scholarly journals Spatial structuring of light for undergraduate laboratories

2021 ◽  
Vol 89 (2) ◽  
pp. 210-219
Author(s):  
Sergei Panarin ◽  
Jonas Müller ◽  
Shashi Prabhakar ◽  
Robert Fickler
Keyword(s):  
Hydrobiologia ◽  
2018 ◽  
Vol 828 (1) ◽  
pp. 101-115 ◽  
Author(s):  
András Csercsa ◽  
Eszter Á. Krasznai-K. ◽  
Gábor Várbíró ◽  
Ildikó Szivák ◽  
Mónika Tóth ◽  
...  

2015 ◽  
Vol 8 (11) ◽  
pp. 16 ◽  
Author(s):  
Ummy Salmah ◽  
Ratu Ilma Indra Putri ◽  
Somakim Somakim

<p class="apa">The aim of this study is to design learning activities that can support students to develop strategies for the addition of number 1 to 20 in the first grade by involving students’ spatial structuring ability. This study was conducted in Indonesia by involving 27 students. In this paper, one of three activities is discussed namely ten-box activity. This activity was aimed to introduce and develop ten-structure to be a students’ strategy in addition of number 1 to 20. The method was design research by designing learning activities involving spatial structuring ability. PMRI underlined the context and activity. The result of the study indicates that ten-box activities can help students to develop ten-structure as a strategy in addition of number 1 to 20. As a recommendation, PMRI can be implemented as an approach of teaching and learning addition 1 to 20.</p>


2017 ◽  
Vol 7 (1) ◽  
Author(s):  
F. Chan ◽  
J. A. Barth ◽  
C. A. Blanchette ◽  
R. H. Byrne ◽  
F. Chavez ◽  
...  

Mathematics ◽  
2021 ◽  
Vol 9 (16) ◽  
pp. 1966
Author(s):  
Melania Bernabeu ◽  
Salvador Llinares ◽  
Mar Moreno

This paper reports sophistication levels in third grade children’s understanding of polygon concept and polygon classes. We consider how children endow mathematical meaning to parts of figures and reason to identify relationships between polygons. We describe four levels of sophistication in children’s thinking as they consider a figure as an example of a polygon class through spatial structuring (the mental operation of building an organization for a set of figures). These levels are: (i) partial structuring of polygon concept; (ii) global structuring of polygon concept; (iii) partial structuring of polygon classes; and (iv) global structuring of polygon classes. These levels detail how cognitive apprehensions, dimensional deconstruction, and the use of mathematical language intervene in the mental process of spatial structuring in the understanding of the classes of polygons.


Author(s):  
Brian Huntley

Species’ distributions, population sizes, and community composition are affected, directly and indirectly, by climatic changes, leading to changes in location, extent, and/or quality of distributions, range fragmentation or coalescence, and temporal discontinuities in suitable conditions. Quaternary fossil records document these responses, emphasizing individualism of species’ responses and impermanence of communities. Recent observations document similar changes attributable to recent climatic changes, including rapid decreases and increases in ranges and/or populations. Both also document extinctions associated with rapid climatic changes. Modelling studies predict substantial changes in species’ distributions, population sizes, and communities in response to future climatic changes. Implicit assumptions that genetic variation enabling adaptation is ubiquitous throughout species’ ranges, or that gene flow may be sufficiently rapid to allow adaptation, may be invalid. Work is needed to investigate spatial structuring of adaptive genetic variation and rates of gene flow, and to develop new models. Without this, species extinction risks may be severely underestimated.


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