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BĂDESCU, Carmen-Maria. "Solutions for Securing Computer Networks". International Journal of Information Security and Cybercrime 1, n.º 1 (21 de junio de 2012): 26–34. http://dx.doi.org/10.19107/ijisc.2012.01.03.
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PAVEL, Dorin. "The methodology of using specialized software in the process of studying computer networks". Acta et commentationes: Științe ale Educației 32, n.º 2 (junio de 2023): 35–45. http://dx.doi.org/10.36120/2587-3636.v32i2.35-45.
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The article proposes didactic and technical tools for studying the Computer Networks course, taught at university computer science majors. The Computer Networks course is essential for future computer science majors, but has a strong practical aspect and requires specialized network simulation software and hardware, often inaccessible to students.
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Sfetcu, Nicolae. "Megadatele (Big Data) pe Internet". IT & C 1, n.º 1 (septiembre de 2022): 23–27. http://dx.doi.org/10.58679/it47091.
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Termenul Big Data se referă la extragerea, manipularea și analiza unor seturi de date care sunt prea mari pentru a fi tratate în mod obișnuit. Din această cauză se utilizează software special și, în multe cazuri, și calculatoare și echipamente hardware special dedicate. În general la aceste date analiza se face statistic. Pe baza analizei datelor respective se fac de obicei predicții ale unor grupuri de persoane sau alte entități, pe baza comportamentului acestora în diverse situații și folosind tehnici analitice avansate. Se pot identifica astfel tendințe, necesități și evoluții comportamentale ale acestor entități.
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Kummer, Benjamin, Lubaina Shakir, Rachel Kwon, Joseph Habboushe y Nathalie Jetté. "Usage Patterns of Web-Based Stroke Calculators in Clinical Decision Support: Retrospective Analysis". JMIR Medical Informatics 9, n.º 8 (2 de agosto de 2021): e28266. http://dx.doi.org/10.2196/28266.
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Background Clinical scores are frequently used in the diagnosis and management of stroke. While medical calculators are increasingly important support tools for clinical decisions, the uptake and use of common medical calculators for stroke remain poorly characterized. Objective We aimed to describe use patterns in frequently used stroke-related medical calculators for clinical decisions from a web-based support system. Methods We conducted a retrospective study of calculators from MDCalc, a web-based and mobile app–based medical calculator platform based in the United States. We analyzed metadata tags from MDCalc’s calculator use data to identify all calculators related to stroke. Using relative page views as a measure of calculator use, we determined the 5 most frequently used stroke-related calculators between January 2016 and December 2018. For all 5 calculators, we determined cumulative and quarterly use, mode of access (eg, app or web browser), and both US and international distributions of use. We compared cumulative use in the 2016-2018 period with use from January 2011 to December 2015. Results Over the study period, we identified 454 MDCalc calculators, of which 48 (10.6%) were related to stroke. Of these, the 5 most frequently used calculators were the CHA2DS2-VASc score for atrial fibrillation stroke risk calculator (5.5% of total and 32% of stroke-related page views), the Mean Arterial Pressure calculator (2.4% of total and 14.0% of stroke-related page views), the HAS-BLED score for major bleeding risk (1.9% of total and 11.4% of stroke-related page views), the National Institutes of Health Stroke Scale (NIHSS) score calculator (1.7% of total and 10.1% of stroke-related page views), and the CHADS2 score for atrial fibrillation stroke risk calculator (1.4% of total and 8.1% of stroke-related page views). Web browser was the most common mode of access, accounting for 82.7%-91.2% of individual stroke calculator page views. Access originated most frequently from the most populated regions within the United States. Internationally, use originated mostly from English-language countries. The NIHSS score calculator demonstrated the greatest increase in page views (238.1% increase) between the first and last quarters of the study period. Conclusions The most frequently used stroke calculators were the CHA2DS2-VASc, Mean Arterial Pressure, HAS-BLED, NIHSS, and CHADS2. These were mainly accessed by web browser, from English-speaking countries, and from highly populated areas. Further studies should investigate barriers to stroke calculator adoption and the effect of calculator use on the application of best practices in cerebrovascular disease.
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Gilliland, Kay. "Families Ask: Calculators in the Classroom". Mathematics Teaching in the Middle School 8, n.º 3 (noviembre de 2002): 150–51. http://dx.doi.org/10.5951/mtms.8.3.0150.
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Middle school teachers often hear similar questions about calculators: “Should I allow my child to have a calculator?” “Are calculators just a crutch?” “Is using a calculator for homework acceptable?”
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Hove, Netsai y Emmanuel Chinamasa. "CALCULATOR PREVALENCE IN MATHEMATICS CLASSROOMS: CASE OF EKUDIBENG CIRCUIT IN SOUTH AFRICA". International Journal of Education Humanities and Social Science 06, n.º 01 (2023): 36–54. http://dx.doi.org/10.54922/ijehss.2023.0471.
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This study influenced by the Technology adoption theory, explored the prevalence of calculators in Ekudibeng circuit mathematics classrooms in South Africa. Pragmatism guided assessment of technology adoption by allowing application of both quantitative and qualitative data analysis to portray reality. A sequential design of document analysis, a survey, lesson observations, focus group discussions and in-depth interviews was used. Empirical data was collected from a purposive sample of 154 participants, composed of 41 teachers of mathematics and 113 learners from grade 8 to 12 in Ekurhuleni South district secondary schools. A sample of 26 teachers’ schemes and mathematics school syllabuses was analysed. The study found (71%) prevalence for calculator use in both public and private schools mathematics classrooms. A hypothesis test at 5% level of significance confirmed an association between gender and calculator use preference. Although all teachers reported willing to use the calculator, 54 (35%) reported, not possessing a personal calculator. Study found five calculator models in use. The majority used the SHARP model. National examinations disallowed the graphic FX-CG50 because of its perceived complexity. Calculators were used for computation of ( r2) regression coefficient correlation and evaluation for logarithms and trigonometry ratios for transformation functions such f(x) = 2Sin θ. Factors retarding calculator adoption include; lack of financial resources for high density public school learners, limited teacher commitment for calculator use and low teacher technical knowhow of using calculator for instruction.. National examinations not emphasising use of calculators, mathematics text books do not show how calculators can be used for instruction. Study recommends use of a single calculator model as a district policy. Authoring of a teachers’ handbook for the use of calculators for instruction is called for. Mathematics teachers’ staff development workshop on the application of calculators is long overdue.
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Gay, Susan y Sharon Stenglein. "Projects". Mathematics Teacher 89, n.º 4 (abril de 1996): 362a—364. http://dx.doi.org/10.5951/mt.89.4.362a.
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Graphing calculators are still not widely used in some classrooms, and classroom sets of graphing calculators are still far from common in many schools. As everyone who has taught a class of students working with graphing calculators can testify, this powerful technology is a significant aid to students' learning. One alternative to the classroom set has been the overhead graphing calculator used for demonstrations. With support for training and donations of overhead graphing calculators. the Oklahoma Graphing Calculator Project, over several phases, has made these calculators available in the classrooms in Oklahoma schools.
