M. Merzenich, M. T. Ochs, T. Allard, and E. Guic-Robles. "Functional reorganization of primary somatosensory cortex in adult owl monkeys after behaviorally controlled tactile stimulation." Journal of Neurophysiology 63, no. 1 (January 1, 1990): 82–104. http://dx.doi.org/10.1152/jn.1990.63.1.82.
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1. Multiple microelectrode maps of the hand representation within and across the borders of cortical area 3b were obtained before, immediately after, or several weeks after a period of behaviorally controlled hand use. Owl monkeys were conditioned in a task that produced cutaneous stimulation of a limited sector of skin on the distal phalanges of one or more fingers. 2. Analysis of microelectrode mapping experiment data revealed that 1) stimulated skin surfaces were represented over expanded cortical areas. 2) Most of the cutaneous receptive fields recorded within these expanded cortical representational zones were unusually small. 3) The internal topography of representation of the stimulated and immediately surrounding skin surfaces differed greatly from that recorded in control experiments. Representational discontinuities emerged in this map region, and "hypercolumn" distances in this map sector were grossly abnormal. 4) Borders between the representations of individual digits and digit segments commonly shifted. 5) The functionally defined rostral border of area 3b shifted farther rostralward, manifesting either an expansion of the cutaneous area 3b fingertip representation into cortical field 3a or an emergence of a cutaneous input zone in the caudal aspect of this normally predominantly deep-receptor representational field. 6) Significant lateralward translocations of the borders between the representations of the hand and face were recorded in all cases. 7) The absolute locations--and in some cases the areas or magnifications--of representations of many skin surfaces not directly involved in the trained behavior also changed significantly. However, the most striking areal, positional, and topographic changes were related to the representations of the behaviorally stimulated skin in every studied monkey. 3. These experiments demonstrate that functional cortical remodeling of the S1 koniocortical field, area 3b, results from behavioral manipulations in normal adult owl monkeys. We hypothesize that these studies manifest operation of the basic adaptive cortical process(es) underlying cortical contributions to perception and learning.
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Ritchi, Hamzah, Mieke Jans, Jan Mendling, and Hajo A. Reijers. "The Influence of Business Process Representation on Performance of Different Task Types." Journal of Information Systems 34, no. 1 (February 11, 2019): 167–94. http://dx.doi.org/10.2308/isys-52385.
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ABSTRACT The analysis of business processes is an integral part of audit methodology. In both auditing research and process modeling research, there is an ongoing debate on which representation format might be best suited to support analysis tasks. Most important in this context is the question of whether process models as visual representation might be superior to textual narratives. This paper investigates the affinity of different tasks with two process representational formats: textual narratives and visual diagrams (BPMN models). Our findings demonstrate that the representation format has an impact on task performance and that the direction of this impact depends upon the affinity of the tasks type with the representation format. This implies that auditors are best provided with different process representations, depending on the task they are performing. These findings have important implications for research on auditing tasks, and more broadly also for software engineering and information systems research.
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Popal, Haroon, Yin Wang, and Ingrid R. Olson. "A Guide to Representational Similarity Analysis for Social Neuroscience." Social Cognitive and Affective Neuroscience 14, no. 11 (November 1, 2019): 1243–53. http://dx.doi.org/10.1093/scan/nsz099.
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Abstract Representational similarity analysis (RSA) is a computational technique that uses pairwise comparisons of stimuli to reveal their representation in higher-order space. In the context of neuroimaging, mass-univariate analyses and other multivariate analyses can provide information on what and where information is represented but have limitations in their ability to address how information is represented. Social neuroscience is a field that can particularly benefit from incorporating RSA techniques to explore hypotheses regarding the representation of multidimensional data, how representations can predict behavior, how representations differ between groups and how multimodal data can be compared to inform theories. The goal of this paper is to provide a practical as well as theoretical guide to implementing RSA in social neuroscience studies.
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Fang, Jing, Naima Rüther, Christian Bellebaum, Laurenz Wiskott, and Sen Cheng. "The Interaction between Semantic Representation and Episodic Memory." Neural Computation 30, no. 2 (February 2018): 293–332. http://dx.doi.org/10.1162/neco_a_01044.
