scholarly journals Ethnomathematics: Modelling the volume of solid of revolution at Buginese and Makassarese traditional foods

2021 ◽  
Vol 6 (4) ◽  
pp. 331-351
Author(s):  
Zulfiqar Busrah ◽  
Hikmawati Pathuddin
Keyword(s):  
Cognitive Abilities ◽  
General Information ◽  
Physical Models ◽  
Linear Functions ◽  
Learning Resources ◽  
Traditional Foods ◽  
Mathematical Concepts ◽  
Solid Of Revolution ◽  
Undergraduate Study ◽  
Fixed Line

Ethnomathematics can empirically improve the cognitive abilities of students in elementary and secondary schools. However, in undergraduate study, there are still limited studies on integrating ethnomathematics in learning resources. This study aims to apply interpolation in modelling polynomial functions and integral volume on the shape of Buginese and Makassarese traditional foods. Furthermore, it can be used by students as relevant learning resources regarding interpolation and the concept of volume of solid of revolution (VOSR). This is a qualitative study using an ethnographic approach. The data were collected through observations to obtain general information, interviews with informants to find out food-making techniques, and documentation to obtain physical models of each type of food. Data Analysis Techniques consist of the domain analysis to obtain an overview of Buginese and Makassarese traditional foods and the taxonomic analysis to categorize mathematical concepts obtained from the modeling and simulation. The result of this research reveals that lammang is suitable with the slabs. It can be represented as constant functions that revolved around the x-axis or the y-axis. While paso, bolu cukke, and cantik manis as well as barongko batara, Putu, and cucuru can be outlined in linear functions rotating about the x-axis, y-axis, or others fixed-line. They meet the criteria of the disks method. However, they are described in the function of polynomials of n-degree. The use of washers can be described in the model of blundered and sarang semut with a hole in the middle caused by the intersection of two curves rotated about the x-axis or the y-axis. For shells, the model can be applied to determine the cover volume of the cover of pisang ijo flour and onde-onde. Thus, all types of traditional foods in this study can be appropriate objects for a learning resource in modelling the VOSR.

EMOTIONAL INTELLIGENCE AS A FACTOR IN FORMING A FUTURE SPECIALIST

2021 ◽  
pp. 178-186
Author(s):  
T. Kravchenko ◽  
◽  
N. Shymchenko ◽  
Keyword(s):  
Emotional Intelligence ◽  
Cognitive Abilities ◽  
Personal Development ◽  
Business Environment ◽  
General Information ◽  
Emotional Information ◽  
Intellectual Activity ◽  
Business World ◽  
Long Run

The essence and features of the concept of emotional intelligence are considered. The essence of emotional intelligence is defined as a set of cognitive abilities to identify, understand and manage emotions, as well as knowledge, skills and abilities, operations and strategies of intellectual activity related to the processing and transformation of emotional information. The characteristics and prerequisites for the formation of emotional intelligence are identified. The forms and levels of development of emotional intelligence in ontogenesis are analyzed. The main advantages of the formation and development of emotional intelligence for successful employment and personal development are highlighted. A survey of students on awareness in the field of emotional intelligence and assessment of its level, which showed that 24.3% of respondents are interested in this topic in depth, 60% know only general information, and 15.7% first learned about this indicator. Despite the fact that not everyone understands the essence of emotional intelligence, almost half of respondents believe that the level of emotional intelligence is significant. A quarter of students believe that IQ is more important, and another 25% found it difficult to answer this question. The basic methods of development of emotional intelligence are offered. The role of emotional intelligence for managers and business is defined. It is determined that in today's business environment, authoritarian managers are much less likely to succeed in the long run than those who use a democratic style of government. If a manager wants to succeed in the business world now and in the future, it is important to understand the role of emotional intelligence in business today. The possibility of increasing the efficiency of management activities of the specialist through the development of emotional intelligence, which provides prospects for innovative development of the organization (enterprise).