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Sosianika, Adila, Euis Sartika y Fatya Alty Amalia. "THE ROLE OF SCIENTIFIC CALCULATORS IN IMPROVING STATISTICS LEARNING". Jurnal Lebesgue : Jurnal Ilmiah Pendidikan Matematika, Matematika dan Statistika 4, n.º 2 (30 de agosto de 2023): 764–75. http://dx.doi.org/10.46306/lb.v4i2.282.
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In its development, Business Statistics has used several types of technology to facilitate the learning process for students, such as statistical software, spreadsheets, calculators, multimedia materials, and data repositories. The calculator includes computer technology with a simple version but allows students to experience an active learning process. Thus, the calculator media was chosen as the main learning media in business statistics courses, including in evaluating student abilities. Therefore, this study aims to determine the effectiveness of using calculators in Business Statistics courses. The research was conducted using a mix method, namely qualitative (questionnaire) and quantitative (experimental). The results showed that there was an increase in the average value of Simple Linear Regression for groups of students who used statistical applications on calculators compared to groups who did not use calculators. Based on the results of the questionnaire and suggestions, it was found that 87.7% of students considered it easy to understand the Business Statistics application questions, when using the statistical application on a calculator. Suggestions made by students were the availability of guidelines for using statistical calculator applications for practice, and the availability of calculators in the research laboratory that students could use for practice
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Harvey, John G. "Teaching Mathematics With Technology: Using Calculators in Mathematics Changes Testing". Arithmetic Teacher 38, n.º 7 (marzo de 1991): 52–54. http://dx.doi.org/10.5951/at.38.7.0052.
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No matter the level at which we teach mathematics, we are being asked to incorporate calculators into our instruction, to teach students both calculator facility and effective ways of using calculators, and to encourage and expect those students to use calculators appropriately. As early as 1975, just three years after the introduction of Texas Instruments's Data Math calculator, the National Advisory Committee on Mathematical Education (NACOME) urged that calculators be used in mathematics instruction (NACOME 1975, 40–43). Five years later the National Council of Teachers of Mathematics recommended that “mathematics programs [should] take full advantage of calculators … at all grade levels” (NCTM 1980, 1).
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Lutsic, Sarah y Mingyuan Zhang. "Driving Assessment Scores with Effective Calculator Implementation". International Journal of Social Learning (IJSL) 3, n.º 3 (27 de agosto de 2023): 361–77. http://dx.doi.org/10.47134/ijsl.v3i3.216.
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This study presented a secondary analysis of the National Assessment of Educational Progress (NAEP) dataset. The paper examined the impact of calculator exposures on eighth-grade students' 2019 NAEP mathematics assessment scores. To better understand the impact of calculator use on the mathematics achievement of eighth-grade students, this study used a quantitative descriptive research design to analyze secondary data extracted from the 2019 NAEP data set. The findings are: (1) the frequency of calculator use does not impact assessment scores during math lessons. (2) Students who practice using calculators on math tests and quizzes have higher math assessment scores. (3) Frequent primary calculator use can impact math assessment scores. (4) Students who use graphing calculators frequently score higher on math assessments. In conclusion, these findings indicate that using calculators in mathematics is impactful; however, teachers must be trained to implement them effectively.
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Kang, JooSuk, Gooyeon Kim y MiHyun Jeon. "Mathematics Teachers’ Beliefs about Graphing Calculator Use in Mathematics Classrooms". Korean School Mathematics Society 20, n.º 4 (31 de diciembre de 2017): 537–60. http://dx.doi.org/10.30807/ksms.2017.20.4.010.
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This study aims to investigate secondary mathematics teachers’ beliefs about graphing calculator use in mathematics classrooms. For the purpose, we adopted a research instrument that was developed by Brown et. al(2007) and surveyed 32 mathematics teachers about their beliefs about graphing calculator use and teaching practice with calculators in their mathematics instruction. The data analysis suggested that the teachers rarely used calculators in their instruction and they have not had opportunities to use calculators in learning and teaching mathematics. Also, results suggested that the many teachers showed “Crutch beliefs”about the use of calculators in mathematics instruction.
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Chen, Jeng-Hong. "A Note For Graphing Calculators In The Fundamental Finance Course". Contemporary Issues in Education Research (CIER) 4, n.º 2 (8 de marzo de 2011): 1. http://dx.doi.org/10.19030/cier.v4i2.4076.
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The financial calculator is incorporated in finance education. In class, the instructor shows students how to use the financial calculators function keys to solve time value of money (TVM) related problems efficiently. The fundamental finance course is required for all majors in the business school. Some students, especially non-accounting/non-finance majors, still want to use their graphing calculators rather than purchase financial calculators to save the cost. In fact, graphing calculators, such as TI-83 Plus and TI-84 Plus, also contain finance functions and many undergraduate students had owned TI-83 Plus or TI-84 Plus before they took the fundamental finance course in the junior year. This note provides a perspective that instructors of the undergraduate fundamental finance course may consider teaching students how to use finance functions of the graphing calculator in addition to teaching students how to use the financial calculator in class.
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Sri Padmi, Russasmita. "Challenging primary school students’ attitude toward calculators". JRAMathEdu (Journal of Research and Advances in Mathematics Education) 5, n.º 3 (14 de agosto de 2020): 289–303. http://dx.doi.org/10.23917/jramathedu.v5i3.10061.
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Calculators are a viable option for educational technology in developing countries due to its affordability and accessibility; it is also supported by literature to have positive effects on the students’ acquisition of mathematics concepts and skills positively. However, the stakeholders of education in Indonesia often stigmatize the use of calculators in mathematics classrooms, especially in primary school. This is in contrast with the policy of many developing countries which include calculator as one of the educational technologies to be used in the classroom. This study aims to investigate the effect of calculator-enhanced mathematics lessons on the attitude of primary school students’. Fourth-grade students (n = 95) in four separate schools with minimum calculator experience participated in this study. The questionnaire was administered before and after the lesson to record their attitude. The use of a well-established scale ensured validity, while the Cronbach-Alpha score confirmed reliability. Data analysis was conducted through the comparison of mean value between pre- and post-questionnaires scores. The finding suggests that while the effect on attitude toward mathematics is somewhat mixed, there is a significant improvement in the students’ attitude toward using calculators to learn mathematics. Calculator-enhanced mathematics lessons help the students foster more positive attitudes toward calculators. The finding of the present study is expected to help teachers to challenge the stigma about calculator and thus can benefit from calculator to enhance their lesson.
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Demana, Franklin y Alan Osborne. "One Point of View: Choosing a Calculator: Four-Function Foul-ups". Arithmetic Teacher 35, n.º 7 (marzo de 1988): 2–3. http://dx.doi.org/10.5951/at.35.7.0002.
