154,217 research outputs found
A correlation study of ACCUPLACER math cut scores, developmental math modules, math prep, and academic preparedness in the shared nursing program at Nicolet Area Technical College
No full textPlan BThe purpose of this study is to determine the correlation between the current math ACCUPLACER cut score of 80% and the successful completion of the developmental math modules or math prep to academic preparedness in the shared practical nursing program at Nicolet Area Technical College. The study included three cohorts of nurses from June 2001 through June 2003. Seven questions were specifically addressed by the study. These questions were: 1) Of the number of students applying for the practical nursing program, how many achieve the 80% on the ACCUPLACER placement test?, 2) Is there a differential impact on student success on the first nursing math test based on developmental math modules, math prep, or an 80% on the first ACCUPLACER try?, 3) What is the relationship between students’ grades in math prep and their score on the first nursing math exam? 4) What is the relationship of students’ scores before taking the developmental math modules and their score on the first nursing math exam?, 5) What is the relationship of students ACCUPLACER cut score of 80% or better and the score on their first nursing math exam?, 6) What is the relationship of students’ scores before taking math prep or developmental math modules and their score on the first nursing math exam? and, 7) What is the number of practical nursing students that failed the practical nursing program based on inability to pass a nursing math exam on their third attempt
Gender differences in children’s math self-concept in the first years of elementary school
No full textIn the course of elementary school children start to develop an academic self-concept reflecting their motivation, thoughts, and feelings about a specific domain. For the domain of mathematics, gender differences can emerge which are characterized by a less pronounced math self-concept for girls. However, studies are rather sparse regarding the early years of elementary school education, hence, the point in time when such gender differences emerge yet remains a matter of debate. In our study, we found that the math self-concept of elementary school children (n = 81) declined from first to second grade. While no differences in math achievement were observed between girls and boys, it became apparent that girls’ math self-concept was already less pronounced than the math self-concept of boys in the first years of elementary school. Our findings emphasize the importance of considering such gender differences even at the beginning of school education
Laguerre geometry of hypersurfaces in R-n
No full textLaguerre geometry of surfaces in R-3 is given in the book of Blaschke [Vorlesungen uber Differentialgeometrie, Springer, Berlin Heidelberg New York (1929)], and has been studied by Musso and Nicolodi [Trans. Am. Math. soc. 348, 4321-4337 (1996); Abh. Math. Sem. Univ. Hamburg 69, 123-138 (1999); Int. J. Math. 11(7), 911-924 (2000)], Palmer [Remarks on a variation problem in Laguerre geometry. Rendiconti di Mathematica, Serie VII, Roma, vol. 19, pp. 281-293 (1999)] and other authors. In this paper we study Laguerre differential geometry of hypersurfaces in R-n. For any umbilical free hypersurface x:M -> R-n with non-zero principal curvatures we define a Laguerre invariant metric g on M and a Laguerre invariant self-adjoint operator S:TM -> TM, and show that {g,S} is a complete Laguerre invariant system for hypersurfaces in R-n with >= 4. We calculate the Euler-Lagrange equation for the Laguerre volume functional of Laguerre metric by using Laguerre invariants. Using the Euclidean space R-n, the semi-Euclidean space R-1(n) and the degenerate space R-0(n) we define three Laguerre space forms URn, UR1n and UR0n and define the Laguerre embeddings URn1 -> URn and UR0n -> URn, analogously to what happens in the Moebius geometry where we have Moebius space forms S-n, H-n and R-n (spaces of constant curvature) and conformal embeddings H-n -> S-n and R-n -> S-n[cf. Liu et al. in Tohoku Math. J. 53, 553-569 (2001) and Wang in Manuscr. Math. 96, 517-534 (1998)]. Using these Laguerre embeddings we can unify the Laguerre geometry of hypersurfaces in R-n, R-1(n) and R-0(n). As an example we show that minimal surfaces in R-1(3) or R-0(3) are Laguerre minimal in R-3.MathematicsSCI(E)0ARTICLE173-9512
