And So It Grows: Using a Computer-Based Simulation of a Population Growth Model to Integrate Biology & Mathematics

2013 ◽  
Vol 75 (4) ◽  
pp. 274-279 ◽  
Author(s):  
Garrett M. Street ◽  
Timothy A. Laubach
Keyword(s):  
Population Dynamics ◽  
Population Growth ◽  
Growth Model ◽  
Population Biology ◽  
Logistic Model ◽  
Mathematics Students ◽  
Computer Based ◽  
And Mathematics ◽  
Inquiry Lesson

We provide a 5E structured-inquiry lesson so that students can learn more of the mathematics behind the logistic model of population biology. By using models and mathematics, students understand how population dynamics can be influenced by relatively simple changes in the environment.

scholarly journals Population prediction of purwanegara village, Indonesia using modified logistic model with migration factor

2018 ◽  
Vol 7 (3) ◽  
pp. 1962
Author(s):  
Diandra Chika Fransisca ◽  
Padosroha Marbun
Keyword(s):  
Population Growth ◽  
Equilibrium Point ◽  
Growth Model ◽  
Carrying Capacity ◽  
Logistic Model ◽  
Central Java ◽  
Migration Factor ◽  
Central Java Province ◽  
Population Prediction ◽  
Birth Death

Population growth model is a widely been used model to do an estimation and forecasting towards the population of peoples, animals, bac-teria and even in economics growth. Many studies have been carried out on population growth model concerning the factors of birth, death and carrying capacity in order to predict the number of population at certain area. From these studies there is only one study involved the constant value factor of migration as an input in the logistic model. Therefore contradicting with the above modified logistic model, in this study logistic model is modified by adding a migration factor as a function of population. This function takes into account the migration and the interaction between peoples that is limited to the carrying capacity of the environment. This model can be solved qualitatively using the analysis of equilibrium point and quantitatively using the separable variables method. This modified logistic model with migration factor has been applied in the population prediction of Purwanegara village in Central Java Province, Indonesia. Throughout the results, the modified logistic model with migration factor as a function of population gives a better result for population prediction of Purwanegara village in Central Java Province, Indonesia compared with logistic model.  

Stochastic Dynamical Theta-Logistic Population Growth Model

2014 ◽  
Vol 2014 (3) ◽  
pp. 1-15
Author(s):  
Morteza Khodabin ◽  
◽  
Neda Kiaee ◽  
Keyword(s):  
Population Growth ◽  
Growth Model

Sustaining the Implementation of Dual-Language Programme (DLP) in Malaysian Secondary Schools

2019 ◽  
Vol 7 (1) ◽  
pp. 91-97
Author(s):  
Ashairi Suliman ◽  
Mohamed Yusoff Mohd Nor ◽  
Melor Md Yunus
Keyword(s):  
Secondary Schools ◽  
Teaching And Learning ◽  
Dual Language ◽  
English Language ◽  
Jel Classification ◽  
Student Perspective ◽  
Mathematics Students ◽  
Programme Implementation ◽  
Policy Makers ◽  
And Mathematics

Objective - The implementation of Dual-Language Programmes (DLP) in the teaching and learning of Science and Mathematics is an initiative under the ‘Upholding the Malay Language and Strengthening the English Language’ (MBMMBI) policy. Though it has some similarities with the previous policy known as ‘English for the Teaching of Science and Mathematics’ (PPSMI), its execution is idiosyncratic in its own way. Since its inception in 2016, the programme has entered its third cycle involving students in primary and secondary schools in Malaysia. The curiosity to scrutinise the programme implementation has led to this study. The study aims to investigate the execution of this programme and to assess its sustainability. Methodology/Technique – Gleaning through the students’ language capabilities, attitudes, teachers’ support and acceptance of the programme, the study uses a questionnaire with open-ended questions and focus group discussions to unravel the aforementioned issues. 1,530 students from secondary schools across Malaysia were selected as the respondents of this study. Findings - The results reveal findings that may represent a measure on the direction of this programme. Looking from the student perspective, the challenges confronted in addition to those put forward may further serve as an indicator for the sustainability of the program. Novelty – This study infers how the programme can be further enhanced in terms of its implementation in its fourth year since inception. The findings of this study may assist policy makers in shaping the direction of the programme. Type of Paper: Empirical. Keywords: Dual-Language Programme (DLP); Sustainability; Science and Mathematics; Students; Policy and Programme Implementation. JEL Classification: A20, A23 A29.