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The Agenda for Action champions taking full advantage of the power of calculators and computers at all grade levels. The evidence of numerous article and research studies supports the use of calculators in the classroom. Concerned mathematics educators should now spend their energy on issues affecting how learners can best use the calculator rather than on whether the calculator should be used.
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Espinosa Soto, Astrid Lucero, Jimena Ceja Martínez, Rosario Gulias-Cañizo y Oscar Guerrero-Berger. "Accuracy of Astigmatism Calculation with the Barrett, Panacea, and enVista Toric Calculators". Life 13, n.º 10 (3 de octubre de 2023): 2009. http://dx.doi.org/10.3390/life13102009.
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Purpose: To evaluate residual refractive astigmatism using the Panacea and enVista toric calculators, compared to the gold-standard Barrett toric calculator. Design: A retrospective and comparative study was conducted in one center. Methods: We reviewed the medical records of all patients with a diagnosis of senile cataracts and regular corneal astigmatism, without previous corneal or intraocular surgery, who underwent phacoemulsification with implantation of a toric intraocular lens, who had pre- and postoperative corneal topography, biometry, and refraction measurements. Results: The frequency of preoperative astigmatism according to the axis was 70 (84%) eyes showing with-the-rule (WTR) astigmatism, 9 (14%) eyes with against-the-rule (ATR) astigmatism, and 1 (2%) eye with oblique astigmatism. Regarding astigmatism prediction errors, there were statistically significant differences between the enVista and Panacea calculators (median of 0.39, 0.18, and 0.52 for Barrett, enVista, and Panacea, respectively). The residual astigmatism prediction error centroid was similar for the Barrett and enVista toric calculators, and both were lower compared to the Panacea calculator (x-component p < 0.001). Conclusions: The enVista toric calculator incorporating the Emmetropia Verifying Optical (EVO) toric calculator provides similar results to the gold-standard Barrett calculator.
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Thompson, Anthony D. y Stephen L. Sproule. "Deciding When to Use Calculators". Mathematics Teaching in the Middle School 6, n.º 2 (octubre de 2000): 126–29. http://dx.doi.org/10.5951/mtms.6.2.0126.
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The influence of technology, particularly the calculator, in the middle school classroom has become a compelling issue for both practicing and prospective teachers. The National Council of Teachers of Mathematics (1989) encourages the use of calculators in the middle grades, but teachers face a number of difficulties when they introduce calculators in their classrooms. In our work with both prospective and practicing teachers, we frequently hear the same concerns, particularly from middle school teachers, about incorporating calculators into the curriculum. These teachers ask, “When should I use calculators?” and “What should students know before I allow them to use calculators?” In particular, teachers want to be able to justify their answers to these questions to other teachers and parents who might be concerned about including calculator use in the middle school curriculum. The larger question that teachers often ask is “On what basis do I make the decision to use calculators with my students?”
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John, Denny St y Douglas A. Lapp. "Tech Time: Developing Numbers and Operations with Affordable Handheld Technology". Teaching Children Mathematics 7, n.º 3 (noviembre de 2000): 162–64. http://dx.doi.org/10.5951/tcm.7.3.0162.
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The four-function calculator is widely used by students and teachers in elementary schools. Although other types of calculators are available, the number of choices has been limited up to now. Recently, however, calculator manufacturers, including Casio (fx-991Wplus, fx-115Wplus, and fx-300Wplus), Sharp (EL-520RB and EL-506RB), and Texas Instruments (TI-30X IIS, TI-34 IIX, and TI-15), have introduced two-line calculators, and more are being developed. These calculators can display an expression on one line and the computed result on the second line. These calculators offer a variety of features in addition to the two-line display, but this article focuses on the development of numbers and operations using the TI-15, which is specifically designed for use in elementary school and middle school classrooms.
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Zollman, Alan. "Low Tech, 198, And The Geometry Of The Calculator Keys". Arithmetic Teacher 37, n.º 5 (enero de 1990): 30–33. http://dx.doi.org/10.5951/at.37.5.0030.
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The National Council of Teachers of Mathematics recommends that … mathematics programs take full advantage of the power of calculators and computers at all grade levels” (NCTM 1980, 8). Somehow, without meaning to, the calculator has taken a subsidiary role to the computer in the implementation of NCTM's An Anemia for Action recommendation. High technology is getting the majority of education's emphasis, while low technology, namely the calculator, is not having the impact that it could in the elementary school. This situation prevails despite the fact that 98 percent of this country's population uses calculators in everyday mathematics applications (Saunders 1980). It is time to reaffirm the viable role of the calculator in mathematics education (NCTM 1987). This article presents an interesting aspect of the geometrical array of the keys on a calculator that can be turned into a problem-solving, problem-posing situation for the upper elementary or middle school classroom. Read this article with a calculator in hand.
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Yvon, Bernard R. "A Compelling Case for Calculators". Arithmetic Teacher 34, n.º 6 (febrero de 1987): 16–19. http://dx.doi.org/10.5951/at.34.6.0016.
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Calculator can do a great deal for the mathematics classroom. The first part of this article will present six bonuses I have found that students and teacher experienced when using calculators in elementary, middle, and junior high schools. Next is a section on problem solving and creative problem making as well. Practical help for the teacher who wants to try calculators in the classroom appears in the third section, along with a teacher's checklist. The final section offers advice on personalizing the use of calculators for students and recognizing some of their limitations. I hope the reader will agree that the many pluses present a compelling case for calculator use in today's classroom.
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Jiang, Yang y Gabrielle A. Cayton-Hodges. "Investigating Problem Solving on Calculator Items in a Large-Scale Digitally Based Assessment: A Data Mining Approach". Journal for Research in Mathematics Education 54, n.º 2 (marzo de 2023): 118–40. http://dx.doi.org/10.5951/jresematheduc-2020-0290.
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This exploratory study investigated the behaviors and content of onscreen calculator usage by a nationally representative sample of eighth-grade students who responded to items from the 2017 National Assessment of Educational Progress mathematics assessment. Meaningful features were generated from the process data to infer whether students spontaneously used calculators for mathematical problem solving, how frequently and when they used them, and the nature of the operations performed on calculators. Sequential pattern mining was applied on sequences of calculator keystrokes to obtain patterns of operations that were representative of students’ problem-solving strategies or processes. Results indicated that higher scoring students not only were more likely to use calculators, but also used them in a more goal-driven manner than lower scoring students.
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Wyatt, Andrew C., Xiaohe Xu, Colton Daniels, Thankam Sunil, Melissa Grance, Niraja Bohidar, Caitlin G. Batzlaff et al. "68. Comparison of Cardiovascular Risk Assessment Calculators in the US Military HIV Natural History Study". Open Forum Infectious Diseases 8, Supplement_1 (1 de noviembre de 2021): S45—S46. http://dx.doi.org/10.1093/ofid/ofab466.068.
