Relevant bibliographies by topics / Visual algebra

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Visual algebra'

Author: Grafiati
Published: 4 June 2021
Last updated: 2 February 2022

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Journal articles on the topic "Visual algebra"

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Iurato, Giuseppe. "Eye Movement Pre-Algebra and Visual Semantic Algebra." International Journal of Cognitive Informatics and Natural Intelligence 13, no. 1 (January 2019): 62–72. http://dx.doi.org/10.4018/ijcini.2019010105.

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This article proposes a new denotational mathematics entity, i.e., the eye movement pre-algebra (EMpA), which may be considered as a pre-algebraic structure in a certain sense generating, according to universal algebra, Husserlian phenomenological theory and structuralism, another basic algebraic structure of denotational mathematics, said to be visual semantic algebra (VSA).
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Wang, Yingxu. "On Visual Semantic Algebra (VSA)." International Journal of Software Science and Computational Intelligence 1, no. 4 (October 2009): 1–16. http://dx.doi.org/10.4018/jssci.2009062501.

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A new form of denotational mathematics known as Visual Semantic Algebra (VSA) is presented for abstract visual object and architecture manipulations. A set of cognitive theories for pattern recognition is explored such as cognitive principles of visual perception and basic mechanisms of object and pattern recognition. The cognitive process of pattern recognition is rigorously modeled using VSA and Real-Time Process Algebra (RTPA), which reveals the fundamental mechanisms of natural pattern recognition by the brain. Case studies on VSA in pattern recognition are presented to demonstrate VAS’ expressive power for algebraic manipulations of visual objects. VSA can be applied not only in machinable visual and spatial reasoning, but also in computational intelligence as a powerful man-machine language for representing and manipulating visual objects and patterns. On the basis of VSA, computational intelligent systems such as robots and cognitive computers may process and inference visual and image objects rigorously and efficiently.
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Kirshner, David. "The Visual Syntax of Algebra." Journal for Research in Mathematics Education 20, no. 3 (May 1989): 274–87. http://dx.doi.org/10.5951/jresematheduc.20.3.0274.

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A structured system of visual features can be seen to parallel the propositional hierarchy of operations usually associated with the parsing of algebraic expressions. Some students (proportionately more women than men) were found to depend on these visual cues in their syntactic decision making. Others were found to have access to sound propositional rules. Possible causes and consequences of these different syntactic representation styles are discussed.
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Kirshner, David. "The Visual Syntax of Algebra." Journal for Research in Mathematics Education 20, no. 3 (May 1989): 274. http://dx.doi.org/10.2307/749516.

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Huen, Y. K. "Visual algebra and its applications." International Journal of Mathematical Education in Science and Technology 28, no. 3 (May 1997): 333–44. http://dx.doi.org/10.1080/0020739970280303.

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Jackson, Tess, and Ron Goolsby. "VISUAL JUSTIFICATION OF ALGEBRA CONCEPTS." PRIMUS 6, no. 3 (January 1996): 209–20. http://dx.doi.org/10.1080/10511979608965824.

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Morelli, Lynn. "A Visual Approach to Algebra Concepts." Mathematics Teacher 85, no. 6 (September 1992): 434–37. http://dx.doi.org/10.5951/mt.85.6.0434.

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Shaverdian, Anna A., Hao Zhou, George Michailidis, and Hosagrahar V. Jagadish. "A Graph Algebra for Scalable Visual Analytics." IEEE Computer Graphics and Applications 32, no. 4 (July 2012): 26–33. http://dx.doi.org/10.1109/mcg.2012.62.

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Liao, Liang, and Stephen John Maybank. "Generalized Visual Information Analysis Via Tensorial Algebra." Journal of Mathematical Imaging and Vision 62, no. 4 (February 12, 2020): 560–84. http://dx.doi.org/10.1007/s10851-020-00946-9.

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MIRAH MARIATI, NI PUTU AYU, NI LUH PUTU SUCIPTAWATI, and KARTIKA SARI. "ANALISIS PERCOBAAN FAKTORIAL UNTUK MELIHAT PENGARUH PENGGUNAAN ALAT PERAGA BLOK ALJABAR TERHADAP PRESTASI BELAJAR ALJABAR SISWA." E-Jurnal Matematika 2, no. 2 (May 31, 2013): 1. http://dx.doi.org/10.24843/mtk.2013.v02.i02.p030.