Modified Copy, Cover, and Compare Using Multiplication Fact Triangles: The Effects on Math Fact Accuracy and Fluency
No full textThis study examined the use of a Modified Copy, Cover, and Compare math intervention to observe the effect it would have on students' math fact accuracy and fluency. The six week study was carried out in a rural midwestern middle and high school with students involved in the RtI Math intervention program and special education math pull out program in the high school. The study displayed a positive relationship between participation in the study and some increase in the students overall math achievement as measured by the STAR Math test and a decrease in their digits incorrect per minute as measured by a Mastering Math Facts Two Minute Timing. The study displayed room for growth in regard to future research with different participants, environments, controls and frequency in delivering the intervention
Contextual factors related to math anxiety in second grade children
No full textMath anxiety is a greatly understudied construct in children. In adult and adolescent samples, research shows that a number of factors are related to math anxiety including negative self-perceptions and outcomes. It is unknown if these same factors are related to math anxiety in children. This study was conducted to identify factors related to math anxiety in second grade children. Using Bandura's (1989) theory of triadic reciprocity as a theoretical model, children (n=91) and their parents (n=81) completed a series of self-report measures on math anxiety, math self-concept, reading self-concept, math self-efficacy, and aspects of the home math environment. Results indicated that the strongest predictor of math anxiety in second grade children was their level of math self-concept. The addition of environmental factors did not significantly increase the amount variance explained in math anxiety. Furthermore, despite research with adults that shows strong gender differences in math anxiety, no gender differences in math anxiety were found in second grade children. The discussion focuses on possible explanations for these findings as well as directions for future research.Thesis (Ph. D.)Department of Educational Psycholog
Finite element approximations of symmetric tensors on simplicial grids in R-n: The lower order case
No full textIn this paper, we construct, in a unified fashion, lower order finite element subspaces of spaces of symmetric tensors with square-integrable divergence on a domain in any dimension. These subspaces are essentially the symmetric tensor finite element spaces of order k from [Finite element approximations of symmetric tensors on simplicial grids in R-n: The higher order case, J. Comput. Math. 33 (2015) 283-296], enriched, for each (n - 1)-dimensional simplex, by (n+1)n/2 face bubble functions in the symmetric tensor finite element space of order n + 1 from [Finite element approximations of symmetric tensors on simplicial grids in R-n: The higher order case, J. Comput. Math. 33 (2015) 283-296] when 1 <= k <= n - 1, and by (n-1)n/2 face bubble functions in the symmetric tensor finite element space of order n + 1 from [Finite element approximations of symmetric tensors on simplicial grids in R-n: The higher order case, J. Comput. Math. 33 (2015) 283-296] when k = n. These spaces can be used to approximate the symmetric matrix field in a mixed formulation problem where the other variable is approximated by discontinuous piecewise Pk-1 polynomials. This in particular leads to first-order mixed elements on simplicial grids with total degrees of freedom per element 18 plus 3 in 2D, 48 plus 6 in 3D. The previous record of the degrees of freedom of first-order mixed elements is, 21 plus 3 in 2D, and 156 plus 6 in 3D, on simplicial grids. We also derive, in a unified way which is completely different from those used in [D. Arnold, G. Awanou and R. Winther, Finite elements for symmetric tensors in three dimensions, Math. Comput. 77 (2008) 1229-1251; D. N. Arnold and R. Winther, Mixed finite element for elasticity, Number Math. 92 (2002) 401-419], a family of Arnold-Winther mixed finite elements in any space dimension. One example in this family is the Raviart-Thomas elements in one dimension, the second example is the mixed finite elements for linear elasticity in two dimensions due to Arnold and Winther, the third example is the mixed finite elements for linear elasticity in three dimensions due to Arnold, Awanou and Winther.NSFC [11271035, 91430213, 11421101]SCI(E)[email protected]; [email protected]
