Reinforcing Mathematical Concepts and Developing Mathematical Practices Through Combinatorial Activity

2017 ◽  
pp. 93-110
Author(s):  
Elise Lockwood ◽  
Zackery Reed
Keyword(s):  
Mathematical Concepts ◽  
Mathematical Practices

scholarly journals Exploring Mathematical Concepts and Philosophical Values in Jember Batik

Abjadia ◽  
2021 ◽  
Vol 6 (2) ◽  
pp. 144-159
Author(s):  
Devita Amalia ◽  
Dwi Noviani ◽  
M. Fadil Djamali ◽  
Imam Rofiki
Keyword(s):  
Data Collection ◽  
Mathematical Knowledge ◽  
Geometric Transformation ◽  
Mathematical Concepts ◽  
Design Data ◽  
Mathematical Practices ◽  
Different Cultures

Ethnomathematics are different ways of doing mathematics taking into account the academic mathematical knowledge developed by different sectors of society as well as taking into account the different modes in which different cultures negotiate their mathematical practices (ways of grouping, counting, measuring, designing tools, or playing). Based on this research, this study aims to describe the results of ethnomathematics exploration in Jember batik motifs. The method of analysis used in this research was a qualitative approac with an ethnographic design. Data collection techniques were observation, documentation, and interviews. This research was conducted at Rumah Batik Rolla Jember and Rezti'z Batik Tegalsari Ambulu Jember. The research was conducted for one week. The results of this study indicate that the ethnomathematics in the Jember batik motif has a philosophical value that describes the natural wealth of Jember Regency in each of its motifs, and there are mathematical concepts in the form of geometric transformation concepts (reflection, translation, rotation, and dilation) along with the concept of number patterns.

scholarly journals The Wittgensteinian Perspective and Ethnomathematics: An Analysis of Language Games and the Rules Governing their Uses in Certain Work Activities

2019 ◽  
Vol 21 (5) ◽  
pp. 28-43
Author(s):  
Luis Tiago Osterberg ◽  
Isabel Cristina Machado de Lara
Keyword(s):  
Mathematical Knowledge ◽  
Research Method ◽  
School Mathematics ◽  
Language Games ◽  
Mathematical Concepts ◽  
Mathematical Practices ◽  
Work Activities

This work, adopting a Wittgensteinian perspective, aims to analyze the language games that involve mathematical concepts present in certain work activities, as well as the rules of use of such concepts, comparing them with the existing rules in School Mathematics. The studies analyzed used Ethnomathematics as a research method to understand the generation, organization and dissemination of mathematical knowledge in certain professions, in particular carpenters, fishermen, farmers and artisans. In considering the language games present in the mathematical practices existing in these professions, it is possible to show that in some games rules are presented that have strong family similarities to the games that make up the School Mathematics when they need a written mathematics, however, the expression of language games orally assume different meanings for terms present in both grammars. In addition, it presents examples of the use of mathematical knowledge without the formalism and rigor present in the language games of School Mathematics. It is a way of doing mathematics generated by another grammar that uses other rules, in this case estimation and rounding, a type of rationality distinct from that which constitutes School Mathematics, but which is effective in that form of use.

Design and Implementation of Computational Modeling for Learning Mathematical Concepts

2013 ◽  
pp. 128-146
Author(s):  
Shelby P. Morge ◽  
Mahnaz Moallem ◽  
Chris Gordon ◽  
Gene Tagliarini ◽  
Sridhar Narayan
Keyword(s):  
Problem Solving ◽  
Computational Models ◽  
Web Search ◽  
Mathematics Teacher Education ◽  
Design Development ◽  
Mathematical Concepts ◽  
Mathematical Practices ◽  
Technology Project ◽  
Information Technology Project ◽  
Support Students

The Common Core State Standards (CCSS) call for a change in the way mathematics is taught. The mathematical practices outlined by the CCSS call for mathematics as a problem-solving endeavor, rather than routine exercises and practice. A quick Web search can provide mathematics teachers with an abundance of workshops and courses, examples, and videos of the different mathematical practices to help them understand what they mean and look like in practice. However, those examples do not go far in changing the current culture of mathematics instruction. In this chapter, the authors discuss current US mathematics instructional practices and how the CCSS are asking for distinctly different teaching practices. In addition, the authors share how the innovative Using Squeak to Infuse Information Technology Project (USeIT) sidestepped traditional mathematics instructional approaches and utilized problem-solving activities and the development of computational models to support students’ learning of STEM concepts. The authors illustrate how the design, development, and implementation of a Squeak Etoys and Problem-Based Learning (PBL) activity addresses the CCSS expectations for mathematics content, practice for learning, and assessment, and discuss what this means for mathematics teacher education and professional development.

The Computational Sublime in Nick Montfort's ‘Round’ and ‘All the Names of God’

CounterText ◽  
2015 ◽  
Vol 1 (3) ◽  
pp. 348-365 ◽  
Author(s):  
Mario Aquilina
Keyword(s):  
Computer Code ◽  
Computer Programs ◽  
Literary Text ◽  
Text Generation ◽  
Mathematical Concepts ◽  
Literary Space

What if the post-literary also meant that which operates in a literary space (almost) devoid of language as we know it: for instance, a space in which language simply frames the literary or poetic rather than ‘containing’ it? What if the countertextual also meant the (en)countering of literary text with non-textual elements, such as mathematical concepts, or with texts that we would not normally think of as literary, such as computer code? This article addresses these issues in relation to Nick Montfort's #!, a 2014 print collection of poems that presents readers with the output of computer programs as well as the programs themselves, which are designed to operate on principles of text generation regulated by specific constraints. More specifically, it focuses on two works in the collection, ‘Round’ and ‘All the Names of God’, which are read in relation to the notions of the ‘computational sublime’ and the ‘event’.