Einsteinian Physics in the Classroom: Integrating Physical and Digital Learning Resources in the Context of an International Research Collaboration

2019 ◽  
Vol 01 (04) ◽  
pp. 1950016
Author(s):  
Rahul Choudhary ◽  
Ute Kraus ◽  
Magdalena Kersting ◽  
David Blair ◽  
Corvin Zahn ◽  
...  
Keyword(s):  
Physics Education ◽  
Research Collaboration ◽  
Physical Models ◽  
Learning Resources ◽  
Digital Learning ◽  
Learning Approaches ◽  
School Students ◽  
Raising Awareness ◽  
Innovative Learning ◽  
Digital Learning Resources

This study reports on a pilot program conducted by members of the international Einsteinian Physics Education Research (EPER) Collaboration that aims to pool and combine innovative learning approaches in Einsteinian Physics. The collaboration also aims to disseminate learning resources and research results across a range of countries. In this study, we describe an integrated pilot programme that combines physical models and digital resources to explore secondary school students’ (Grade 10, 15 years old) conceptual understanding in the learning domain of Einsteinian physics. After the teaching units “gravity and warped time”, “gravity is geometry”, and “quantum weirdness”, we found that students had gained knowledge of key concepts in the learning domain of Einsteinian Physics. The units rely on physical models or digital learning resources. Both approaches proved successful in introducing Einsteinian concepts. By reporting on this integrated programme, we wish to share our model of an international physics education collaboration. Raising awareness for the need and possibility of introducing Einsteinian physics to school curricula, we hope to offer valuable impetus to the field of physics education that will inspire researchers and teachers alike.

Animating Geometry with Flexigons

1994 ◽  
Vol 87 (8) ◽  
pp. 602-606
Author(s):  
Ruth McClintock
Keyword(s):  
Language Skills ◽  
School Mathematics ◽  
Professional Standards ◽  
Physical Models ◽  
Teaching Mathematics ◽  
Mathematical Concepts ◽  
Evaluation Standards ◽  
Grade Levels ◽  
Conversation Piece

Viewing mathematics as communication is the second standard listed for all grade levels in the NCTM's Curriculum and Evaluation Standards for School Mathematics (1989). This emphasis underscores the need for nurturing language skills that enable children to translate nonverbal awareness into words. One way to initiate discussion about mathematical concepts is to use physical models and manipulatives. Standard 4 of the Professional Standards for Teaching Mathematics (NCTM 1991) addresses the need for tools to enhance discourse. The flexigon is a simple and inexpensive conversation piece that helps students make geometric discoveries and find language to share their ideas.

I meant to do that! Manipulating entrepreneurial intentions through the power of simple plans

2014 ◽  
Vol 21 (4) ◽  
pp. 638-652 ◽  
Author(s):  
Craig E. Armstrong
Keyword(s):  
Cognitive Abilities ◽  
Design Methodology ◽  
Experimental Manipulation ◽  
Entrepreneurial Intentions ◽  
Entrepreneurial Behavior ◽  
Content Type ◽  
Undergraduate Study ◽  
Classroom Time ◽  
Powerful Demonstration ◽  
Perceptual Factors

Purpose – Intentions capture the motivational factors that influence a given behavior and indicate how hard a person is willing to try in order to perform the behavior. An individual's entrepreneurial intentions are a function of the perceived feasibility and desirability of engaging in a particular entrepreneurial behavior. Because they are perceptual factors, the processes of assessing feasibility and desirability of entrepreneurial behaviors tends to be limited to the cognitive abilities of the specific individual. The purpose of this paper is to use an experimental manipulation to illustrate to students how the simple act of planning can dramatically influence entrepreneurial intentions. Design/methodology/approach – This paper draws from two sections of undergraduate study-abroad students who developed a severe craving for American foods they missed. Both sections assessed the desirability and feasibility of a particular entrepreneurial behavior (organizing an event to get the missed food), but one section was provided with a half-hour of classroom time to plan for the event. Findings – The group of students who engaged in planning activities was significantly more likely to view the behavior as feasible and, in turn, had significantly higher intentions to engage in the behavior. This experiment provided a simple but powerful demonstration to students of how important a role planning plays in shaping entrepreneurial intentions. Originality/value – This study offers a pedagogy that uses students both as participants and the primary audience of a manipulation of perceived feasibility and entrepreneurial intentions. Conducting this simple experiment and sharing the results with students provides dramatic evidence of the power of simple planning.