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The experimental design was applied in research in many different fields of science, such as in education, as used in this study. Block algebra visual aids is a visual aids in the form of the geometry model used to concretize understanding the variables and constants in the algebra which is an abstract concept. This visual aids are used as a basis for factoring algebraic forms. In connection with this, the aims of this research is to determine the effect of the application of algebra block in student academic achievement in class VII in the field of algebra in schools categorized as private, SSN (Sekolah Standar Nasional) and the previously categorized RSBI (Rintisan Sekolah Bertaraf Internasional). The method of analysis used in this study was two-factor experimental design in a randomized block design. The results showed that the academic achievement of students in the field of algebra after learning with block algebra visual aids obtained better than the academic achievement of students who received learning without using block algebra visual aids. Moreover, it also shows that the categories of schools have a significant effect on student achievement.
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Dissertations / Theses on the topic "Visual algebra"

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Johnson, Jennifer E. "Investigating visual attention while solving college algebra problems." Thesis, Kansas State University, 2015. http://hdl.handle.net/2097/19704.

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Master of Science
Mathematics
Andrew G. Bennett
This study utilizes eye-tracking technology as a tool to measure college algebra students’ mathematical noticing as defined by Lobato and colleagues (2012). Research in many disciplines has used eye-tracking technology to investigate the differences in visual attention under the assumption that eye movements reflect a person’s moment-to-moment cognitive processes. Motivated by the work done by Madsen and colleagues (2012) who found visual differences between those who correctly and incorrectly solve introductory college physics problems, we used eye-tracking to observe the visual attention difference between correct and incorrect solvers of college algebra problems. More specifically, we consider students’ visual attention when presented tabular representations of linear functions. We found that in several of the problems analyzed, those who answered the problem correctly spend more time looking at relevant table values of the problem while those who answered the problem incorrectly spend more time looking at irrelevant table labels x, y, y = f(x) of the problem in comparison to the correct solvers. More significantly, we found a noteworthy group of students, who did not move beyond table labels, using these labels solely to solve the problem. Future analyses need to be done to expand on the differences between eye patterns rather than just focusing on dwell time in the relevant and irrelevant areas of a table.
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Herman, Marlena F. "Relationship of college students' visual preference to use of representations : conceptual understanding of functions in Algebra /." The Ohio State University, 2002. http://rave.ohiolink.edu/etdc/view?acc_num=osu1486462067840983.

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Beck, Elaine K. "An Evaluation of Student Learning and Engagement in a Technology-Enhanced Algebra Unit on Slope." Thesis, University of North Texas, 2000. https://digital.library.unt.edu/ark:/67531/metadc2658/.

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The purpose of this study was to examine the effectiveness of a technology-enhanced unit on slope in algebra. The technology used in the study was the Topological Panorama Camera (Topocam). The research questions explored the learning and transfer of knowledge about slope and the engagement level of students during Topocam learning activities. The Topocam is a computer-controlled camera that moves on a modular track while it scans a scene through a vertical slit. Students can program the speed of the camera and frequency of pictures. They then witness the results of time and motion in the image created by the camera. Data for this study were collected from a pretest/posttest, as well as from observations of indicators of engaged learning. The research population consisted of 46 students from three classes of Algebra I students. Three classroom teachers each taught a unit on slope, while a fourth teacher conducted the activities with the Topocam for all the classes. The classroom activities focused on the concept of slope as a rate of change utilizing coordinate grids. The Topocam activities involved students in collaboratively making and testing predictions about slope. The findings of the study indicate that student learning did occur with this technology-enhanced unit on slope in algebra. Students showed statistically significant improvement in understanding slope and in transferring that concept to other situations. Since technology was only part of the unit presentation, the amount of learning attributed to the Topocam activities cannot be determined. However, students demonstrated a high degree of engagement in learning while working with the Topocam which suggests that the activities were a factor. A low correlation between students’ slope unit test scores and previous algebra performance may indicate that students who have not been successful in algebra were more successful in the technology-enhanced unit. Some variation was found between classes that could be attributed to other factors than the Topocam.
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Appel, Ana Paula. ""Uma linguagem visual de consulta a banco de dados utilizando o paradigma de fluxo de dados"." Universidade de São Paulo, 2003. http://www.teses.usp.br/teses/disponiveis/55/55134/tde-04102004-211125/.

