Dissertations / Theses: 'Visual mathematics'

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Ekin, Özge [Verfasser]. "New Approaches to Visual Reasoning in Mathematics and Kantian Characterization of Mathematics / Özge Ekin." Berlin : Freie Universität Berlin, 2016. http://d-nb.info/1097263525/34.

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ROHDE, TREENA EILEEN M. A. "AN EXAMINATION OF HOW VISUAL PERCEPTION ABILITIES INFLUENCE MATHEMATICS ACHIEVEMENT." Case Western Reserve University School of Graduate Studies / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=case1196193538.

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Blok, Marius Jacobus Johannes. "The educational validity of visual geometry." Thesis, University of Hull, 1997. http://hydra.hull.ac.uk/resources/hull:3487.

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Hussain, Sibt Ul. "Machine Learning Methods for Visual Object Detection." Phd thesis, Université de Grenoble, 2011. http://tel.archives-ouvertes.fr/tel-00680048.

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The goal of this thesis is to develop better practical methods for detecting common object classes in real world images. We present a family of object detectors that combine Histogram of Oriented Gradient (HOG), Local Binary Pattern (LBP) and Local Ternary Pattern (LTP) features with efficient Latent SVM classifiers and effective dimensionality reduction and sparsification schemes to give state-of-the-art performance on several important datasets including PASCAL VOC2006 and VOC2007, INRIA Person and ETHZ. The three main contributions are as follows. Firstly, we pioneer the use of Local Ternary Pattern features for object detection, showing that LTP gives better overall performance than HOG and LBP, because it captures both rich local texture and object shape information while being resistant to variations in lighting conditions. It thus works well both for classes that are recognized mainly by their structure and ones that are recognized mainly by their textures. We also show that HOG, LBP and LTP complement one another, so that an extended feature set that incorporates all three of them gives further improvements in performance. Secondly, in order to tackle the speed and memory usage problems associated with high-dimensional modern feature sets, we propose two effective dimensionality reduction techniques. The first, feature projection using Partial Least Squares, allows detectors to be trained more rapidly with negligible loss of accuracy and no loss of run time speed for linear detectors. The second, feature selection using SVM weight truncation, allows active feature sets to be reduced in size by almost an order of magnitude with little or no loss, and often a small gain, in detector accuracy. Despite its simplicity, this feature selection scheme outperforms all of the other sparsity enforcing methods that we have tested. Lastly, we describe work in progress on Local Quantized Patterns (LQP), a generalized form of local pattern features that uses lookup table based vector quantization to provide local pattern style pixel neighbourhood codings that have the speed of LBP/LTP and some of the flexibility and power of traditional visual word representations. Our experiments show that LQP outperforms all of the other feature sets tested including HOG, LBP and LTP.

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Kundema, Imani Bakari. "Teaching for visual literacy by mathematics teachers in Tanzanian secondary schools." Diss., University of Pretoria, 2016. http://hdl.handle.net/2263/60951.

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In this study, I examined the topic of teaching for visual literacy by mathematics teachers in Tanzanian secondary schools. One of the goals of teaching mathematics in these schools is for learners to acquire mathematical knowledge and skills, which will be useful in their daily lives and future careers. Several studies have shown that visual literacy enables learners to acquire knowledge and skills that are also useful in their lives and future careers. It is a well-known fact that mathematics plays an important role in human endeavours, and life in general. On the one hand, research persistently reports that mathematical concepts are too abstract and complex for learners, which makes it difficult for teachers to teach these concepts effectively. On the other hand, the literature suggests that teaching mathematics for visual literacy could assist learners in understanding mathematical concepts easily, and developing visual literacy skills. Learners could better understand the mathematical concepts being taught and acquire visual literacy skills through the use of both teacher-centred and learner-centred teaching styles and various teaching strategies, including traditional teaching; group work, in particular cooperative learning; discovery; problem-based learning; multimedia instruction; as well as providing an opportunity for learners to interpret visual information and use visual media. Using a case study of three mathematics teachers from three schools, this study examined how Tanzanian secondary school mathematics teachers taught for visual literacy in Form 2 classrooms. The data was collected using classroom observations and interviews. The findings from the collected data have suggested that Tanzanian mathematics teachers do not meet the requirements for teaching mathematics for visual literacy due to various factors, such as the length of the syllabus, lack of pedagogical content knowledge, insufficient technology and dynamic media in schools, teachers' beliefs, National Examinations rules and regulations, and overcrowded classrooms. Recommendations for further studies based on this study have also been made.
Dissertation (MEd)--University of Pretoria, 2016.
Science, Mathematics and Technology Education
MEd
Unrestricted

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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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Suggate, Jennifer. "The use of visual images in computer programs for primary school mathematics." Thesis, Open University, 1993. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.358076.

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Freeman, Jeremy. "Computation and representation in the primate visual system." Thesis, New York University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10143918.

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The purpose of vision is to find behaviorally relevant structure in the ever-flowing chaos of sensory input. In the primate, this goal is achieved by a hierarchy of cortical areas that extract increasingly complex forms of information from the light arriving at the retina. Despite success characterizing the early stages of this pathway — the retina, the lateral geniculate nucleus, and primary visual cortex (V1) — we have a poor understanding of how transformations in later stages yield selectivity for the complex shapes and objects that primates readily recognize.

According to a classical, constructionist view, the later stages of the visual system assemble elementary inputs — like the oriented features encoded by V1 — into larger and more complex combinations, capturing the structural relationships that determine the visual world. But this approach has stumbled on the enigmatic second visual area, V2, whose neurons defy our intuitions about how to begin segmenting scenes and encoding the shapes of objects.

In this thesis we develop a framework for the study of intermediate visual processing in the primate, focused on computation and representation in area V2. Rather than try to predict the responses of visual neurons to arbitrary inputs, we test hypotheses about their function by generating targeted experimental stimuli. The stimuli we use reflect the messy statistical reality of natural images, rather than intuitions about object construction. We identify novel responses properties in macaque and human V2 that robustly differentiates it from V1. We propose mechanistic explanations for these properties by contextualizing them among existing models of hierarchical computation. And we link these properties to several perceptual capabilities -- and limits -- that appear to depend specifically on processing in V2, and imply striking consequences for everyday vision.

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Edwards, Jesse R. "'Marveilous newtrality'/'strange participation' : mathematics and the colonial attitude in seventeenth-century England." Thesis, University of Sussex, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.360605.

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Hoffmann, McElory Roberto. "Stochastic visual tracking with active appearance models." Thesis, Stellenbosch : University of Stellenbosch, 2009. http://hdl.handle.net/10019.1/1381.

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Thesis (PhD (Applied Mathematics))--University of Stellenbosch, 2009.
ENGLISH ABSTRACT: In many applications, an accurate, robust and fast tracker is needed, for example in surveillance, gesture recognition, tracking lips for lip-reading and creating an augmented reality by embedding a tracked object in a virtual environment. In this dissertation we investigate the viability of a tracker that combines the accuracy of active appearancemodels with the robustness of the particle lter (a stochastic process)—we call this combination the PFAAM. In order to obtain a fast system, we suggest local optimisation as well as using active appearance models tted with non-linear approaches. Active appearance models use both contour (shape) and greyscale information to build a deformable template of an object. ey are typically accurate, but not necessarily robust, when tracking contours. A particle lter is a generalisation of the Kalman lter. In a tutorial style, we show how the particle lter is derived as a numerical approximation for the general state estimation problem. e algorithms are tested for accuracy, robustness and speed on a PC, in an embedded environment and by tracking in ìD. e algorithms run real-time on a PC and near real-time in our embedded environment. In both cases, good accuracy and robustness is achieved, even if the tracked object moves fast against a cluttered background, and for uncomplicated occlusions.
AFRIKAANSE OPSOMMING: ’nAkkurate, robuuste en vinnige visuele-opspoorderword in vele toepassings benodig. Voorbeelde van toepassings is bewaking, gebaarherkenning, die volg van lippe vir liplees en die skep van ’n vergrote realiteit deur ’n voorwerp wat gevolg word, in ’n virtuele omgewing in te bed. In hierdie proefskrif ondersoek ons die lewensvatbaarheid van ’n visuele-opspoorder deur die akkuraatheid van aktiewe voorkomsmodellemet die robuustheid van die partikel lter (’n stochastiese proses) te kombineer—ons noem hierdie kombinasie die PFAAM. Ten einde ’n vinnige visuele-opspoorder te verkry, stel ons lokale optimering, sowel as die gebruik van aktiewe voorkomsmodelle wat met nie-lineêre tegnieke gepas is, voor. Aktiewe voorkomsmodelle gebruik kontoer (vorm) inligting tesamemet grysskaalinligting om ’n vervormbaremeester van ’n voorwerp te bou. Wanneer aktiewe voorkomsmodelle kontoere volg, is dit normaalweg akkuraat,maar nie noodwendig robuust nie. ’n Partikel lter is ’n veralgemening van die Kalman lter. Ons wys in tutoriaalstyl hoe die partikel lter as ’n numeriese benadering tot die toestand-beramingsprobleem afgelei kan word. Die algoritmes word vir akkuraatheid, robuustheid en spoed op ’n persoonlike rekenaar, ’n ingebedde omgewing en deur volging in ìD, getoets. Die algoritmes loop intyds op ’n persoonlike rekenaar en is naby intyds op ons ingebedde omgewing. In beide gevalle, word goeie akkuraatheid en robuustheid verkry, selfs as die voorwerp wat gevolg word, vinnig, teen ’n besige agtergrond beweeg of eenvoudige okklusies ondergaan.

