Relevant bibliographies by topics / Word problems (Mathematics) Testing

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
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Academic literature on the topic 'Word problems (Mathematics) Testing'

Author: Grafiati
Published: 10 December 2022
Last updated: 29 January 2023

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Journal articles on the topic "Word problems (Mathematics) Testing"

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Hembree, Ray. "Effects of Noncontent Variables on Mathematics Test Performance." Journal for Research in Mathematics Education 18, no. 3 (May 1987): 197–214. http://dx.doi.org/10.5951/jresematheduc.18.3.0197.

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Results of 120 research studies were combined by meta-analysis to determine effects on mathematics test performance of factors other than knowledge of content. Effect sizes for 18 variables were derived by the method invented by Glass and tested for consistency and significance with inferential statistics provided by Hedges and Olkin. Conditions that enhanced performance included testwiseness training, praise, word-problem pictures, and frequent testing. Conditions that depressed performance included the use of “none of these” as a multiple-choice option and the presence of extraneous information in word problems. Conditions to which performance seemed insensitive included external reward, reproof, and placement of the question in word problems.
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Huang, Junjian, Ming Xu, Hengyi Zheng, and Qian Shang. "Chinese Math Word Problems Generation Network." Journal of Physics: Conference Series 2050, no. 1 (October 1, 2021): 012001. http://dx.doi.org/10.1088/1742-6596/2050/1/012001.

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Abstract Aiming at the feature vector bottleneck problem and the high time cost of the training process in the automatic generation of Chinese math word problems under the end-to-end architecture, we proposed an automatic generation method of Chinese math word problems based on the pre-training model combined with the integration of encoder and decoder. We used a deep neural network to model the mathematical equation sequence and Chinese keyword information, and used the stepped attention matrix to generate word problems. For training and testing on the Ape210K data set, compared with the end-to-end method, the Rouge-1 and Rouge-L evaluation indicators in our method was increased by 14.1% and 12.5%, as well as the training time cost was reduced by nearly 50%.
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Mesa, Vilma, Claire Wladis, and Laura Watkins. "Research Problems in Community College Mathematics Education: Testing the Boundaries of K-12 Research." Journal for Research in Mathematics Education 45, no. 2 (March 2014): 173–92. http://dx.doi.org/10.5951/jresematheduc.45.2.0173.

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The purpose of this commentary is to articulate the need to investigate problems of mathematics instruction at community colleges. We briefly describe some features of this often-ignored institution and the current status of research. We also make an argument for how investigations of instruction in this setting can both advance our understanding of this particular context and give practitioners tools to deal with pressures from policymakers to show short-term results. This work is the result of a collaborative effort between community college practitioners and researchers, responding to the needs of their work in mathematics education.
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Crowley, Mary L. "Aligning Assessment with Classroom Practices: A Promising Testing Format." Mathematics Teacher 90, no. 9 (December 1997): 706–11. http://dx.doi.org/10.5951/mt.90.9.0706.

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The 1990s have emerged as a decade in which the mathematics community is redefining what we teach, how we teach, and, consequently, what and how we assess. What we are teaching has a stronger conceptual orientation than in the past. How we are teaching involves ouT students more actively than ever before. And what and how we are assessing … has caused us some problems. All too often, after creating an environment wherein students have, for example, used calculators and group work to investigate challenging and meaningful mathematical situations, we assess their learning through a standard in-class test. Individuals work independently on questions that, given the short time allowed to complete them, are by necessity less demanding than the previous class work. The assessment is not consistent with the curricular or pedagogical reforms.
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Bakhytkul, Kaskatayeva, and BATYRBAEVA Gulniet Asilkhanovna. "TRAINING OF FUTURE TEACHERS OF MATHEMATICS TO THE FORMATION OF RESEARCH SKILLS OF STUDENTS." International Journal of Engineering Technologies and Management Research 4, no. 12 (February 7, 2020): 13–20. http://dx.doi.org/10.29121/ijetmr.v4.i12.2017.130.

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This article describes the preparation of future teachers of mathematics to the formation of research skills of students. Targeted formation of research skills of students in accordance with the modern model of education of Kazakhstan in the conditions of modernization of secondary education requires: improving the research training of students, ready for effective work in schools. The purpose of the study is to prepare future teachers of mathematics to the formation of research skills of students through solving math problems. The study used research methods as analysis of scientific-methodical and special literature on the research problem; study and analysis of curricula and standards of professional-pedagogical skills, curricula, textbooks and learning materials; pedagogical observation; interview; survey; testing. As a result, students showed willingness to formation of research skills of students through solving math problems. The paper shows methods of solving mathematical problems. The article proposes a solution to the problem of formation of research skills of students on the basis of the decision search task.
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Miller, Jeff. "Hypothesis Testing in the Real World." Educational and Psychological Measurement 77, no. 4 (October 6, 2016): 663–72. http://dx.doi.org/10.1177/0013164416667984.