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Apesar de muito trabalho ter sido dispendido sobre linguagens de consulta a Sistemas de Gerenciamento de Bancos de Dados Relacionais, existem somente dois paradigmas básicos para essas linguagens, que são representados pela Structured Query Language – SQL e pela Query by Example – QBE. Apesar dessas linguagens de consultas serem computacionalmente completas, elas tem a desvantagem de não permitir ao usuário nenhuma interação gráfica com a informação contida na base de dados. Um dos principais desenvolvimentos na área de base de dados diz respeito às ferramentas que proveêm aos usuários um entendimento simples da base de dados e uma extração amigável da informação. A linguagem descrita neste trabalho possibilita que usuários criem consultas graficamente por meio de diagramas de fluxo de dados. Além da linguagem de consulta gráfica, este trabalho mostra também a ferramenta de apoio Data Flow Query Language - DFQL, que é um editor/executor de consultas construído para suportar essa linguagem, através de um conjunto de operadores representados graficamente, e a execução desses diagramas, analisando a rede e gerando os comandos correspondentes em SQL para realização da consulta. Esses comandos são submetidos ao sistema de gerenciamento de banco de dados e o resultado é mostrado/gravado conforme a consulta feita.
In spite of many works done on query languages, all existing languages are direct extensions of Structured Query Language – SQL and query-By-Example – QBE. These two languages were developed in the beginning of the Relational Database Management Systems – RDBMS development. Althoug these languages are computationally complete, they take the disadvantage of not supporting graphical interaction with data. One of the the main developments in the database area concerns tools to provide users a simple understand of database content, and friendly extraction of the information. The language described in this work enables users to create graphical queries using data flow diagrams. Besides the graphical query language, this work also shows the Data Flow Query Language - DFQL tool. This tool is a query editor/executer that supports this language, using a set of operators represented graphicaly, and the diagram execution is done by analising the network and producing the respective commands in SQL to realize the query. This commands are sent to the DBMS and the result is shown/recorded according to the query.
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Edeson, Margaret, and n/a. "Investigations in coset enumeration." University of Canberra. Information Sciences & Engineering, 1989. http://erl.canberra.edu.au./public/adt-AUC20050712.083514.

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The process of coset enumeration has become a significant factor in group theoretical investigations since the advent of modern computing power, but in some respects the process is still not well understood. This thesis investigates some features of coset enumeration, working mainly with the group F(2,7). Chapter 1 describes the characteristics of coset enumeration and algorithms used for it. A worked example of the method is provided. Chapter 2 discusses some features which would be desirable in computer programs for use in investigating the coset enumeration process itself, and reviews the Havas/Alford program which to date best meets the requirements. Chapter 3 deals with the use of coset ammeration in proofs, either in its own right or as a basis for other workings. An example of one attempt to obtain a proof by coset enumeration is given. Chapter 4 reviews techniques designed to reduce the length of coset enumerations and proposes the 'equality list' technique as a way to reduce enumeration length for some groups. Extra insights obtainable using the equality list method are also discussed. Chapter 5 summarises the factors by which the success of different coset enumerations can be compared and proposes an algorithm for making systematic comparisons among enumerations. Chapter 6 reports five coset enumerations, obtained manually by three main methods on the group F(2,7). All these enumerations were shorter than is so far obtainable by machine and one is shorter than other known hand enumerations. The enumerations were compared by applying the process developed in Chapter 5. Chapter 7 presents a shorter proof of the cyclicity of the group F(2,7) than was hitherto available. The proof derives from the workings for one of the coset enumerations described in Chapter 6. There are eight appendices and an annotated bibliography. The appendices contain, inter alia, edited correspondence between well-known coset-enumerators, a guide to the Havas/Alford program, further details on the equality list method and listings of various enumerations.
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Wohlgehagen, James L. (James Lee). "A Comparison of the Effectiveness of an Abstract and a Concrete Approach in Teaching Selected Algebraic Concepts to Ninth and Tenth Grade Students." Thesis, University of North Texas, 1989. https://digital.library.unt.edu/ark:/67531/metadc331465/.