scholarly journals ANALISIS BAHAN AJAR PADA MATA KULIAH KALKULUS LANJUT

2017 ◽  
Vol 6 (1) ◽  
pp. 40
Author(s):  
Nurul Farida ◽  
Rina Agustina
Keyword(s):  
Critical Thinking ◽  
Instructional Design ◽  
Learning Activity ◽  
Teaching Material ◽  
Learning Resources ◽  
Teaching Materials ◽  
Mathematical Concepts ◽  
Validation Score ◽  
Thinking Process ◽  
Advanced Calculus

Teaching materials are learning resources in the form of materials or materials arranged systematically to help educators in learning so that learners are able to master the competence to be achieved. Based on the results of prasurvey obtained results that not yet available teaching materials that are able to facilitate, find, and develop mathematical concepts in advanced calculus course. Inquiry is a learning activity that emphasizes the critical thinking process and analysis to find and solve the problems until get a conclusion.This study aims to analyze the process of preparing the teaching material based inqury in Advanced Calculus course. The results obtained from this study are the teaching material based inqury in Advanced Calculus course which received an average validation score of 63% in the eligible categories of language, instructional design, and materials, and it can be implementation in advanced calculus learning.

Progressive Filtration of the Induced Effects in Thermoeconomic Diagnosis of Energy Systems

2005 ◽  
Author(s):  
V. Verda ◽  
R. Borchiellini
Keyword(s):  
Heat Recovery ◽  
Energy Systems ◽  
Energy System ◽  
Operating Conditions ◽  
Physical Models ◽  
Linear Functions ◽  
Heat Recovery Steam Generator ◽  
System A ◽  
History Of ◽  
Simple Models

In this paper, the thermoeconomic diagnosis of an energy system is discussed. Several important contributions that make the diagnosis more reliable and practical are introduced. This is obtained through an initial filtration of the effects caused by the dependence of the efficiencies of components on their operating condition. With respect to some previously proposed approaches, simple models are used to achieve this objective. These models are productive models, relating resources and products through linear functions. The drawbacks associated with the use of these simple models are overcome through the use of a technique called the anamnesis, which is the analysis of the case history of a system. A second contribution introduced in this paper is constituted by the analysis of four significant cases of anomalies that can occur in a heat recovery steam generator. Two of them have been obtained by simulating the presence of a single anomaly, each time in a different component. In the other cases, two anomalies have been produced at the same time in two different components. The operating conditions have been obtained by using a simulator, but the effects caused by errors in measurements are taken into account. An analysis has been also performed in order to present the advantages connected with the use of simple productive models, instead of physical models, when measured data are processed.

A Study of the Impact of 3D Haptic-Augmented Learning Tools on Dynamics Course

2008 ◽  
Author(s):  
Weihang Zhu ◽  
Kendrick Aung ◽  
Bhavan Parikh ◽  
Jiang Zhou ◽  
Malur Srinivasan ◽  
...  
Keyword(s):  
Engineering Students ◽  
Force Feedback ◽  
Learning Tools ◽  
Mathematical Concepts ◽  
3 Dimensional ◽  
Undergraduate Study ◽  
Innovative Learning ◽  
Augmented Learning ◽  
Basic Course ◽  
The Impact

This paper presents our recent investigation on the impact of 3D haptic-augmented learning tools on Dynamics, which is a basic course in most of the engineering education program. Dynamics is considered to be one of the most difficult and non-intuitive courses that engineering students encounter during their undergraduate study because the course combines basic Newtonian physics and various mathematical concepts such as vector algebra, geometry, trigonometry, and calculus and these were applied to dynamical systems. Recent advances in Virtual Reality and robotics enable the human tactual system to be stimulated in a controlled manner through 3-dimensional (3D) force feedback devices, a.k.a. haptic interfaces. In this study, 3D haptic-augmented learning tools are created and used to complement the course materials in Dynamics course. Experiments are conducted with a group of Mechanical Engineering students in the Dynamics class. The assessment result shows that the innovative learning tools: 1) allow the students to interact with virtual objects with force feedback and better understand the abstract concepts by investigating the dynamics responses; 2) stimulate the students’ learning interests in understanding the fundamental physics theories.