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Joel, Linea Beautty. "Case study : using visual representations to enhance conceptual knowledge of division in mathematics." Thesis, Rhodes University, 2013. http://hdl.handle.net/10962/d1013356.

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Literature emphasizes how important it is that procedural and conceptual knowledge of mathematics should be learned in integration. Yet, generally, the learning and teaching in mathematics classrooms relies heavily on isolated procedures. This study aims to improve teaching and learning of partitive and quotitive division, moving away from isolated procedural knowledge to that of procedures with their underlying concepts through the use of manipulatives, visual representation and questioning. Learning and teaching lessons were designed to teach partitive and quotitive division both procedurally and conceptually. The study explored the roles these manipulatives, visual representations and questioning played toward the conceptual learning of partitive and quotitive division. It was found that manipulatives and iconic visualization enhanced learning, and this could be achieved through scaffolding using a questioning approach. It was concluded that manipulatives and iconic visualization need to be properly planned and used, and integrated with questioning to achieve success in the learning of procedural and conceptual knowledge.

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Sakamoto, Scott Isami. "The Cranmer abacus: Its use in teaching mathematics to students with visual impairments." Diss., The University of Arizona, 1999. http://hdl.handle.net/10150/289013.

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For more than a decade, little research has been done regarding the Cranmer abacus and its use. Attention to the Cranmer abacus and review of its potential as a learning aid has been minimal. Lack of recent abacus related study is addressed in this dissertation in two ways. First, some of the ideas previously examined from research conducted in the sixties, seventies, and early eighties is expanded on. Information is updated, and current facts and ideologies are summarized. Second, topics not mentioned in earlier studies are examined. Information pertaining to the Cranmer abacus was gathered in two ways. (1) A survey (Appendix B) was distributed to teachers in the United States who regularly teach mathematics with the abacus. (2) Part two was a semester long endeavor consisting of two components. A series of videotape sessions and student assessments (Appendix D) were analyzed. The primary goal of this dissertation was to explore the present status of the Cranmer abacus' use in teaching mathematics to students with visual impairments in the United States. The responses to the survey reveal that most teachers feel they are successfully teaching mathematics to visually impaired students with the abacus. The videotapes are further evidence that teachers are doing a good job, while not necessarily having an extensive mathematical background (teachers of the visually impaired are not required to take extra mathematics classes). The four teachers who participated in the videotape study achieved varying degrees of success. Three cases resulted in nice progress throughout the semester. The fourth teacher had two students, one of which enjoyed little success. Generally speaking, all four teachers taught the abacus diligently. Also, these teachers' responses to the survey questions were common amongst the forty-five teachers who participated in the survey. In reviewing both parts of this study, it is clear that teachers of the visually impaired are successfully incorporating the abacus into the curriculum for students with visual impairments. The only improvement that can be made is an increase in these teachers familiarity with mathematics education.

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Reikeras, Helge. "Audio-visual automatic speech recognition using Dynamic Bayesian Networks." Thesis, Stellenbosch : University of Stellenbosch, 2011. http://hdl.handle.net/10019.1/6777.

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Smirnov, Eugeny, Sergei Burukhin, and Irina Smirnova. "Visual Modeling of Integrated Constructs in Mathematics As the Base of Future Teacher Creativity." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-80943.

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Visual modeling concept of integrated constructs (essence) of mathematical objects in teacher training of humanistic area is presented as technology of education in problem solving. The main goal of innovative approach is student’s activity in mathematics on generating of concrete essence manifestations on concepts, methods, theorems, algorithms, procedures and so on. Such student’s activity should be: · Success in an area of actual interests and person’s experience and reached by perception; · Have high level of variability in visual modeling; · Success in domain of reflection process stimulation. Similar creative behavior of persons is typical for actors, dancing, and figure skating and so on. Now we show that such technology will be fruitful for teacher training in mathematics for humanistic specialties.

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Puphaiboon, Kreecha. "A method for the iterative design and evaluation for visual learning materials in mathematics." Thesis, Coventry University, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.422506.

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Norgaard, Holly Luttrell. "Assessing Linguistic, Mathematical, and Visual Factors Related to Student Performance on the Texas Assessment of Knowledge and Skills, Eighth Grade Mathematics Test." Thesis, University of North Texas, 2005. https://digital.library.unt.edu/ark:/67531/metadc4849/.

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The No Child Left Behind Act and National Council of Teachers of Mathematics' Principles and Standards both had a significant impact on the format and content of the Texas Assessment of Knowledge and Skills (TAKS) math test. Content analysis of the 2004 TAKS eighth grade math test identified the prevalence of linguistic complexity, mathematical rigor, and visual presentation factors and explored their relationship to student success on individual test items. Variables to be studied were identified through a review of literature in the area of reading comprehension of math word problems. Sixteen variables of linguistic complexity that have been significantly correlated with student math test performance were selected. Four variables of visual presentation were identified and ten variables of mathematical rigor. An additional five variables of mathematical rigor emerged from preliminary study of the 2003 TAKS math test. Of the 35 individual variables, only four reached a significant level of correlation with the percent of students correctly answering a given test item. The number of digits presented in the problem statement and number of known quantities both exhibited a significant positive correlation with the dependent variable. The number of times a student had to perform a multiplication operation had a significant negative correlation with the percent of correct responses, as did the total number of operations required. Stepwise regression of these four variables revealed total number of operations and known quantities to be the best combination of predictors of correct responses. When grouped in categories by problem type and compared, items involving mathematical reasoning but no mathematical operations had a significantly higher percentage of correct responses than those requiring at least one operation. Further categorization revealed problems involving applications only (without computation) associated with the highest levels of correct responses, followed by those involving only computation. Items requiring both applications and computations had a significantly lower percent of correct responses.

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Berardino, Alexander. "Hierarchically Normalized Models of Visual Distortion Sensitivity Physiology, Perception, and Application." Thesis, New York University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10751026.

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How does the visual system determine when changes to an image are unnatural (image distortions), how does it weight different types of distortions, and where are these computations carried out in the brain? These questions have plagued neuroscientists, psychologists, and engineers alike for several decades. Different academic communities have approached the problem from different directions, with varying degrees of success. The one thing that all groups agree on is that there is value in knowing the answer to the question. Models that appropriately capture human sensitivity to image distortions can be used as a stand in for human observers in order to optimize any algorithm in which fidelity to human perception is necessary (i.e. image and video compression).

In this thesis, we approach the problem by building models informed and constrained by both visual physiology, and the statistics of natural images, and train them to match human psychophysical judgments about image distortions. We then develop a novel synthesis method that forces the models to make testable predictions, and quantify the quality of those predictions with human psychophysics. Because our approach links physiology and perception, it allows us to pinpoint what elements of physiology are necessary to capture human sensitivity to image distortions. We consider several different models of the visual system, some developed from known neural physiology, and some inspired by recent breakthroughs in artificial intelligence (deep neural networks trained to recognize objects within images at human performance levels). We show that models inspired by early brain areas (retina and LGN) consistently capture human sensitivity to image distortions better than both the state of the art, and better than competing models of the visual system. We argue that divisive normalization, a ubiquitous computation in the visual system, is integral to correctly capturing human sensitivity.