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The experimental evidence on the interrelation between episodic memory and semantic memory is inconclusive. Are they independent systems, different aspects of a single system, or separate but strongly interacting systems? Here, we propose a computational role for the interaction between the semantic and episodic systems that might help resolve this debate. We hypothesize that episodic memories are represented as sequences of activation patterns. These patterns are the output of a semantic representational network that compresses the high-dimensional sensory input. We show quantitatively that the accuracy of episodic memory crucially depends on the quality of the semantic representation. We compare two types of semantic representations: appropriate representations, which means that the representation is used to store input sequences that are of the same type as those that it was trained on, and inappropriate representations, which means that stored inputs differ from the training data. Retrieval accuracy is higher for appropriate representations because the encoded sequences are less divergent than those encoded with inappropriate representations. Consistent with our model prediction, we found that human subjects remember some aspects of episodes significantly more accurately if they had previously been familiarized with the objects occurring in the episode, as compared to episodes involving unfamiliar objects. We thus conclude that the interaction with the semantic system plays an important role for episodic memory.
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Pires, Laura, and Lígia Amâncio. "Gender representations and the representation of person." European Legacy 1, no. 3 (May 1996): 999–1003. http://dx.doi.org/10.1080/10848779608579519.
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Bikchentaev, Airat M., and Rinat S. Yakushev. "Representation of tripotents and representations via tripotents." Linear Algebra and its Applications 435, no. 9 (November 2011): 2156–65. http://dx.doi.org/10.1016/j.laa.2011.04.003.
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Guo, Junying, Xiaojiang Guo, Yangqing Liu, and Kar Ping Shum. "Germs and semigroup representation theory." Asian-European Journal of Mathematics 13, no. 06 (April 17, 2019): 2050109. http://dx.doi.org/10.1142/s1793557120501090.
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Uniform representation of semigroups is introduced. It is proved that any uniform representation of an ample semigroup can be expressed as the direct sum of some representations obtained via homogenous representations on primitive adequate semigroups. Also, we give the structure of homogenous representations of primitive adequate semigroups. In addition, we consider indecomposable uniform representations of ample semigroups and their constructions.
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Guasti, Petra, and Brigitte Geissel. "Rethinking Representation: Representative Claims in Global Perspective." Politics and Governance 7, no. 3 (September 24, 2019): 93–97. http://dx.doi.org/10.17645/pag.v7i3.2464.
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The established notion of political representation is challenged on multiple accounts—theoretically, conceptually, and empirically. The contributions to this thematic issue explore the constructivist turn as the means for rethinking political representation today around the world. The articles included here seek to reconsider representation by theoretically and empirically reassessing how representation is conceptualized, claimed and performed—in Western and non-Western contexts. In recognition that democratic representation in Western countries is in a process of fundamental transformation and that non-Western countries no longer aim at replicating established Western models, we look for representation around the world—specifically in: Belgium, Brazil, France, Germany, China, and India. This enables us to advance the study of representative democracy from a global perspective. We show the limits and gaps in the constructivist literature and the benefits of theory-driven empirical research. Finally, we provide conceptual tools and frameworks for the (comparative) study of claims of representation.
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Muttaqien, Anwar. "Construction of Student Representasi on Three-Dimensional Word Problem." Journal of Research on Mathematics Instruction (JRMI) 1, no. 1 (December 11, 2019): 25–29. http://dx.doi.org/10.33578/jrmi.v1i1.13.
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Many students have difficulty solving the word geometry problem because it requires representation. This study analyzes the construction of representation of class XII students in solving three dimensional word problem. Research with descriptive methods to determine the representation construction that students use when given the task of solving three dimensional word problem. The results showed two constructs of representation, namely: pictorial representation and schematic representation. Students who construct pictorial representations produce correct answers while students who construct schematic representations produce correct answers in solving three-dimensional word problems.
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Gheibi, Sanaz, Tania Banerjee, Sanjay Ranka, and Sartaj Sahni. "Path Algorithms for Contact Sequence Temporal Graphs." Algorithms 17, no. 4 (March 30, 2024): 148. http://dx.doi.org/10.3390/a17040148.
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This paper proposes a new time-respecting graph (TRG) representation for contact sequence temporal graphs. Our representation is more memory-efficient than previously proposed representations and has run-time advantages over the ordered sequence of edges (OSE) representation, which is faster than other known representations. While our proposed representation clearly outperforms the OSE representation for shallow neighborhood search problems, it is not evident that it does so for different problems. We demonstrate the competitiveness of our TRG representation for the single-source all-destinations fastest, min-hop, shortest, and foremost paths problems.
