Dissertations / Theses on the topic 'School of Mathematics and Statistics'
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Hofbauer, Pamela S. Mooney Edward S. "Characterizing high school students' understanding of the purpose of graphical representations." Normal, Ill. : Illinois State University, 2007. http://proquest.umi.com/pqdweb?index=0&did=1414114601&SrchMode=1&sid=6&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1207664408&clientId=43838.
Full textTitle from title page screen, viewed on April 8, 2008. Dissertation Committee: Edward S. Mooney (chair), Cynthia W. Langrall, Sherry L. Meier, Norma C. Presmeg. Includes bibliographical references (leaves 112-121) and abstract. Also available in print.
Leong, Jennifer. "High School Students' Attitudes and Beliefs Regarding Statistics in a Service-Learning-Based Statistics Course." Digital Archive @ GSU, 2007. http://digitalarchive.gsu.edu/msit_diss/12.
Full textGardner, Kimberly D. "Investigating Secondary School Students' Experience of Learning Statistics." Digital Archive @ GSU, 2008. http://digitalarchive.gsu.edu/msit_diss/30.
Full textGroth, Randall E. Langrall Cynthia Willey Mooney Edward S. "Development of a high school statistical thinking framework." Normal, Ill. Illinois State University, 2003. http://wwwlib.umi.com/cr/ilstu/fullcit?p3087867.
Full textTitle from title page screen, viewed November 10, 2005. Dissertation Committee: Cynthia W. Langrall, Edward S. Mooney (co-chair), Beverly J. Hartter, Sharon S. McCrone. Includes bibliographical references (leaves 199-212) and abstract. Also available in print.
Pickle, Maria Consuelo (suzie) Capiral. "Statistical Content in Middle Grades Mathematics Textbooks." Scholar Commons, 2012. http://scholarcommons.usf.edu/etd/4203.
Full textWebb, Derek, Glen Richgels, Marty J. Wolf, Todd Frauenholtz, and Ann Hougen. "Improving Student Interest, Mathematical Skills, and Future Success through Implementation of Novel Mathematics Bridge Course for High School Seniors and Post-secondary Students." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-81097.
Full textWebb, Derek, Glen Richgels, Marty J. Wolf, Todd Frauenholtz, and Ann Hougen. "Improving Student Interest, Mathematical Skills, and Future Successthrough Implementation of Novel Mathematics Bridge Course for High School Seniors and Post-secondary Students." Proceedings of the tenth International Conference Models in Developing Mathematics Education. - Dresden : Hochschule für Technik und Wirtschaft, 2009. - S. 575 - 578, 2012. https://slub.qucosa.de/id/qucosa%3A1823.
Full textCheung, Pak-hong. "Statistical analysis of secondary school teachers' attitudes towards mathematics." [Hong Kong : University of Hong Kong], 1991. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13064873.
Full textShowalter, Daniel A. "Estimating the Causal Effect of High School Mathematics Coursetaking on Placement out of Postsecondary Remedial Mathematics." Ohio University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1395226381.
Full textCheung, Pak-hong, and 張百康. "Statistical analysis of secondary school teachers' attitudes towards mathematics." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1991. http://hub.hku.hk/bib/B31976517.
Full textYum, Kim-hung, and 任劍熊. "Within the IEA Third international Mathematics and Science Study (TIMSS): the relationship between familybackground and mathematics achievement of Hong Kong students." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1996. http://hub.hku.hk/bib/B31959192.
Full textHelfgott, Michel. "A Sojourn Through Geometry and Algebra." Digital Commons @ East Tennessee State University, 2013. http://amzn.com/1492798894.
Full texthttps://dc.etsu.edu/etsu_books/1084/thumbnail.jpg
Mullins, Sherry Lynn. "Statistics: Raising the Bar for the Seventh Grade Classroom." Digital Commons @ East Tennessee State University, 2006. https://dc.etsu.edu/etd/2221.
Full textSokhra, Mansur M. "A comparison of four mathematical models for projecting enrollment and teaching staff demand at the preparatory school level in Libya /." The Ohio State University, 1988. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487590702990914.
Full textSabo, Melody. "Retaining Interests: The Relationship between Student Interests and Student Retention." Malone University Undergraduate Honors Program / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=ma1463139891.
Full textBenak, David Rhys. "An analysis of mathematics instructional leadership behaviors among Indiana secondary school principals supportive of the implementation of the NCTM Standards." Virtual Press, 2002. http://liblink.bsu.edu/uhtbin/catkey/1233195.
Full textDepartment of Educational Leadership
Kunene, Looksmart Lucky Zamokuhle. "Classroomlevel factors affecting mathematics achievement : a comparative study between South Africa and Australia using TIMSS 2003." Diss., University of Pretoria, 2011. http://hdl.handle.net/2263/25819.
Full textDissertation (MEd)--University of Pretoria, 2011.
