Speedier Subtractions and Sums

Quick(er) Calculations ◽

10.1093/oso/9780198852650.003.0002 ◽

2021 ◽

pp. 7-12

Author(s):

Trevor Davis Lipscombe

Keyword(s):

Fundamental Properties ◽

Worked Example ◽

Round Number

This chapter presents methods to add and subtract numbers more swiftly. These include breaking a subtraction or addition down into two, simpler steps. It also includes a way to add or subtract when the numbers involved fall on either side of a round number, such as 10, 100, or 1,000. These methods rely on two fundamental properties of numbers, namely the associative and commutative laws. Each of the methods presented contains a worked example. Furthermore, an intriguing property of three-digit numbers, involving “mirror numbers” and the number 1,089 is shown and proved. Fifty challenge problems conclude the chapter, to provide practice for the reader.

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A worked example

Semantic Processing for Finite Domains ◽

10.1017/cbo9780511554414.010 ◽

1990 ◽

pp. 192-196

Keyword(s):

Worked Example

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Development of new bio-based plastics from Î²-1,3-glucan ester derivatives and their fundamental properties

10.1021/scimeetings.0c05061 ◽

2020 ◽

Author(s):

Hongyi Gan

Keyword(s):

Fundamental Properties

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Complex Problem Solving and Worked Examples

Zeitschrift für Pädagogische Psychologie ◽

10.1024/1010-0652.23.2.129 ◽

2009 ◽

Vol 23 (2) ◽

pp. 129-138 ◽

Cited By ~ 16

Author(s):

Florian Schmidt-Weigand ◽

Martin Hänze ◽

Rita Wodzinski

Keyword(s):

Problem Solving ◽

Cognitive Load ◽

Learning Experience ◽

Worked Examples ◽

Complex Problem ◽

Complex Problem Solving ◽

Strategic Learning ◽

Learning Behavior ◽

Worked Example ◽

8Th Grade

How can worked examples be enhanced to promote complex problem solving? N = 92 students of the 8th grade attended in pairs to a physics problem. Problem solving was supported by (a) a worked example given as a whole, (b) a worked example presented incrementally (i.e. only one solution step at a time), or (c) a worked example presented incrementally and accompanied by strategic prompts. In groups (b) and (c) students self-regulated when to attend to the next solution step. In group (c) each solution step was preceded by a prompt that suggested strategic learning behavior (e.g. note taking, sketching, communicating with the learning partner, etc.). Prompts and solution steps were given on separate sheets. The study revealed that incremental presentation lead to a better learning experience (higher feeling of competence, lower cognitive load) compared to a conventional presentation of the worked example. However, only if additional strategic learning behavior was prompted, students remembered the solution more correctly and reproduced more solution steps.

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Learning Dynamic Decision-Making using a Worked Example and Explanations

PsycEXTRA Dataset ◽

10.1037/e520602012-297 ◽

2011 ◽

Author(s):

E. James Kehoe ◽

Hannah Yeung ◽

Robert Wood

Keyword(s):

Decision Making ◽

Dynamic Decision Making ◽

Worked Example ◽

Learning Dynamic

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Examination of the Worked-Example Effect for Conceptual and Procedural Knowledge in Calculus

PsycEXTRA Dataset ◽

10.1037/e565362014-001 ◽

2014 ◽

Author(s):

Charlyn W. Shaw ◽

Rayne A. Sperling ◽

David C. Falvo ◽

Peter T. Olszewski

Keyword(s):

Procedural Knowledge ◽

Worked Example ◽

Worked Example Effect

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Fractals and Christopher Alexander’s “Fifteen Fundamental Properties”

Conscious Cities Anthology ◽

10.33797/cca18.01.04 ◽

2018 ◽

Vol 2018 (1) ◽

Keyword(s):

Fundamental Properties

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Metastable Defects in the Amorphous Silicon-Germanium Alloys

MRS Proceedings ◽

10.1557/proc-762-a2.1 ◽

2003 ◽

Vol 762 ◽

Cited By ~ 1

Author(s):

J. David Cohen

Keyword(s):

Amorphous Silicon ◽

Silicon Germanium ◽

Dangling Bonds ◽

Annealing Behavior ◽

Fundamental Properties ◽

Silicon Materials ◽

Salient Features ◽

The Individual ◽

Amorphous Silicon Germanium ◽

Silicon Germanium Alloys

AbstractThis paper first briefly reviews a few of the early studies that established some of the salient features of light-induced degradation in a-Si,Ge:H. In particular, I discuss the fact that both Si and Ge metastable dangling bonds are involved. I then review some of the recent studies carried out by members of my laboratory concerning the details of degradation in the low Ge fraction alloys utilizing the modulated photocurrent method to monitor the individual changes in the Si and Ge deep defects. By relating the metastable creation and annealing behavior of these two types of defects, new insights into the fundamental properties of metastable defects have been obtained for amorphous silicon materials in general. I will conclude with a brief discussion of the microscopic mechanisms that may be responsible.

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