Accuracy development in L2 writing: Exploring the potential of computer-assisted unfocused indirect corrective feedback in an online EFL course

ReCALL ◽  
2021 ◽  
pp. 1-17
Author(s):  
Cédric Brudermann ◽  
Muriel Grosbois ◽  
Cédric Sarré
Keyword(s):  
Foreign Language ◽  
Corrective Feedback ◽  
Computer Assisted ◽  
Mathematics Students ◽  
Language Teacher Education ◽  
Writing Accuracy ◽  
Data Yield ◽  
And Mathematics ◽  
The Impact ◽  
Error Types

Abstract In a previous study (Sarré, Grosbois & Brudermann, 2019), we explored the effects of various corrective feedback (CF) strategies on interlanguage development for the online component of a blended English as a foreign language (EFL) course we had designed and implemented. Our results showed that unfocused indirect CF (feedback on all error types through the provision of metalinguistic comments on the nature of the errors made) combined with extra computer-mediated micro-tasks was the most efficient CF type to foster writing accuracy development in our context. Following up on this study, this paper further explores the effects of this specific CF type on learners’ written accuracy development in an online EFL course designed for freshmen STEM (science, technology, engineering, and mathematics) students. In the online course under study, this specific CF type was experimented with different cohorts of STEM learners (N = 1,150) over a five-year period (from 2014 to 2019) and was computer-assisted: CF provision online by a human tutor was combined with predetermined CF comments. The aim of this paper is to investigate the impact of this specific CF strategy on error types. In this respect, the data yield encouraging results in terms of writing accuracy development when learners benefit from this computer-assisted specific CF. This study thus helps to gain a better understanding of the role that CF plays in shaping students’ revision processes and could inform language (teacher) education regarding the use of digital tools for the development of foreign language accuracy and the issues related to online CF provision.

scholarly journals Analysis of University STEM Students’ Mathematical, Linguistic, Rhetorical–Organizational Assignment Errors

2021 ◽  
Vol 11 (4) ◽  
pp. 173
Author(s):  
María-José Arévalo ◽  
María Asun Cantera ◽  
Vanessa García-Marina ◽  
Marian Alves-Castro
Keyword(s):  
Foreign Language ◽  
Mother Tongue ◽  
Writing Skills ◽  
Mathematics Students ◽  
Educational Design ◽  
Science Technology ◽  
Communicative Strategies ◽  
Precise Diagnosis ◽  
Stem Students ◽  
And Mathematics

Although Error Analysis (EA) has been broadly used in Foreign Language and Mother Tongue learning contexts, it has not been applied in the field of engineering and by STEM (Science, Technology, Engineering, and Mathematics) students in a systematic way. In this interdisciplinary pilot study, we applied the EA methodology to a wide corpus of exercises and essays written by third-year students of mechanical engineering, with the main purpose of achieving a precise diagnosis of the students’ strengths and weaknesses in writing skills. For the analysis to be as exhaustive as possible, the errors were typologized into three main categories (linguistic, mathematical, and rhetorical–organizational), each of which is, in turn, subdivided into 15 items. The results show that the predominant errors are rhetorical–organizational (39%) and linguistic (38%). The application of EA permits the precise identification of the areas of improvement and the subsequent implementation of an educational design that allows STEM students to improve their communicative strategies, especially those related to the writing skills and, more precisely, those having to do with the optimal use of syntax, punctuation, rhetorical structure of the text, and mathematical coherence.

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