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Critics of null hypothesis significance testing suggest that (a) its basic logic is invalid and (b) it addresses a question that is of no interest. In contrast to (a), I argue that the underlying logic of hypothesis testing is actually extremely straightforward and compelling. To substantiate that, I present examples showing that hypothesis testing logic is routinely used in everyday life. These same examples also refute (b) by showing circumstances in which the logic of hypothesis testing addresses a question of prime interest. Null hypothesis significance testing may sometimes be misunderstood or misapplied, but these problems should be addressed by improved education.
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Supriyatin, Wahyu, and Kausar Japa Wisesha. "Implementation of Digital Marketing as A Strategy to Improve Marketing and Sales." Majalah Ilmiah Bijak 19, no. 1 (April 10, 2022): 117–26. http://dx.doi.org/10.31334/bijak.v19i1.1691.

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JerseyBolaku distro in Jatiasih, sells conventional and custom jersey. Marketing their products using conventional methods where customers come to see the product and make transactions. The owner wants product promotion, by word of mouth and through social media. The owner do manual bookkeeping by recording every incoming and outgoing product, so there is duplicate and inappropriate data. This makes owners changed the marketing strategy from conventional to digital. The purpose of this research is to distribution using digital marketing. The digital marketing strategy made by owners, used e-commerce website, where it can be accessed by customers anywhere using a smartphone. Customers need access the website if they want to view products and make transactions. Owners find it easy to view sales reports in each period. The method used in making the website is the SDLC method with a prototyping model. The steps taken in the prototyping model is to identifying needs and problems of user, hardware, software, determining the programming language, designing user interfaces for admins and users are using UML diagrams, the prototypes website need to be evaluated before launching and do evaluating and improving if any problems when tested and finally launched the system to be implemented. Website testing is done by using black box testing to test the functionality of the website. Website running successfully using Internet Explorer on PC and smartphone. Website successfully hosted, customers can view and order products more easier and faster. The owner can record sales transactions and record products in more detail.
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Sun, Ping’an. "Wood Quality Defect Detection Based on Deep Learning and Multicriteria Framework." Mathematical Problems in Engineering 2022 (May 26, 2022): 1–9. http://dx.doi.org/10.1155/2022/4878090.

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Traditional nondestructive testing technology for wood defects has a series of problems such as low identification accuracy, high cost, and cumbersome operation, and traditional testing methods cannot accurately show the specific location and size of wood internal defects; it is urgent to explore a new nondestructive testing scheme for wood defects. Aiming at this problem, this paper designs and develops an automatic detection method for wood surface defects based on deep learning algorithm and multicriteria framework. By comparing the performance of different deep learning detection methods on the data set, the advantages and disadvantages of the detection method in this paper are proved. After a series of works, such as the development and optimization of the experimental algorithm, the algorithm proposed meets the requirements in both the detection accuracy and training time.
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Kosova, E. A., and M. Yu Khalilova. "Web Accessibility Analysis of Massive Open Online Courses in Mathematical Disciplines." Vysshee Obrazovanie v Rossii = Higher Education in Russia 28, no. 10 (November 1, 2019): 157–66. http://dx.doi.org/10.31992/0869-3617-2019-28-10-157-166.

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The paper studies the problem of developing the massive open online courses (MOOCs) that conform to the content accessibility principles for persons with disabilities. Using the browsing of MOOCs platform catalogues, a total of 56 Russian-language free MOOCs in mathematical disciplines hosted on 5 platforms has been received. By automatic testing using Web Accessibility Checker, the accessibility of the functional and informational content of the MOOCs was evaluated. 73% of MOOCs were found to conform to the syllabus subjects “Probability Theory and Mathematical Statistics”, “Discrete Mathematics” and “Algebra and Geometry”; 8 basic disciplines of higher mathematics education are not covered by online education; 96,4% of the courses have accessibility limitations, especially for people with visual impairment. Accessibility problems are related to shortcomings of the platforms and MOOC developers’ errors. The results show a weak coverage by MOOCs of the basic mathematical disciplines included in the higher education curriculum in Russia and indicate the low content accessibility of the mathematical MOOCs for students with disabilities. The results of the work imply the need for: expanding the range of MOOCs to cover all basic mathematical disciplines; troubleshooting the accessibility in existing courses (pursuant to WCAG); prescription to platforms and developers to strictly adhere to WCAG in future courses.
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Nurieva, L. M., and S. G. Kiselev. "Problems of analysis of the relationship between the learning context and TIMSS testing results." Education and science journal 25, no. 1 (January 16, 2023): 108–41. http://dx.doi.org/10.17853/1994-5639-2023-1-108-141.