After establishing that our models of the retina and the LGN outperform all other tested models, we develop a novel framework for optimally rendering images on any display for human observers. We show that a model of this kind can be used as a stand in for human observers within this optimization framework, and produces images that are better than other state of the art algorithms. We also show that other tested models fail as a stand in for human observers within this framework.

Finally, we propose and test a normative framework for thinking about human sensitivity to image distortions. In this framework, we hypothesize that the human visual system decomposes images into structural changes (those that change the identity of objects and scenes), and non-structural changes (those that preserve object and scene identity), and weights these changes differently. We test human sensitivity to distortions that fall into each of these categories, and use this data to identify potential weaknesses of our model that can be improved in further work.

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Walcott, Crystal. "Visual aspects of children's sense-making strategies related to shape classification." [Bloomington, Ind.] : Indiana University, 2006. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3243784.

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Thesis (Ph.D.)--Indiana University, Dept. of Curriculum and Instruction, 2006.
Title from PDF t.p. (viewed Nov. 17, 2008). Source: Dissertation Abstracts International, Volume: 67-12, Section: A, page: 4491. Advisers: Peter Kloosterman; Frank K. Lester.

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Msiska, Mwawi Fred. "A visual programming environment for authoring ASD therapy tools." Thesis, Stellenbosch : Stellenbosch University, 2011. http://hdl.handle.net/10019.1/17939.

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Thesis (MSc)--Stellenbosch University, 2011.
ENGLISH ABSTRACT: 3D virtual environments can be used as therapy tools in patients with autism spectrum disorders (ASDs); however, the development of such tools is time-consuming. A 3D virtual environment development platform for such tools has been developed specifically for the South African context, because of the language and culture sensitivity of these therapy tools. The 3D virtual environment development platform has a Lua scripting interface for specifying logic in the virtual environments. Lua is a textual programming language, and presents a challenge to ASDs therapists’ ability to create therapy tools without engaging an expert programmer. The aim of this research was to investigate the design and implementation of a visual programming environment to support non-expert programmers in scripting within the 3D virtual environment development platform. Various visual program representation techniques, reported in the literature, were examined to determine their appropriateness for adoption in our design. A visual programming language based on the “building-block” approach was considered the most suitable. The research resulted in the development of a visual script editor (VSE), based on an open source framework called the OpenBlocks library. The VSE successfully alleviated the syntax burden that textual programming languages place on non-expert programmers. The fitness of purpose of our VSE was exemplified in a sample 3D virtual environment that was scripted using the VSE. Despite the success, we argue that the applicability of the “building-block” approach is limited to domain-specific programming languages due to the absence of visual expressions for defining user-defined types, and for specifying hierarchy.
AFRIKAANSE OPSOMMING: Geen opsomming

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Perry, Paula Christine. "Influences on Visual Spatial Rotation| Science, Technology, Engineering, and Mathematics (STEM) Experiences, Age, and Gender." Thesis, Notre Dame of Maryland University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3557721.

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Science, Technology, Engineering, and Mathematics (STEM) education curriculum is designed to strengthen students’ science and math achievement through project based learning activities. As part of a STEM initiative, SeaPerch was developed at Massachusetts Institute of Technology. SeaPerch is an innovative underwater robotics program that instructs students in how to build an underwater Remotely Operated Vehicle (ROV) following a STEM curriculum, including spatial thinking and rotation ability. This research study investigated if the students’ SeaPerch program and its spatial experience and training gave the opportunity to develop strategies not only in manipulating three dimensional objects but in strengthening mathematical ability (e.g. spatial thinking) in elementary, middle, and high school students with specific focus on gender and age.

This research study sample consisted of two groups of students: one that participated in the after-school SeaPerch program and the other that did not participate in the after-school SeaPerch program for the 2011–2012 school year. Both groups comprised students in similar grade levels and the MRT preassessment scores.

To measure students’ spatial rotation, the researcher used the Vandenberg and Kuse Mental Rotation Test (MRT). An independent samples t test was conducted to determine the effect of the SeaPerch program on MRT scores. The SeaPerch students (M = 1.35, SD = 2.21) scored significantly higher gains than the Non-SeaPerch students ( M = −.03, SD = 1.72), t (737) = 8.27, p = <.001. The effect size as measured by Cohen’s d = .697, indicated a medium practical significance. At each school level, MRT post assessment scores for students in the SeaPerch program increased significantly more than scores for students in the non-SeaPerch program.

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Garcia, Edith Posadas. "Using manipulatives and visual cues with explicit vocabulary enhancement for mathematics instruction with grade three and four low achievers in bilingual classrooms." Diss., Texas A&M University, 2004. http://hdl.handle.net/1969.1/497.

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A study was conducted to assess the effects of two instructional strategies: manipulative-based instruction and visual cues in mathematics (both enhanced by explicit vocabulary enrichment) in a small group setting with young Hispanic students who are English language learners. The duration of the study was five weeks. Sixty-four third and fourth grade students were selected for participation based on their performance with problem solving items from the four release tests for 1999-2002 mathematics Texas Assessment of Academic Skills (TAAS) for third and fourth grades. A pre-assessment composed of 10 of the 13 TAAS objectives were administered. The four pre-selected objectives on which the students scored the lowest were identified for further instruction and assessment. The student population was limited to those of the original sixty-four achieving <55% overall on the pre-assessment. Following each week of instruction, a different assessment/probe was administered, for a total of 6 probes-including the initial pretest. For instruction, students were organized into three groups: 1) manipulative based instruction, 2) visual (drawings) cue instruction, and 3) no additional mathematical instruction. The students in the three groups were of equivalent mathematical ability, and every effort was made to ensure the groups had the same number of students. Pre-posttest improvement was measured with a mixed ANOVA (repeated measures, with a grouping factor), with instructional group as the grouping factor, and the pre/post assessment of math as the repeated measure. ANOVA results included non-significant progress for either grade level. Neither of the experimental groups in grades three or four showed significant improvement between the pre and post assessment. Six sequential probes also were administered throughout the five-week study. A trend analysis for the three separate groups was conducted on the probe results to evaluate growth over time; trend analyses were conducted for each individual student and then averaged for each group. For the two experimental groups, the overall improvement at third and fourth grades was minimal. Overall, gradual improvement was noted, but the progress did not consistently occur from one week to another, and the improvement trend was not linear.

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Geng, Zhao. "Visual analysis of abstract multi-dimensional data with parallel coordinates." Thesis, Swansea University, 2013. https://cronfa.swan.ac.uk/Record/cronfa43002.

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Ma, Jinhua. "Dependency modeling for information fusion with applications in visual recognition." HKBU Institutional Repository, 2013. https://repository.hkbu.edu.hk/etd_ra/1522.

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Cowan, Heidi Janel. "Knowledge and Understanding of Function held by Students with Visual Impairments." The Ohio State University, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=osu1316530569.

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Mejía, Campoverde Paúl Hernán. "Calculadora financeira FINANVOX : ferramenta de apoio ao deficiente visual no campo da matemática financeira." [s.n.], 2012. http://repositorio.unicamp.br/jspui/handle/REPOSIP/260721.

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Orientador: Luiz César Martini
Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Engenharia Elétrica e de Computação
Made available in DSpace on 2018-08-20T21:33:46Z (GMT). No. of bitstreams: 1 MejiaCampoverde_PaulHernan_M.pdf: 4482604 bytes, checksum: eeeb54d15705da44491aeaab2786bac7 (MD5) Previous issue date: 2012
Resumo: Este trabalho apresenta a Calculadora Financeira FINANVOX como uma ferramenta alternativa de apoio para as pessoas deficientes visuais, no desempenho de atividades na área das ciências exatas, especificamente no campo da Matemática Financeira. A Calculadora Financeira FINANVOX surgiu em 2011, como uma nova aplicação para o sistema DOSVOX, o qual fornece apoio total ao deficiente visual. FINANVOX ajuda especificamente no desenvolvimento e execução de cálculos financeiros e estatísticos, através do uso do teclado do computador para a entrada de dados, realizando a comunicação com o usuário através de síntese de fala, facilitando a interação das pessoas deficientes visuais com a ferramenta
Abstract: This paper presents a Financial Calculator FINANVOX as an alternative tool to sup-port visually impaired people in performing activities in the field of exact sciences, specifically in the field of Financial Mathematics. The Financial Calculator FINANVOX emerged in 2011 as a new application for the system DOSVOX, which provides full support for the visually impaired. FINANVOX assistance for development and execution of financial and statistical calculations, using the computer keyboard for entering data, making communicating with the user via speech synthesis, facilitating the interaction of visually impaired people with the tool
Mestrado
Telecomunicações e Telemática
Mestre em Engenharia Elétrica

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Ahmed, Ishtiaq. "Mathematics Education from a Non-Visual and Disability Studies Perspective: Experiences of Students, Families, and Educators." The Ohio State University, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1593699490689104.