A Simple Algorithm for Despiking Raman Spectra

2018 ◽  
Author(s):  
Darren Whitaker ◽  
Kevin Hayes
Keyword(s):  
Moving Average ◽  
Simple Algorithm ◽  
Mathematical Concepts ◽  
Charge Coupled Device ◽  
Analytical Technique ◽  
Minimal Sample ◽  
Minimal Distortion ◽  
Molecular Specificity ◽  
Ccd Detectors ◽  
Average Filter

Raman Spectroscopy is a widely used analytical technique, favoured when molecular specificity with minimal sample preparation is required.<br>The majority of Raman instruments use charge-coupled device (CCD) detectors, these are susceptible to cosmic rays and as such multiple spurious spikes can occur in the measurement. These spikes are problematic as they may hinder subsequent analysis, particularly if multivariate data analysis is required. In this work we present a new algorithm to remove these spikes from spectra after acquisition. Specifically we use calculation of modified <i>Z</i> scores to locate spikes followed by a simple moving average filter to remove them. The algorithm is very simple and its execution is essentially instantaneous, resulting in spike-free spectra with minimal distortion of actual Raman data. The presented algorithm represents an improvement on existing spike removal methods by utilising simple, easy to understand mathematical concepts, making it ideal for experts and non-experts alike. <br>

A Simple Algorithm for Despiking Raman Spectra

2018 ◽  
Author(s):  
Darren Whitaker ◽  
Kevin Hayes
Keyword(s):  
Moving Average ◽  
Simple Algorithm ◽  
Mathematical Concepts ◽  
Charge Coupled Device ◽  
Analytical Technique ◽  
Minimal Sample ◽  
Minimal Distortion ◽  
Molecular Specificity ◽  
Ccd Detectors ◽  
Average Filter

Raman Spectroscopy is a widely used analytical technique, favoured when molecular specificity with minimal sample preparation is required.<br>The majority of Raman instruments use charge-coupled device (CCD) detectors, these are susceptible to cosmic rays and as such multiple spurious spikes can occur in the measurement. These spikes are problematic as they may hinder subsequent analysis, particularly if multivariate data analysis is required. In this work we present a new algorithm to remove these spikes from spectra after acquisition. Specifically we use calculation of modified <i>Z</i> scores to locate spikes followed by a simple moving average filter to remove them. The algorithm is very simple and its execution is essentially instantaneous, resulting in spike-free spectra with minimal distortion of actual Raman data. The presented algorithm represents an improvement on existing spike removal methods by utilising simple, easy to understand mathematical concepts, making it ideal for experts and non-experts alike. <br>

A Simple Algorithm for Despiking Raman Spectra

2018 ◽  
Author(s):  
Darren Whitaker ◽  
Kevin Hayes
Keyword(s):  
Moving Average ◽  
Simple Algorithm ◽  
Mathematical Concepts ◽  
Charge Coupled Device ◽  
Analytical Technique ◽  
Minimal Sample ◽  
Minimal Distortion ◽  
Molecular Specificity ◽  
Ccd Detectors ◽  
Average Filter

Raman Spectroscopy is a widely used analytical technique, favoured when molecular specificity with minimal sample preparation is required.<br>The majority of Raman instruments use charge-coupled device (CCD) detectors, these are susceptible to cosmic rays and as such multiple spurious spikes can occur in the measurement. These spikes are problematic as they may hinder subsequent analysis, particularly if multivariate data analysis is required. In this work we present a new algorithm to remove these spikes from spectra after acquisition. Specifically we use calculation of modified <i>Z</i> scores to locate spikes followed by a simple moving average filter to remove them. The algorithm is very simple and its execution is essentially instantaneous, resulting in spike-free spectra with minimal distortion of actual Raman data. The presented algorithm represents an improvement on existing spike removal methods by utilising simple, easy to understand mathematical concepts, making it ideal for experts and non-experts alike. <br>

PENINGKATAN KEMAMPUAN PEMAHAMAN KONSEP MATEMATIKA SISWA DENGAN PENERAPAN MEDIA KARTU PERMAINAN BILANGAN DI SDIT DELI INSANI TANJUNG MORAWA

2019 ◽  
Vol 8 (2) ◽  
Author(s):  
Dwi Novita Sari ◽  
Putri Juwita
Keyword(s):  
Elementary School Students ◽  
Fifth Grade ◽  
School Students ◽  
Mathematical Concepts ◽  
Class V ◽  
Fifth Grade Students ◽  
Learning Mathematics ◽  
Comprehension Ability ◽  
The Subject ◽  
Number Game

This study aims to improve the results of learning mathematics of elementary school students SDIT Deli Insani of class V on the subject matter of fractions by using number playing card media. The from of this study is classroom action research conducted in 2 cycles, using number playing cards at SDIT Deli Insani in class V Tanjung Morawa. The subjects of this study were the fifth grade students of SDIT Deli Insani, amounting to 30 students. This action was carried out in April 2018. Methods of collecting data using observation and documentation. The data analysis used is quantitative and qualitative analysis. The results of the study showed an increase in students' ability to understand concepts from the first cycle and second cycle. Percentage of increase in pre-action results, cycle I and cycle II students' concept comprehension ability that is 13.04% for indicators identifying number forms using number game cards (dominoes) and indicators solving problems in fractional form operations using dominoes 27.26%. the success indicator in cycle II reaches 80%. Thus the application of number game cards can improve students' understanding of mathematical concepts at SDIT Deli Insani in Class V.

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