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Introduction. For more than two decades, the Organisation for Economic Cooperation and Development has been organising a number of comparative studies of the quality of education in different countries. One of them is the study of mathematics and science education TIMSS (Trends in International Mathematics and Science Study), which is conducted jointly with the International Association for the Evaluation of Educational Achievements (IEA). The last, seventh, cycle of the study was conducted in 2019. TIMSS statistics is regularly posted in the public domain on the IEA website so that specialists can independently conduct research in any aspect of their interest. One of the areas of analysis in this case is traditionally the search for the causes of certain test results, which are determined by the peculiarities of the organisation of the educational process and the context of learning in different countries. At the same time, a study of professional literature showed that among the factors of the social and school context, the analysis of which is provided by the research tools, only an extremely limited range of them turned out to be statistically directly related to TIMSS scores. Specialists systematically encounter inexplicable absence or low correlation values of TIMSS test scores and context indicators. The authors think that the main reason for such difficulties is inattention to the peculiarities of the indicators used in the calculation of measures of statistical relationships. Aim. The present research aims to identify a statistical relationship between test results and indicators of the context of schoolchildren’s learning, as well as the influence of the TIMSS information collection and processing system on the productivity of analysing the research results.Methodology and research methodology. The methodological basis of the work is a systematic approach, which is based on the consideration of the results of the international TIMSS study as a whole: i.e. a complex of interrelated elements (organisations, tools, assessment indicators, scoring systems). The work was carried out on the basis of applied research procedures (observation, description, comparison, measurement, etc.), within which general scientific (comparative analysis, systematisation, generalisation) and statistical research methods (statistical and correlation analysis, etc.) were also used. The source of information was the International Database of Electronic Testing TIMSS-2019, hosted in the IEA repository. The TIMSS datasets were analysed using the IEA International Database (IDB) parser plug-in for SPSS (version 4.0).Results. For most indicators of the social and student context of learning, the authors found the absence or low value of statistical relationships with TIMSS scores. The number of books at home and parents’ education turned out to be statistically related to TIMSS scores concerning the indicators of social well-being and home learning conditions envisaged by the organisers. The indicators of learning conditions at school included the frequency of independent work in class; motivational factors included plans to continue education and self-evaluation of students’ math proficiency. Evidently, even these relationships turned out to be weak. It was revealed that the difficulties in detecting a correlation between TIMSS scores and learning conditions are caused by the very nature of the analysed variables: 1. the approximate nature of individual student assessments used in TIMSS; 2. low differentiation of students according to a number of indicators of the learning context; 3. insufficient reliability of information obtained from sociological surveys of schoolchildren.Practical significance. The authors believe that in order to improve the quality of analytical work on relevant topics, it is necessary to pay close attention to the essence behind the variables used in statistical calculations. In turn, the TIMSS organisers need to continue improving the measurement procedures and research tools by introducing additional success criteria that reflect the individual and comparable results of students in the current TIMSS cycle, as well as indicators of the reliability of contextual information obtained by sociological means.
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Dissertations / Theses on the topic "Word problems (Mathematics) Testing"

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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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Lyons, Claire. "Conceptual understanding of subtraction word problems." Thesis, Queen's University Belfast, 1994. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.241414.

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Villa, Sandra M. "Correlation between reading skills and mathematics performance an analysis of Stanford Achievement Test scores from grades 6-11 /." To access this resource online via ProQuest Dissertations and Theses @ UTEP, 2008. http://0-proquest.umi.com.lib.utep.edu/login?COPT=REJTPTU0YmImSU5UPTAmVkVSPTI=&clientId=2515.

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Maluleka, Bondo Kenneth. "Improving grade 9 learners' Mathematical processes of solving word problems." Thesis, University of Limpopo (Turfloop Campus), 2013. http://hdl.handle.net/10386/965.