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Guo, Pei. "Interpretable Fine-Grained Visual Categorization." BYU ScholarsArchive, 2021. https://scholarsarchive.byu.edu/etd/9119.

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Not all categories are created equal in object recognition. Fine-grained visual categorization (FGVC) is a branch of visual object recognition that aims to distinguish subordinate categories within a basic-level category. Examples include classifying an image of a bird into specific species like "Western Gull" or "California Gull". Such subordinate categories exhibit characteristics like small inter-category variation and large intra-class variation, making distinguishing them extremely difficult. To address such challenges, an algorithm should be able to focus on object parts and be invariant to object pose. Like many other computer vision tasks, FGVC has witnessed phenomenal advancement following the resurgence of deep neural networks. However, the proposed deep models are usually treated as black boxes. Network interpretation and understanding aims to unveil the features learned by neural networks and explain the reason behind network decisions. It is not only a necessary component for building trust between humans and algorithms, but also an essential step towards continuous improvement in this field. This dissertation is a collection of papers that contribute to FGVC and neural network interpretation and understanding. Our first contribution is an algorithm named Pose and Appearance Integration for Recognizing Subcategories (PAIRS) which performs pose estimation and generates a unified object representation as the concatenation of pose-aligned region features. As the second contribution, we propose the task of semantic network interpretation. For filter interpretation, we represent the concepts a filter detects using an attribute probability density function. We propose the task of semantic attribution using textual summarization that generates an explanatory sentence consisting of the most important visual attributes for decision-making, as found by a general Bayesian inference algorithm. Pooling has been a key component in convolutional neural networks and is of special interest in FGVC. Our third contribution is an empirical and experimental study towards a thorough yet intuitive understanding and extensive benchmark of popular pooling approaches. Our fourth contribution is a novel LMPNet for weakly-supervised keypoint discovery. A novel leaky max pooling layer is proposed to explicitly encourages sparse feature maps to be learned. A learnable clustering layer is proposed to group the keypoint proposals into final keypoint predictions. 2020 marks the 10th year since the beginning of fine-grained visual categorization. It is of great importance to summarize the representative works in this domain. Our last contribution is a comprehensive survey of FGVC containing nearly 200 relevant papers that cover 7 common themes.

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Haywood, Thomas. "An exploration of learners’ autonomous learning of mathematics by using selected Visual Technology for the Autonomous Learning of Mathematics (VITALmaths) video clips: A case study." Thesis, Rhodes University, 2016. http://hdl.handle.net/10962/d1021155.

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One of the major problems in the achievements of learners in mathematics is the difficulty they experience in performing tasks involving higher level thinking skills which are developed through autonomous learning behaviours (Karp, 1991). Thus, to engage meaningfully in high level mathematical tasks, one should be able to work independently (Karp, 1991). Teachers therefore should support learners in developing the skills that will afford them the opportunity to manage their own learning outside the sheltered surroundings of the classroom, when the teacher is no longer there for support (St. Louis, 2003). A study was undertaken with 11 Grade-10 learners to ascertain how their engagement with the VITALmaths video clips support and improve the learners’ understanding of the Pythagorean Theorem and the addition and subtraction of fractions autonomously. The VITALmaths database of video clips, which consists of short video clips (1 - 3 minutes long) was developed collaboratively by students and researchers at the School of Teacher Education at the University of Applied Sciences North-Western Switzerland and Rhodes University in South Africa (Linneweber-Lammerskitten, Schäfer & Samson, 2010). The video clips, which are freely available, can be downloaded on mobile phones. The study was structured into four different phases during which data was collected and analysed using both quantitative and qualitative methods. I specifically looked at the learners’ use of manipulatives during their learning of the Pythagorean Theorem and the addition and subtraction of fractions, whether there was a growth of a discourse-for-oneself and whether or not their engagement with the video clips enhanced the learners’ understanding of the Pythagorean Theorem and the addition and subtraction of fractions. While the theoretical framework provided a sound basis for researching autonomous learning, it required a considerable effort to determine whether the participants showed growth in terms of moving from a discourse-for-others to a discourse-for-oneself. The study revealed that the learners’ engagement with the VITALmaths video clip encouraged the use of manipulatives in their learning of the Pythagorean Theorem and the addition and subtraction of fractions. The majority of the learners involved in the study showed a growth of a discourse-for-oneself. A number of the learners showed an enhancement in their understanding of the Pythagorean Theorem and the knowledge involved in the addition and subtraction of fractions. The overall findings showed that mobile technology can easily be incorporated in the learners’ learning of mathematics. The VITALmaths video clips can play a significant role in the learners’ autonomous learning and understanding of certain mathematical concepts.

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Loh, Angeline M. "The recovery of 3-D structure using visual texture patterns." University of Western Australia, 2006. http://theses.library.uwa.edu.au/adt-WU2006.0101.

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[Truncated abstract] One common task in Computer Vision is the estimation of three-dimensional surface shape from two-dimensional images. This task is important as a precursor to higher level tasks such as object recognition - since shape of an object gives clues to what the object is - and object modelling for graphics. Many visual cues have been suggested in the literature to provide shape information, including the shading of an object, its occluding contours (the outline of the object that slants away from the viewer) and its appearance from two or more views. If the image exhibits a significant amount of texture, then this too may be used as a shape cue. Here, ‘texture’ is taken to mean the pattern on the surface of the object, such as the dots on a pear, or the tartan pattern on a tablecloth. This problem of estimating the shape of an object based on its texture is referred to as shape-form-texture and it is the subject of this thesis . . . The work in this thesis is likely to impact in a number of ways. The second shape-form-texture algorithm provides one of the most general solutions to the problem. On the other hand, if the assumptions of the first shape-form-texture algorithm are met, this algorithm provides an extremely usable method, in that users should be able to input images of textured objects and click on the frontal texture to quickly reconstruct a fairly good estimation of the surface. And lastly, the algorithm for estimating the transformation between textures can be used as a part of many shape-form-texture algorithms, as well as being useful in other areas of Computer Vision. This thesis gives two examples of other applications for the method: re-texturing an object and placing objects in a scene.

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Woolner, Pamela Jane. "A comparison of a visual-spatial approach and a verbal approach to teaching early secondary school mathematics." Thesis, University of Newcastle Upon Tyne, 2004. http://hdl.handle.net/10443/763.

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Despite mathematicians valuing the ability to visualise a problem and psychologists finding positive correlations of visual-spatial ability with success in mathematics, many educationists remain unconvinced about the benefits of visualisation for mathematical understanding. This study compared a „visual‟ to a „verbal‟ teaching approach by teaching a range of early secondary school mathematics topics to two classes using one or other approach. The two classes were compared by considering their scores on a post-intervention test of mathematical competency, on which the verbally taught class scored significantly higher. A major interest of the research was individual differences in underlying abilities or preferred learning styles, seen as underpinned by visual-spatial and verbal cognitive processes. A test was developed to measure participants‟ general tendency to process information visually or verbally and the mathematics test results were also considered from the perspective of cognitive style. No interactions were found between teaching style and the learners‟ preferred styles. The pupils identified as „visualisers‟ did tend to perform more poorly on the mathematics test. However, further examination of the classroom performance and approaches taken to mathematics by these and other students led to doubt about the validity of the visualiser-verbaliser test used and indeed about the underlying constructs of visualiser and verbaliser cognitive styles.

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Kildal, Johan. "Developing an interactive overview for non-visual exploration of tabular numerical information." Thesis, University of Glasgow, 2009. http://theses.gla.ac.uk/626/.