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Abstract Background People living with HIV (PLHIV) have increased risk of cardiovascular disease (CVD), however CVD risk assessment can be challenging as HIV-related factors are not included in most calculators. We compared CVD risk calculators in US Military HIV Natural History Study (NHS) participants. Methods The NHS database was screened for participants enrolled between 2009-2019 who were ≥ 40 years of age with no previous history of CVD or statin use. Of the 399 participants meeting criteria, 385 (96.5%) had available data to assess 3 CVD risk calculators: Atherosclerotic CVD risk calculator (ASCVD), Framingham Risk Calculator (FRC), and the Data Collection on Adverse Effects of Anti-HIV Drugs Study (DAD) risk calculator. Risk calculators were applied cross-sectionally at the first available time point at or after age 40 years and calculators were compared using a Wilcoxon signed rank test. Demographic and HIV-related characteristics were analyzed as independent variables. Results Participants were predominantly male (91.1%), mostly White (49.6%) or Black/African American (44.7%), and commonly had a history of tobacco use (38.9%). The mean age at HIV diagnosis and at CVD risk calculation was 33 and 41.8 years, respectively (Table 1). Overall, there was significant variability between calculators with mean scores of 3.66%, 2.50% and 1.38% for ASCVD, FRC, and DAD, respectively for all pairwise comparisons (p< 0.001; Table 2). When assessing those with CVD risk ≥ 7.5%, a clinically relevant threshold, the proportion of individuals with risk ≥ 7.5% varied for the ASCVD (10.4%), FRC (7.5%), and DAD (< 0.8%) calculators. Associations or trends toward higher CVD risk was observed among the various calculators for race/ethnicity and both age < 30 years and CD4 ≤ 350 cells/uL at HIV diagnosis (Table 2). Conclusion Since significant variability among CVD risk calculators was observed in the NHS cohort, it may be challenging to apply overall CVD risk calculators in a clinically relevant manner. HIV-related factors, such as duration of HIV infection and CD4 nadir, are not accounted for in CVD calculators and may be indicators of increased CVD risk. Future studies are warranted in order to determine the optimal clinical use of CVD risk calculators for PLHIV. Disclosures All Authors: No reported disclosures
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Brown, Alan R. "Geometry's Giant Leap". Mathematics Teacher 92, n.º 9 (diciembre de 1999): 816–19. http://dx.doi.org/10.5951/mt.92.9.0816.
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After many years during which graphing calculators were used for algebra and other advanced mathematics subjects, dynamic software for geometry is finally available. Such software programs as The Geometer's Sketchpad and Geometric Supposer have existed for several years; however, they require expensive hardware and dedicated space and have limited transportability. Technology for most geometry classes has traditionally consisted of a compass, a straightedge, pencils, and, more recently, a scientific calculator. However, the TI-92 graphing calculator is the first of a new breed of handheld calculators with dynamic software.
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Dick, Thomas. "The Continuing Calculator Controversy". Arithmetic Teacher 35, n.º 8 (abril de 1988): 37–41. http://dx.doi.org/10.5951/at.35.8.0037.
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To use or not to use calculator in the elementary school classroom? That seems to be a question as contro-versial now as it was in 1975 when the National Advisory Committee on Mathematical Education offered the following advice: “beginning no later than the end of the eighth grade, a calculator should be available for each mathematics student during each mathematics class. Each student should be permitted to use the calculator during all of his or her mathematical work including tests.” In An Agenda for Action (1980), the National Council of Teachers of Mathematics (NCTM) recommended that “mathematics programs must take full advantage of the power of calculators and computers at all grade levels.” This recommendation was reaffirmed by the NCTM in a position statement (Calculators in the Mathematics Classroom, April 1986) with the further call “that publishers, authors, and test writers integrate the use of the calculator into their mathematics materials at all levels.”
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Williams, David E., Ann McAloon y G. Edith Robinson. "Assessing For Learning: Using Calculators in Assessing Mathematics Achievement". Arithmetic Teacher 35, n.º 2 (octubre de 1987): 21–23. http://dx.doi.org/10.5951/at.35.2.0021.
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In it “Position Statement on Calculators in the Mathematics Classroom” the National Council of Teachers of Mathematics recommends that calculators be integrated into all aspect of school mathematics, including class work, homework, and evaluation (NCTM 1986). This author cited the need for a comprehensive calculator proj ect encompassing all facet as of elementary mathematics education, a project that should include the development of a calculator-integrated curriculum. an extensive training program for teachers, the development of curriculum-support materials, change in textbook, workshops for parents and community group, and a change in evaluation of mathematics achievement (Williams 1987).
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Schultz, James E. "The Constant Feature: Spanning K–12 Mathematics". Mathematics Teacher 97, n.º 3 (marzo de 2004): 198–204. http://dx.doi.org/10.5951/mt.97.3.0198.
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When I reflect on my many years of teaching mathematics, one of the most enjoyable and fruitful ideas for calculator use came from an article that appeared more than twenty-five years ago (Judd 1976). It gave suggestions for using the constant feature of a simple calculator to enhance mathematics learning. I have used Judd's idea successfully in many classrooms at grades levels ranging from kindergarten through twelfth grade. This article revisits the constant feature for four-function calculators and extends it for use with graphing calculators and computer algebra systems (CASs) for a broad range of topics.
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Seiberth, Sarah, Theresa Terstegen, Dorothea Strobach y David Czock. "Accuracy of freely available online GFR calculators using the CKD-EPI equation". European Journal of Clinical Pharmacology 76, n.º 10 (19 de junio de 2020): 1465–70. http://dx.doi.org/10.1007/s00228-020-02932-x.
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Abstract Purpose Estimated glomerular filtration rate (eGFR) as calculated by the Chronic Kidney Disease Epidemiology Collaboration (CKD-EPI) equation is used for detection of chronic kidney disease and drug dose adjustment. The purpose of the present study was to investigate the accuracy of freely available eGFR online calculators. Methods All identified CKD-EPI online calculators were run with five reference cases differing in age, sex, serum creatinine, and ethnicity. Conversion from eGFRindexed (unit ml/min per 1.73 m2) to eGFRnon-indexed (unit ml/min) and creatinine unit from milligramme/decilitre to micromole/litre was checked, if available. Results Only 36 of 47 calculators (76.6%) produced accurate eGFR results for all reference cases. Eight of 47 (17.0%) calculators were considered as faulty because of errors relating to ethnicity (4 calculators), to conversion of the eGFR unit (2 calculators), to erroneous eGFR values without obvious explanation (2 calculators), to conversion of the creatinine unit (1 calculator), and to an error in the eGFR unit displayed (1 calculator). Overall, 28 errors were found (range 59 to 147% of the correct eGFR value), the majority concerning calculation of eGFRindexed and the conversion to eGFRnon-indexed. Only 7 of 47 (14.9%) calculators offered conversion of the eGFR unit. Conclusions Erroneous calculations that might lead to inappropriate clinical decision-making were found in 8 of 47 calculators. Thus, online calculators should be evaluated more thoroughly after implementation. Conversion of eGFR units that might be needed for drug dose adjustments should be implemented more often.