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Thesis (M.A. (Mathematics Education)) --University of Limpopo, 2013
This study intended to improve Grade 9 learners’ mathematical processes of solving word problems. It was an action research study in my own classroom consisting of 64 Grade 9 learners. Learners were given learning activities on word problems to carry out as part of their normal classroom mathematics’ lessons. Data were collected in two stages: first, through passive observation, that is, without my intervention, and later through participant observation thus provoking their thinking as they attempt the given questions. The learners’ responses were analyzed through checking the mathematical processes they used without my intervention. Learners also submitted their post-intervention responses for analysis of progress after interventions. The scripts were reviewed based on four problem- solving stages adopted from George Polya (1945). Those stages are, namely understanding the problem, devising the plan, carrying out the plan and looking back. It became evident from the findings that learners attempt solving word problems with no understanding. Communication, reasoning and recording processes appear to be key factors in assisting learners to make sense of word problems and, finally, proceeding towards an adequate solution.
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Kanevsky, Inna Glaz. "Role of rules in transfer of mathematical word problems." Connect to a 24 p. preview or request complete full text in PDF format. Access restricted to UC campuses, 2006. http://wwwlib.umi.com/cr/ucsd/fullcit?p3223010.

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Thesis (Ph. D.)--University of California, San Diego, 2006.
Title from first page of PDF file (viewed September 21, 2006). Available via ProQuest Digital Dissertations. Vita. Includes bibliographical references (p. 86-90).
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Muoneke, Ada Felicitas. "The effects of a question and action strategy on the mathematical word problem-solving skills of students with learning problems in mathematics /." Full text (PDF) from UMI/Dissertation Abstracts International, 2001. http://wwwlib.umi.com/cr/utexas/fullcit?p3008402.

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Vassileva, Svetla. "The word and conjugacy problems in classes of solvable groups." Thesis, McGill University, 2009. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=66827.

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This thesis is a survey of certain algorithmic problems in group theory and their computational complexities. In particular, it consists of a detailed review of the decidability and complexity of the word and conjugacy problems in several classes of solvable groups, followed by two original results. The first result states that the Conjugacy Problem in wreath products which satisfy certain elementary conditions is decidable in polynomial time. It is largely based on work by Jane Matthews, published in 1969. The second result, based on ideas of Remeslennikov and Sokolov (1970), and Myasnikov, Roman'kov, Ushakov and Vershik (2008) gives a uniform polynomial time algorithm to decide the Conjugacy Problem in free solvable groups.
Cette thèse est une synthèse de certains problèmes algorithmiques dans la thèoriedes groupes et leur complexité computationnelle. Plus particulièrement, elle présenteune revue détaillée de la décidabilité et de la complexité des problèmes du mot et dela conjugaison dans plusieurs classes de groupes solubles, suivie de deux nouveauxrésultats. Le premier résultat énonce que le problème de la conjugaison dans lesproduits couronne qui satisfont certaines conditions élémentaires est décidable entemps polynomial. Elle part d'une publication de Jane Matthews (1969). Le deuxièmerésultat, basé sur des idées de Remeslennikov et Sokolov (1970) et de Myasnikov, Roman'kov,Ushakov et Vershik (2008), présente un algorithme en temps polynomial uniformepour décider le problème de conjugaison dans les groupes solubles libres.
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Tan, Li-hua. "Primary school students' thinking processes when posing mathematical word problems." Hong Kong : University of Hong Kong, 2001. http://sunzi.lib.hku.hk:8888/cgi-bin/hkuto%5Ftoc%5Fpdf?B23425155.

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Bernadette, Elizabeth. "Third grade students' challenges and strategies to solving mathematical word problems." To access this resource online via ProQuest Dissertations and Theses @ UTEP, 2009. http://0-proquest.umi.com.lib.utep.edu/login?COPT=REJTPTU0YmImSU5UPTAmVkVSPTI=&clientId=2515.

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Neshuku, Christian N. "An exploration of problems experienced in the interpretation of word problems by grade 12 learners." Thesis, Rhodes University, 2009. http://hdl.handle.net/10962/d1008206.

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This research sought to investigate the problems experienced in the interpretation of word problems by senior secondary school learners, in particular to see how the language used in the articulation of word problems affects the interpretation. The study was conducted in a school in the Oshikoto region of Namibia, a school located in a semi-rural area of Namibia, and selected owing to the accessibility of the required participants. The research was located within an interpretive paradigm focusing on a study sample of 40 learners from a specified class in the selected school. Data were collected through written tests and a semi-structured interview based on written tests, and a comprehensive descriptive analysis of test results was prepared. The findings of the study indicate that the language in which the word problem was articulated did not make a difference. The performance in both English and Oshindonga tests was almost the same. The findings also indicate that vocabulary, syntactic interpretation, semantic relationships, algebraic skills, and practical sense making in relation to real-life are all important for the successful interpretation and solving of word problems. In view of these findings, the study has provided valuable insights into aspects of the teacher education curriculum that need to be revisited in order to improve the training of teachers In teaching word problems.
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Books on the topic "Word problems (Mathematics) Testing"

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Virginia, Brown. Test of mathematical abilities. 2nd ed. Austin, Tex: Pro-Ed, 1994.

