An Extended Approach to Learning Recursive Probability Trees from Data

The moment unfolded in this book unravelled in the following decades, partly because its students moved on, partly because Lefèvre took up a controversial role in the French Reformation. But his circle’s books continued to cultivate a particular approach to learning, and especially to the cultural place of mathematics, through the sixteenth century. This epilogue picks out a specialist strand of this influence in Lefèvre’s edition of Euclid, often reprinted and used in the republic of letters. A second strand is discernible in the pragmatic stance towards the utility of mathematics held by their heirs, Oronce Fine and Peter Ramus, which came to define European culture.

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A FUZZY FRONT-END PRODUCT DEVELOPMENT FRAMEWORK FOR START-UPS

Proceedings of the Design Society ◽

10.1017/pds.2021.12 ◽

2021 ◽

Vol 1 ◽

pp. 111-120

Author(s):

Nuno Miguel Martins Pacheco ◽

Anand Vazhapilli Sureshbabu ◽

Masaru Charles Nürnberger ◽

Laura Isabel Durán Noy ◽

Markus Zimmermann

Keyword(s):

Two Dimensions ◽

Fuzzy Front End ◽

Development Framework ◽

Front End ◽

Start Up ◽

Extended Approach ◽

Role Based ◽

Definition Of ◽

Clear Idea ◽

Start Ups

AbstractStart-ups tend to form with a central idea that differentiates them from their competitors in the market. It is crucial for them to efficiently transform the idea into a marketable product. Prototyping helps to iteratively achieve a minimum viable product and plays a crucial role by enabling teams to test their ideas with limited resources early on. However, the prototyping process may have wrong focus leading to a suboptimal allocation of resources. Previously, we proposed role-based prototyping for fuzzy front-end development in small teams. It supports (1) resource allocation, (2) the definition of responsibilities, and (3) structuring the development process with milestones. In recent research this was a promising yet incomplete approach. We extend the previous work by refining the prototyping process by adding a prototyping matrix with two dimensions (purpose and lens), a prototyping cycle (plan, execute, test, reflect, assimilate), and a modified Kanban board (Protoban) for planning, managing, and reflecting cycles. This process, named PETRA was tested with a start-up developing an autonomous trash picking robot. The extended approach supported the team significantly in providing a clear idea of what to do at what time.

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Characterizing Mathematics Learning in Colombian Higher Distance Education

Mathematics ◽

10.3390/math9151740 ◽

2021 ◽

Vol 9 (15) ◽

pp. 1740

Author(s):

Elizabeth Martinez-Villarraga ◽

Isabel Lopez-Cobo ◽

David Becerra-Alonso ◽

Francisco Fernández-Navarro

Keyword(s):

Higher Education ◽

Learning Strategies ◽

Cultural Context ◽

Mathematical Knowledge ◽

Mixed Methods Research ◽

Mathematics Learning ◽

Sequential Design ◽

Education Students ◽

Approach To Learning ◽

Conditional Knowledge

The aim of this work is to characterize the process of constructing mathematical knowledge by higher education students in a distance learning course. This was done as part of an algebra course within engineering degrees in a Colombian university. The study used a Transformative Sequential Design in mixed methods research. The analysis also determined the kinds of mathematical knowledge attained by the students and its relationship to the Colombian social and cultural context. The students acquired declarative, procedural, and conditional knowledge, while the learning strategies were often superficial. In a context where power is distant, students take on a passive approach to learning despite being highly respectful towards the educator. Thus, the educational system has the educator at the center.

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Do Learning Approaches Set the Stage for Emotional Well-Being in College Students?

Sustainability ◽

10.3390/su12176984 ◽

2020 ◽

Vol 12 (17) ◽

pp. 6984

Author(s):

Jesús de la Fuente ◽

Francisco Javier Peralta-Sánchez ◽

José Manuel Martínez-Vicente ◽

Flavia H. Santos ◽

Salvatore Fadda ◽

...

Keyword(s):

Approaches To Learning ◽

Well Being ◽

Personality Factors ◽

Learning Approaches ◽

Achievement Emotions ◽

Approach To Learning ◽

Ex Post ◽

Ex Post Facto ◽

Deep Approach To Learning ◽

Linear Predictors

The research aim of this paper was two-fold: to generate evidence that personality factors are linear predictors of the variable approaches to learning (a relevant cognitive-motivational variable of Educational Psychology); and to show that each type of learning approach differentially predicts positive or negative achievement emotions, in three learning situations: class time, study time, and testing. A total of 658 university students voluntarily completed validated questionnaires referring to these three variables. Using an ex post facto design, we conducted correlational analyses, regression analyses, and multiple structural predictions. The results showed that Conscientiousness is associated with and predicts a Deep Approach to learning, while also predicting positive achievement emotions. By contrast, Neuroticism is associated with and significantly predicts a Surface Approach to learning, as well as negative achievement emotions. There are important psychoeducational implications in the university context, both for prevention and for self-improvement, and for programs that offer psychoeducational guidance.

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