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This thesis investigates the problem of obtaining overview information from complex tabular numerical data sets non-visually. Blind and visually impaired people need to access and analyse numerical data, both in education and in professional occupations. Obtaining an overview is a necessary first step in data analysis, for which current non-visual data accessibility methods offer little support. This thesis describes a new interactive parametric sonification technique called High-Density Sonification (HDS), which facilitates the process of extracting overview information from the data easily and efficiently by rendering multiple data points as single auditory events. Beyond obtaining an overview of the data, experimental studies showed that the capabilities of human auditory perception and cognition to extract meaning from HDS representations could be used to reliably estimate relative arithmetic mean values within large tabular data sets. Following a user-centred design methodology, HDS was implemented as the primary form of overview information display in a multimodal interface called TableVis. This interface supports the active process of interactive data exploration non-visually, making use of proprioception to maintain contextual information during exploration (non-visual focus+context), vibrotactile data annotations (EMA-Tactons) that can be used as external memory aids to prevent high mental workload levels, and speech synthesis to access detailed information on demand. A series of empirical studies was conducted to quantify the performance attained in the exploration of tabular data sets for overview information using TableVis. This was done by comparing HDS with the main current non-visual accessibility technique (speech synthesis), and by quantifying the effect of different sizes of data sets on user performance, which showed that HDS resulted in better performance than speech, and that this performance was not heavily dependent on the size of the data set. In addition, levels of subjective workload during exploration tasks using TableVis were investigated, resulting in the proposal of EMA-Tactons, vibrotactile annotations that the user can add to the data in order to prevent working memory saturation in the most demanding data exploration scenarios. An experimental evaluation found that EMA-Tactons significantly reduced mental workload in data exploration tasks. Thus, the work described in this thesis provides a basis for the interactive non-visual exploration of a broad range of sizes of numerical data tables by offering techniques to extract overview information quickly, performing perceptual estimations of data descriptors (relative arithmetic mean) and managing demands on mental workload through vibrotactile data annotations, while seamlessly linking with explorations at different levels of detail and preserving spatial data representation metaphors to support collaboration with sighted users.

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Elgie, Brian James. "Computer-based remediation in Cape Senior Certificate standard grade mathematics." Thesis, Rhodes University, 1991. http://hdl.handle.net/10962/d1003339.

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This dissertation begins by reviewing the difficulties experienced in teaching mathematics to pupiis, weak in mathematics, in the Senior Secondary phase of Cape Education Department schools. The possible use of computer-aided instruction (CAl) in improving the examination performance of such pupils is considered. A suitable CAl software program, viz. the SERGO system, is identified and its operation is described in detail. The researcher investigates, both from a quantitative and a qualitative aspect, the change in mathematics examination performance of a number of weak in mathematics pupils, as a result of receiving an extended period of extra tuition on the SERGO system. It needs to be noted that these pupils are passing candidates in other subjects, and have above average intelligence. They are not slow learners. The researcher identifies three categories of pupils who are weak in mathematics. Different programmes of remediation are recommended for each category. The possible use of the SERGO system as a stand-alone instrument of remediation , for pupils working in pairs, and the possible use by H.G. pupils in combined H.G./S.G. classes are also investigated.

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Lee, Beth, and n/a. "The relationship of visual information processing to interpretation of graphs." University of Canberra. Education, 1990. http://erl.canberra.edu.au./public/adt-AUC20060816.170409.

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The aim of this field study was to investigate the relationship between visual information processing skills of Australian Capital Territory Year 1 1 and 12 T mathematics students and their capabilities in interpreting information presented in graphical form. A random sample of 37 T mathematics classes, comprising 621 Year 11 and 12 students were tested for their ability to interpret graphical information presented in two contexts. The first entailed the context provided by standard mathematics questions as seen in recent Australian mathematics student texts; the second context required students to transfer their visual information processing skills to situations unfamiliar to them, but requiring similar interpretive skills to the first context.

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Nagubandi, Sridhar. "An investigation into the impact of visual-spatial difficulties on learning geometry." Thesis, University of Plymouth, 2018. http://hdl.handle.net/10026.1/11810.

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This thesis reports the findings of my study of students with visual-spatial deficits in my specialist school in the city of New York. It is comprised of a pilot study, mathematical interviews, and interventions with students and teachers. This study is qualitative and primarily uses case studies to explain the interventions with both the students and the teachers. The study is made up of interventions with two students, and interventions with several teachers who work in my specialist K-12 school which includes both primary and secondary school teachers. Since very little research has been conducted in this field to this point, the findings presented in this thesis aim to give teachers, especially secondary school mathematics teachers, an understanding of the challenges that secondary school students with visual-spatial deficits face when they are learning mathematics. In addition, this research also discusses intervention sessions that I conducted with teachers that gives some insights into educating secondary school mathematics teachers about mathematics learning disabilities and their impact on the students that they teach. The main findings of this research are that there are effective interventions for both students and teachers that help students with visual-spatial deficits learn mathematics. A successful theme that has emerged is centring which helps students to start questions that they find challenging, and also focus their attention on obtaining a solution. It can sometimes lead to a greater understanding of mathematics as well.

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Alatar, Mona, and Ann-Sofie Granberg. "Visuella bildmaterial i matematiken." Thesis, Malmö högskola, Lärarutbildningen (LUT), 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-28495.

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Under vardagen och förskolans verksamhet möter barn olika visuella bildmaterial som utforskas genom sinnena, de ser, känner, luktar, lyssnar eller smakar. Barn utforskar och samtalar kring matematik som de möter i vardagen. Utifrån tidigare erfarenheter har vi oftast stött på pedagoger och vuxna som inte tagit tillvara barnens egna medtagna bildmaterial. Istället är pedagogerna fokuserade på att skapa sina egna matematiska aktiviteter och material som baseras på förskolans läroplan. Utifrån tidigare observationer i verksamhetsförlagd tid har vi uppmärksammat att vuxna och pedagoger oftast tar mindre hänsyn till barnens intressen till visuella bildmaterial som de stöter på i vardagen. Detta är anledningen till att vi valt att studera kring vad, hur och varför pedagoger använder visuellt bildmaterial i matematik. Teorierna som valts visar att användning av visuellt bildmaterial har många fördelar, men att det även kan finnas nackdelar.Resultatet i denna empiriska studie består av insamling av intervjuer. Dessa analyseras och diskuteras med teorierna. Utifrån resultatet inser vi att många pedagoger använder visuellt bildmaterial i matematiken, både medvetet men även omedvetet.
During children’s everyday life and preschool they meet various visual representations that explores through their senses, they can see, feel, smell, listen or taste. Children explore and talk about the mathematics they encounter in everyday life. From our experiences, we often come across educators and adults who have not taken advantage of the children's own included representations. Instead, teachers often focus on creating their own activities which is based on the pre-school curriculum. Based on previous observations in practice, we have observed that adults and educators often take less account of the children’s interests to the visual representations that they encounter in their everyday life. This is why we have chosen to study on what, how and why educators use visual representations in mathematics. The chosen theories show that the use of visual representations has many advantages, but that there may also be disadvantages.The results of this this empirical study consists of collection of interviews. These are analyzed and discussed with the theories. Based on the results, we realize that many educators use visual images in mathematics, both consciously but also unconsciously.

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Marichal, Baráibar Sebastián. "Exploring through prototyping embodied interaction design developing systems for mathematics learning for children with visual impairments and without." Doctoral thesis, Universitat Pompeu Fabra, 2020. http://hdl.handle.net/10803/669191.