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Pramling, Niklas. "External representation and the architecture of music: Children inventing and speaking about notations." British Journal of Music Education 26, no. 3 (October 2, 2009): 273–91. http://dx.doi.org/10.1017/s0265051709990106.
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This study concerns children's representational knowledge, more specifically, their ‘invented notations’ of music. A small-scale empirical study of four 5-year-old children and their teachers working on the representation of music is reported. The challenges posed by the teachers and how the children respond to these challenges are analysed. The teachers challenge the children to explain their understanding and use contrast to direct children's attention towards distinctions and important terms in the domain of music. The children use coloured geometrical shapes on paper and a sequence of building blocks to represent music. By means of these visuospatial representations, sounding and conversing about them, the children are able to communicate their understanding of the relationship between representation (sign) and sound. The role of external representations in the development of children's musical knowledge is discussed.
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Bloom, Paul, and Lori Markson. "Intention and Analogy in Children's Naming of Pictorial Representations." Psychological Science 9, no. 3 (May 1998): 200–204. http://dx.doi.org/10.1111/1467-9280.00038.
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What underlies children's naming of representations, such as when they call a statue of a clothespin “a clothespin”? One possibility is that they focus exclusively on shape, extending the name “clothespin” only to entities that are shaped like typical clothespins. An alternative possibility is that they extend a word that refers to an object to any representation of that object, and that shape is relevant because it is a reliable indicator of representational intent. We explored these possibilities by asking 3- and 4-year-olds to describe pictures that represented objects through intention and analogy. The results suggest that it is children's appreciation of representation that underlies their naming; sameness of shape is neither necessary nor sufficient. We conclude by considering whether this account might apply more generally to artifacts other than pictorial representations.
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Horsburgh, Ben, Susan Craw, and Stewart Massie. "Music-Inspired Texture Representation." Proceedings of the AAAI Conference on Artificial Intelligence 26, no. 1 (September 20, 2021): 52–58. http://dx.doi.org/10.1609/aaai.v26i1.8115.
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Techniques for music recommendation are increasingly relying on hybrid representations to retrieve new and exciting music. A key component of these representations is musical content, with texture being the most widely used feature. Current techniques for representing texture however are inspired by speech, not music, therefore music representations are not capturing the correct nature of musical texture. In this paper we investigate two parts of the well-established mel-frequency cepstral coefficients (MFCC) representation: the resolution of mel-frequencies related to the resolution of musical notes; and how best to describe the shape of texture. Through contextualizing these parts, and their relationship to music, a novel music-inspired texture representation is developed. We evaluate this new texture representation by applying it to the task of music recommendation. We use the representation to build three recommendation models, based on current state-of-the-art methods. Our results show that by understanding two key parts of texture representation, it is possible to achieve a significant recommendation improvement. This contribution of a music-inspired texture representation will not only improve content-based representation, but will allow hybrid systems to take advantage of a stronger content component.
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Ben-Sasson, Hillel. "Representation and Presence: Divine Names in Judaism and Islam." Harvard Theological Review 114, no. 2 (April 2021): 219–40. http://dx.doi.org/10.1017/s0017816021000158.
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AbstractDivine names are linguistic objects that underlie the grammar of religious language. They serve as both representations and presentations of the divine. As representations, divine names carry information pertaining to God’s nature or actions, and his unique will, in a manner that adequately represents him. As presentations, divine names are believed to somehow effect divine presence in proximity to the believer, opening a path of direct connection to God. This paper seeks to analyze the interaction between presentation and representation concerning divine names in major trends within Judaism and Islam, from the Hebrew Bible and the Qur’an to medieval theological debates. It aims to demonstrate how central currents within both traditions shaped the intricate relation between divine presentation and representation through the prism of divine names. Whereas positions in philosophy of language focus on either the representational or the presentational functions of proper names, Jewish and Islamic theologies suggest ways to combine the two functions with regard to divine names.
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Zeitlyn, David. "Representation/Self-representation: A Tale of Two Portraits; or, Portraits and Social Science Representations." Visual Anthropology 23, no. 5 (October 14, 2010): 398–426. http://dx.doi.org/10.1080/08949460903472978.
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Ruamba, Marthinus Yohanes, Zaenuri Mastur, and Iqbal Kharisudin. "KEMAMPUAN REPRESENTASI MATEMATIS CALON GURU MATEMATIKA PADA MATA KULIAH TEORI PELUANG." Jurnal Pendidikan Matematika (JUPITEK) 5, no. 1 (June 16, 2022): 34–41. http://dx.doi.org/10.30598/jupitekvol5iss1pp34-41.