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Sylla, Edith. "The Oxford Calculators in Context". Science in Context 1, n.º 2 (septiembre de 1987): 257–79. http://dx.doi.org/10.1017/s0269889700000387.
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The ArgumentOur understanding of the predisposing factors, the nature, and the fate of the Oxford Calculatory tradition can be significantly increased by seeing it in its social and institutional context. For instance, the use of intricate imaginary cases in Calculatory works becomes more understandable if we see the connection of these works to undergraduate logical disputations. Likewise, the demise of the Calculatory tradition is better understood in the light of subsequent efforts at educational reform.Unfortunately, too little evidence remains about the Calculators and their context to enable anything like a full reconstruction of the relation of the Oxford Calculators' work to its context. Nevertheless, seeking out and fitting together the bits of information that do remain can add to our insight. Among the topics worth further research are the relation of training in calculationes to later careers in church or government, and the special features of the Calculatory tradition as a tradition consisting of multiple parallel manifestations closely interconnected with other disciplines, ranging from logic and natural philosophy to theology and medicine.
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Nzuki, Francis. "The Role of Situational Context in High School Teachers Use of Graphing Calculator in Mathematics Instruction". International Journal of Online Pedagogy and Course Design 6, n.º 2 (abril de 2016): 29–45. http://dx.doi.org/10.4018/ijopcd.2016040103.
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By taking into consideration the significance of the socio-economic contexts, this research investigates teachers' perceptions of the role of graphing calculators, as mediating tools, to help facilitate mathematics instruction of students from two different SES backgrounds. The main source of data are in-depth semi-structured interviews with four teachers, two from each SES school. In general, the participants' perceptions of the role of the graphing calculator were dependent on the context within which it was used. Also, the participants played a crucial role in determining the nature of graphing calculator use with the low-SES school's participants appearing not to involve their students in lessons that capitalized on the powerful characteristics of graphing calculators. To tease out the role of the situation context, a four-component framework was conceptualized consisting of teacher, student, subject matter, and graphing calculator use. The components of the framework were taken to be continuously in interaction with one another implying that a change or perturbation in one of the components affected all the other components. The continuous interactions of the components of this framework suggest that equity issues in connection to the nature of graphing calculator use should be an ongoing process that is continuously locating strategies that will afford all students appropriate access and use of graphing calculators.
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COLLINS, LINDA BRANT y KATHLEEN CAGE MITTAG. "EFFECT OF CALCULATOR TECHNOLOGY ON STUDENT ACHIEVEMENT IN AN INTRODUCTORY STATISTICS COURSE". STATISTICS EDUCATION RESEARCH JOURNAL 4, n.º 1 (29 de mayo de 2005): 7–15. http://dx.doi.org/10.52041/serj.v4i1.522.
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We report on a study of the relationship between calculator technology and student learning in two introductory statistics class sections taught by the same instructor at the University of Texas at San Antonio. At the introduction of hypothesis testing and confidence intervals, one class section (A) was given graphing calculators capable of inferential statistics to use for a few weeks. At the same time, the other class section (B) was given non-inferential graphing calculators. Data were collected on all test grades and daily quiz grades for both class sections. The students were allowed to use the inferential calculators on only the examination covering hypothesis tests and confidence intervals and on the final examination. Both sections received the same tests. We found that although use of the calculator with inferential capabilities is associated with improved scores on the inferential examination, the improvement is not significant once we adjust for performance on previous tests. Still, we note that on final examination questions specifically utilizing the calculator inference functions, the two classes perform similarly. In fact, both classes had trouble with “calculations” while at the same time answering “concept” questions fairly well. The inferential calculator did not appear to give students any clear advantage or disadvantage in their performance on examinations.
First published May 2005 at Statistics Education Research Journal: Archives
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Hove, Netsai y Emmanuel Chinamasa. "CALCULATOR APPLICATION FOR BIVARIATE DATA ANALYSIS: A TEACHERS’ TEACHING METHODS REPERTOIRE TECHNOLOGY SUPPLEMENT". International Journal of Education Humanities and Social Science 06, n.º 01 (2023): 94–105. http://dx.doi.org/10.54922/ijehss.2023.0475.
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This paper is a follow up to South Africa mathematics teachers’ request for teaching methods in which calculators are applied. It explored teachers’ teaching methods as a basis for the deducing teaching methods which require the application of calculator for instruction. Pragmatist philosophy facilitated the application of a combination of qualitative and quantitative research methods to enhance validity. Data was gathered from purposive sample of SHARP model EL-531 WH direct algebraic logic calculator manual analysis. This was the preferred calculator (rich source) available in the schools. Further document analysis was focused on mathematics textbooks and mathematics teaching methods. A survey of a purposive sample size (n = 49) teachers’ preferred mathematics teaching methods was carried out in the circuit. Focus group discussions with mathematics teachers funnelled to group perceptions. Direct quotations for qualitative data were used to present accurate reflection of opinions from individual participants’ registers. The study found that, most teachers (84%) preferred lecture and demonstration as the method for bivariate data instruction using calculators. The rationale was that it is a skills development technique which reserved teachers’ mathematics expert power. Unfortunately, some teachers were not experts in calculator applications. Project method was rated lowest because teachers have low knowledge of its use. This study’s participants learned how to interpret calculator manuals. This was an important contribution of the study to teacher skills development. In addition, the study’s formulation of project teaching method as one of the methods which can be used to teach bivariate data using calculators was its’ main contribution to teachers of mathematics. The calculator is mainly used as a motivation tool for computation. The study recommends the following teaching method: start by storytelling (Fuller-the human calculator of Virginia) is ideal. Plan the project from a problem project perspective to involve learners in solving the problem. Demonstrate the application of the calculator to check to the manual computation.
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Long, Vena M., Susan Gay y David P. Lawrence. "Projects". Mathematics Teacher 87, n.º 4 (abril de 1994): 267–98. http://dx.doi.org/10.5951/mt.87.4.0267.
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During the workshop, the teachers received training on the operation of Texas Instruments, Casio, and Sharp graphing calculators. Copies of the Quick and Easy series of books for using the calculators were used during the training. These books are authored by David P. Lawrence and distributed by Pencil Point Press. In addition to training on different types of calculators, the workshop participants received a Casio 7000 calculator. The teachers mentioned that the opportunity to become experienced with different types of calculators was a valuable experience that would help them when working with their students.
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Eisner, Gail A. "Applications: Using Algebra in an Accounting Practice". Mathematics Teacher 87, n.º 4 (abril de 1994): 272–76. http://dx.doi.org/10.5951/mt.87.4.0272.
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During the workshop, the teachers received training on the operation of Texas Instruments, Casio, and Sharp graphing calculators. Copies of the Quick and Easy series of books for using the calculators were used during the training. These books are authored by David P. Lawrence and distributed by Pencil Point Press. In addition to training on different types of calculators, the workshop participants received a Casio 7000 calculator. The teachers mentioned that the opportunity to become experienced with different types of calculators was a valuable experience that would help them when working with their students.