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One purpose of this study was to determine whether any differences in immediate achievement or retention existed between students using manipulatives and students not using manipulatives. Also addressed in this study is whether or not the use of manipulatives is more beneficial for girls than boys and whether the use of manipulatives is more beneficial for low-ability students than for high-ability students. Students selected for this study were from a large suburban school district in Texas. The students were from eight intact classes, four of which were designated as the experimental group and the other four as the control group. The sample consisted of one hundred eighty-seven students. All students were tested with a test developed by the researcher. This same test was administered as a pretest, posttest, and retention test. The following supplemental data were also gathered on the students: mathematics scores from the California Test of Basic Skills and scores from the mathematics section of the Texas Educational Assessment of Minimum Skills test. Analysis of the data revealed no statistical difference in the mean scores of students instructed with or without manipulatives when the test was administered immediately after instruction. Nor was there any statistical difference in the mean scores when the test was administered two months after instruction. There was no statistical difference in the mean gain scores from the pretest to the posttest between boys and girls or between high- and low-achieving students. Nor was there any statistical difference between the mean gain scores from the pretest to the retention test between boys and girls or between high- and low-achieving students. It is recommended that further studies be conducted to investigate achievement and retention of students using manipulatives at the secondary level. It is also recommended that variables other than achievement be studied to determine the effects of manipulatives on secondary students.
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Toledo, André Ferraz de. "Teorema fundamental da álgebra : uma abordagem visual para o Ensino Médio." reponame:Repositório Institucional da UFABC, 2016.

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Orientadora: Profa. Dra. Ana Carolina Boero
Dissertação (mestrado) - Universidade Federal do ABC, Programa de Pós-Graduação em Mestrado Profissional em Matemática em Rede Nacional, 2016.
O Teorema Fundamental da Álgebra é um tópico de grande relevância para a Matemática, com o qual o aluno toma contato na 3a série do Ensino Médio. Talvez porque todas as demonstrações conhecidas desse resultado utilizem argumentos que não podem ser apresentados de modo preciso nessa etapa de ensino, sua abordagem em diversos livros didáticos resume-se, basicamente, a destacar algumas de suas consequências e aplicações. O propósito deste trabalho é fornecer um material que possa ser utilizado por professores da Educação Básica no intuito de explorar esse fascinante resultado. Para atingirmos esse objetivo, apresentamos uma breve contextualizaçãohistória do Teorema Fundamental da Álgebra, que serve tanto para apontar sua utilidade em outros ramos da Matemática como também para observar a evolução de certos conceitos matemáticos. Em seguida, apresentamos uma prova rigorosa desse resultado, com o menor nível de complexidade possível, além de duas abordagens alternativas com apelo visual que podem ser utilizadas para apresentar uma justificativa de sua validade aos alunos do Ensino Médio.
The Fundamental Theorem of Algebra is a topic of great relevance to Mathematics, with which the student makes contact in the 3rd grade of High School. Perhaps because all known demonstrations of this result use arguments that can not be accurately presented at this stage of teaching, its approach in several textbooks basically boils down to highlighting some of its consequences and applications. The purpose of this work is to provide a material that can be used by teachers of Basic Education in order to explore this fascinating result. To reach this goal, we present a brief history of the Fundamental Theorem of Algebra, which serves both to point out its usefulness in other branches of mathematics and also to observe the evolution of certain mathematical concepts. Next, we present a rigorous proof of this result, with the lowest level of complexity possible, as well as two alternative approaches with visual appeal that can be used to present a justification of its validity to high school students.
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Coskun, Sirin. "A multiple case study investigating the effects of technology on students' visual and nonvisual thinking preferences comparing paper-pencil and dynamic software based strategies of algebra word problems." Doctoral diss., University of Central Florida, 2011. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/4874.