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In understanding mathematics learning, representation is considered an entry point in solving various complex mathematical problems. The ability of mathematical representation is related to the expression of mathematical ideas using various ways, including written language, spoken language, pictures, symbols, examples, diagrams, graphs, or other real examples as representations. The research design used is mixed research (Mixed Method). The subjects in this study were 17 prospective mathematics teacher students, but then 3 (three) people were selected as subjects to be interviewed. Consists of subjects with high category (S1), subjects with medium category (S2), and subjects with low category (S3). Data collection was carried out using test instruments in the form of description questions in the probability theory course. From the test results, after being examined, students were selected to represent each category. Furthermore, by using the results of student tests, interviews were conducted to compare the results of interviews with student answers. The results of the written test and the results of the interview test were then analyzed to determine the student's representational ability. The results of this study indicate that students' mathematical representation skills in the probability theory course are still relatively low, this can be seen in 3 (three) subjects after matching the results of the written test and the results of the interview test. Individuals with high categories can meet the indicators of expression representation or mathematical equations and verbal representations. Subjects in the medium category were able to fulfill the indicators of mathematical representation or expression. Low subjects were not able to fulfill one of the three indicators of mathematical representation ability
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Hapizah, Hapizah, Ely Susanti, and Puji Astuti. "TEACHER’S ABILITIES OF TRANSLATION OF SYMBOLIC REPRESENTATION TO VISUAL REPRESENTATION AND VICE VERSA: ADDITION OF INTEGERS." International Journal of Pedagogy and Teacher Education 3, no. 1 (May 3, 2019): 41. http://dx.doi.org/10.20961/ijpte.v3i1.19268.
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<p><em>Translation of representations is a process of changing </em><em>representations </em><em>from one into</em><em> </em><em>another</em><em> one</em><em>. In generally, mathematics representations consists of symbolical, </em><em>visual (</em><em>graphical</em><em>)</em><em>,</em><em> </em><em>verbal, and tabular representations. This article discusses results of research about teacher’s understanding of mathematics representations and its implementation, which is teacher’s ability of translating from symbolical representation to graphical representation and vice v</em><em>e</em><em>rsa. The sample of research were 91 mathematics teacher from some districts of South Sumatera and Bangka Belitung provinces. The data of research were collected by test related to addition of integers. The results show that teacher’s ability of translating from symbolical representation into graphical representation is very low which is only 48,4% of the sample could translate the representations correctly, meanwhile teacher’s ability of translating from graphical representation into symbolical representation</em><em> </em><em>is quite good which is 75,8% of the sample could translate the representations correctly.</em><em> The mistakes identified when the mathematics teachers translated symbolic representation to visual representation are the result of addition not presented in numbers line, no the result of addition presented at all, the order of numbers line not presented clearly, misdirection or no direction of numbers line, and no answers at all. Meanwhile the mistakes identified when the mathematics teachers translated visual representation to symbolic representation are no the result of addition presented, incorrectly order of numbers added, and no answers at all</em>.</p>
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Araújo, Ivonete Alves de, Ana Beatriz Azevedo Queiroz, Maria Aparecida Vasconcelos Moura, and Lúcia Helena Garcia Penna. "Social representations of the sexual life of climacteric women assisted at public health services." Texto & Contexto - Enfermagem 22, no. 1 (March 2013): 114–22. http://dx.doi.org/10.1590/s0104-07072013000100014.
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The present study aimed at studying the social representations of the sexual life of climacteric women. Its theoretical-methodological referential was based on the Theory of Social Representations. Study participants were 40 women between 45 and 65 years of age, who were divided into two groups: perimenopause and postmenopause. Scenarios were two public units of health services for women in the municipality of Rio de Janeiro. Data were collected through the semistructured interview technique and treated according to the analysis of thematic content. Results indicated three representation fields. Two fields emerged in the perimenopause group: continuity of sensuality and sexuality, and representation of the negativity in climacteric leading to a sexual life without pleasure. The postmenopause group was organized into one representational field: sexual life based on the aging process. The authors concluded that the representations regarding sexual life in climacteric are being redesigned by some women despite many conceptions that still persist in association with traditional socio-historical-cultural values regarding women and the aging process.