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Wolska, Magdalena, i Ivana Kruijff-Korbayová. "Modeling anaphora in informal mathematical dialogue". Universität Potsdam, 2006. http://opus.kobv.de/ubp/volltexte/2006/1045/.
Pełny tekst źródłaIn this paper, we report the results of data analysis of two sets of corpora of dialogs on mathematical theorem proving. We exemplify anaphoric phenomena, identify factors relevant to anaphora resolution in our domain and extensions to the input interpretation component to support it.
Bold, Christine Elizabeth. "Making sense of mathematical language in a primary classroom". Thesis, n.p, 2001. http://oro.open.ac.uk/18838.
Pełny tekst źródłaWomack, Catherine A. "The crucial role of proof--a classical defense against mathematical empiricism". Thesis, Massachusetts Institute of Technology, 1993. http://hdl.handle.net/1721.1/12678.
Pełny tekst źródłaNefdt, Ryan Mark. "The foundations of linguistics : mathematics, models, and structures". Thesis, University of St Andrews, 2016. http://hdl.handle.net/10023/9584.
Pełny tekst źródłaMiller, Barbara L. "Grammar Efficiency of Parts-of-Speech Systems". Kent State University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=kent1300373267.
Pełny tekst źródłaRodriguez, Paul Fabian. "Mathematical foundations of simple recurrent networks /". Diss., Connect to a 24 p. preview or request complete full text in PDF format. Access restricted to UC campuses, 1999. http://wwwlib.umi.com/cr/ucsd/fullcit?p9935464.
Pełny tekst źródłaFarsani, Danyal. "Making multi-modal mathematical meaning in multilingual classrooms". Thesis, University of Birmingham, 2015. http://etheses.bham.ac.uk//id/eprint/5752/.
Pełny tekst źródłaLopez, Jaramillo Maria Gabriela. "Mathematical literacy: A case study of pre-service teachers". OpenSIUC, 2020. https://opensiuc.lib.siu.edu/dissertations/1798.
Pełny tekst źródłaJewett, Bethany. "Investigation of optimal dosing strategies for Ertapenem for varying BMI using mathematical modeling". Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/honors/500.
Pełny tekst źródłaCaldwell, David E. "Production grammars for romance kinship terminology". Thesis, McGill University, 1986. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=66069.
Pełny tekst źródłaYee, Sean P. "Students' Metaphors for Mathematical Problem Solving". Kent State University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=kent1340197978.
Pełny tekst źródłaBartl, Eduard. "Mathematical foundations of graded knowledge spaces". Diss., Online access via UMI:, 2009.
Znajdź pełny tekst źródłaIncludes bibliographical references.
Baskova, Irina Mikhailovna. "Preparing Non-Native English Speakers for the Mathematical Vocabulary in the GRE and GMAT". BYU ScholarsArchive, 2017. https://scholarsarchive.byu.edu/etd/6684.
Pełny tekst źródłaWallace, Michelle L. Ellerton Nerida F. "Characterization of high school mathematics and physics language genres". Normal, Ill. : Illinois State University, 2004. http://wwwlib.umi.com/cr/ilstu/fullcit?p3127139.
Pełny tekst źródłaTitle from title page screen, viewed Jan. 21, 2005. Dissertation Committee: Nerida F. Ellerton (chair), Sherry L. Meier, Sharon Soucy McCrone, Tami S. Martin. Includes bibliographical references (leaves 153-163) and abstract. Also available in print.
Chan, Oscar. "Prosodic features for a maximum entropy language model". University of Western Australia. School of Electrical, Electronic and Computer Engineering, 2008. http://theses.library.uwa.edu.au/adt-WU2008.0244.
Pełny tekst źródłaPeterson, Justin. "Making novelty normal : a theory of sentence processing". Diss., Georgia Institute of Technology, 1996. http://hdl.handle.net/1853/8241.
Pełny tekst źródłaEsterhuizen, H. L. "Linguistics + Mathematics = twins". Interim : Interdisciplinary Journal, Vol 7, Issue 1 :Central University of Technology Free State Bloemfontein, 2008. http://hdl.handle.net/11462/379.