Genetic and Environmental Influences on the Development of Piagetian Logico-Mathematical Concepts and Other Specific Cognitive Abilities: A Twin Study

1982 ◽  
Vol 31 (1-2) ◽  
pp. 10-61 ◽  
Author(s):  
Arleen S. Garfinkle
Keyword(s):  
Factor Analysis ◽  
Family Environment ◽  
Cognitive Abilities ◽  
Twin Study ◽  
Environmental Variables ◽  
Visual Memory ◽  
Parental Education ◽  
Genetic Variance ◽  
Mathematical Concepts ◽  
Specific Cognitive Abilities

The classical twin study method was used to assess the relative contributions of genetic and environmental components to individual variation in several aspects of cognitive functioning. Tests of logico-mathematical concept formation, as well as vocabulary, nonverbal reasoning, and visual memory, were administered to 137 MZ and 72 DZ, same-sex white twin pairs. These children were individually tested on the Piagetian Mathematical Concepts Battery (PMCB), Peabody Picture Vocabulary Test (PPVT), Raven Coloured Progressive Matrices (PM), and a Visual Memory (VM) test. The Attitudes Toward Education (ATE) questionnaire and the Moos [63] Family Environment Scale (FES) were used to collect additional data from the parents. Twins were 4 to 8 years old, with a mean age of 71 months, and most were from middle- and upper-middle-class families. Zygosity was determined from dermatoglyphic information and responses to a questionnaire asking mothers about twin similarities and confusion between the twins by others. These data were analyzed by a simple pair concordance procedure and by a discriminant function analysis. In addition, blood typing was done on 32 pairs for whom zygosity was not possible to determine by these methods.Previously reported patterns of intercorrelations among the 10 subscales of the FES, as well as the subscale structure, were verified by factor analysis. A factor analysis of the ATE yielded three factors: Basic Academic Education, Parental Participation, and General Utility of Education. These factors correlated significantly (P < 0.01) with various environmental indices (including father's occupation and education, Achievement Orientation, Expressiveness, etc). A factor analysis of the PMCB tasks gave some support for the existence of Piaget's underlying concepts of conservation of number, seriation, and classification.No sex differences were found for any of the specific cognitive abilities or any of the environmental variables. Correlations with age were substantial: 0.75 for PMCB, 0.70 for PPVT, 0.59 for PM, and 0.43 for VM. Because of the high correlations with age, the effect of age on these variables was partialed out in all further analyses. PMCB correlated most highly with PM (r = 0.41), and with PPVT (r = 0.36). Nonverbal reasoning and vocabulary were relatively independent of each other (r = 0.23). Correlations between visual memory and all other tests were low.MZ and DZ intraclass correlations for height and weight were similar to values reported in other studies. After correcting for test reliability, significant genetic variance (P < 0.01) was found for both PMCB and PPVT, and was suggested for VM. Genetic variance for PM was not significant (P > 0.05). Correction for reliability could not be employed in this case because an accurate estimate of the PM test–retest reliability is not available. There was no significant effect of age on the magnitude of the MZ or DZ intraclass correlations.A stepwise multiple regression on the environmental variables was performed for each cognitive test. The environmental variables considered were number of siblings, parental education and occupation, the 10 FES subscales, and the three ATE factors. Age was entered first in the regression equation for each test, and it accounted for 18% to 57% of the total variance in cognitive performance. Parental education accounted for 3% of the total variance in both PMCB and PPVT performance. This was considered as an environmental influence, but the possible confounding with a genetic element in parental IQ was discussed. Achievement Orientation exhibited a significant negative relationship (R2 = 0.02) with PM performance. Cohesion in the Family was positively related to PPVT performance (R2 = 0.02). In addition, Intellectual–Cultural Orientation predicted VM performance (R2 = 0.02). Overall, those environmental variables found to have a small effect suggest the value of a warm, stimulating, supportive (but not “pushy”) family environment for normal cognitive development in young children.Examination of the genetic and environmental results indicated that 49% of the variance in age-corrected PMCB performance was accounted for by the genetic variance (estimated from twin comparisons) and parental education. Similarly, variables identified in this investigation accounted for 60% of the variance in age-corrected PPVT performance, 29% of the age-corrected PM performance, and 32% of age-corrected VM performance.In conclusion, this was the first large twin study to find both genetic and environmental influences on the development of Piagetian logico-mathematical concepts and other specific cognitive abilities. The results illustrate the feasibility of investigating cognitive development in a theoretical framework such as Piaget's.

