1,720,958 research outputs found
Algorithmisation as mathematical activity and skills
Get PDFUniwersytet Pedagogiczny im. Komisji Edukacji Narodowej w Krakowie. Wydział Matematyczno-Fizyczno-Techniczny. Rozprawa doktorska przygotowana pod kierunkiem naukowym dr hab. Ewy Swobody, prof. UR.Celem podjętych badań było określenie stanu przygotowań studentów matematyki (kierunku nauczycielskiego) do kształtowania u uczniów jednej z podstawowych umiejętności wymienionych w podstawie programowej, oraz przygotowanie zweryfikowanej propozycji mogącej podnieść ten stan. Rozprawa składa się z dwóch części: teoretycznej oraz badawczej. Pierwsza część stanowi sprawozdanie z przeglądu literatury poruszającej tematy związane z algorytmizacją, modelowaniem matematycznym oraz kompetencjami przyszłych nauczycieli. Druga część jest sprawozdaniem z przeprowadzonych badań. Znajdują się tu dwa działy zawierające szczegółowy opis badań wstępnych oraz badań właściwych. Badania wstępne zostały przeprowadzone w trzech etapach. Każdy z nich analizowany był indywidualnie. Badania właściwe stanowiły weryfikację spójnej koncepcji dydaktycznej. Wyniki badań potwierdzają, że umiejętności modelowania (a tym bardziej algorytmizowania) nie można osiągnąć „przy okazji", studiując różne działy matematyki. Jednak tej umiejętności można
skutecznie nauczyć. Praktycznym wynikiem całej pracy jest gotowa propozycja dydaktyczna dotycząca przygotowania przyszłych nauczycieli do realizacji zagadnienia modelowania matematycznego, w której to propozycji algorytmizowanie pełni zasadniczą rolę. Jest to propozycja oparta na własnej matematycznej aktywności uczącego się, a nie na przyswajaniu gotowej wiedzy.The aim of this study was to assess the state of preparedness of mathematics students (the future teacher) to creation one of the basic skill listed in the core curriculum, and the preparing a revised proposal which could raise the state.
The dissertation consists of two parts. The first part contain a report of the review of literature related to the topics: "algorithmisation", "mathematical modeling" and "competences of future teachers". The second part consists of the report of the research. There are two sections, containing a detailed description of preliminary studies and proper research. Preliminary tests were carried out in three stages. Each of them was analyzed individually. The main research part contain the verification of a coherent didactical proposal. Results confirm that skills in modelling (and even more in algorithmisation) can not be achieved "by the way", by studying different parts of mathematics. However, this ability can be effectively taught. The practical result of the whole work done by the Author is a didactical project showing how prepare the future teachers to implement the concept of mathematical modeling, in which algorithmisation plays an essential role. This is the proposal based on learner's own mathematical activity and not on the acquisition of ready-made knowledge
Going Beyond Counting First Authors in Author Co-citation Analysis
Get PDFThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
Variations on the Author
Get PDF“Variations on the Author” discusses two of Eduardo Coutinho’s recent films (Um Dia na Vida, from 2010, and Últimas Conversas, posthumously released in 2015) and their contribution to the general question of documentary authorship. The director’s filmography is characterized by a consistent yet self-effacing form of authorial self-inscription: Coutinho often features as an interviewer that rather than express opinions propels discourses; an interviewer that is good at listening. This mode of self-inscription characterizes him as an author who is not expressive but who is nonetheless markedly present on the screen. In Um Dia na Vida, however, Coutinho is completely absent form the image, while Últimas Conversas, on the contrary, includes a confessional prologue that moves the director from the margins to the center of his films. This article examines the ways in which these works stand out in the filmography of a director who offers new insights into the notion of cinematic authorship
Appropriate Similarity Measures for Author Cocitation Analysis
Get PDFWe provide a number of new insights into the methodological discussion about author cocitation analysis. We first argue that the use of the Pearson correlation for measuring the similarity between authors’ cocitation profiles is not very satisfactory. We then discuss what kind of similarity measures may be used as an alternative to the Pearson correlation. We consider three similarity measures in particular. One is the well-known cosine. The other two similarity measures have not been used before in the bibliometric literature. Finally, we show by means of an example that our findings have a high practical relevance.information science;Pearson correlation;cosine;similarity measure;author cocitation analysis
Creating an algorithm of a real-life situation as a form of mathematical modelling
No full textAlgorithmisation is one of the forms of mathematical modelling. The necessity to
create an algorithm imposes specific forms of work that brings numerous didactical benefits.
The research presented here concerns math students' (future teachers) abilities which
relate to mathematical modelling (i.e. creating algorithms) of an everyday situation. The
analysis of their work demonstrated their lack of appropriate knowledge in the field of
mathematical modelling – more than the half of the models did not work properly. The
application of the form of the algorithm did not improve the quality of the models as well.
However, it created an impulse to apply different tools (conditional instructions) and to
apply the block diagram. The research shown points at weak sides of the students' skills, but
on the other hand, it emphasizes the sense of joining modelling with creating algorithms
Algorithmisation as mathematical activity and skills in connection with mathematical modelling
No full textGood preparation of students to the profession of teacher is very important. In my research I focus on improving the quality of teacher's preparation at the university level, and through it at school level in the future. I present the proposal of teaching mathematics with the use of algorithmisation. It is possible, because solutions to many mathematical problems can be expressed in the form of an algorithm. The process of algorithmisation of mathematical issues is associated with various types of mathematical activities. Therefore algorithmisation of mathematical problems forces the students to perform various mathematical activities. This proposition deals with the problem of algorithmic computation of purely mathematical problems as well as those which deal with the problems of applying mathematics in everyday life. I consider algorithmisation as one of the forms of creating a mathematical model of a situation known from real world. Such interdisciplinary approach to teaching helps in developing students' skills better
Algorithmisation in teaching mathematics
No full textThe algorithm is a concept that is often neglected in teachingmathematics. It is worth changing it because the development inmathematics occurs inter alia when general problem-solving patterns arediscovered. Exploring mathematics by students can be supported by algorithms.Many objectives of mathematical education can be achieved atevery level of education with multiple teaching benefits by applying theelements of algorithmisation. A teacher who is aware of these benefitscan, for example, use algorithms to develop students’ logical and mathematicalthinking and to revise the material or to develop students’ habitof validating the results
Prospect teachers of mathematics and mathematical modelling
No full textThe term mathematical modelling covers a wide range of activities. These are not only purely mathematical skills but also skills referring toa framework of modelled situation. For this reason, acquiring the skills of mathematical modelling brings a number of teaching benefits. This ability is connected with necessary competencies related to mathematical modelling. Mathematics students – prospect teachers of mathematics, should acquire these skills before they start teaching mathematical modelling. Is it really so? The paper presents the results of the research on competencies in students’mathematical modelling abilities. We show in what way prospect teachers are able to learn the elements of mathematical modelling on their own. Ther esearch proves the need to review the issue of mathematical modelling in the training of mathematics teachers
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