Pełny tekst źródłaLanguage and Mathematics are both so-called "tools" that are used by other disciplines to explain / describe phenomena in those disciplines, but they are scientific disciplines in their own right. Language is a system of symbols, but so is Mathematics. These symbols carry meaning or value. Both originate in the human mind and are then translated into messages of logic. What is important are the relationships between units that are inherent to both disciplines. In practicing the two disciplines, there are elements that correspond. These are a vocabulary, grammar, a community and meaning. Psycholinguists and psychologists are interested in the role that language might have in enabling other functions in the human cognitive repertoire. Some argue that language is a prerequisite for a whole range of intellectual activities, including mathematics. They claim that mathematical structures are, in a way, parasitic on the human linguistic faculty. Some evidence for the language: maths connection comes from neurology. Functional imaging studies of the brain show increased activation of the language areas as certain mathematical tasks / challenges are performed. Lesions to a certain part of the brain impair both the linguistic as well as the mathematical ability. We are looking at a fundamentally shared enterprise, a deeply interwoven development of numerical and linguistic aspects. This co-evolution of number concepts and number words suggests that it is no accident that the same species that possesses the language faculty as a unique trait, should also be the one that developed a systematic concept of number.
Bergvall, Ida. "Bokstavligt, bildligt och symboliskt i skolans matematik : – en studie om ämnesspråk i TIMSS". Doctoral thesis, Uppsala universitet, Institutionen för pedagogik, didaktik och utbildningsstudier, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-284096.
Pełny tekst źródłaHulse, I. "Linguistic realism in mathematical epistemology". Thesis, University College London (University of London), 2008. http://discovery.ucl.ac.uk/1444275/.
Pełny tekst źródła陸穎剛 i Wing-kong Luk. "Concept space approach for cross-lingual information retrieval". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2000. http://hub.hku.hk/bib/B30147724.
Pełny tekst źródłaNorgaard, 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/.
Pełny tekst źródłaJung, Darryl 1962. "The Logic of Principia Mathematica". Thesis, Massachusetts Institute of Technology, 1994. http://hdl.handle.net/1721.1/11766.
Pełny tekst źródłaBernabini, Luca <1989>. "Mathematical skills: intergenerational features and relationships with cognitive and linguistic abilities". Doctoral thesis, Alma Mater Studiorum - Università di Bologna, 2020. http://amsdottorato.unibo.it/9479/1/Luca%20Bernabini_PhD_Tesi.pdf.
Pełny tekst źródłaProst, Jean-Philippe. "Modelling Syntactic Gradience with Loose Constraint-based Parsing". Phd thesis, Université de Provence - Aix-Marseille I, 2008. http://tel.archives-ouvertes.fr/tel-00352828.
Pełny tekst źródłaNous suggérons d'élargir au langage mal formé les concepts de Gradience Intersective et de Gradience Subsective, proposés par Aarts pour la modélisation de jugements graduels. Selon ce nouveau modèle, le problème que soulève la gradience concerne la classification d'un énoncé dans une catégorie particulière, selon des critères basés sur les caractéristiques syntaxiques de l'énoncé. Nous nous attachons à étendre la notion de Gradience Intersective (GI) afin qu'elle concerne le choix de la meilleure solution parmi un ensemble de candidats, et celle de Gradience Subsective (GS) pour qu'elle concerne le calcul du degré de typicité de cette structure au sein de sa catégorie. La GI est alors modélisée à l'aide d'un critère d'optimalité, tandis que la GS est modélisée par le calcul d'un degré d'acceptabilité grammaticale. Quant aux caractéristiques syntaxiques requises pour permettre de classer un énoncé, notre étude de différents cadres de représentation pour la syntaxe du langage naturel montre qu'elles peuvent aisément être représentées dans un cadre de syntaxe modèle-théorique (Model-Theoretic Syntax). Nous optons pour l'utilisation des Grammaires de Propriétés (GP), qui offrent, précisément, la possibilité de modéliser la caractérisation d'un énoncé. Nous présentons ici une solution entièrement automatisée pour la modélisation de la gradience syntaxique, qui procède de la caractérisation d'une phrase bien ou mal formée, de la génération d'un arbre syntaxique optimal, et du calcul d'un degré d'acceptabilité grammaticale pour l'énoncé.