Liftings for noncomplete probability spaces
No full textThe current state of knowledge concerning liftings for noncomplete probability spaces is discussed. This is a somewhat expanded version of the author's talk given at the 1991 Summer Conference on General Topology and Applications in Honor of Mary Ellen Rudin and Her Work.PT: S; CR: BURKE MR, IN PRESS P AM MATH S BURKE MR, 1991, ISRAEL J MATH, V73, P33 BURKE MR, 1992, ISRAEL J MATH, V79, P289 CARLSON T, THEOREM LIFTING CHRISTENSEN JPR, 1974, TOPOLOGY BOREL STRUC FREMLIN DH, 1989, HDB BOOLEAN ALGEBRAS, P877 INOESCUTULCEA A, 1966, 5TH P BERK S MATH ST, V2 IONESCUTULCEA A, 1967, CONTRIBUTIONS PROB 1, P63 IONESCUTULCEA A, 1969, TOPICS THEORY LIFTIN JECH TJ, 1978, SET THEORY JOHNSON RA, 1980, P AM MATH SOC, V80, P234 JUST W, IN PRESS T AM MATH S KUPKA J, 1983, INDIANA U MATH J, V32, P717 LOSERT V, 1983, LNM, V1080, P95 MAHARAM D, 1958, P AM MATH SOC, V9, P987 SHELAH S, 1983, ISRAEL J MATH, V45, P90 TALAGRAND M, 1982, P AM MATH SOC, V84, P379 VONNEUMANN J, 1931, CRELLES J MATH, V165, P109; NR: 18; TC: 0; J9: ANN N Y ACAD SCI; PG: 4; GA: BZ86BSource type: Electronic(1
THE MATH ENCYCLOPEDIA OF SMARANDACHE TYPE NOTIONS
No full textAbout the works of Florentin Smarandache have been written a lot of books (he
himself wrote dozens of books and articles regarding math, physics, literature, philosophy). Being a globally recognized personality in both mathematics (there are countless functions and concepts that bear his name), it is natural that the volume of writings about his research is huge
Pengembangan media pembelajaran dart board math bagi siswa kelas VII SMP
No full textThe low ability of students in algebra is challenging for teachers to make innovation in the learning of algebra. This research aims to create learning media to help students in learning algebra. The model used for the development of this research is ADDIE, which consists 5 stages, such as Analyze, Design, Development Implementation, and Evaluation. This research produces a product of interactivelearning media called Dart Board Math. The instruments used consist of media validation sheet, praticality sheete, pre test, post test, and students’ argument sheet. This media has been applied to 26 students in the 2nd Grade of Junior High School 2 Salatiga. The Dart Board Math has been classified as as valid from both material aspect and learning media aspect with precentage of 88,1% and 89,1% which are both classified as excellent. The precentage os praticality test result is 84,1% which is classified as excellent. Pair t-test of significance level of 5% produce significance approaching zero with post test average higher than the pre test. Based on the three test that has been implemented, this meda of learing is classified to be valid, pratical and effectiveRendahnya kemampuan siswa SMP terhadap materi aljabar, menjadi suatu tantangan untuk menciptakan inovasi pembelajaran. Penelitian ini bertujuan menciptakan media pembelajaran untuk membantu siswa dalam berlatih soal Aljabar. Model pengembangan yang digunakan pada penelitian ini adalah model ADDIE yang terdiri dari tahap Analyze, Design, Development, Implementation dan Evalutaion. Penelitian ini menghasilkan suatu produk media pembelajaran interaktif berupa Dart Board Math. Instrumen yang digunakan terdiri dari lembar validasi media, lembar kepraktisan, pretest, posttest, dan lembar pendapat siswa. Media ini telah diujicobakan terhadap 26 siswa kelas VII SMP N 2 Salatiga. Media Dart Board Math telah dinyatakan valid dari aspek materi dan aspek media pembelajaran dengan persentase berturut-turut 88,1% dan 89,1% keduanya termasuk kategori sangat baik. Hasil dari uji aspek kepraktisan mendapatkan persentase sebesar 84,1% yang masuk dalam kategori sangat baik. Uji pair t-test dengan taraf signifikan 5% menghasilkan signifikan mendekati nol dengan rata rata posttest lebih tinggi daripada pre test. Berdasarkan ketiga uji tersebut, maka dapat disimpulkan media ini valid, praktis dan efektif
Estimates for L-1 vector fields under higher-order differential conditions
No full textWe prove that an L-1 vector field whose components satisfy some condition on k-th order derivatives induce linear functionals on the Sobolev space W-1,W-n(R-n). Two proofs are provided, relying on the two distinct methods developed by Bourgain and Brezis (J. Eur. Math. Soc., 2007) and by the author (C. R. Math. Acad. Sci. Paris, 2004) to prove the same result for divergence-free vector fields and partial extensions to higher-order conditions
- …