scholarly journals Implementation of Snowball Throwing Type of Cooperative Learning in Calculus Course

2019 ◽  
Vol 12 (3) ◽  
pp. 124
Author(s):  
Nurliani Manurung ◽  
Katrina Samosir ◽  
Yasifati Hia ◽  
Mariani Mariani ◽  
Togi Togi ◽  
...  
Keyword(s):  
Action Research ◽  
Cooperative Learning ◽  
Differential Equations ◽  
Learning Motivation ◽  
The Internet ◽  
Learning Resources ◽  
Teaching Techniques ◽  
Mathematical Concepts ◽  
Period 2 ◽  
Mathematical Problems

Our students experience difficulties in working on non-routine mathematical problems. They cannot see the general through special things or instead see things that are special through common things when dealing with mathematical concepts and examples. They cannot see the essential features of the way or recognize it when presented in various forms. We needed to improved their learning motivation and thinking creativity through the appropriate learning form. For that purpose, the action research was carried out by applying the snowball throwing type of cooperative learning in two cycles by involving as many as 70 participants in our calculus course. We implemented the teaching techniques for finding a diffractive solution in period 1 and the methods of solving differential equations in period 2. The learning implementation of period two was the improvisation of the cycle one’ scenario by adding the learning resources, the Internet. The increase in learning motivation and thinking creativity had been able to meet the predetermined targets and concluded that the snowball throwing type of cooperative learning used in calculus lectures is useful.

Mathematical models and anaesthesia

2017 ◽  
Author(s):  
Steven Cruickshank
Keyword(s):  
Practical Importance ◽  
Route Planning ◽  
Daily Practice ◽  
Linear Functions ◽  
Trigonometric Functions ◽  
Mathematical Functions ◽  
Mathematical Concepts ◽  
Mathematical Techniques ◽  
Sinusoidal Functions ◽  
The Mathematical Model

The use of mathematics in medicine is not as widespread as it might be. While professional engineers are instructed in a wide variety of mathematical techniques during their training in preparation for their daily practice, tradition and the demands of other subjects mean that doctors give little attention to numerical matters in their education. A smattering of statistical concepts is typically the main mathematical field that we apply to medicine. The concept of the mathematical model is important and indeed familiar; personal finance, route planning, home decorating, and domestic projects all require the application of the basic mathematical tools we acquire at school. This utility is why we learn them. The insight that can be gained by applying mathematics to physiological and other problems within medical practice is, however, underexploited. The undoubted complexity of human biology and pathology perhaps leads us to give up too soon. There are useful and practical lessons that can be learned from the use of elementary mathematics in medicine. Anaesthetic training in particular lends itself to such learning with its emphasis on physics and clinical measurement. Much can be achieved with simple linear functions and hyperbolas. Further exploration into exponential and sinusoidal functions, although a little more challenging, is well within our scope and enables us to cope with many time-dependent and oscillatory phenomena that are important in clinical anaesthetic practice. Some fundamental physiological relationships are explained in this chapter using elementary mathematical functions. Building further on the foundation of simple models to cope with more complexity enables us to see the process, examine the predictions, and, most importantly, assess the plausibility of these models in practice. Understanding the structure of the model enables intelligent interpretation of its output. Some may be inspired to investigate some of the mathematical concepts and their applications further. The rewards can be intellectually, aesthetically, and practically fruitful. The subtle, revelatory, and quite beautiful connection between exponential and trigonometric functions through the concept of complex numbers is one example. That this connection has widespread practical importance too is most pleasing.

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