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In the last decades new interaction paradigms have emerged: Tangible User Interfaces, ubiquitous computing, wearable devices, mixed- reality among others. Such paradigms extended the user interface beyond the keyboard and mouse, and physical interaction has gained importance. This transformation represents a challenge-opportunity for interaction and experience designers. As a consequence, design frameworks are incorporating embodied cognition theories, getting inspiration from phenomenology and aiming to integrate body, mind and technology. This interaction design perspective is known as embodied interaction. This dissertation aims to understand how to design and implement embodied interactive systems for mathematics learning for children, including sighted children and children with visual impairments (VIs). Thus, we might capitalize technological progress into actual opportunities to better support learning. In this context, the thesis explores the development of three interactive systems for mathematics learning and the evaluation of two of them. Through this prototyping approach we discuss design implications for embodied interaction systems in learning contexts, contributing with the generation of intermediate-level knowledge. Finally, we also confirm and extend previous research in this field.
En la últimas décadas han emergido nuevos paradigmas de interacción: Interfaces de Usuario Tangibles, computación ubicua, dispositivos “vestibles”, realidad mixta entre otros. Estos paradigmas han extendido la interfaz de usuario más allá del ratón y el teclado, provocando que la interacción física ganase trascendencia. Para los diseñadores de interacción y experiencia de usuario, esta transformación representa un desafío y oportunidad al mismo tiempo. Consecuentemente, los frameworks de diseño han estado virando hacia la incorporación de teorías inspiradas en fenomenología como la cognición encarnada, buscando la integración de cuerpo, mente y tecnología. A esta perspectiva de diseño de interacción se le ha llamado interacción encarnada ( embodied interaction) . Esta tesis busca comprender cómo diseñar sistemas de interacción encarnada para el aprendizaje de matemáticas tanto para niños videntes como para niños con discapacidad visual. Entonces, seríamos capaces de capitalizar el avance tecnológico en oportunidades concretas que apoyen el aprendizaje. En este contexto, esta tesis explora el desarrollo de tres sistemas interactivos para el aprendizaje de matemáticas y la evaluación de dos de ellos. A través del desarrollo de estos prototipos, discutimos implicaciones de diseño para sistemas de interacción encarnada en contextos de aprendizaje, contribuyendo a la generación de conocimiento intermedio ( intermediate-level knowledge ). Finalmente también confirmamos y extendemos trabajos previos de investigación en este campo.
Durant les darreres dècades han aparegut nous paradigmes d'interacció: interfícies d'usuari tangibles, computació ubiqua, "wearable devices" (dispositius vestibles), o la "mixed-reality" (realitat mixta), entre d'altres. Aquests paradigmes han estès la interfície d'usuari més enllà del teclat i el ratolí, i la interacció física ha guanyat importància. Aquesta transformació representa un repte/oportunitat pels dissenyadors d'interacció i d'experiència d'usuari. A conseqüència d'això els "frameworks" de disseny estan incorporant teories d'"embodied cognition" (cognició corporal), prenent inspiració de la fenomenologia amb l'objectiu d'integrar cos, ment i tecnologia. Aquesta perspectiva de disseny d'interacció es coneix com "embodied interaction". Aquesta dissertació té l'objectiu d'entendre com dissenyar i implementar sistemes d'"embodied interaction" per l'aprenentatge de matemàtiques dels infants, incloent tant nens amb capacitats visuals intactes com aquells amb discapacitats visuals. Per tant, podríem capitalitzar el progrés tecnològic convertint-lo en oportunitats reals per millorar el suport a l'aprenentagte. En aquest context, aquesta tesis explora el desenvolupament de tres sistemes interactius d'aprenentatge matemàtic i la evaluacióde dos d'ells. Mitjançant aquesta aproximació a travès del prototipatge discutirem les implicacions dels sistemes d'"embodied interaction" en contextos d'aprenentatge, contribuint amb la generació de coneixement de nivell intermedi. Finalment, també confirmem i estenem coneixement previ en aquest mateix camp.

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Louie, Kym. "Flatterland: The Play." Scholarship @ Claremont, 2012. https://scholarship.claremont.edu/hmc_theses/27.

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This script is an adaptation of the popular science novel Flatterland: Like Flatland, Only More So by Ian Stewart. It brings new life to mathematical ideas and topics. By bringing math to the stage, concepts are presented in a more friendly and accessible manner. This play is intended to generate new interest in and expose new topics to an audience of nonmathematicians.

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Puga, Leonardo Fortunato. "Interlocuções do mundo (in) visual: uma incursão a cerca da imagem do cego." Universidade de São Paulo, 2015. http://www.teses.usp.br/teses/disponiveis/48/48134/tde-16032017-155237/.

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O antagonismo entre luz e sombra, perpétuo e efêmero, visível e invisível estabelece todo um corpo imagético ao redor da existência humana concebida frente a deficiência visual, e mais especialmente, diante da cegueira: este corpo privado da visão é protagonista de um percurso doloroso, compassivo e até privilegiado (em alguns momentos) de descoberta e assunção de um mundo que escapa a compreensão convencional. Neste sentido, a cegueira é uma realidade revelada no convívio com o outro e consigo mesmo, uma enunciação que abrange aspectos interiores e exteriores, um mundo cujo o discurso se entrecruza com as vozes que emanam de diversos campos do conhecimento. Desta forma, o presente estudo se tece estruturalmente em torno desse corpo-núcleo que é a imagem/representação do cego, revelada pelas diferentes formas de relacionamento que a cegueira, enquanto protagonista, estabelece com o mundo, com o corpo que habita, com conhecimento humano para tanto isolar-se-á e analizar-se-á as diversas imagens produzidas em torno deste conceito, as quais confrontar-se-á com as percepções e imagens vistas por quem de fato é cego.
The antagonism between light and shadow, perpetual and ephemeral, visible and invisible founds a whole body imagery designed around the human existence against visual impairment, and most especially, in the face of blindness: this body deprived of vision is the protagonist of a painful, compassionate and even privileged (at times) process of discovery and assumption of a world that escapes conventional understanding. In this sense, blindness is a reality revealed in the interaction with others and with itself, an utterance that covers interior and exterior aspects, and a world whose discourse intersects with the voices emanating from various fields of knowledge. Therefore, the present study weaves structurally around this type of body that is the image of the blind revealed by different kinds of relationships that blindness as protagonist, establishes with the world, with the body it inhabits, with human knowledge such an analysis is based on the various images produced around this concept, which will be confronted with the perceptions and images seen by someone who is truly blind.

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Douglas, James Maxwell Art College of Fine Arts UNSW. "Pictures and page numbers - image, text and formal structure in the visual book and the artist's book." Awarded by:University of New South Wales. School of Art, 2005. http://handle.unsw.edu.au/1959.4/23945.

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Within the realm of artists' book works there are few that could not be said to display a fundamental concern with the physicality of the book. The mechanics of page turning are integrally implied in any artist's decision to utilise the book form. Indeed, artists' books emphasise the ability of book forms, and of text and language, to acquire meaning through form and structure alone. The physical and conceptual mechanics, or syntax, of the book - whose basis lies as much in the formal, functional dictates of the book's material characteristics, as in centuries of entrenched tradition in page layout and book design - affords a spatial, sculptural and temporal framework whose manipulation may be effortlessly and subconsciously 'read' by the viewer, according to their inherent understanding and appreciation of the form's conceptual function and operation. But while the structural connotations of the book suggest that special kind of decipherment known as 'reading', the broader associations of the book's mythic, iconic and historic symbolism may be equally unavoidable. The book works comprising the research that this paper accompanies therefore aim, on the one hand, to explore the formal, structural physicality and spatiality of the book as both a self-contained sculptural platform and as a particular sort of collection, or series, of visual imagery, while on the other hand, seeking to address the psychological form of the book as an iconic, symbolic object, and to simulate something of the character of the unique, precious and mythic books of the past. Thus it has been an attempt to deal with abstract notions of pattern and structure, as well as with the mental frameworks of association and connotation surrounding the visual modes adopted to represent these structures. The project presents an integrated and interrelated series of unique, hand-made book works that are about books - or perhaps a particular kind of 'bookishness' - a collection which aims to be physically very real, but at the same time completely mythical, and in whose volumes the common conceptual and aesthetic reference is the inherent, traditional austerity of the book page, and the simultaneous conceptual movement and structural dynamics of the mechanical book form.

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Tolmie, Julie, and julie tolmie@techbc ca. "Visualisation, navigation and mathematical perception: a visual notation for rational numbers mod1." The Australian National University. School of Mathematical Sciences, 2000. http://thesis.anu.edu.au./public/adt-ANU20020313.101505.

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There are three main results in this dissertation. The first result is the construction of an abstract visual space for rational numbers mod1, based on the visual primitives, colour, and rational radial direction. Mathematics is performed in this visual notation by defining increasingly refined visual objects from these primitives. In particular, the existence of the Farey tree enumeration of rational numbers mod1 is identified in the texture of a two-dimensional animation. ¶ The second result is a new enumeration of the rational numbers mod1, obtained, and expressed, in abstract visual space, as the visual object coset waves of coset fans on the torus. Its geometry is shown to encode a countably infinite tree structure, whose branches are cosets, nZ+m, where n, m (and k) are integers. These cosets are in geometrical 1-1 correspondence with sequences kn+m, (of denominators) of rational numbers, and with visual subobjects of the torus called coset fans. ¶ The third result is an enumeration in time of the visual hierarchy of the discrete buds of the Mandelbrot boundary by coset waves of coset fans. It is constructed by embedding the circular Farey tree geometrically into the empty internal region of the Mandelbrot set. In particular, coset fans attached to points of the (internal) binary tree index countably infinite sequences of buds on the (external) Mandelbrot boundary.

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Solomon, Catherine Ann. "It's numbers and that's it: An exploration of children's beliefs about mathematics through their drawings and words." Thesis, University of Canterbury. School of Teacher Education, 2014. http://hdl.handle.net/10092/8981.