À travers le développement de ce nouveau modèle, la contribution de ce travail comporte trois volets.
Premièrement, nous spécifions un système logique pour les GP qui permet la révision de sa formalisation sous l'angle de la théorie des modèles. Il s'attache notamment à formaliser les mécanismes de satisfaction et de relâche de contraintes mis en oeuvre dans les GP, ainsi que la façon dont ils permettent la projection d'une catégorie lors du processus d'analyse. Ce nouveau système introduit la notion de satisfaction relâchée, et une formulation en logique du premier ordre permettant de raisonner au sujet d'un énoncé.
Deuxièmement, nous présentons notre implantation du processus d'analyse syntaxique relâchée à base de contraintes (Loose Satisfaction Chart Parsing, ou LSCP), dont nous prouvons qu'elle génère toujours une analyse syntaxique complète et optimale. Cette approche est basée sur une technique de programmation dynamique (dynamic programming), ainsi que sur les mécanismes décrits ci-dessus. Bien que d'une complexité élevée, cette solution algorithmique présente des performances suffisantes pour nous permettre d'expérimenter notre modèle de gradience.
Et troisièmement, après avoir postulé que la prédiction de jugements humains d'acceptabilité peut se baser sur des facteurs dérivés de la LSCP, nous présentons un modèle numérique pour l'estimation du degré d'acceptabilité grammaticale d'un énoncé. Nous mesurons une bonne corrélation de ces scores avec des jugements humains d'acceptabilité grammaticale. Qui plus est, notre modèle s'avère obtenir de meilleures performances que celles obtenues par un modèle préexistant que nous utilisons comme référence, et qui, quant à lui, a été expérimenté à l'aide d'analyses syntaxiques générées manuellement.
Meyer, Ulrich 1968. "Mathematics, time, and confirmation". Thesis, Massachusetts Institute of Technology, 2001. http://hdl.handle.net/1721.1/8194.
Pełny tekst źródłaIncludes bibliographical references (leaves 117-128).
This dissertation discusses two issues about abstract objects: their role in scientific theories, and their relation to time. Chapter 1, "Why Apply Mathematics?" argues that scientific theories are not about the mathematics that is applied in them, and defends this thesis against the Quine-Putnam Indispensability Argument. Chapter 2, "Scientific Ontology," is a critical study of W. V. Quine's claim that metaphysics and mathematics are epistemologically on a par with natural science. It is argued that Quine's view relies on a unacceptable account of empirical confirmation. Chapter 3, "Prior and the Platonist," demonstrates the incompatibility of two popular views about time: the "Platonist" thesis that some objects exist "outside" time, and A. N. Prior's proposal for treating tense on the model of modality. Chapter 4, "What has Eternity Ever Done for You?" argues against the widely held view that abstract objects exist eternally ("outside" time), and presents a defense of the rival view that they exist sempiternally (at all times)
Ulrich Meyer.
Ph.D.
Stroinska, Maria Magdalena. "Indirect reference in German mathematical discourse". Thesis, University of Edinburgh, 1987. http://hdl.handle.net/1842/24351.
Pełny tekst źródłaLai, Mun-yee, i 黎敏兒. "Teacher's linguistic features in mathematics classroom: an exploratory study". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2001. http://hub.hku.hk/bib/B31962270.
Pełny tekst źródłaLai, Mun-yee. "Teacher's linguistic features in mathematics classroom : an exploratory study /". Hong Kong : University of Hong Kong, 2001. http://sunzi.lib.hku.hk:8888/cgi-bin/hkuto%5Ftoc%5Fpdf?B23451415.