Science, Mathematics and Technology Education
unrestricted
Fay, Robert H. "Application of the Fusion Model for Cognitive Diagnostic Assessment with Non-diagnostic Algebra-Geometry Readiness Test Data." Scholar Commons, 2018. https://scholarcommons.usf.edu/etd/7285.
Full textNascimento, Sandro Grossi. "Situações didáticas e educação estatística: uma proposta de aprendizagem no estudo de centralidade para o ensino médio." Universidade Federal de Juiz de Fora (UFJF), 2015. https://repositorio.ufjf.br/jspui/handle/ufjf/3255.
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O presente trabalho é uma pesquisa, cujo objetivo é investigar atividades didáticas de estatística para alunos do Ensino Médio. Essas atividades propiciaram a construção e/ou a reconstrução das medidas de centralidade e, assim, obter um olhar mais detalhado para o estudo dessas medidas, com o intuito de preparar os alunos de forma mais eficiente no uso de situações problemas do cotidiano. Concomitantemente, analisar, a partir da Educação Estatística, com o viés da Literacia Estatística, a compreensão dos resultados obtidos na análise dessas medidas. A teoria da Engenharia Didática subsidiou a metodologia desta investigação enquanto as situações didáticas e as situações a-didáticas foram os aportes teóricos na análise das atividades propostas aos estudantes, culminando assim, em uma proposta de sequência didática para o Produto Educacional. Vale salientar que os sujeitos desta pesquisa são os estudantes de uma escola estadual, turma do terceiro ano do Ensino Médio da cidade de Paraíba do Sul, do Estado do Rio de Janeiro.
This work is a research whose aim is to investigate teaching of statistical activities for high school students. These activities led to the construction and / or reconstruction of the centrality measures and thus a more detailed look at the study of these measures, in order to prepare students more effectively in the use of everyday problems situations. Concomitantly, analyze, from the statistics, with the bias of Literacy Education Statistics, the understanding of the results obtained in the analysis of these measures. The theory of Didactic Engineering supported the methodology of this research while teaching situations and situations-teaching were the theoretical contributions in the analysis of the proposed activities to students, so culminating in a proposal of didactic sequence for the Educational Product. It is worth noting that the subjects of this research are students of a state school, class of third year of high school in the city of Paraiba do Sul, State of Rio de Janeiro.
Basham, Jennifer Elizabeth. "The Effects of an Overnight Environmental Science Education Program on Students' Attendance Rate Change for Middle School Years." PDXScholar, 2015. http://pdxscholar.library.pdx.edu/open_access_etds/2730.
Full textZen, Priscila Dombrovski. "A importância da estatística no ensino médio." Universidade Estadual de Ponta Grossa, 2017. http://tede2.uepg.br/jspui/handle/prefix/2435.
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A presente pesquisa teve como objetivo principal a análise de documentos, livros didáticos e questões do ENEM a fim de verificar como os mesmos apontam os caminhos para trabalhar o conteúdo de Estatística dentro da disciplina de Matemática no Ensino Médio. A pesquisa será qualitativa, de cunho exploratório e se apoiará nos princípios da pesquisa-ação. Sustentando-se em tais princípios, optou-se pela revisão da literatura referente ao ensino de Estatística onde observou-se o potencial que a mesma apresenta perante o ensino da Matemática na Educação Básica. As legislações investigadas apontam que, cada uma no seu campo de interesse, tem a necessidade da formação completa, disponibilizando aos alunos artifícios capazes de torná-los cidadãos plenos nos aspectos físicos, cognitivos e socioemocionais. O próximo ponto analisado foi em relação a como, o conteúdo da disciplina em foco, é apresentado aos estudantes através dos livros didáticos. Para isso foi realizado um levantamento das coleções utilizadas pelos colégios e verificou-se o conjunto de obras mais utilizado na grande maioria das instituições. Também, segundo a análise realizada, o mesmo é o que contempla os pressupostos contidos na legislação direcionada, seguindo o sentido do proposto pelos autores contidos na literatura. Após as considerações levantadas, foram observadas as questões do ENEM, a fim de verificação referente à quantidade destas no uso da Estatística quando apresentada nas provas. Ainda, quais foram os devidos conteúdos abordados. Como produto final deste documento, foi elaborado um material didático de apoio ao professor, contendo duas propostas de ensino, que se ancoram com o suporte do Software Microsoft Office Excel. As mesmas foram contextualizadas sobre conteúdos básicos de Estatística voltados ao Ensino Médio.