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Children’s beliefs about mathematics involve epistemological beliefs about the subject, its nature and how it works, as well as beliefs about who can and cannot do mathematics. While children’s beliefs about mathematics have been linked to their achievement in mathematics, there is little research that explores beliefs about mathematics in the New Zealand context. A general concern is that students do less well than they could at mathematics; hence many people give up on and disengage from mathematics. This study explores children’s and their teachers’ beliefs about mathematics and is set against a backdrop of prevailing achievement discourses, both in New Zealand and abroad, that define people’s perceived abilities as usually based on ethnicity and gender. It also considers the multiple worlds of the child, the worlds of mathematics beliefs and of doing school mathematics, the child’s relationships with these worlds and with others who inhabit them. The study combines complementary theories and methods to examine espoused and enacted mathematics beliefs by adopting a predominantly sociocultural perspective and including a combination of constructivist and pragmatic theories as well as multiple methods of accessing and analysing beliefs. In order to develop a picture of mathematics beliefs, I collected data from a number of sources: mathematics beliefs questionnaires from 823 children at 17 schools, drawings from 180 children at two focus schools, video recordings of multiple mathematics lessons in two focus classrooms and observations. The following year, I revisited, observed and interviewed nine focus children and their teachers. I applied multiple analysis ‘frames’ to the data: factor analysis, adapted visual frameworks, metaphors and themes. By combining a variety of methods and applying a number of different analysis perspectives, this study exposed a rich and complex landscape of beliefs about mathematics. In particular, the children’s drawings communicated mathematics beliefs by using metaphors such as ‘maths as problem solving’, ‘maths as useful’, ‘maths as life’, and ‘maths as brain burn inducing’. The children and teachers exhibited a range of beliefs about the world of mathematics and who belongs to this world by positioning certain people as good at mathematics, not good at mathematics, or in certain cases, both positions depending on the context. In terms of assigned mathematics identities, both children and teachers refer to the ‘Asian as good at maths’ discourse but do not position Māori and Pasifika as weak; gender was not viewed as important. On the other hand, the children’s responses were influenced by their ethnicities, gender, socioeconomic status and mathematics achievement levels. The implications for primary school mathematics relate to the powerful influence of how mathematics is done, taught and learnt within the dominant context of the Numeracy Projects which governs ability groupings, the dance of the mathematics class, the ascendency of strategy over algorithm, and the notion that there are multiple ways to solve problems. In particular, the implications of inequality inherent in mathematics ability grouping warrants addressing.

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Wong, Siu-chun Jane. "Cognitive deficits in Chinese children with low mathematical performance: phonological loop visual-spatialsketchpad and central executive functioning." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B29793105.

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Gilles, Amanda M. "The Benefits of Learning Math Vocabulary with Context Strategies Alone Versus with Comics as a Visual: Case Study." Bowling Green State University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1334934661.

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Bloxham, Rebecca Ann. "Pattern language : a comparative study of the visual representations of natural laws by traditional cultures and contemporary science and mathematics." Thesis, Royal College of Art, 1991. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.600822.

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Blackett, Norman. "Developing understanding of trigonometry in boys and girls using a computer to link numerical and visual representations." Thesis, University of Warwick, 1990. http://wrap.warwick.ac.uk/2307/.

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Espírito, Santo Maria do Rosário. "Aplicação de matemática recreativa no ensino de alunos com deficiência visual." Master's thesis, Universidade de Évora, 2013. http://hdl.handle.net/10174/16133.

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O presente trabalho tem por objetivo a criação de materiais que sejam facilitadores do processo de ensino/aprendizagem da Matemática, direcionados quer a alunos cegos ou com baixa visão, quer a alunos normovisuais. Uma abordagem de carácter lúdico da matemática, sem descurar o seu lado “sério” e rigoroso, poderá ser uma boa opção, para proporcionar estímulos positivos face à disciplina e originar situações de verdadeira aprendizagem. Neste sentido, optou-se pela criação de um jogo de tabuleiro – O Jogo MAGIC-MAT – com o qual se pretende desenvolver competências como o raciocínio lógico, a aptidão para resolver problemas, a criatividade, a capacidade de visualização, o cálculo mental e as interações sociais, e que promova um ensino inclusivo. A implementação deste jogo envolveu alunos com deficiências da visão e alunos normovisuais, integrados em três escolas da Direção Regional da Lezíria e Médio Tejo, que frequentavam os 7.º, 8.º, 9.º e 11.º anos de escolaridade; ABSTRACT: This study aims to create materials that act as facilitators of the teaching/learning of mathematics, targeted either to students who are blind or have low vision, or the sighted students. A playful approach to mathematics, provided it does not neglect its "serious" and rigorous side, it may be a good option to provide positive stimuli face to discipline and lead to real learning situations. In this sense, it was decided to create a board game - The Game MAGIC MAT - with which one intends to develop skills such as logical thinking ability, the aptitude to solve problems, creativity, viewing capability, development of mental calculation and social interactions, and that promotes an inclusive education. The implementation of this game has involved students with visual impairments and sighted students, integrated into three schools of Direção Regional da Lezíria e Médio Tejo, who frequented the 7th, 8th, 9th and 11th schooling years.

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Lirio, Simone Barreto [UNESP]. "A tecnologia informática como auxílio no ensino de geometria para deficientes visuais." Universidade Estadual Paulista (UNESP), 2006. http://hdl.handle.net/11449/91092.

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Esta pesquisa trata do uso do computador por deficientes visuais no estudo da matemática. Tem como objetivo conhecer as possibilidades e limitações do uso de tecnologia informática para o ensino de geometria para cegos. Para tanto adotou-se uma metodologia qualitativa baseada em experimentos de ensino, que consistem em uma combinação de entrevistas e situações de ensino e aprendizagem, promovendo total interação entre a pesquisadora e os participantes de pesquisa. As atividades contaram com a participação de duas estudantes cegas, uma é portadora de cegueira congênita (19 anos) e a outra com cegueira adquirida (16 anos). O programa de computador utilizado foi o desenhador vox que é parte integrante do sistema DOSVOX e tem distribuição gratuita. A interação com o usuário se dá através do teclado e possui feedback sonoro, o que permite que uma pessoa cega o utilize. A análise baseou-se em estudos sobre inclusão, educação matemática e o uso da tecnologia informática na educação especial. Os resultados mostram que, após familiarizadas com os comandos do programa desenhador vox, as estudantes foram capazes de construir diversas figuras geométricas planas, como: quadrados, retângulos e triângulos. Isto permitiu a expressão gráfica de idéias matemáticas. Verificou-se também que, para construir as figuras, é necessário que o usuário esteja familiarizado com a localização de pontos no plano cartesiano e, principalmente, com a representação da figura a ser trabalhada através de um modelo que possa ser explorado com as mãos. O uso da tecnologia informática, em especial do programa desenhador vox, se apresentou como um recurso educacional que tem muito a contribuir para a melhoria do atendimento ao portador de deficiência visual fundamentado nas idéias de inclusão dessas pessoas na escola regular.
This research deals with computer use in the study of mathematics by the visually impaired. The objective is to come to know the possibilities and limitations of the use of information technology in the teaching of geometry to the blind. A qualitative methodology was adopted based on teaching experiments, consisting of a combination of interviews and teaching/learning situations, promoting total interaction between the researcher and study participants. Two blind students participated in the activities, one congenitally blind individual (19 years old) and another with acquired blindness (16 years old). The computer program that was used was the desenhador vox, which is an integral part of the DOSVOX system and is distributed free. The interaction with the user occurs through a keyboard and has a sound feedback that makes it possible for a blind person to use it. The analysis was based on studies about inclusion, mathematics education, and the use of information technology in special education. The results show that, once familiarized with the commands of the desenhador vox program, the students were able to construct diverse geometrical planes, such as squares, rectangles, and triangles. This allowed the graphic expression of mathematical ideas. It was also found that, to construct the figures, it is necessary for the user to be familiar with the localization of the points on the Cartesian plane and, principally, with the representation of the figure being worked with using a model that can be explored with the hands. The use of information technology, and the desenhador vox program in particular, proved to be an educational resource that has much to contribute toward improving services for the visually impaired based on ideas of including them in regular schools.

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Silva, Davi Cezar da. "O ENSINO DA GEOMETRIA PARA ALUNOS COM DEFICIÊNCIA VISUAL." Universidade Franciscana, 2013. http://tede.universidadefranciscana.edu.br:8080/handle/UFN-BDTD/140.