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In this multiple-case study, I developed cases describing three students' (Mary, Ryan and David) solution methods for algebra word problems and investigated the effect of technology on their solution methods by making inferences about their preferences for visual or nonvisual solutions. Furthermore, I examined the students' solution methods when presented with virtual physical representations of the situations described in the problems and attempted to explain the effect of those representations on students' thinking preferences. In this study, the use of technology referred to the use of the dynamic software program Geogebra. Suwarsono's (1982) Mathematical Processing Instrument (MPI) was administered to determine their preferences for visual and nonvisual thinking. During the interviews, students were presented with paper-and-pencil-based tasks (PBTs), Geogebra-based tasks (GBTs) and Geogebra-based tasks with virtual physical representations (GBT-VPRs). Each category included 10 algebra word problems, with similar problems across categories. (i.e., PBT 9, GBT 9 and GBT-VPR 9 were similar). By investigating students' methods of solution and their use of representations in solving those tasks, I compared and contrasted their preferences for visual and nonvisual methods when solving problems with and without technology. The comparison between their solutions of PBTs and GBTs revealed how dynamic software influenced their method of solution. Regardless of students' preferences for visual and nonvisual solutions, with the use of dynamic software students employed more visual methods when presented with GBTs. When visual methods were as accessible and easy to use as nonvisual methods, students preferred to use them, thus demonstrating that they possessed a more complete knowledge of problem-solving with dynamic software than their work on the PBTs.; Nowadays, we can construct virtual physical representations of the problems in technology environments that will help students explore the relationships and look for patterns that can be used to solve the problem. Unlike GBTs, GBT-VPRs did not influence students' preferences for visual or nonvisual methods. Students continued to rely on methods that they preferred since their preferences for visual or nonvisual solutions regarding GBT-PRs were similar to their solution preferences for the problems on MPI that was administered to them to determine their preferences for visual or nonvisual methods. Mary, whose MPI score suggested that she preferred to solve mathematics problems using nonvisual methods, solved GBT-VPRs with nonvisual methods. Ryan, whose MPI score suggested that he preferred to solve mathematics problems using visual methods, solved GBT-VPRs with visual methods. David, whose MPI score suggested that he preferred to solve mathematics problems using both visual and nonvisual methods, solved GBT-VPRs with both visual and nonvisual methods.
ID: 030422900; System requirements: World Wide Web browser and PDF reader.; Mode of access: World Wide Web.; Thesis (Ph.D.)--University of Central Florida, 2011.; Includes bibliographical references (p. 293-303).
Ph.D.
Doctorate
Education
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Neary, Duncan S. "Visual construction of algebraic specifications." Thesis, University of Liverpool, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.250223.

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Parhammar, Olof. "Matematikdidaktik : En teoretisk studie av att lära algebra." Thesis, Södertörn University College, Lärarutbildningen, 2006. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-741.

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This is a literature study of learning mathematics in general and algebra in particular. The goal is to explore and investigate the learning procedure and the difficulties pupils have with their understanding. Furthermore, to understand what qualities is requested of pupils in their effort to be successful in mathematics and algebra. I have also explored different pupil thinking styles in mathematics and what consequences that has on their learning and understanding. Moreover, I have investigated some different learning styles and how they can be addressed in teaching of mathematics in general and algebra in particular. Finally, the goal has been to suggest how you can improve the teaching in order to enhance the understanding of algebra. As a result I have presented a variety of methods to literally illustrate the basic concepts of algebra. The conclusions of this work are that it is possible to make algebra more visual or kinaesthetic by illustrating the function of the equal sign as a similarity and not an operational command by scales for instance, in order to enhance the understanding of algebra. Additionally, it is for example possible to make the multiplication of binomial visual or kinaesthetic by treating the product of the binomials as an area of a rectangle with the binomials as sides. Finally, the importance of team work should not be underestimated as it lets the pupils learn from each other, toss ideas and develop a more flexible thinking style.

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Books on the topic "Visual algebra"

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Dyke, Francis Van. A visual approach to functions. Emeryville, CA: Key Curriculum Press, 2002.

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Maier, Eugene. Algebra through visual patterns: A beginning course in algebra : a Math Learning Center publication. Salem, Or: Math Learning Center, 2005.

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Vladimir, Nodelman, ed. The shape of algebra in the mirrors of mathematics: A visual, computer-aided exploration of elementary algebra and beyond. Singapore: World Scientific, 2012.