The main objective of the present research was the analysis of documents, textbooks and ENEM questions in order to verify how they point out the ways to work the content of Statistics within Mathematics in High School. The research will be qualitative, exploratory and based on the principles of action research. Based on these principles, it was decided to review the literature regarding the teaching of Statistics, where it was observed the potential that it presents before the teaching of Mathematics in Basic Education. The legislations investigated point out that each one in their field of interest has the need for complete training, providing students with devices capable of making them full citizens in the physical, cognitive and social-emotional aspects. The next point analyzed was in relation to how the content of the subject in focus, is presented to the students through the textbooks. For this, a survey of the collections used by the colleges was carried out and the most used set of works was verified in the great majority of the institutions. Also, according to the analysis carried out, the same is what contemplates the assumptions contained in the targeted legislation, following the meaning proposed by the authors contained in the literature. After the considerations raised, the ENEM questions were observed, in order to verify the number of them in the use of Statistics when presented in the tests. Also, what were the appropriate content addressed. As a final product of this document, a didactic material to support the teacher was prepared, containing two teaching proposals that are anchored with the support of Microsoft Office Excel Software. These were contextualized on basic contents of Statistics directed to High School.
Norwood, Rick. "How to Think." Digital Commons @ East Tennessee State University, 2015. https://amzn.com/0936414170.
Full texthttps://dc.etsu.edu/etsu_books/1120/thumbnail.jpg
Teng, Yunlong, and Yingrui Zhao. "Statistics in Ella Mathematics." Thesis, Högskolan i Halmstad, Sektionen för Informationsvetenskap, Data– och Elektroteknik (IDE), 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-21475.
Full textGu, Nahai. "Styles cognitifs, langue chinoise et apprentissage des mathématiques et de la statistique : etude exploratoire dans le contexte de l'enseignement secondaire en Chine." Thesis, Lyon, 2017. http://www.theses.fr/2017LYSE2058/document.
Full textIn this research study, we will explore the learning characteristics of students of different cognitive styles of secondary education in China. Several studies, including our latest research, have highlighted the fact that students of different cognitive styles have manifested different learning characteristics. In our previous work, we noted that mathematical knowledge is essential for the learning of statistic. Meanwhile, Chinese students off different studies showed different cognitive styles. Moreover, some studies have shown the characteristics of generalization in Chinese student learning process which refers to the characteristics of Chinese language learning. Since all Chinese students do not study in the same context and the development of cognitive styles are closely linked to socio-cultural adaptation, we are interested in the relationships between the three elements that are respectively the cultural context, mathematics learning and cognitive styles. Thus, as a continuation study, this thesis focuses on the mathematics learning characteristics of the Chinese high school students of different campus and different cognitive styles.In this thesis, we aim firstly to validate the results that are revealed by different researches of different cultural contexts. Secondly, as the selection of students of each campus is based on the national competitions that play a key role in determining the school context, we are specifically interested in the field dependence-independence cognitive style as well as the reflexivity-impulsivity cognitive style as the characteristics of the two types of cognitive style are, theoretically, closely related to the competition context. We will explore the links between student selection and different cognitive styles. We will also see the relationship between the field dependent-independent cognitive style and the reflexivity-impulsivity cognitive style. Eventually, we will present the different mathematics learning characteristics of students of different cognitive styles and different school campus
Fernandes, Rúbia Juliana Gomes. "Estatística e probabilidade: uma proposta para os anos iniciais do ensino fundamental." Universidade Tecnológica Federal do Paraná, 2014. http://repositorio.utfpr.edu.br/jspui/handle/1/2359.
Full textO presente trabalho teve como objetivo analisar quais os impactos que uma Sequência de Estudo - SE, pautada no ensino e aprendizagem da Estatística e Probabilidade, poderá causar para os anos iniciais do Ensino Fundamental. Com a intenção de alcançar tal objetivo, desenvolveu-se uma pesquisa aplicada, com enfoque qualitativo de cunho interpretativo numa turma de alunos do 4° ano do Ensino Fundamental da Rede Municipal de Educação da cidade de Curitiba. A fundamentação teórica pauta-se em autores que abordam o ensino de Estatística e Probabilidade, bem como as competências de letramento, pensamento e raciocínio estatístico, como: Cazorla (2002, 2006, 2008), Lopes (2003, 2008, 2010a, 2010b), Silva (2007), Cazorla, Kataoka e Silva (2010), Campos, Wodewotzki e Jacobini (2011), dentre outros. Inicialmente realizou-se uma análise prévia com relação aos conteúdos básicos de Estatística e Probabilidade que os alunos possuíam, por meio de um instrumento diagnóstico (pré-teste). Na sequência trabalhou-se uma sequência de ensino voltada aos conteúdos básicos de Estatística e Probabilidade, utilizando dados coletados na turma, ou seja, contextualizados. Assim, constatou-se, durante o trabalho com a SE, grande interesse, disposição e entusiasmo dos alunos para realização das atividades, além do envolvimento mais acentuado com relação aos conteúdos em questão. Os resultados das análises referentes ao desempenho e aproveitamento dos alunos após o trabalho (pós-teste) com a SE evidenciaram que a proposta favoreceu para que houvesse avanços relevantes quanto à apropriação dos conteúdos básicos de Estatística e Probabilidade dos alunos, em relação à representação tabular e gráfica, probabilidade, combinatória e média aritmética. Apesar disso, é importante destacar que, mesmo com os progressos obtidos, os alunos não compreenderam plenamente todos os conhecimentos sistematizados, ficando latente a necessidade do desenvolvimento de outros encaminhamentos pedagógicos de tais conteúdos. Para esta pesquisa foi elaborado um material didático de apoio, para os professores que atuam no nos anos iniciais do Ensino Fundamental, apresentando uma SE envolvendo os conteúdos básicos de Estatística e Probabilidade, a qual está anexada nesta dissertação.