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Inc, Teacher Created Resources, ed. Word problems. Westminster, CA: Teacher Created Resources, Inc., 2011.

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Beginner word problems. New York, N.Y: Crabtree Pub., 2012.

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Math word problems. Hoboken, NJ: Wiley, 2004.

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Solving word problems. Eugene, OR: Garlic Press, 1997.

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(Organization), LearningExpress, ed. 501 math word problems. 2nd ed. New York: Learning Express, LLC, 2006.

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Abramson, Marcie F. Painless math word problems. 2nd ed. Hauppauge, N.Y: Barron's Educational Series, 2010.

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Painless math word problems. 2nd ed. Hauppauge, N.Y: Barron's Educational Series, 2010.

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Long, Lynette. Wacky Word Problems. New York: John Wiley & Sons, Ltd., 2005.

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Primary mathematics challenging word problems. Singapore: Marshall Cavendish Education, 2014.

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Book chapters on the topic "Word problems (Mathematics) Testing"

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Bermúdez, Alfredo. "Some Case Studies in Environmental and Industrial Mathematics." In SEMA SIMAI Springer Series, 19–38. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-86236-7_2.

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AbstractThis presentation deals with four case studies in environmental and industrial mathematics developed by the mathematical engineering research group (mat+i) from the University of Santiago de Compostela and the Technological Institute for Industrial Mathematics (ITMATI). The first case involves environmental fluid mechanics: optimizing the location of submarine outfalls on the coast. This work, related to shallow water equations with variable depth, led us to develop a theory for numerical treatment of source terms in nonlinear first order hyperbolic balance laws. More recently, these techniques have been applied to solve Euler equations with source terms arising from numerical simulation of gas transportation networks when topography via gravity force is considered in the model. The last two problems concerns electromagnetism. One of them is related to nondestructive testing of car parts by using magnetic nanoparticles (the so-called magnetic particle inspection, MPI): mathematical modelling of magnetic hysteresis to simulate demagnetization. Finally, we present a mathematical procedure to reduce the computing time needed to achieve the stationary state of an induction electric machine when using transient numerical simulation.
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Verschaffel, Lieven, Fien Depaepe, and Wim Van Dooren. "Word Problems in Mathematics Education." In Encyclopedia of Mathematics Education, 641–45. Dordrecht: Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-007-4978-8_163.

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Verschaffel, Lieven, Fien Depaepe, and Wim Van Dooren. "Word Problems in Mathematics Education." In Encyclopedia of Mathematics Education, 908–11. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-15789-0_163.

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Chinn, Steve. "Mathematics vocabulary and word problems." In More Trouble with Maths, 147–57. 2nd edition. | Abingdon, Oxon ; New York, NY : Routledge, 2016. |: Routledge, 2016. http://dx.doi.org/10.4324/9781315643137-13.

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Chinn, Steve. "Mathematics vocabulary, symbols and word problems." In More Trouble with Maths, 152–61. 3rd edition. | Abingdon, Oxon; New York, NY: Routledge, 2020. | Series: NASEN spotlight: Routledge, 2020. http://dx.doi.org/10.4324/9781003017721-12.

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Glass, A. M. W. "The word and isomorphism problems in universal algebra." In Lecture Notes in Mathematics, 123–28. Berlin, Heidelberg: Springer Berlin Heidelberg, 1985. http://dx.doi.org/10.1007/bfb0098459.

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Bofferding, Laura, and Nicole M. Wessman-Enzinger. "Nuances of Prospective Teachers’ Interpretations of Integer Word Problems." In Research in Mathematics Education, 191–212. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-90692-8_8.

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Nunes, Terezinha, and Peter Bryant. "Word problems, implicit agreements, quantitative reasoning and arithmetic." In Using Mathematics to Understand the World, 83–115. London: Routledge, 2021. http://dx.doi.org/10.4324/9780429265815-4.

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Bright, Anita. "Whose Mirror? Cultural Reproduction in Mathematics Word Problems." In Educational Linguistics, 139–54. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-55116-6_8.

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Katsap, Ada, and Fredrick L. Silverman. "Ethnomathematics in Mathematics Curriculum via Ethnomathematical Word Problems." In Ethnomathematics of Negev Bedouins’ Existence in Forms, Symbols and Geometric Patterns, 289–304. Rotterdam: SensePublishers, 2016. http://dx.doi.org/10.1007/978-94-6209-950-0_13.