Pełny tekst źródłaUzquiano, Gabriel 1968. "Ontology and the foundations of mathematics". Thesis, Massachusetts Institute of Technology, 1999. http://hdl.handle.net/1721.1/9370.
Pełny tekst źródłaIncludes bibliographical references.
"Ontology and the Foundations of Mathematics" consists of three papers concerned with ontological issues in the foundations of mathematics. Chapter 1, "Numbers and Persons," confronts the problem of the inscrutability of numerical reference and argues that, even if inscrutable, the reference of the numerals, as we ordinarily use them, is determined much more, precisely than up to isomorphism. We argue that the truth conditions of a variety of numerical modal and counterfactual sentences (whose acceptance plays a crucial role in applications) place serious constraints on the sorts of items to which numerals, as we ordinarily use them, can be taken to refer: Numerals cannot be taken to refer to objects that exist contingently such as people, mountains, or rivers, but rather must be taken to refer to objects that exist necessarily such as abstracta. Chapter 2, "Modern Set Theory and Replacement," takes up a challenge to explain the reasons one should accept the axiom of replacement of Zermelo-Fraenkel set theory, when its applications within ordinary mathematics and the rest of science are often described as rare and recondite. We argue that this is not a question one should be interested in; replacement is required to ensure that the element-set relation is well-founded as well as to ensure that the cumulation of sets described by set theory reaches and proceeds beyond the level w of the cumulative hierarchy. A more interesting question is whether we should accept instances of replacement on uncountable sets, for these are indeed rarely used outside higher set theory. We argue that the best case for (uncountable) replacement comes not from direct, intuitive considerations, but from the role replacement plays in the formulation of transfinite recursion and the theory of ordinals, and from the fact that it permits us to express and assert the (first-order) content of the modern cumulative view of the set theoretic universe as arrayed in a cumulative hierarchy of levels. Chapter 3, "A No-Class Theory of Classes," makes use of the apparatus of plural quantification to construe talk of classes as plural talk about sets, and thus provide an interpretation of both one- and two-sorted versions of first-order Morse-Kelley set theory, an impredicative theory of classes. We argue that the plural interpretation of impredicative theories of classes has a number of advantages over more traditional interpretations of the language of classes as involving singular reference to gigantic set-like entities, only too encompassing to be sets, the most important of these being perhaps that it makes the machinery of classes available for the formalization of much recent and very interesting work in set theory without threatening the universality of the theory as the most comprehensive theory of collections, when these are understood as objects.
by Gabriel Uzquiano.
Ph.D.
Breet, Felicity Grace. "Verbal interaction in mathematics lessons in Anglophone Cameroon". Thesis, Durham University, 1993. http://etheses.dur.ac.uk/1216/.
Pełny tekst źródłaLandry, Elaine. "Category-theoretic realism, a linguistic approach to the philosophy of mathematics". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape15/PQDD_0007/NQ32318.pdf.
Pełny tekst źródłaShiers, N. L. "Gaussian latent tree model constraints for linguistics and other applications". Thesis, University of Warwick, 2016. http://wrap.warwick.ac.uk/80590/.
Pełny tekst źródłaBuys, Jan Moolman. "Probabilistic tree transducers for grammatical error correction". Thesis, Stellenbosch : Stellenbosch University, 2013. http://hdl.handle.net/10019.1/85592.