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Byrkit, Donald R. "Arithmetricks". Mathematics Teacher 81, n.º 2 (febrero de 1988): 101–7. http://dx.doi.org/10.5951/mt.81.2.0101.
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Sometimes, in my classes at the university, I ask, “Now what is half of this number?” Almost invariably ten or fifteen students will reach for their calculators; almost equally likely is that several of them will get the wrong answer! Calculators have taken their rightful place in nearly every mathematics classroom in colleges and high schools across the country, yet in the process many students seem no longer to know how to perform simple calculations reasonably and accurately without a calculator. What is even more disturbing is the fact that they often are unable to discern when the answer provided by the calculator is incorrect
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Spiker, Joan y Ray Kurtz. "Teaching Primary-Grade Mathematics Skills with Calculators". Arithmetic Teacher 34, n.º 6 (febrero de 1987): 24–27. http://dx.doi.org/10.5951/at.34.6.0024.
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When colleagues see calculators in my first-grade classroom they ask, “How will they be used in the first grade?” Professional pride dictates that I come up with the best answer possible. I tell them I am going to teach (1) what calculators are, (2) what calculators do, and (3) how calculator are used. Children should become comfortable using these tools. The goal is to teach and reinforce the objectives currently required in the first-grade curriculum.
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Burgess, Jessica R., Benjamin Smith, Rebecca Britt, Leonard Weireter y Travis Polk. "Predicting Postoperative Complications for Acute Care Surgery Patients Using the ACS NSQIP Surgical Risk Calculator". American Surgeon 83, n.º 7 (julio de 2017): 733–38. http://dx.doi.org/10.1177/000313481708300730.
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The American College of Surgeons National Surgical Quality Improvement Program (ACS NSQIP) risk calculator has been used to assist surgeons in predicting the risk of postoperative complications. This study aims to determine if the risk calculator accurately predicts complications in acute care surgical patients undergoing laparotomy. A retrospective review was performed on all patients on the acute care surgery service at a tertiary hospital who underwent laparotomy between 2011 and 2012. The preoperative risk factors were used to calculate the estimated risks of postoperative complications in both the original ACS NSQIP calculator and updated calculator (June 2016). The predicted rate of complications was then compared with the actual rate of complications. Ninety-five patients were included. Both risk calculators accurately predicted the risk of pneumonia, cardiac complications, urinary tract infections, venous thromboembolism, renal failure, unplanned returns to operating room, discharge to nursing facility, and mortality. Both calculators underestimated serious complications (26% vs 39%), overall complications (32.4% vs 45.3%), surgical site infections (9.3% vs 20%), and length of stay (9.7 days versus 13.1 days). When patients with prolonged hospitalization were excluded, the updated calculator accurately predicted length of stay. The ACS NSQIP risk calculator underestimates the overall risk of complications, surgical infections, and length of stay. The updated calculator accurately predicts length of stay for patients <30 days. The acute care surgical population represents a high-risk population with an increased rate of complications. This should be taken into account when using the risk calculator to predict postoperative risk in this population.
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Kern, C., K. Kortüm, M. Müller, A. Kampik, S. Priglinger y W. J. Mayer. "Comparison of Two Toric IOL Calculation Methods". Journal of Ophthalmology 2018 (2018): 1–9. http://dx.doi.org/10.1155/2018/2840246.
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Purpose. To compare two calculators for toric intraocular lens (IOL) calculation and to evaluate the prediction of refractive outcome. Methods. Sixty-four eyes of forty-five patients underwent cataract surgery followed by implantation of a toric intraocular lens (Zeiss Torbi 709 M) calculated by a standard industry calculator using front keratometry values. Prediction error, median absolute error, and refractive astigmatism error were evaluated for the standard calculator. The predicted postoperative refraction and toric lens power values were evaluated and compared after postoperative recalculation using the Barrett calculator. Results. We observed a significant undercorrection in the spherical equivalent (0.19 D) by using a standard calculator (p≤0.05). According to the Baylor nomogram and the refractive influence of posterior corneal astigmatism (PCA), undercorrection of the cylinder was lower for patients with WTR astigmatism, because of the tendency of overcorrection. An advantage of less residual postoperative SE, sphere, and cylinder for the Barrett calculator was observed when retrospectively comparing the calculated predicted postoperative refraction between calculators (p≤0.01). Conclusion. Consideration of only corneal front keratometric values for toric lens calculation may lead to postoperative undercorrection of astigmatism. The prediction of postoperative refractive outcome can be improved by using appropriate methods of adjustment in order to take PCA into account.
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Podlesni, James. "Soundoff!: A New Breed of Calculators: Do They Change the Way We Teach". Mathematics Teacher 92, n.º 2 (febrero de 1999): 88–89. http://dx.doi.org/10.5951/mt.92.2.0088.
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A new generation of graphing calculators—for example, the TI-89 and the Casio 9970—that use computer algebra systems (CAS) are now available. Since they manipulate symbols, one could argue that they represent as big a change as the step from scientific to graphing calculators. A student “asks” the calculator to factor x2 + 5x + 6, and the calculator prints (X + 2)(X + 3). On the Advanced Placement calculus examination, existing graphing calculators allow the student to find the derivative of y = cos x at a specific x-value. In addition, the new models can “tell” the student that the derivative of cos x is −sin x. They can also provide units for numeric answers. They are apparently much more user-friendly than the existing HP-48, thereby assuring widespread use. The TI-89 is essentially a TI-92 in a TI-83 case, without the geometry package but with FLASH™, a feature that allows it to be upgraded electronically.
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Edwards, Michael Todd y Jeffrey A. Reinhardt. "Are You Connected? Fostering Exploration with Unexpected Graphs". Mathematics Teacher 101, n.º 6 (febrero de 2008): 412–17. http://dx.doi.org/10.5951/mt.101.6.0412.
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The importance of unexpected calculator graphs as a vehicle for encouraging critical classroom dialogue. Specific examples are provided along with explanations and fixes for the calculator graphs. Authors give examples of student versus computer versions of graphing, how to change domain or range to make the graph easier to view, the limitations of graphing calculators, and how to eliminate graphing gaps.
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Hannick, Francis T. "Using the Memory Functions on Hand-held Calculators". Arithmetic Teacher 33, n.º 3 (noviembre de 1985): 48–49. http://dx.doi.org/10.5951/at.33.3.0048.