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Conference papers on the topic "Word problems (Mathematics) Testing"

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Wang, G. Gary, and S. Shan. "Review of Metamodeling Techniques in Support of Engineering Design Optimization." In ASME 2006 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. ASMEDC, 2006. http://dx.doi.org/10.1115/detc2006-99412.

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Computation-intensive design problems are becoming increasingly common in manufacturing industries. The computation burden is often caused by expensive analysis and simulation processes in order to reach a comparable level of accuracy as physical testing data. To address such a challenge, approximation or metamodeling techniques are often used. Metamodeling techniques have been developed from many different disciplines including statistics, mathematics, computer science, and various engineering disciplines. These metamodels are initially developed as “surrogates” of the expensive simulation process in order to improve the overall computation efficiency. They are then found to be a valuable tool to support a wide scope of activities in modern engineering design, especially design optimization. This work reviews the state-of-the-art metamodel-based techniques from a practitioner’s perspective according to the role of metamodeling in supporting design optimization, including model approximation, design space exploration, problem formulation, and solving various types of optimization problems. Challenges and future development of metamodeling in support of engineering design is also analyzed and discussed.
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Kumar, V., A. Castellanos, J. Ortega, V. Tandon, N. Agarwal, V. Udoewa, A. Kumar, and S. Prasad. "Dynamic Learning Framework: Adaptive Assessment Development for the Undergraduate Fluid Mechanics." In ASME 2014 4th Joint US-European Fluids Engineering Division Summer Meeting collocated with the ASME 2014 12th International Conference on Nanochannels, Microchannels, and Minichannels. American Society of Mechanical Engineers, 2014. http://dx.doi.org/10.1115/fedsm2014-21718.

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This paper presents a dynamic learning framework (DLF) for engineering courses with rich mathematical and geometrical contents. The word “dynamic” implies that there are several moving components in the course contents and assessments. Moving contents are enabled by random-number generators to select text/paragraph from a database or chose a number between two ranges within engineering bounds. Dynamic contents are usually missing in traditional form of instructions such a fixed format book-type problem or static online material. The framework leverages on the computing resources from the recent advancement in touchpad computing devices (such as IPAD and Android based tablets) and web-based technologies (such as WebGL/SVG for virtual-reality and web-based graphics and PHP based server level programming language). All assessments are developed at four increasing levels of difficulty. The levels one through three are designed to assess the lower level learning skills as discussed in the “Bloom’s taxonomy of cognitive skills” whereas level four contents are designed to test the higher level skills. The level-one assessments are designed to be easiest and include guiding materials and solved examples. To lessen the impact of disinterests caused by mathematical abstractions, the assessment and content presentations are strengthened by integrating the mathematical concepts with visual engineering materials from real-world and local important applications. All problems designed to assess the lower level skills are computerized and tested using the Computer Adaptive Testing (CAT) algorithm which enabled the instructor to focus on the higher level skills and offer the course in partially flipped classroom setting.
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Lapasau, Merry, Virgana, Soeparlan Kasyadi, Ira Mayasari, and Apriani Riyanti. "Enhancing students' achievement in math word problems through reading comprehension and learning motivation." In PROCEEDINGS OF THE 6TH NATIONAL CONFERENCE ON MATHEMATICS AND MATHEMATICS EDUCATION. AIP Publishing, 2022. http://dx.doi.org/10.1063/5.0096103.

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Murtiyasa, Budi, Sri Rejeki, and Naufal Ishartono. "Profile of Students’ Error in Solving Mathematics Word Problems Based on PISA Frameworks." In SEMANTIK Conference of Mathematics Education (SEMANTIK 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200827.131.

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Cibulskaitė, Nijolė. "EFFECTIVENESS OF GRAPHICAL REPRESENTATIONS IN SOLVING WORD PROBLEMS IN ELEMENTARY MATHEMATICS CLASSES." In 12th International Conference on Education and New Learning Technologies. IATED, 2020. http://dx.doi.org/10.21125/edulearn.2020.2173.

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Shuman, Larry J., Mary Besterfield-Sacre, Renee Clark, and Tuba Pinar Yildirim. "The Model Eliciting Activity (MEA) Construct: Moving Engineering Education Research Into the Classroom." In ASME 2008 9th Biennial Conference on Engineering Systems Design and Analysis. ASMEDC, 2008. http://dx.doi.org/10.1115/esda2008-59406.