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Shi, Tan Kiat. Symbolic C++: An introduction to computer algebra using object-oriented programming. Singapore: Springer, 1998.

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Shi, Tan Kiat. SymbolicC [plus plus]: An introduction to computer algebra using object-oriented programming. New York: Springer, 1997.

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Shi, Tan Kiat. Symbolic C [plus plus]: An introduction to computer algebra using object-oriented programming. 2nd ed. London: Springer, 2000.

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Shi, Tan Kiat. Symbolic C++: An introduction to computer algebra using object-oriented programming / Tan Kiat Shi, Willi-Hans Steeb, and Yorick Hardy. 2nd ed. New York: Springer, 2000.

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Herman, Eugene A. Visual Linear Algebra. John Wiley & Sons, 2005.

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Visual Linear Algebra. Wiley, 2005.

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Visual Approach to Algebra. Dale Seymour Publications, 1998.

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Book chapters on the topic "Visual algebra"

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Gupta, Amarnath, and Simone Santini. "Toward Feature Algebras in Visual Databases: The Case for a Histogram Algebra." In Advances in Visual Information Management, 177–96. Boston, MA: Springer US, 2000. http://dx.doi.org/10.1007/978-0-387-35504-7_13.

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Gonzalez-Aguirre, David, Tamim Asfour, Eduardo Bayro-Corrochano, and Ruediger Dillmann. "Model-Based Visual Self-localization Using Gaussian Spheres." In Geometric Algebra Computing, 299–324. London: Springer London, 2010. http://dx.doi.org/10.1007/978-1-84996-108-0_15.

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Dogan, Hamide. "Mental Schemes of: Linear Algebra Visual Constructs." In Challenges and Strategies in Teaching Linear Algebra, 219–39. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-66811-6_10.

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Egenhofer, Max J., and H. Tom Bruns. "Visual Map Algebra: a direct-manipulation user interface for GIS." In Visual Database Systems 3, 235–53. Boston, MA: Springer US, 1995. http://dx.doi.org/10.1007/978-0-387-34905-3_15.

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Alajarmeh, Nancy, and Enrico Pontelli. "A Non-visual Electronic Workspace for Learning Algebra." In Lecture Notes in Computer Science, 158–65. Berlin, Heidelberg: Springer Berlin Heidelberg, 2012. http://dx.doi.org/10.1007/978-3-642-31522-0_23.

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van Straten, Duco, and Oliver Labs. "A Visual Introduction to Cubic Surfaces Using the Computer Software Spicy." In Algebra, Geometry and Software Systems, 225–38. Berlin, Heidelberg: Springer Berlin Heidelberg, 2003. http://dx.doi.org/10.1007/978-3-662-05148-1_12.

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Labunets, Valeri, Ekaterina Labunets-Rundblad, and Jaakko Astola. "Is the Visual Cortex a “Clifford Algebra Quantum Computer”?" In Clifford Analysis and Its Applications, 173–82. Dordrecht: Springer Netherlands, 2001. http://dx.doi.org/10.1007/978-94-010-0862-4_17.

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Yao, Qiong, and Dong Juan Gao. "Case Based Linear Algebra Visual Teaching Based on Data Analysis." In Advances in Computer Science, Environment, Ecoinformatics, and Education, 165–69. Berlin, Heidelberg: Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-23339-5_30.

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Dumas, Marlon, Murray Spork, and Kenneth Wang. "Adapt or Perish: Algebra and Visual Notation for Service Interface Adaptation." In Lecture Notes in Computer Science, 65–80. Berlin, Heidelberg: Springer Berlin Heidelberg, 2006. http://dx.doi.org/10.1007/11841760_6.

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Dutta, Sabyasachi, and Avishek Adhikari. "XOR Based Non-monotone t- $$(k,n)^*$$ -Visual Cryptographic Schemes Using Linear Algebra." In Information and Communications Security, 230–42. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-21966-0_17.

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Conference papers on the topic "Visual algebra"

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Zibulski, Meir, and Yehoshua Y. Zeevi. "Matrix algebra approach to Gabor-type image representation." In Visual Communications '93, edited by Barry G. Haskell and Hsueh-Ming Hang. SPIE, 1993. http://dx.doi.org/10.1117/12.157934.

