scholarly journals Difficulties in initial algebra learning in Indonesia

2014 ◽  
Vol 26 (4) ◽  
pp. 683-710 ◽  
Author(s):  
Al Jupri ◽  
Paul Drijvers ◽  
Marja van den Heuvel-Panhuizen
Keyword(s):  
Initial Algebra ◽  
Algebra Learning

Teaching Strategies to Improve Algebra Learning

2015 ◽  
Vol 108 (9) ◽  
pp. 696-699
Author(s):  
Rose Mary Zbiek ◽  
Matthew R. Larson
Keyword(s):  
Student Success ◽  
Teaching Strategies ◽  
Evidence Based ◽  
Algebra Learning

Teaching actions and examples accompany three evidence-based recommendations for student success in algebra.

The initial algebra of maximal minors of a generalized hankel matrix

1999 ◽  
Vol 27 (1) ◽  
pp. 429-450
Author(s):  
Paulo F. Machado
Keyword(s):  
Hankel Matrix ◽  
Initial Algebra

Initial Algebra Semantics and Continuous Algebras

1977 ◽  
Vol 24 (1) ◽  
pp. 68-95 ◽  
Author(s):  
J. A. Goguen ◽  
J. W. Thatcher ◽  
E. G. Wagner ◽  
J. B. Wright
Keyword(s):  
Initial Algebra ◽  
Initial Algebra Semantics

scholarly journals The conception of substitution of the equals sign plays a unique role in students' algebra performance

2019 ◽  
Vol 5 (1) ◽  
pp. 24-37 ◽  
Author(s):  
Emine Simsek ◽  
Iro Xenidou-Dervou ◽  
Ilyas Karadeniz ◽  
Ian Jones
Keyword(s):  
Secondary School ◽  
Secondary School Students ◽  
The Other ◽  
School Students ◽  
Unique Role ◽  
School Year ◽  
Equals Sign ◽  
Definition Of ◽  
Unique Predictor ◽  
Algebra Learning

Students’ conceptions of the equals sign are related to algebraic success. Research has identified two common conceptions held by children: operational and relational. The latter has been widely operationalised in terms of the sameness of the values on each side of the equals sign, but it has been recently argued that the substitution component of relational equivalence should also be operationalised (Jones, Inglis, Gilmore, & Dowens, 2012, https://doi.org/10.1016/j.jecp.2012.05.003). In this study, we investigated whether students’ endorsement of the substitution definition of the equals sign is a unique predictor of their algebra performance independent of the other two definitions (operational and sameness). Secondary school students were asked to rate the ‘cleverness’ of operational, sameness, and substitution definitions of the equals sign and completed an algebra test. Our findings demonstrate that endorsement of substitution plays a unique role in explaining secondary school students’ algebra performance above and beyond school year and the other definitions. These findings contribute new insights into how students’ algebra learning relates to their conceptions of the equals sign.

scholarly journals Crisp-determinization of weighted tree automata over strong bimonoids

2021 ◽  
Vol vol. 23 no. 1 (Automata, Logic and Semantics) ◽  
Author(s):  
Zoltán Fülöp ◽  
Dávid Kószó ◽  
Heiko Vogler
Keyword(s):  
Finite Order ◽  
Positive Answer ◽  
Order Property ◽  
Sufficient Condition ◽  
Tree Automata ◽  
Weighted Tree ◽  
Bottom Up ◽  
Initial Algebra ◽  
Initial Algebra Semantics ◽  
Weighted Tree Automata

We consider weighted tree automata (wta) over strong bimonoids and their initial algebra semantics and their run semantics. There are wta for which these semantics are different; however, for bottom-up deterministic wta and for wta over semirings, the difference vanishes. A wta is crisp-deterministic if it is bottom-up deterministic and each transition is weighted by one of the unit elements of the strong bimonoid. We prove that the class of weighted tree languages recognized by crisp-deterministic wta is the same as the class of recognizable step mappings. Moreover, we investigate the following two crisp-determinization problems: for a given wta ${\cal A}$, (a) does there exist a crisp-deterministic wta which computes the initial algebra semantics of ${\cal A}$ and (b) does there exist a crisp-deterministic wta which computes the run semantics of ${\cal A}$? We show that the finiteness of the Nerode algebra ${\cal N}({\cal A})$ of ${\cal A}$ implies a positive answer for (a), and that the finite order property of ${\cal A}$ implies a positive answer for (b). We show a sufficient condition which guarantees the finiteness of ${\cal N}({\cal A})$ and a sufficient condition which guarantees the finite order property of ${\cal A}$. Also, we provide an algorithm for the construction of the crisp-deterministic wta according to (a) if ${\cal N}({\cal A})$ is finite, and similarly for (b) if ${\cal A}$ has finite order property. We prove that it is undecidable whether an arbitrary wta ${\cal A}$ is crisp-determinizable. We also prove that both, the finiteness of ${\cal N}({\cal A})$ and the finite order property of ${\cal A}$ are undecidable.

scholarly journals Students' Activeness in Mathematics Learning via Zoom on Algebra Learning Material

2021 ◽  
Vol 12 (1) ◽  
pp. 17-24
Author(s):  
Rahma Daniatun ◽  
Abd. Qohar ◽  
Hery Susanto
Keyword(s):  
Qualitative Research ◽  
Mathematics Learning ◽  
Virtual Learning ◽  
Learning Goals ◽  
Average Score ◽  
Learning Material ◽  
Descriptive Approach ◽  
Algebra Learning

This research aimed to reveal the students’ activeness in mathematics learning on algebra using Zoom. This research is included in the qualitative research category with a descriptive approach. The collected data were analyzed using descriptive methods by showing the total score, percentage, or average score of each respondent's answer. The results showed that students were very active and motivated in achieving learning goals during learning via Zoom. This research implies that virtual learning is feasible to be encouraged. 

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