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Most inexpensive hand-held calculators on the market today have some memory functions, such as add to, subtract from, recall, and clear. Unfortunately, too few calculator users are familiar with the use of the e memory functions and, as a result, the opportunity to incorporate these calculator features into the elementary school mathematics curriculum is often overlooked. In the spirit of the recommendation in NCTM's Agenda for Action (1980) concerning the use of calculators in the classroom, this article demonstrates rhe use of the memory function by pre enting three activities that are appropriate for use in the middle grades (4–8). These activities are of interest to childrens, and their efllcient solution s are grea tly enhanced by the hand-held calculator's memory functions. (The constant arithmetic feature of the calculator is also required.) The calculator used in each activity is the Texas Instruments TI-1766. The particular memory key that will be di scussed are the AC, M+, and MR keys, which clear the memory and the di splay, add to the memory, and display (recall from) the memory, respectively. The use of the activities with other similar models may require minor modification.
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Taley, Isaac Bengre y Matilda Sarpong Adusei. "Junior high school mathematics teachers’ knowledge in calculators". JRAMathEdu (Journal of Research and Advances in Mathematics Education) 5, n.º 1 (28 de febrero de 2020): 80–93. http://dx.doi.org/10.23917/jramathedu.v5i1.9523.
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Helping junior high school students to use calculators and computers for problem solving and investigating real-life situations is an objective of the junior high school mathematics curriculum in Ghana. Ironically, there is a technological drought in junior high school mathematics instruction in Ghana, with a suspicion that mathematics teachers’ competency in the use of calculators for teaching may be the source of this lack of use. This study sought to establish a correlation between junior high school mathematics teachers’ competence and the motivation supporting the use of calculators in teaching. A descriptive survey comprising of a test and questionnaire was used to collect data from junior high school mathematics teachers in an educational district in Ghana. Teacher characteristics such as educational attainment, age, and gender in relation to teachers’ competency in the use of calculators were discussed in the study. The results showed that about 70% of the teachers exhibited a low level of calculator competence. Besides, novice teachers outperformed expert teachers in the calculator competency-based test. Additionally, mathematics teachers’ enthusiasm for using calculators in teaching was directly associated with the teachers’ level of competency. The findings may send a signal to stakeholders in their efforts to revising the Ghana JHS curriculum in order to actualize the curriculum desire for the integration of technology in the teaching and learning of JHS mathematics.
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Boiroux, Dimitri, Tinna Björk Aradóttir, Kirsten Nørgaard, Niels Kjølstad Poulsen, Henrik Madsen y John Bagterp Jørgensen. "An Adaptive Nonlinear Basal-Bolus Calculator for Patients With Type 1 Diabetes". Journal of Diabetes Science and Technology 11, n.º 1 (25 de septiembre de 2016): 29–36. http://dx.doi.org/10.1177/1932296816666295.
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Background: Bolus calculators help patients with type 1 diabetes to mitigate the effect of meals on their blood glucose by administering a large amount of insulin at mealtime. Intraindividual changes in patients physiology and nonlinearity in insulin-glucose dynamics pose a challenge to the accuracy of such calculators. Method: We propose a method based on a continuous-discrete unscented Kalman filter to continuously track the postprandial glucose dynamics and the insulin sensitivity. We augment the Medtronic Virtual Patient (MVP) model to simulate noise-corrupted data from a continuous glucose monitor (CGM). The basal rate is determined by calculating the steady state of the model and is adjusted once a day before breakfast. The bolus size is determined by optimizing the postprandial glucose values based on an estimate of the insulin sensitivity and states, as well as the announced meal size. Following meal announcements, the meal compartment and the meal time constant are estimated, otherwise insulin sensitivity is estimated. Results: We compare the performance of a conventional linear bolus calculator with the proposed bolus calculator. The proposed basal-bolus calculator significantly improves the time spent in glucose target ( P < .01) compared to the conventional bolus calculator. Conclusion: An adaptive nonlinear basal-bolus calculator can efficiently compensate for physiological changes. Further clinical studies will be needed to validate the results.
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Wahlin, Bengt, Lena Innala, Staffan Magnusson, Bozena Möller, Torgny Smedby, Solbritt Rantapää-Dahlqvist y Solveig Wållberg-Jonsson. "Performance of the Expanded Cardiovascular Risk Prediction Score for Rheumatoid Arthritis Is Not Superior to the ACC/AHA Risk Calculator". Journal of Rheumatology 46, n.º 2 (1 de octubre de 2018): 130–37. http://dx.doi.org/10.3899/jrheum.171008.
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Objective.Cardiovascular (CV) risk estimation calculators for the general population do not perform well in patients with rheumatoid arthritis (RA). An RA-specific risk calculator has been developed, but did not perform better than a risk calculator for the general population when validated in a heterogeneous multinational cohort.Methods.In a cohort of patients with new-onset RA from northern Sweden (n = 665), the risk of CV disease was estimated by the Expanded Cardiovascular Risk Prediction Score for Rheumatoid Arthritis (ERS-RA) and the American College of Cardiology/American Heart Association algorithm (ACC/AHA). The ACC/AHA estimation was analyzed, both as crude data and when adjusted according to the recommendations by the European League Against Rheumatism (ACC/AHA × 1.5). ERS-RA was calculated using 2 variants: 1 from patient and physician reports of hypertension (HTN) and hyperlipidemia [ERS-RA (reported)] and 1 from assessments of blood pressure (BP) and blood lipids [ERS-RA (measured)]. The estimations were compared with observed CV events.Results.All variants of risk calculators underestimated the CV risk. Discrimination was good for all risk calculators studied. Performance of all risk calculators was poorer in patients with a high grade of inflammation, whereas ACC/AHA × 1.5 performed best in the high-inflammatory patients. In those patients with an estimated risk of 5–15%, no risk calculator performed well.Conclusion.ERS-RA underestimated the risk of a CV event in our cohort of patients, especially when risk estimations were based on patient or physician reports of HTN and hyperlipidemia instead of assessment of BP and blood lipids. The performance of ERS-RA was no better than that of ACC/AHA × 1.5, and neither performed well in high-inflammatory patients.
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Holliday, Berchie W. y Lauren R. Duff. "Activities for Students: Using Graphing Calculators to Model Real-World Data". Mathematics Teacher 97, n.º 5 (mayo de 2004): 328–42. http://dx.doi.org/10.5951/mt.97.5.0328.
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Mathematics teachers understand that calculators have revolutionized the teaching of secondary school mathematics. After students have demonstrated their abilities to perform such computations without calculators, calculators can free students and teachers from performing redundant computations. Graphing calculators, in particular, free students from computing dependent values needed to construct line graphs, for example. But one problem is how to teach students to use a graphing calculator to plot, calculate, and graph linear equations of best fit from realworld data. Another problem is getting students to engage in the task and construct an increasingly useful conceptualization of linear modeling. In the beginning, teachers should, perhaps, provide direct instruction, followed by modeling how to enter and graph data sets efficiently.
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Holliday, Berchie W. y Lauren R. Duff. "Activities for Students: Using Graphing Calculators to Model Real-World Data". Mathematics Teacher 97, n.º 5 (mayo de 2004): 328–42. http://dx.doi.org/10.5951/mt.97.5.0328.