This research aimed to analyze which contributions of a Sequência de Ensino (SE), based on the teaching and learning Statistics and Probability, can provoke in the irst years of Elementary School. With the intention to reach this aim, an applied esearch was developed, focusing the quality, with interpretative analysis, in a group of 4th year of Elementary School in a public institution in Curitiba, PR. The theory applied is based on theorists engaged in the Statistics and Probabilities teaching, as well as the competences of literacy and statistical thinking and reasoning, such as Cazorla (2002), Lopes (2003, 2008, 2010, 2010b), Silva (2007), Cazorla, Kataoka and Silva (2010), Jacobini et al. (2010), Campos, Wodewotzki and Jacobini (2011), and others. Initially an analysis about the student's Statistics and Probabilities knowledge was made concerning to the basis contents of Statistics and Probability. Using data collected in a group, it means, contextualized data. Then we could figure out, during the work with the SE, a big interest, disposition and enthusiasm from the students to do the activities, beyond the more pronounced engagement with the content in question. The results of the analysis from the (post-test) referring to the student's performance and achievement after working with the SE showed that the proposal favored the relevant advances regarding the appropriation of the students’ basic contents Statistics and Probability concerning the tabular and graphic representation, probability, combinatorial and half arithmetic. Therefore, it is important to remark that, even with the obtained progress, the students did not understand completely all the systematized knowledge, staying salient the necessity of development of other pedagogical ways of these contents. For this research we designed a didactic support material for teachers working in Elementary school in the early years, with a SE involving the basic Statistics and Probability contents, which is attached in this dissertation.
Flodin, Mikael, and Shadi Khatibi. "Betyg och kön : likvärdighet eller diskriminering?" Thesis, KTH, Lärande, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-227802.
Full textNational and international assessments in mathematics show similar results for girls and boys. Despite this, statistics show that girls receive systematically higher final grades. This study examines whether grades serve as an equivalent measure of knowledge of girls and boys in high school mathematics. This is done partly on the basis of a quantitative approach and partly on the basis of a survey. Based on national register data (Statistics Sweden) for final grades and results of national tests, using four different methods of analysis, gender differences with respect to course, school form and county, are examined. The study shows that girls generally get a higher final grade than boys in relation to their results on the national test, confirming previous research. Furthermore, the analysis shows particularly large discrepancies at grade C and higher; in mathematics courses on vocational programs; in later courses within all programs; in V¨asternorrland, V¨astmanland, Gotland and Kalmar County; as well as in independent schools. Correlation analysis clarifies how the national test constitutes a smaller part of the assessment basis for girls compared to boys. The analysis also reveals an inverse relationship between gender dependent relative performance on the national test and the final grade deviation. The survey examines the assessment practice among mathematics teachers. Filtering on the teacher’s gender, age, program and school form has been applied. The result suggests systematic differences in assessment practice between different teacher categories, implying that grades can break in equality. Differences have been shown between, primarily, teachers in vocational programs and science programs, as well as between teachers in municipal and independent schools. Also the teacher’s gender and age seems to be of some importance. The study concludes with a discussion about possible solutions.
Bigattão, Junior Pedro Alceu. "Concepção do professor de matemática sobre o ensino da estocástica." Pontifícia Universidade Católica de São Paulo, 2007. https://tede2.pucsp.br/handle/handle/11507.
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Secretaria da Educação do Estado de São Paulo
The propositions for the teaching of probability and statistics to the Junior High School suffered successive transformations without, many times, discussions by the teachers that are going to put them into practice. So, the purpose of this study was to verify how the teachers of Junior High School see the stochastic concepts when confronted to the problem situations that involve variability in the exploratory analysis of the data. The bibliographic research for the presenting of the theoretical foundation of the studies was performed. The research methodology was based on the Mathematics teachers conceptions about scholastic teaching. So, a descriptive research was performed, whose data were given by the collaborating teachers. Thus, an inquiry with 23 questions was applied. The analysis of the answers was made with the support of the Classification. Hierarchical Implicative and Cohesive Software (C.H.I.C) that enabled to evidence the inter-relations found on the answers. The study concluded that the teachers researched although teaching the scholastic contents, in the majority of times, without the didactic book or no pedagogical material do not dominate this concept, since no one teaches what they do not know
As propostas para o ensino da probabilidade e estatística para o Ensino Fundamental II sofrem transformações sucessivas sem que, muitas vezes, sejam discutidas pelos professores que as colocarão em pratica. Desse modo, o presente estudo tem como objetivo verificar como os docentes de Ensino Fundamental II vêem os conceitos estocásticos quando confrontados com situações problema que envolva variabilidade na análise exploratória dos dados. Foi realizada uma pesquisa bibliográfica a fim de apresentar a fundamentação teórica dos estudos. A metodologia da pesquisa baseou-se nas concepções dos professores de Matemática sobre o ensino estocástico; desse modo foi realizada uma pesquisa descritiva cujos dados foram fornecidos pelos professores colaboradores. Assim, foi aplicado um questionário com 23 questões. A analise das respostas foi feita com o apoio do software Classificação Hierárquica Implicativa e Coesiva (C.H.I.C) que possibilitou evidenciar as inter-relações encontradas nas respostas. O estudo conclui que os professores pesquisados mesmos ensinando os conteúdos estocásticos na maioria das vezes sem o livro didático ou nenhum material pedagógico não domina este conteúdo, visto que ninguém ensina o que não sabe
Dumitriu, Ioana 1976. "Eigenvalue statistics for beta-ensembles." Thesis, Massachusetts Institute of Technology, 2003. http://hdl.handle.net/1721.1/29347.