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A growing set of “professional skills” including problem solving, teamwork, and communications are becoming increasingly important in differentiating U.S. engineering graduates from their international counterparts. A consensus of engineering educators and professionals now believes that mastery of these professional skills is needed for our graduates to excel in a highly competitive global environment. A decade ago ABET realized this and included these skills among the eleven outcomes needed to best prepare professionals for the 21st century engineering world. This has left engineering educators with a challenge: how can students learn to master these skills? We address this challenge by focusing on models and modeling as an integrating approach for learning particular professional skills, including problem solving, within the undergraduate curriculum. To do this, we are extending a proven methodology — model-eliciting activities (MEAs) — creating in essence model integrating activities (MIAs). MEAs originated in the mathematics education community as a research tool. In an MEA teams of students address an open-ended, real-world problem. A typical MEA elicits a mathematical or conceptual system as part of its procedural requirements. To resolve an MEA, students may need to make new connections, combinations, manipulations or predictions. We are extending this construct to a format in which the student team must also integrate prior knowledge and concepts in order to solve the problem at hand. In doing this, we are also forcing students to confront and repair certain misconceptions acquired at earlier stages of their education. A distinctive MEA feature is an emphasis on testing, revising, refining and formally documenting solutions, all skills that future practitioners should master. Student performance on MEAs is typically assessed using a rubric to measure the quality of solution. In addition, a reflection tool completed by students following an MEA exercise assists them in better assessing and critiquing their progress as modelers and problem solvers. As part of the first phase a large, MEA research study funded by the National Science Foundation and involving six institutions, we are investigating the strategies students use to solve unstructured problems by better understanding the extent that our MEA/MIA construct can be used as a learning intervention. To do this, we are developing learning material suitable for upper-level engineering students, requiring them to integrate concepts they’ve learned in foundation courses while teasing out misconceptions. We provide an overview of the project and our results to date.
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Wossala, Jan, Radka Dofková, and Silvie Novotná. "ANALYSIS OF SELECTED WORD PROBLEMS IN THE INTEGRATION OF CLIL INTO MATHEMATICS TEACHING." In 14th annual International Conference of Education, Research and Innovation. IATED, 2021. http://dx.doi.org/10.21125/iceri.2021.1168.

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Cazzola, Marina. "PROBLEM-BASED LEARNING AND TEACHER TRAINING IN MATHEMATICS: MAKING SENSE OF WORD PROBLEMS." In 14th annual International Conference of Education, Research and Innovation. IATED, 2021. http://dx.doi.org/10.21125/iceri.2021.0573.

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Bai, Mingli, and Mingwen Wang. "Improved Chinese Word Segmentation Algorithm of Quantitative Units in Elementary Mathematics Application Problems." In 2021 7th Annual International Conference on Network and Information Systems for Computers (ICNISC). IEEE, 2021. http://dx.doi.org/10.1109/icnisc54316.2021.00094.

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Fatmanissa, Namirah, and Maria N. R. Novianti. "Linguistic Challenges in Solving Mathematics Word Problems: A Case of EFL University Students." In Eighth Southeast Asia Design Research (SEA-DR) & the Second Science, Technology, Education, Arts, Culture, and Humanity (STEACH) International Conference (SEADR-STEACH 2021). Paris, France: Atlantis Press, 2022. http://dx.doi.org/10.2991/assehr.k.211229.003.

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Reports on the topic "Word problems (Mathematics) Testing"

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Schoen, Robert C., Mark LaVenia, Charity Bauduin, and Kristy Farina. Elementary Mathematics Student Assessment: Measuring the Performance of Grade 1 and 2 Students in Counting, Word Problems, and Computation in Fall 2013. Florida State University, December 2016. http://dx.doi.org/10.17125/fsu.1508170543.

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Schoen, Robert C., Mark LaVenia, Charity Bauduin, and Kristy Farina. Elementary Mathematics Student Assessment: Measuring the Performance of Grade 1 and 2 Students in Counting, Word Problems, and Computation in Fall 2014. Florida State University, December 2016. http://dx.doi.org/10.17125/fsu.1508174887.

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Schoen, Robert, Daniel Anderson, Zachary Champagne, and Charity Bauduin. Elementary Mathematics Student Assessment: Measuring the Performance of Grade K, 1, and 2 Students in Counting, Word Problems, and Computation in Fall 2015. Florida State University Libraries, May 2017. http://dx.doi.org/10.17125/fsu.1522170756.

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Kuropiatnyk, D. I. Actuality of the problem of parametric identification of a mathematical model. [б. в.], December 2018. http://dx.doi.org/10.31812/123456789/2885.