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Mathematics teachers understand that calculators have revolutionized the teaching of secondary school mathematics. After students have demonstrated their abilities to perform such computations without calculators, calculators can free students and teachers from performing redundant computations. Graphing calculators, in particular, free students from computing dependent values needed to construct line graphs, for example. But one problem is how to teach students to use a graphing calculator to plot, calculate, and graph linear equations of best fit from realworld data. Another problem is getting students to engage in the task and construct an increasingly useful conceptualization of linear modeling. In the beginning, teachers should, perhaps, provide direct instruction, followed by modeling how to enter and graph data sets efficiently.
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Nabhan, Chadi y Bruce A. Feinberg. "Value-Based Calculators in Cancer: Current State and Challenges". Journal of Oncology Practice 13, n.º 8 (agosto de 2017): 499–506. http://dx.doi.org/10.1200/jop.2017.022947.
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The ASCO Value Framework, National Comprehensive Cancer Network Evidence Blocks, Memorial Sloan Kettering’s DrugAbacus, and Institute for Clinical and Economic Review incremental cost-effectiveness ratio calculator are value-based methodologies that attempt to address the disproportionate increase in cancer care spending. These calculators can be used as an initial step for discussing cost versus value, but they fall short in recognizing the importance of the cancer journey because they do not fully factor the patient’s perspective or the global cost of care. This timely review highlights both the limitations and the advantages of each value calculator and suggests opportunities for refinement. Practicing oncologists, payers, and manufacturers should be familiar with value-based calculators because the role these tools play in cost containment is likely to be hotly debated.
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Gordon Calvert, Lynn M. "In My Opinion: A Dependence on Technology and Algorithms or a Lack of Number Sense?" Teaching Children Mathematics 6, n.º 1 (septiembre de 1999): 6–7. http://dx.doi.org/10.5951/tcm.6.1.0006.
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My students stop thinking when they are given a calculator. They just punch in numbers to get an answer. It doesn't take long before they are dependent on their calculators for even the simplest questions.”
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Hove, Netsai y Emmanuel Chinamasa. "NUMBER PATTERN CALCULATOR INSTRUCTION LESSON: A TEACHERS’ MATHEMATICS CLASSROOM REFERENCE RESOURCE". International Journal of Education Humanities and Social Science 06, n.º 01 (2023): 66–79. http://dx.doi.org/10.54922/ijehss.2023.0473.
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This study demonstrates how number patterns can be used for calculator instructional lesson. The lesson’s strengths are reflected by teachers’ qualitative evaluation comments. The study contributes teacher learning material on calculator use for their professional development. The study is guided by qualitative case study research design utilising socio-cultural activity theory. Data were collected from the teacher’s scheme of work, observation of three 20 minutes lessons separated by 15 minutes breaks and lesson evaluation discussions from the lesson’s video by 46 mathematics teachers in five groups. The study found that: the demonstration lesson motivated participating teachers and learners to use calculators. The demonstrating teacher had a high pedagogical technology knowledge level (being proficient user of a calculator, understanding principles and techniques required to use the calculator to teach mathematics). The class environment was conducive (allowed learners to talk to each other or stand to consult a friend on the other desk). Every learner had a calculator. Demonstration charts were clear and visible from the back of the class. The teacher was enthusiastic, able to sequence content and reflect on investigative teaching methods. Teacher applied demonstration, directive, group and individual activities in the same lesson. Calculator application procedure notes on learners’ cell phones brought the teacher on the child’s side for a one-on-one tutorial. Study concluded that, calculators make mathematics exploration, experimentation and learning mathematics patterns possible and interesting. Collaborative inquiry was the framework of the lesson. Learners were motivated to learn in and out of the class. Some learners had challenges of low vision. They took time to identify [x2], [x3] and [yx] calculator keys. Those with thick fingers and ladies with long artificial finger nails pressed more than one key at a time. These experiences form assumed knowledge content for next lesson introduction.
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Suydam, Marilyn N. "Research Report: What Are Calculators Good For?" Arithmetic Teacher 34, n.º 6 (febrero de 1987): 22. http://dx.doi.org/10.5951/at.34.6.0022.
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Calculators are good for promoting achievement: their benefit has been shown in reviews by Suydam (1982) and, more recently, by Hembree (1985). Suydam summarized findings and reported that achievement scores were as high or higher when calculators were used for instruction as when they were not. Hembree used a different technique to analyze the findings of seventy-nine research reports. At only one grade level did calculator use appear questionable: at every other level, he reported that the use of “calculators in concert with traditional instruction … can improve the average student's basic skills with paper and pencil, both in basic operations and in problem solving.” Moreover, “students using calculators possess a better attitude toward mathematics and an especially better self-concept in mathematics than noncalculator students.”
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Hembree, Ray y Donald J. Dessart. "Effects of Hand-Held Calculators in Precollege Mathematics Education: A Meta-Analysis". Journal for Research in Mathematics Education 17, n.º 2 (marzo de 1986): 83–99. http://dx.doi.org/10.5951/jresematheduc.17.2.0083.
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The findings of 79 research reports were integrated by meta-analysis to assess the effects of calculators on student achievement and attitude. Effect sizes were derived by the method invented by Glass and tested for consistency and significance with inferential statistics provided by Hedges. At all grades but Grade 4, a use of calculators in concert with traditional mathematics instruction apparently improves the average student's basic skills with paper and pencil, both in working exercises and in problem solving. Sustained calculator use in Grade 4 appears to hinder the development of basic skills in average students. Across all grade and ability levels, students using calculators possess a better attitude toward mathematics and an especially better self-concept in mathematics than students not using calculators.
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Dzalbs, Arnis, Madara Bimbere, Jelena Pubule y Dagnija Blumberga. "Environmental Impact Decision Support Tools for Horticulture Farming: Evaluation of GHG Calculators". Agriculture 13, n.º 12 (29 de noviembre de 2023): 2213. http://dx.doi.org/10.3390/agriculture13122213.
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Horticulture is essential in the European agricultural sector and fundamental for many EU member states. Decision Support Systems and Tools can play an essential role in a shift to result-based agriculture and evidence-based decision making, improving productivity and environmental performance of farming practices. Investigations have been conducted on horticulture crop and farming impact on the environment and Green House Gas emissions. Despite the availability of a broad spectrum of tools, the use of Decision Support Tools in agriculture in Europe could be much higher. This research aims to analyze and recommend environmental impact Decision Support Tools for small and medium-sized companies to approach, measure, and evaluate horticulture farming. The research methodology includes a systematic review, bibliometric analysis, Multicriteria Decision analysis, and a case study analysis. During the research, multiple tools, including calculators used for an impact assessment of the agricultural sector, were selected. After applying eligibility criteria, an in-depth analysis of eight of the most suitable calculators was performed. The results of the Multicriteria Decision analysis show that the Solagro Carbon Calculator, The Farm Carbon Calculator, and the Cool Farm Tool are recommended in the first place as Green House Gas calculators for farmers.