Full textIncludes bibliographical references (p. 155-163) and index.
Random matrix theory is a maturing discipline with decades of research in multiple fields now beginning to converge. Experience has shown that many exact formulas are available for certain matrices with real, complex, or quaternion entries. In random matrix jargon, these are the cases β = 1, 2 and 4 respectively. This thesis explores the general P > 0 case mathematically and with symbolic software. We focus on generalizations of the Hermite distributions originating in physics (the "Gaussian" ensembles) and the Laguerre distributions of statistics (the "Wishart" matrices). One of our main contributions is the construction of tridiagonal matrix models for the general (β > 0) 0 β-Hermite and (β > 0, a > β(m - 1)/2) β-Laguerre ensembles of parameter a and size m, and investigate applications of these new ensembles, particularly in the areas of eigenvalue statistics. The new models are symmetric tridiagonal, and with entries from real distributions, regardless of the value of β. The entry distributions are either normal or X, so "classical", and the independence pattern is maximal, in the sense that the only constraints arise from the symmetric/semi-definite condition. The β-ensemble distributions have been studied for the particular 1, 2, 4 values of p as joint eigenvalue densities for full random matrix ensembles (Gaussian, or Hermite, and Wishart, or Laguerre) with real, complex, and quaternion entries (for references, see [66] and [70]). In addition, general -ensembles were considered and studied as theoretical distributions ([8, 51, 50, 55, 56]), with applications in lattice gas theory and statistical mechanics (the parameter being interpreted as an arbitrary inverse temperature of a Coulomb gas with logarithmic potential).
(cont.) Certain eigenvalue statistics over these general β-ensembles, namely those expressible in terms of integrals of symmetric polynomials with corresponding Hermite or Laguerre weights, can be computed in terms of multivariate orthogonal polynomials (Hermite or Laguerre). We have written a Maple Library (MOPs: Multivariate Orthogonal Polynomials symbolically) which implements some new and some known algorithms for computing the Jack, Hermite, Laguerre, and Jacobi multivariate polynomials for arbitrary. This library can be used as a tool for conjecture-formulation and testing, for statistical computations, or simply for getting acquainted with the mathematical concepts. Some of the figures in this thesis have been obtained using MOPs. Using the new β-ensemble models, we have been able to provide a unified perspective of the previously isolated 1, 2, and 4 cases, and prove generalizations for some of the known eigenvalue statistics to arbitrary β. We have rediscovered (in the Hermite case) a strong version of the Wigner Law (semi-circle), and proved (in the Laguerre case) a strong version of the similar law (generalized quarter-circle). We have obtained first-order perturbation theory for the P large case, and we have reason to believe that the tridiagonal models in the large n (ensemble size) limit will also provide a link between the largest eigenvalue distributions for both Hermite and Laguerre for arbitrary P (for β = 1, 2, this link was proved to exist by Johannson [52] and Johnstone [53]) ...
by Ioana Dumitriu.
Ph.D.
Elizalde, Sergi 1979. "Statistics on pattern-avoiding permutations." Thesis, Massachusetts Institute of Technology, 2004. http://hdl.handle.net/1721.1/16629.
Full textIncludes bibliographical references (p. 111-116).
This electronic version was submitted by the student author. The certified thesis is available in the Institute Archives and Special Collections.
This thesis concerns the enumeration of pattern-avoiding permutations with respect to certain statistics. Our first result is that the joint distribution of the pair of statistics 'number of fixed points' and 'number of excedances' is the same in 321-avoiding as in 132-avoiding permutations. This generalizes a recent result of Robertson, Saracino and Zeilberger, for which we also give another, more direct proof. The key ideas are to introduce a new class of statistics on Dyck paths, based on what we call a tunnel, and to use a new technique involving diagonals of non-rational generating functions. Next we present a new statistic-preserving family of bijections from the set of Dyck paths to itself. They map statistics that appear in the study of pattern-avoiding permutations into classical statistics on Dyck paths, whose distribution is easy to obtain. In particular, this gives a simple bijective proof of the equidistribution of fixed points in the above two sets of restricted permutations.