Pełny tekst źródłaENGLISH ABSTRACT: We investigate the application of weighted tree transducers to correcting grammatical errors in natural language. Weighted finite-state transducers (FST) have been used successfully in a wide range of natural language processing (NLP) tasks, even though the expressiveness of the linguistic transformations they perform is limited. Recently, there has been an increase in the use of weighted tree transducers and related formalisms that can express syntax-based natural language transformations in a probabilistic setting. The NLP task that we investigate is the automatic correction of grammar errors made by English language learners. In contrast to spelling correction, which can be performed with a very high accuracy, the performance of grammar correction systems is still low for most error types. Commercial grammar correction systems mostly use rule-based methods. The most common approach in recent grammatical error correction research is to use statistical classifiers that make local decisions about the occurrence of specific error types. The approach that we investigate is related to a number of other approaches inspired by statistical machine translation (SMT) or based on language modelling. Corpora of language learner writing annotated with error corrections are used as training data. Our baseline model is a noisy-channel FST model consisting of an n-gram language model and a FST error model, which performs word insertion, deletion and replacement operations. The tree transducer model we use to perform error correction is a weighted top-down tree-to-string transducer, formulated to perform transformations between parse trees of correct sentences and incorrect sentences. Using an algorithm developed for syntax-based SMT, transducer rules are extracted from training data of which the correct version of sentences have been parsed. Rule weights are also estimated from the training data. Hypothesis sentences generated by the tree transducer are reranked using an n-gram language model. We perform experiments to evaluate the performance of different configurations of the proposed models. In our implementation an existing tree transducer toolkit is used. To make decoding time feasible sentences are split into clauses and heuristic pruning is performed during decoding. We consider different modelling choices in the construction of transducer rules. The evaluation of our models is based on precision and recall. Experiments are performed to correct various error types on two learner corpora. The results show that our system is competitive with existing approaches on several error types.
AFRIKAANSE OPSOMMING: Ons ondersoek die toepassing van geweegde boomoutomate om grammatikafoute in natuurlike taal outomaties reg te stel. Geweegde eindigetoestand outomate word suksesvol gebruik in ’n wye omvang van take in natuurlike taalverwerking, alhoewel die uitdrukkingskrag van die taalkundige transformasies wat hulle uitvoer beperk is. Daar is die afgelope tyd ’n toename in die gebruik van geweegde boomoutomate en verwante formalismes wat sintaktiese transformasies in natuurlike taal in ’n probabilistiese raamwerk voorstel. Die natuurlike taalverwerkingstoepassing wat ons ondersoek is die outomatiese regstelling van taalfoute wat gemaak word deur Engelse taalleerders. Terwyl speltoetsing in Engels met ’n baie hoë akkuraatheid gedoen kan word, is die prestasie van taalregstellingstelsels nog relatief swak vir meeste fouttipes. Kommersiële taalregstellingstelsels maak oorwegend gebruik van reël-gebaseerde metodes. Die algemeenste benadering in onlangse navorsing oor grammatikale foutkorreksie is om statistiese klassifiseerders wat plaaslike besluite oor die voorkoms van spesifieke fouttipes maak te gebruik. Die benadering wat ons ondersoek is verwant aan ’n aantal ander benaderings wat geïnspireer is deur statistiese masjienvertaling of op taalmodellering gebaseer is. Korpora van taalleerderskryfwerk wat met foutregstellings geannoteer is, word as afrigdata gebruik. Ons kontrolestelsel is ’n geraaskanaal eindigetoestand outomaatmodel wat bestaan uit ’n n-gram taalmodel en ’n foutmodel wat invoegings-, verwyderings- en vervangingsoperasies op woordvlak uitvoer. Die boomoutomaatmodel wat ons gebruik vir grammatikale foutkorreksie is ’n geweegde bo-na-onder boom-na-string omsetteroutomaat geformuleer om transformasies tussen sintaksbome van korrekte sinne en foutiewe sinne te maak. ’n Algoritme wat ontwikkel is vir sintaksgebaseerde statistiese masjienvertaling word gebruik om reëls te onttrek uit die afrigdata, waarvan sintaksontleding op die korrekte weergawe van die sinne gedoen is. Reëlgewigte word ook vanaf die afrigdata beraam. Hipotese-sinne gegenereer deur die boomoutomaat word herrangskik met behulp van ’n n-gram taalmodel. Ons voer eksperimente uit om die doeltreffendheid van verskillende opstellings van die voorgestelde modelle te evalueer. In ons implementering word ’n bestaande boomoutomaat sagtewarepakket gebruik. Om die dekoderingstyd te verminder word sinne in frases verdeel en die soekruimte heuristies besnoei. Ons oorweeg verskeie modelleringskeuses in die samestelling van outomaatreëls. Die evaluering van ons modelle word gebaseer op presisie en herroepvermoë. Eksperimente word uitgevoer om verskeie fouttipes reg te maak op twee leerderkorpora. Die resultate wys dat ons model kompeterend is met bestaande benaderings op verskeie fouttipes.