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The purpose of the article is to study the possibilities of increasing the efficiency of a mathematical model by identifying the parameters of an object. A key factor for parametrization can be called the consideration of properties of the values of the model at a specific time point, which allows a deeper analysis of data dependencies and correlation between them. However, such a technique does not always work, because in advance it is impossible to predict that the parameters can be substantially optimized. In addition, it is necessary to take into account the fact that minimization reduces the values of parameters without taking into account their real physical properties. The correctness of the final values will be based on dynamically selected parameters, which allows you to modify the terms of use of the system in real time. In the development process, the values of experimentally obtained data with the model are compared, which allows you to understand the accuracy of minimization. When choosing the most relevant parameters, various minimization functions are used, which provides an opportunity to cover a wide range of theoretical initial situations. Verification of the correctness of the decision is carried out with the help of a quality function, which can identify the accuracy and correctness of the optimized parameters. It is possible to choose different types of functional quality, depending on the characteristics of the initial data. The presence of such tools during parametrization allows for varied analysis of the model, testing it on various algorithms, data volumes and conditions of guaranteed convergence of functional methods.
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Jones, Scott B., Shmuel P. Friedman, and Gregory Communar. Novel streaming potential and thermal sensor techniques for monitoring water and nutrient fluxes in the vadose zone. United States Department of Agriculture, January 2011. http://dx.doi.org/10.32747/2011.7597910.bard.

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The “Novel streaming potential (SP) and thermal sensor techniques for monitoring water and nutrient fluxes in the vadose zone” project ended Oct. 30, 2015, after an extension to complete travel and intellectual exchange of ideas and sensors. A significant component of this project was the development and testing of the Penta-needle Heat Pulse Probe (PHPP) in addition to testing of the streaming potential concept, both aimed at soil water flux determination. The PHPP was successfully completed and shown to provide soil water flux estimates down to 1 cm day⁻¹ with altered heat input and timing as well as use of larger heater needles. The PHPP was developed by Scott B. Jones at Utah State University with a plan to share sensors with Shmulik P. Friedman, the ARO collaborator. Delays in completion of the PHPP resulted in limited testing at USU and a late delivery of sensors (Sept. 2015) to Dr. Friedman. Two key aspects of the subsurface water flux sensor development that delayed the availability of the PHPP sensors were the addition of integrated electrical conductivity measurements (available in February 2015) and resolution of bugs in the microcontroller firmware (problems resolved in April 2015). Furthermore, testing of the streaming potential method with a wide variety of non-polarizable electrodes at both institutions was not successful as a practical measurement tool for water flux due to numerous sources of interference and the M.S. student in Israel terminated his program prematurely for personal reasons. In spite of these challenges, the project funded several undergraduate students building sensors and several master’s students and postdocs participating in theory and sensor development and testing. Four peer-reviewed journal articles have been published or submitted to date and six oral/poster presentations were also delivered by various authors associated with this project. We intend to continue testing the "new generation" PHPP probes at both USU and at the ARO resulting in several additional publications coming from this follow-on research. Furthermore, Jones is presently awaiting word on an internal grant application for commercialization of the PHPP at USU.
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Hlushak, Oksana M., Svetlana O. Semenyaka, Volodymyr V. Proshkin, Stanislav V. Sapozhnykov, and Oksana S. Lytvyn. The usage of digital technologies in the university training of future bachelors (having been based on the data of mathematical subjects). [б. в.], July 2020. http://dx.doi.org/10.31812/123456789/3860.

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This article demonstrates that mathematics in the system of higher education has outgrown the status of the general education subject and should become an integral part of the professional training of future bachelors, including economists, on the basis of intersubject connection with special subjects. Such aspects as the importance of improving the scientific and methodological support of mathematical training of students by means of digital technologies are revealed. It is specified that in order to implement the task of qualified training of students learning econometrics and economic and mathematical modeling, it is necessary to use digital technologies in two directions: for the organization of electronic educational space and in the process of solving applied problems at the junction of the branches of economics and mathematics. The advantages of using e-learning courses in the educational process are presented (such as providing individualization of the educational process in accordance with the needs, characteristics and capabilities of students; improving the quality and efficiency of the educational process; ensuring systematic monitoring of the educational quality). The unified structures of “Econometrics”, “Economic and mathematical modeling” based on the Moodle platform are the following ones. The article presents the results of the pedagogical experiment on the attitude of students to the use of e-learning course (ELC) in the educational process of Borys Grinchenko Kyiv University and Alfred Nobel University (Dnipro city). We found that the following metrics need improvement: availability of time-appropriate mathematical materials; individual approach in training; students’ self-expression and the development of their creativity in the e-learning process. The following opportunities are brought to light the possibilities of digital technologies for the construction and research of econometric models (based on the problem of dependence of the level of the Ukrainian population employment). Various stages of building and testing of the econometric model are characterized: identification of variables, specification of the model, parameterization and verification of the statistical significance of the obtained results.
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