(cont.) Then we introduce a bijection between 321- and 132-avoiding permutations that preserves the number of fixed points and the number of excedances. A part of our bijection is based on the Robinson-Schensted-Knuth correspondence. We also show that our bijection preserves additional parameters. Next, motivated by these results, we study the distribution of fixed points and excedances in permutations avoiding subsets of patterns of length 3. We solve all the cases of simultaneous avoidance of more than one pattern, giving generating functions which enumerate them. Some cases are generalized to patterns of arbitrary length. For avoidance of one single pattern we give partial results. We also describe the distribution of these statistics in involutions avoiding any subset of patterns of length 3. The main technique consists in using bijections between pattern-avoiding permutations and certain kinds of Dyck paths, in such a way that the statistics in permutations that we consider correspond to statistics on Dyck paths which are easier to enumerate. Finally, we study another kind of restricted permutations, counted by the Motzkin numbers. By constructing a bijection into Motzkin paths, we enumerate them with respect to some parameters, including the length of the longest increasing and decreasing subsequences and the number of ascents.
by Sergi Elizalde.
Ph.D.
Silva, Wanessa Cristine Costa e. "Contribuições para o desenvolvimento de competências estatísticas no ensino médio por meio dos registros de representação semiótica." Universidade de São Paulo, 2018. http://www.teses.usp.br/teses/disponiveis/97/97138/tde-04122018-144950/.
Full textThe current school has the challenge of acting the formation of citizens who are able to consume and think critically the information that permeates their daily lives, who know how to make choices and participate positively in the construction of the society in which they live. With the objective of collaborating in this training, a proposal of Mathematics teaching is presented, with a focus on statistical content, which can contribute to the development of students` literacy, reasoning and statistical thinking skills. Therefore, teaching sequences were used, contextualized with themes of daily life selected by the group of students, elaborated from questionnaires that traced the profile and previous knowledge of the group. The basis for the formalization and analysis of the sequences were the Duval`s (2003) assumptions of the semiotic representation records. At the end, student`s skills and impressons were investigated through final questionnaires. The used method was action research and the work was carried out with students from two classes of 3rd year of High School, from a public school in a state of São Paulo small town. The developed research showed the importance of teaching and learning statistical concepts throughout the school trajectory. The development of the proposal was considered positive, since the students participated actively and responded to it in a satisfactory way.
Nordheimer, Swetlana. "Beziehungshaltigkeit und Vernetzungen im Mathematikunterricht der Sekundarstufe I." Doctoral thesis, Humboldt-Universität zu Berlin, Mathematisch-Naturwissenschaftliche Fakultät II, 2014. http://dx.doi.org/10.18452/16922.
Full textThe need for a study on relations sustainability and networks in mathematics stems, on the one hand, from current education policy requirements, and, on the other, from the rich philosophical traditions of education in the German-speaking countries (KMK 2012, 11). The goal of the present work consists, above all, in reflecting on relations sustainability and networks in mathematics lessons. This reflection is guided by three questions: What can one know, as a teacher, about relations sustainability? How can one act a teacher to ensure that students recognise relationships between mathematical content, or independently produce such relations? In order to act, one must know the reality or practice (e.g. empiricism) in which one acts. The project is focused on the development and testing of worked examples of concrete task networks ("Pythagoras’ tree" and "Around the hexagon").
Bourget, Alain. "Nodal statistics for the Lame ensemble." Thesis, McGill University, 2001. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=37872.
Full textIn the main result presented in this thesis, we compute the limiting mean level spacings distribution for the zeroes of Lame polynomials in various thermodynamic, asymptotic regimes. We give results both in the mean and pointwise, for an asymptotically full set of values of the parameters. As an application, we compute the limiting level spacings distribution of the zeroes of Van Vleck polynomials.
He, Siqian. "Statistics and dynamics of stiff chains." Thesis, Massachusetts Institute of Technology, 1996. http://hdl.handle.net/1721.1/38400.
Full textMarte, Michael. "Models and Algorithms for School Timetabling." Diss., lmu, 2002. http://nbn-resolving.de/urn:nbn:de:bvb:19-9369.
Full textSteingrímsson, Einar. "Permutations statistics of indexed and poset permutations." Thesis, Massachusetts Institute of Technology, 1992. http://hdl.handle.net/1721.1/35952.
Full textMa, Yanyuan 1970. "Studies in matrix perturbation and robust statistics." Thesis, Massachusetts Institute of Technology, 1999. http://hdl.handle.net/1721.1/85305.
Full textDegenhardt, Sheldon. "Weighted-inversion statistics and their symmetry groups /." The Ohio State University, 1996. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487941504293867.