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The present research aimed to promote inclusive education in math classes, investigate how the materials, which were developed and built by the researcher, helped a student with a visual impairment in mental imagery in relation to models of plane figures and spatial . Characterized as a case study, the research has qualitative character and it had as participant, a student with visual impairments distinguished as having blindness. From a literature review, which involved different authors, we seek to organize a survey that addressed beyond the history that involves inclusive education, present also the difficulties faced by teachers, students and schools facing this reality. The materials developed were all built with inexpensive materials and adaptations for students with visual impairment. The activities were elaborated to work primarily models of plane geometry figures and later relate, properties and concepts, with models of figures of spatial geometry. We noticed during the implementation of activities, beyond the motivation that brings a teaching resource to a student with Special Educational Needs, the materials developed by the researcher were of utmost importance and effectiveness for the student to understand the connections between the properties of figures in the plane and space geometries. Through reports the student was evident filling some gaps that still exist in their knowledge in relation to such content, for example, basic differences between pyramids and prisms with triangular bases, or between squares and cubes. As product of the dissertation professional, beyond the material itself, was elaborated a videoaula available on DVD-ROM and on the website of the Course of Master Professional in Teaching Physics and Mathematics UNIFRA.
A presente pesquisa teve como objetivo promover a educação inclusiva nas aulas de matemática, investigar de que forma os materiais, que foram desenvolvidos e construídos pelo pesquisador, auxiliaram um aluno com deficiência visual na formação de imagens mentais em relação aos modelos de figuras planas e espaciais. Caracterizada como um estudo de caso, a pesquisa tem caráter qualitativo e teve como participante um aluno com deficiência visual distinguido como cegueira total. A partir de uma revisão de literatura, que envolveu diferentes autores, buscamos organizar uma pesquisa que tratou além do histórico que envolve a educação inclusiva, também das dificuldades enfrentadas por professores, alunos e escolas que enfrentam essa realidade. Os materiais desenvolvidos foram todos construídos com materiais de baixo custo e com adequações para alunos com deficiência visual. As atividades foram elaboradas para trabalhar primeiramente modelos de figuras da geometria plana e posteriormente relacionar, propriedades e conceitos, com modelos de figuras da geometria espacial. Percebemos, durante a realização das atividades, além da motivação que um recurso didático traz a um aluno com Necessidades Educativas Especiais, que os materiais desenvolvidos pelo pesquisador foram de extrema importância e eficiência para que o aluno pudesse perceber as conexões existentes entre as propriedades das figuras nas geometrias plana e espacial. Por meio de relatos do aluno ficou evidente o preenchimento de algumas lacunas que ainda existiam em seu conhecimento em relação a esses conteúdos como, por exemplo, diferenças básicas entre pirâmides e prismas com bases triangulares, ou ainda, entre quadrados e cubos. Como produto da dissertação de mestrado profissional além do próprio material, foi elaborada uma videoaula disponibilizada em DVD-ROM e no site do curso do Mestrado Profissional em Ensino de Física e Matemática da UNIFRA.

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Herrera, Polo Pablo C., and Universidad Peruana de Ciencias Aplicadas (UPC). "Matemáticas y computación: Uso de programación visual para el desarrollo de material didáctico en un entorno educativo." Blucher Design Proceedings, 2015. http://hdl.handle.net/10757/604750.

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We analyse the problem of creating didactic material for teaching and evaluating mathematics in the first year of a School of Architecture. By using visual programming, science professor used codes (formulae) to represent in a software their proposals, instead of drawing them themselves. Through this experience we create a database of codes with computational solutions that allows faculty to modify, reuse, visualise and print in the same platform that she students will use while developing their designs. In this way we aim to maximise the link between mathematics and design as fundamental base for the control of complex shapes.

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Silveira, Denize Francisca Oliveira da. "ComunicaÃÃo ativa na leitura e interpretaÃÃo de situaÃÃes problemas envolvendo figuras geomÃtricas planas para crianÃas cegas." Universidade Federal do CearÃ, 2017. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=19768.

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Conselho Nacional de Desenvolvimento CientÃfico e TecnolÃgico
Esta dissertaÃÃo Ã fruto de um trabalho conjunto de dois pesquisadores pertencentes ao mesmo grupo de pesquisa em adaptaÃÃes na matemÃtica: um com formaÃÃo em MatemÃtica, e a outra com especializaÃÃo em psicopedagogia e graduaÃÃo em Letras. Ambos os pesquisadores acompanharam duas crianÃas cegas durante o perÃodo de um ano, entre marÃo de 2016 e marÃo de 2017, tendo como motivaÃÃo inicial analisar as soluÃÃes de algumas questÃes de matemÃtica, com gravuras, de exames de seleÃÃo do ColÃgio Militar de Fortaleza (CMF). Justifica-se a escolha do exame do CMF pelo fato do grau de dificuldade das questÃes, usadas como parÃmetro pelos pesquisadores com fins distintos do estudo aqui abordado. O docente de matemÃtica atua no tocante Ã anÃlise da soluÃÃo de problemas propostos. A pesquisadora investiga as formas como as crianÃas cegas realizam a leitura e a interpretaÃÃo, com adaptaÃÃo das figuras /imagens das questÃes para o Braille, observando se a comunicaÃÃo estÃ sendo ativa. Por sua vez, visando uma aprendizagem de conteÃdos de maneira mais objetiva, os assuntos figuras geomÃtricas planas, medidas de comprimento, de superfÃcie e de volume sÃo observados, diante de textos que englobam contextos matemÃticos. Com efeito, sÃo conteÃdos que as crianÃas estudam no ano letivo na escola onde estÃo incluÃdas. Ao docente da escola regular foi solicitada a elaboraÃÃo de questÃes para realizaÃÃo de teste de aprendizagem, pois se estÃo incluÃdas as crianÃas, tÃm direitos e deveres, enquanto discentes, idÃnticos aos demais. Por conseguinte, como objetivo geral, a pesquisa visou analisar as dificuldades encontradas por discentes cegos, na disciplina de MatemÃtica, no sexto ano do ensino fundamental, incluÃdos em uma escola regular, em relaÃÃo Ã leitura e interpretaÃÃo de situaÃÃes problemas, trata, portanto, do Ãngulo de visÃo (da observaÃÃo) da pesquisadora com formaÃÃo em Letras. Utiliza, como metodologia, o mÃtodo Van Hiele (1985) adaptado por BrandÃo (2010) e aperfeiÃoado por Lira e BrandÃo (2013). Uma das principais conclusÃes desta pesquisa estÃ no fato de mostras que uma das dificuldades em resolver problemas que envolvem figuras geomÃtricas estÃ na forma como o enunciado das questÃes Ã elaborado, ficando muito atrelado Ãs figuras ou desenhos.
This dissertation is the result of a joint work of two researchers belonging to the same research group in adaptations in mathematics: one with a degree in Mathematics, and the other with a specialization in psychopedagogy and graduation in Literature. Both researchers followed two blind children during a period of one year, between March 2016 and March 2017, with the initial motivation to analyze the solutions of some Mathematical Matters, with engravings, of the Military College of Fortaleza (CMF) ). It is justified the choice of the CMF exam because of the degree of difficulty of the questions, used as a parameter by the researchers for purposes other than the study discussed here. The mathematics teacher acts in the analysis of the solution of proposed problems. The researcher investigates the ways blind children read and interpret, with adaptation of the figures / images of the questions to Braille, observing if the communication is being active. On the other hand, aiming a learning of contents in a more objective way, the subjects flat geometric figures, measures of length, surface and volume are observed, in front of texts that encompass mathematical contexts. In fact, they are contents that the children study in the academic year in the school where they are included. The teacher of the regular school was asked to elaborate questions to carry out a test of learning, because if children are included, they have rights and duties, as students, identical to the others. Therefore, as a general objective, this dissertation aims to analyze the difficulties encountered by blind students in Mathematics, in the sixth year of elementary school, included in a regular school, in relation to reading and interpretation of problem situations, Of the angle of vision (of the observation) of the researcher with formation in Letters. It uses, as methodology, the work of Van Hiele (1985) adapted by BrandÃo (2010) and perfected by Lira and BrandÃo (2013). One of the main conclusions of this research is that it shows that one of the difficulties in solving problems involving geometric figures is in the way the statement of the questions is elaborated, being closely linked to the figures or drawings.

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Dissertations / Theses on the topic 'Visual mathematics'

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