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Thomas, Nigel, Malcolm Munro, Peter King, and Rob Pooley. "Visual representation of stochastic process algebra models." In the second international workshop. New York, New York, USA: ACM Press, 2000. http://dx.doi.org/10.1145/350391.350397.

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Lopez-Franco, C., Geoff Fink, N. Arana-Daniel, and A. Y. Alanis. "A visual servo control based on geometric algebra." In 2011 8th International Conference on Electrical Engineering, Computing Science and Automatic Control (CCE 2011). IEEE, 2011. http://dx.doi.org/10.1109/iceee.2011.6106633.

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Bhattacharya, Prabir, and Kai Qian. "Polynomial Image Algebra Approach For Image Processing." In 1989 Symposium on Visual Communications, Image Processing, and Intelligent Robotics Systems, edited by William A. Pearlman. SPIE, 1989. http://dx.doi.org/10.1117/12.970041.

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Wang, Xian, and Kuang-Rong Hao. "Recognition Research on Visual Invariants Using Conformal Geometric Algebra." In 2010 Symposium on Photonics and Optoelectronics (SOPO 2010). IEEE, 2010. http://dx.doi.org/10.1109/sopo.2010.5504339.

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Mishra, B., and P. Wilson. "Color edge detection hardware based on geometric algebra." In 3rd European Conference on Visual Media Production (CVMP 2006). Part of the 2nd Multimedia Conference 2006. IEE, 2006. http://dx.doi.org/10.1049/cp:20061932.

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Sinha, Divyendu, and Charles R. Giardina. "Representation Theorems In A L-Fuzzy Set Theory Based Algebra For Morphology." In 1989 Symposium on Visual Communications, Image Processing, and Intelligent Robotics Systems, edited by William A. Pearlman. SPIE, 1989. http://dx.doi.org/10.1117/12.970055.

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Fernandes, Leandro Augusto Frata, and Manuel Menezes de Oliveira. "Geometric Algebra: A Powerful Tool for Solving Geometric Problems in Visual Computing." In 2009 Tutorials of the XXII Brazilian Symposium on Computer Graphics and Image Processing (SIBGRAPI). IEEE, 2009. http://dx.doi.org/10.1109/sibgrapi-tutorials.2009.10.

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Yingxu Wang. "On Visual Semantic Algebra (VSA) and the cognitive process of pattern recognition." In 2008 7th IEEE International Conference on Cognitive Informatics (ICCI). IEEE, 2008. http://dx.doi.org/10.1109/coginf.2008.4639192.

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Carbajal-Espinosa, O., G. Osuna-Gonzalez, L. Gonzalez-Jimenez, A. Loukianov, and E. Bayro Corrochano. "Visual servoing and robust object manipulation using symmetries and Conformai Geometric Algebra." In 2014 IEEE-RAS 14th International Conference on Humanoid Robots (Humanoids 2014). IEEE, 2014. http://dx.doi.org/10.1109/humanoids.2014.7041494.

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Reports on the topic "Visual algebra"

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Flici, Farid, and Nacer-Eddine Hammouda. Mortality evolution in Algeria: What can we learn about data quality? Verlag der Österreichischen Akademie der Wissenschaften, August 2021. http://dx.doi.org/10.1553/populationyearbook2021.res1.3.

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Abstract:
Mortality in Algeria has declined significantly since the country declared its independence in 1962. This trend has been accompanied by improvements in data quality and changes in estimation methodology, both of which are scarcely documented, and may distort the natural evolution of mortality as reported in official statistics. In this paper, our aim is to detect these methodological and data quality changes by means of the visual inspection of mortality surfaces, which represent the evolution of mortality rates, mortality improvement rates and the male-female mortality ratio over age and time. Data quality problems are clearly visible during the 1977–1982 period. The quality of mortality data has improved after 1983, and even further since the population census of 1998, which coincided with the end of the civil war. Additional inexplicable patterns have also been detected, such as a changing mortality age pattern during the period before 1983, and a changing pattern of excess female mortality at reproductive ages, which suddenly appears in 1983 and disappears in 1992.
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