Full textThayne, Jeffrey L. "Making statistics matter| Self-data as a possible means to improve statistics learning." Thesis, Utah State University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10250713.
Full textResearch has demonstrated that well into their undergraduate and even graduate education, learners often struggle to understand basic statistical concepts, fail to see their relevance in their personal and professional lives, and often treat them as little more than mere mathematics exercises. Undergraduate learners often see statistical concepts as means to passing exams, completing required courses, and moving on with their degree, and not as instruments of inquiry that can illuminate their world in new and useful ways.
This study explored ways help learners in an undergraduate learning context to treat statistical inquiry as mattering in a practical research context, by inviting them to ask questions about and analyze large, real, messy datasets that they have collected about their own personal lives (i.e., self -data). This study examined the conditions under which such an intervention might (and might not) successfully lead to a greater sense of the relevance of statistics to undergraduate learners. The goal is to place learners in a context where their relationship with data analysis can more closely mimic that of disciplinary professionals than that of students with homework; that is, where they are illuminating something about their world that concerns them for reasons beyond the limited concerns of the classroom.
The study revealed five themes in the experiences of learners working with self-data that highlight contexts in which data-analysis can be made to matter to learners (and how self-data can make that more likely): learners must be able to form expectations of the data, whether based on their own experiences or external benchmarks; the data should have variation to account for; the learners should treat the ups and downs of the data as more or less preferable in some way; the data should address or related to ongoing projects or concerns of the learner; and finally, learners should be able to investigate quantitative or qualitative covariates of their data. In addition, narrative analysis revealed that learners using self-data treated data analysis as more than a mere classroom exercise, but as exercises in inquiry and with an invested engagement that mimicked (in some ways) that of a disciplinary professional.
Liu, Fangda, and 刘芳达. "Two results in financial mathematics and bio-statistics." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2011. http://hub.hku.hk/bib/B46976437.
Full textMarriott, Paul. "Applications of differential geometry to statistics." Thesis, University of Warwick, 1990. http://wrap.warwick.ac.uk/55719/.
Full textLodhia, Asad. "Topics in linear spectral statistics of random matrices." Thesis, Massachusetts Institute of Technology, 2017. http://hdl.handle.net/1721.1/112898.
Full textCataloged from PDF version of thesis.
Includes bibliographical references (pages 78-83).
The behavior of the spectrum of a large random matrix is a topic of great interest in probability theory and statistics. At a global level, the limiting spectra of certain random matrix models have been known for some time. For example, the limiting spectral measure of a Wigner matrix is a semicircle law and the limiting spectral measure of a sample covariance matrix under certain conditions is a Marc̆enko-Pastur law. The local behavior of eigenvalues for specific random matrix ensembles (GUE and GOE) have been known for some time as well and until recently, were conjectured to be universal. There have been many recents breakthroughs in the universality of this local behavior of eigenvalues for Wigner Matrices. Furthermore, these universality results laws have been proven for other probabilistic models of particle systems, such as Beta Ensembles. In this thesis we investigate the fluctuations of linear statistics of eigenvalues of Wigner Matrices and Beta Ensembles in regimes intermediate to the global regime and the microscopic regime (called the mesoscopic regime). We verify that these fluctuations are Gaussian and derive the covariance for a range of test functions and scales. On a separate line of investigation, we study the global spectral behavior of a random matrix arising in statistics, called Kendall's Tau and verify that it satisfies an analogue of the Marc̆enko-Pastur Law.
by Asad Lodhia.
Ph. D.
Stadler, Jonathan. "Schur functions, juggling, and statistics on shuffled permutations /." The Ohio State University, 1997. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487947501135397.
Full textConnell, Matthew Aaron. "Generalized Laguerre Series for Empirical Bayes Estimation: Calculations and Proofs." Ohio University Honors Tutorial College / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=ouhonors1619179966891297.
Full textGustafsson, Anna-Lena, and Sofia Larsson. "Vägen till ett lyckat resultat : hur kan vi minimera antalet elever som lämnar grundskolan utan betyg i matematik." Thesis, University of Skövde, University of Skövde, University of Skövde, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:his:diva-2766.