Hunsader, Patricia D. "Lessons learned about boys' and girls' mathematical problem solving : the solution processes, performance, linguistic explanations, self-efficacy, and self-assessment of fifth-grade students of varying reading and mathematics abilities". [Tampa, Fla] : University of South Florida, 2005. http://purl.fcla.edu/usf/dc/et/SFE0001185.
Pełny tekst źródłaPicard, Joseph Romeo William Michael. "Impredicativity and turn of the century foundations of mathematics : presupposition in Poincare and Russell". Thesis, Massachusetts Institute of Technology, 1993. http://hdl.handle.net/1721.1/12498.
Pełny tekst źródłaIncludes bibliographical references (leaves 145-158).
by Joseph Romeo William Michael Picard
Ph.D.
Doran, Yaegan John. "Knowledge in Physics through Mathematics, Image and Language". Thesis, The University of Sydney, 2015. http://hdl.handle.net/2123/15173.
Pełny tekst źródłaVale, Pamela. "Describing the relationship between the cognitive and linguistic complexity of a mathematical literacy examination and types of student errors". Thesis, Rhodes University, 2013. http://hdl.handle.net/10962/d1001774.
Pełny tekst źródłaWang, Xiaozhou. "Language shift regarding Canada's French-speaking population: Data comparability and trends from 1971 to 2001". Thesis, University of Ottawa (Canada), 2006. http://hdl.handle.net/10393/27304.
Pełny tekst źródłaCardinal, Kumi. "An algebraic study of Japanese grammar /". Thesis, McGill University, 2002. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=29419.
Pełny tekst źródłaPechenick, Eitan. "Exploring the Google Books Corpus: An Information-Theoretic Approach to Linguistic Evolution". ScholarWorks @ UVM, 2015. http://scholarworks.uvm.edu/graddis/525.
Pełny tekst źródłaMurakami, Yuko. "Modal logic of partitions". [Bloomington, Ind.] : Indiana University, 2005. http://wwwlib.umi.com/dissertations/fullcit/3162977.
Pełny tekst źródłaTitle from PDF t.p. (viewed Dec. 2, 2008). Source: Dissertation Abstracts International, Volume: 66-02, Section: A, page: 0620. Chairs: Lawrence Moss; Michael Dunn.
Gray, Tyler. "Measuring Linguistic and Cultural Evolution Using Books and Tweets". ScholarWorks @ UVM, 2019. https://scholarworks.uvm.edu/graddis/1130.
Pełny tekst źródłaMahofa, Ernest. "Code switching in the learning of mathematics word problems in Grade 10". Thesis, Cape Peninsula University of Technology, 2014. http://hdl.handle.net/20.500.11838/1950.
Pełny tekst źródłaThis study investigates the effects of code switching in the learning of mathematics word problems in Grade 10. The research used Cummins’ language acquisition theory to inform the study. The study employed ethnographic qualitative research design whereby classroom observations and semi-structured interviews were used as data collection techniques. The use of multiple data collection techniques was to ensure validity and credibility of the study. The sample consisted of sixty learners and two mathematics teachers. The sample was drawn from a population of one thousand two hundred and thirty five learners and forty nine teachers.The study has shown that even though code switching could be beneficial in the learning and teaching of mathematics, it was difficult for learners and teachers to use it in a way that enhances the learning of mathematics word problems because of the barriers in the use of mathematical language. It is recommended that teachers should exercise care when using code switching, especially with the topics that involve word problems; as such topics are more aligned to certain mathematical language that could not be translated to IsiXhosa.
Albuquerque, Rosangela Nieto de. "Alguns fatores lingüísticos que interferem na intelecção dos problemas matemáticos no ensino fundamental I". Universidade Católica de Pernambuco, 2007. http://www.unicap.br/tede//tde_busca/arquivo.php?codArquivo=127.