Full textVi har under året fått larmrapporter om att Sveriges matematikundervisning är undermålig. Enligt Skolverkets statistik får vi också detta bekräftat. Undersökningen avser att ta reda på hur lärare uttrycker sig kring undervisning, elevens självbild och kunskapsbedömning när det gäller att minimera antalet elever som lämnar grundskolan utan betyg i matematik. I denna kvalitativa studie har vi valt att intervjua sex matematiklärare i grundskolans senare år. Med dessa intervjuer vill vi synliggöra tänkbara orsaker till att svenska elever tappar mark när det gäller matematikkunskaper. Vi har valt att fokusera på hur undervisning och kunskapsbedömning ser ut på skolor med högt respektive lågt antal elever som ej uppnått målen för matematik i grundskolan. Vi har dessutom valt att lägga fokus på hur elevens självbild påverkar förmågan att tillägna sig matematikkunskaper. I vårt resultat visar det sig att våra sex respondenter inte skiljer sig anmärkningsvärt i hur de undervisar och kunskapsbedömer sina elever utifrån högt eller lågt antal elever som ej uppnått målen för grundskolan i matematik. Vad vi däremot kan se är att matematiklärarna är kritiska till hur undervisningen fungerar i de tidigare åldrarna. Respondenterna ger också en tydlig bild av att vår samhällsstruktur har förändrats vilket ger dem elever med skiftande social och kulturell bakgrund. Vi har behandlat dessa iakttagelser i vår diskussionsdel där vi med stöd från olika litteratur och styrdokument ger tänkbara orsaker om hur vi kan åtgärda resultatet utifrån frågor som var ansvaret ligger men också påvisa olika faktorers samspel i den komplexa verklighet vår skola befinner sig.
We have during the year received alarming reports concerning the inferior state of the Swedish mathematics teaching. According to the statistics from the Department of Education we also get this confirmed. The survey intends to find out how teachers express themselves about teaching, the pupil's self-image, and judging of knowledge when it comes to minimizing the number of pupil's who leave elementary school without any grades in mathematics. In this qualitative study we have chosen to interview six teachers of mathematics from the later years of the elementary school. With these interviews we would like to make visible possible causes why Swedish pupils are falling behind when it comes to knowledge in mathematics. We have chosen to focus on how teaching and judging of knowledge look like at schools with a high respectively low number of pupils who haven't reached the goals set up for mathematics in elementary school. We have also chosen to focus on how the self-image of the pupil affects the ability to acquire knowledge in mathematics. Our results show that our six respondents do not in a considerable way differ in the way they teach and judge the knowledge from a point of view where a high or low number of pupils that have not reached the goals set for the elementary school is concerned. What we can see on the other hand is that the teachers of mathematics are critical about the way the teaching works in the earlier years. The respondents also provide a clear picture that the structure of our society has changed which gives them pupils of shifting social and cultural background. We have treated these observations in our discussion section where we with support from different literature and steering documents present thinkable causes about how we can take measures from questions concerning where the responsibility lies but also show the interplay between different factors in the complex reality where our school is.
Seier, Edith, and Karl H. Joplin. "Introduction to STATISTICS in a Biological Context." Digital Commons @ East Tennessee State University, 2011. http://amzn.com/1463613377.
Full textKritchevski, Evgenij. "Nodal statistics of Heine-Stieltjes and Van Vleck polynomials." Thesis, McGill University, 2004. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=81348.
Full textBunge, John Arnold. "Distribution theory for record statistics from random record models /." The Ohio State University, 1989. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487671108306781.
Full textMurphy, Sean. "Some topics in spatial probability and statistics." Thesis, University of Bath, 1989. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.280810.
Full textLochner, Michelle Aileen Anne. "New applications of statistics in astronomy and cosmology." Doctoral thesis, University of Cape Town, 2014. http://hdl.handle.net/11427/12864.
Full textOver the last few decades, astronomy and cosmology have become data-driven fields. The parallel increase in computational power has naturally lead to the adoption of more sophisticated statistical techniques for data analysis in these fields, and in particular, Bayesian methods. As the next generation of instruments comes online, this trend should be continued since previously ignored effects must be considered rigorously in order to avoid biases and incorrect scientific conclusions being drawn from the ever-improving data. In the context of supernova cosmology, an example of this is the challenge from contamination as supernova datasets will become too large to spectroscopically confirm the types of all objects. The technique known as BEAMS (Bayesian Estimation Applied to Multiple Species) handles this contamination with a fully Bayesian mixture model approach, which allows unbiased estimates of the cosmological parameters. Here, we extend the original BEAMS formalism to deal with correlated systematics in supernovae data, which we test extensively on thousands of simulated datasets using numerical marginalization and Markov Chain Monte Carlo (MCMC) sampling over the unknown type of the supernova, showing that it recovers unbiased cosmological parameters with good coverage. We then apply Bayesian statistics to the field of radio interferometry. This is particularly relevant in light of the SKA telescope, where the data will be of such high quantity and quality that current techniques will not be adequate to fully exploit it. We show that the current approach to deconvolution of radio interferometric data is susceptible to biases induced by ignored and unknown instrumental effects such as pointing errors, which in general are correlated with the science parameters. We develop an alternative approach - Bayesian Inference for Radio Observations (BIRO) - which is able to determine the joint posterior for all scientific and instrumental parameters. We test BIRO on several simulated datasets and show that it is superior to the standard CLEAN and source extraction algorithms. BIRO fits all parameters simultaneously while providing unbiased estimates - and errors - for the noise, beam width, pointing errors and the fluxes and shapes of the sources.
Pedrick, Micah G. "Complexity of Linear Summary Statistics." Scholarship @ Claremont, 2017. https://scholarship.claremont.edu/hmc_theses/99.
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