Pełny tekst źródłaThe present work is the result of the analysis of some mathematical problems of didactic books, and has as objective identify the causes of the interpretation difficulty and intelection of the mathematical problems for the pupils who are initiating the reading, in first years of basic school. Our hypothesis is linguistic factors into the statments of the mathematical problems intervenes in the understanding, as the joint between the phenomon of the language and the construction of this text type. So we study, the enunciative mechanisms and textmake. The methodology of this study consists in the analysis of the text, based in studies of text linguistics, in the level semantic-pragmatic-lexicon in the text construction, in view of complexity of the statements of the mathematical problems. We believe that the text strategies, referencing categories (endofórica, anafórica, catafórica and exofórica) and the dêiticos (time, place and person), they are linguistic factors, in the construction of statement, they make difficult the understanding of the mathematical problems, over all, for the educating that are initiating reading, and show in this period special difficulties with space and secular relations. The research understood, basically, two basic moments: the choice of the mathematical problems, and the analysis of the informations. First, we search a methodological instrument to identify and select, through the corpus, mathematical problems, whose statement construction will be able to induce the educating to the error in resolution of the problem. We select text fragments, randomly, as the nature of the text surface, searching some linguistic factors that interven in the interpretation and understanding of the mathematical problems, without special about the amount of analyzed problems. Lately, we have analysed the research, buy the social-culture aspects whose the educating is inserted. We meant to reflect about the didatical book, that will be easier to the educating understand the statements of the mathematical problems of the first years of basic school
Raiker, Andrea. "The role of linguistics in the learning, teaching and assessment of mathematics in primary education : a case study of a lower school in the United Kingdom". Thesis, University of Bedfordshire, 2008. http://hdl.handle.net/10547/134963.
Pełny tekst źródłaHahn, Christian [Verfasser], Roland [Akademischer Betreuer] Grabner, Roland [Gutachter] Grabner, Sascha [Gutachter] Schroeder i Hendrik [Gutachter] Saalbach. "Language-Switching Costs in Bilingual Mathematics Learning / Christian Hahn ; Gutachter: Roland Grabner; Sascha Schroeder; Hendrik, Saalbach ; Betreuer: Roland Grabner". Göttingen : Niedersächsische Staats- und Universitätsbibliothek Göttingen, 2019. http://d-nb.info/1189904608/34.
Pełny tekst źródłaHadjipantelis, Pantelis-Zenon. "Functional data analysis in phonetics". Thesis, University of Warwick, 2013. http://wrap.warwick.ac.uk/62527/.
Pełny tekst źródłaWalichinski, Danieli. "Contextualização no ensino de estatística: uma proposta para os anos finais do ensino fundamental". Universidade Tecnológica Federal do Paraná, 2012. http://repositorio.utfpr.edu.br/jspui/handle/1/1252.
Pełny tekst źródłaO presente trabalho teve como objetivo analisar as contribuições que uma sequência de ensino pautada nos pressupostos da contextualização poderá trazer para o ensino e aprendizagem de Estatística nos anos finais do Ensino Fundamental. A revisão de literatura referente ao ensino de Estatística apoia-se em Cazorla (2002), Lopes (2003, 2008, 2010a, 2010b), Silva (2007), Andrade (2008), Cazorla, Kataoka e Silva (2010), Jacobini et al. (2010), Campos, Wodewotzki e Jacobini (2011), dentre outros. Quanto a contextualização, a revisão de literatura apoia-se em Brasil (1998b, 1999), Tufano (2001), Pais (2002, 2010), Ramos (2004), Mello (2005), Sadovsky (2007), Luccas (2011), além de outros. Com a intenção de alcançar o objetivo proposto, foi desenvolvida no ano de 2011 uma pesquisa aplicada, qualitativa com análise interpretativa e, descritiva em uma turma de alunos do 7° ano do Ensino Fundamental de um colégio público estadual do município de Ponta Grossa, Paraná. A revisão de literatura referente às características da pesquisa fundamenta-se em Gil (1991, 2006), Chizzotti (2003, 2008), Silva e Menezes (2005), Moreira e Caleffe (2008), Alves-Mazzotti (2011), Sarmento (2011), Teixeira (2011), dentre outros. Primeiramente foi realizada uma análise do desempenho prévio dos alunos em relação a conteúdos básicos de Estatística, tendo como base um instrumento diagnóstico chamado pré – teste. Depois foi aplicada uma sequência de ensino direcionada a conteúdos básicos de Estatística, por meio da utilização de dados coletados na própria turma, ou seja, por meio da contextualização. Verificou-se durante a aplicação da sequência de ensino, um maior interesse e motivação dos alunos para as aulas, além de um maior envolvimento dos educandos com os conteúdos estudados. Os resultados da análise do desempenho dos alunos após a aplicação da sequência de ensino mostraram que essa contribuiu para que houvesse um ganho significativo quanto à aquisição de conteúdos básicos de Estatística por parte de educandos dos anos finais do Ensino Fundamental. Considera-se que as atividades realizadas com os educandos, contribuíram para o desenvolvimento das competências de raciocínio, pensamento e, letramento estatísticos desses, formando a base necessária para que futuramente esses alunos possam atingir o nível de letramento estatístico que a sociedade contemporânea exige. Como produto final deste trabalho foi elaborado um material didático de apoio ao professor contendo uma sequência de ensino contextualizada sobre conteúdos básicos de Estatística voltada ao Ensino Fundamental, o qual se encontra anexado a esta dissertação.
The present study aimed to examine the contributions that a sequence of teaching based on assumptions of contextualization can bring to the teaching of statistics in the final years of basic school. The literature review concerning the teaching of statistics relies on Cazorla (2002), Lopes (2003, 2008, 2010a, 2010b), Silva (2007), Andrade (2008), Cazorla, Kataoka and Silva (2010), Jacobini et al. (2010), Campos, Wodewotzki and Jacobini (2011), among others. As for context, the literature review supported by Brazil (1998b, 1999), Tufano (2001), Pais (2002, 2010), Ramos (2004), (2005), Sadovsky (2007), Luccas (2011), among others. With the intention of achieving the proposed goal, was developed in the year 2011 a applied research, interpretive analysis and qualitative, descriptive in a batch of students of 7° year of basic school to a State public College of the city of Ponta Grossa, Paraná. The review of literature pertaining to the search features based on Gil (1991, 2006), Chizzotti (2003, 2008), Silva and Menezes (2005), Moreira and Caleffe (2008), Alves-Mazzotti (2011), Sarmento (2011), Teixeira (2011), among others. First was conducted an analysis of previous performance of the students on the basic content of statistics, based on a diagnostic instrument called pre-test. Then it was applied a sequence of teaching directed to basic statistical content, through the use of data collected in their own class, i.e. through contextualization. It emerged during the implementation of education, a greater interest and motivation of students to classes, as well as greater involvement of learners with the contents. The results of the analysis of the performance of the students after teaching sequence showed that this contributed to a significant gain on the acquisition of basic statistical content by students of the final years basic school. It is considered that the activities undertaken with learners, contributed to the development of the skills of reasoning, thinking, and statistical literacy of those forming the necessary basis for that in the future these students can reach the level of statistical literacy that contemporary society requires. As the final product of this work was to elaborate a courseware to support teacher education sequence containing a contextualized on basic statistical content aimed at the basic school, which is attached to this dissertation.
Sibanda, Lucy. "Investigating the nature of the linguistic challenges of the Department of Basic Education (DBE) 2013 Grade 4 Mathematics ANAs and learners’ and teachers’ experience of them". Thesis, Rhodes University, 2016. http://hdl.handle.net/10962/d1021312.
Pełny tekst źródłaWhale, Susan Gaye. "Using language as a resource: strategies to teach mathematics in multilingual classes". Thesis, Nelson Mandela Metropolitan University, 2012. http://hdl.handle.net/10948/1669.
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